杂集2018年6月大学英语四级考试真题精解(第三套)

2021年1月19日发(作者：满足感)

2018
年
6
月大学英语四级考试真题（第三套）

音频

Part I Writing
(30 minutes)
Directions: For this part
，

you are allowed 30 minutes to write a short
essay on the importance of speaking ability and how to develop it. You
should write at least 120 words but no more than 180 words.
____________ __________________________________________________ __________
____________________________________ _________________________________________
____ __________________________________________________ __________________
____________________________ _________________________________________________
______________________________________________ __________________________
____________________ __________________________________________________ _______
Part II Listening Comprehension
(25 minutes)
特别说明：
由于多题多卷，
第三套真题的听力试题与第二 套真题的一致，
只
是选项顺序不同，因此，本套试卷不再提供听力部分。

Part III Reading Comprehension
(40 minutes)
Section A

Directions: In this section
，

there is a passage with ten blanks. You
are required to select one word for each blank from a list of choices
given in a word bank following the passage. Read the passage through
carefully before making your choices. Each choice in the bank is
identified by a letter. Please mark the corresponding letter for each item
on Answer Sheet 2with a single line through the centre. You may not use
any of the words in the bank more than once.
An office tower on Miller Street in Manchester is completely covered
in solar panels. They are used to create some of the energy used by the
insurance company inside. When the tower was first26in 1962
，

it was
covered with thin square stones. These small square stones became a
problem for the building and continued to fall off the face for 40 years
until a major renovation was27. During this renovation the building
’
s
owners
，

CIS
，
28the solar panel company
，

Solarcentury. They agreed to
cover the entire building in solar panels. In 2004
，

the completed CIS
tower became Europe
’
s largest29of vertical solar panels. A vertical solar
project on such a large30has never been repeated since.
Covering a skyscraper with solar panels had never been done
before
，

and the CIS tower was chosen as one of the
“
10 best green
energy projects
”
. For a long time after this renovation project
，

it was the

tallest building in the United Kingdom
，

but it was31overtaken by the
Millbank Tower.
Green buildings like this aren
’
t32cost-efficient for the investor
，

but
it does produce much less pollution than that caused by
energy33through fossil fuels. As solar panels get34
，

the world is likely to
see more skyscrapers covered in solar panels
，

collecting energy much
like trees do. Imagine a world where building the tallest skyscraper
wasn
’
t a race of35
，

but rather one to collect the most solar energy.
A) cheaper
B) cleaner
C) collection
D) competed
E) constructed
F) consulted
G) dimension
H) discovered
I) eventually

J) height
K) necessarily
L) production
M) range
N) scale
O) undertaken
Section B
Directions: In this section
，

you are going to read a passage with ten
statements attached to it. Each statement contains information given in
one of the paragraphs. Identify the paragraph from which the
information is derived. You may choose a paragraph more than once.
Each paragraph is marked with a letter. Answer the questions by marking
the corresponding letter on Answer Sheet 2.
Some College Students Are Angry That They Have to Pay to Do Their
Homework
A) Digital learning systems now charge students for access codes
needed to complete coursework
，

take quizzes
，

and turn in homework.
As universities go digital
，

students are complaining of a new hit to their

finances that
’
s replacing
—
and sometimes joining
—
expensive textbooks:
pricey online access codes that are required to complete coursework and
submit assignments.
B) The codes
—
which typically range in price from $$80 to $$155 per
course
—
give students online access to systems developed by education
companies like McGraw Hill and Pearson. These companies
，

which long
reaped big profits as textbook publishers
，

have boasted that their new
online offerings
，

when pushed to students through universities they
partner with
，

represent the future of the industry.
C) But critics say the digital access codes represent the same
profit-seeking ethos (
观念
)of the textbook business
，

and are even
harder for students to opt out of. While they could once buy
second-hand textbooks
，

or share copies with friends
，

the digital
systems are essentially impossible to avoid.
D)
“
When we talk about the access code we see it as the new face of
the textbook monopoly (
垄断
)
，

a new way to lock students around this
system
，
”

said Ethan Senack
，

the higher education advocate for the U.S.
Public Interest Research Group
，

to BuzzFeed News.
“
Rather than $$250
(for a print textbook) you
’
re paying $$120
，
”

said Senack.
“
But because
it
’
s all digital it eliminates the used book market and eliminates any

sharing and because homework and tests are through an access code
，

it
eliminates any ability to opt out.
”

E) Sarina Harper
，

a 19-year-old student at Virginia Tech
，

was faced
with a tough dilemma when she first started college in 2015
—
pay rent or
pay to turn in her chemistry homework. She told BuzzFeed News that her
freshman chemistry class required her to use Connect
，

a system
provided by McGraw Hill where students can submit homework
，

take
exams and track their grades. But the code to access the program cost
$$120
—
a big sum for Harper
，

who had already put down $$450 for
textbooks
，

and had rent day approaching.
F) She decided to wait for her next work-study paycheck
，

which was
typically $$150-$$200
，

to pay for the code. She knew that her chemistry
grade may take a dive as a result.
“
It
’
s a balancing act
，
”

she said.
“
Can
I really afford these access codes now?
”

She didn
’
t hand in her first two
assignments for chemistry
，

which started her out in the class with a
failing grade.
G) The access codes may be another financial headache for
students
，

but for textbook businesses
，

they
’
re the future. McGraw Hill
，

which controls 21% of the higher education market
，

reported in March
that its digital content sales exceeded print sales for the first time in 2015.

The company said that 45% of its $$140 million revenue in 2015
“
was
derived from digital products.
”

H) A Pearson spokesperson told BuzzFeed News that
“
digital
materials are less expensive and a good investment
”

that offer new
features
，

like audio texts
，

personalized knowledge checks and expert
videos. Its digital course materials save students up to 60% compared to
traditional printed textbooks
，

the company added. McGraw Hill didn
’
t respond to a request for comment
，

but its CEO David Levin told the
Financial Times in August that
“
in higher education
，

the era of the
printed textbook is now over.
”

I) The textbook industry insists the online systems represent a better
deal for students.
“
These digital products aren
’
t just mechanisms for
students to submit homework
，

they offer all kinds of features
，
”

David
Anderson
，

the executive director of higher education with the
Association of American Publishers
，

told BuzzFeed News.
“
It helps
students understand in a way that you can
’
t do with print homework
assignments.
”

J) David Hunt
，

an associate professor in sociology at Augusta
University
，

which has rolled out digital textbooks across its math and
psychology departments
，

told BuzzFeed News that he understands the
utility of using systems that require access codes. But he doesn
’
t require

his students to buy access to a learning program that controls the class
assignments.
“
I try to make things as inexpensive as possible
，”

said
Hunt
，

who uses free digital textbooks for his classes but designs his own
curriculum.
“
The online systems may make my life a lot easier but I feel
like I
’
m giving up control. The discussions are the things where my
expertise can benefit the students most.
”

K) A 20-year-old junior at Georgia Southern University told BuzzFeed
News that she normally spends $$500-$$600 on access codes for class. In
one case
，

the professor didn
’
t require students to buy a textbook
，

just
an access code to turn in homework. This year she said she spent $$900
on access codes to books and programs.
“
That
’
s two months of rent
，
”

she said.
“
You can
’
t sell any of it back. With a traditional textbook you
can sell it for $$30-$$50 and that helps to pay for your new semester
’
s
books. With an access code
，

you
’
re out of that money.
”

L) Benjamin Wolverton
，

a 19-year old student at the University of
South Carolina
，

told BuzzFeed News that
“
it
’
s ridiculous that after
paying tens of thousands in tuition we have to pay for all these access
codes to do our homework.
”

Many of the access codes he
’
s purchased
have been required simply to complete homework or quizzes.
“
Often it
’
s only 10% of your grade in class
，”

he said.
“
You
’
re paying so much
money for something that hardly affects your grade
—
but if you didn
’
t

have it
，

it would affect your grade enough. It would be bad to start out
at a B or C.
”

Wolverton said he spent $$500 on access codes for digital
books and programs this semester.
M) Harper
，

a poultry (
家禽
) science major
，

is taking chemistry again
this year and had to buy a new access code to hand in her homework.
She rented her economics and statistics textbooks for about $$20 each.
But her access codes for homework
，

which can
’
t be rented or bought
second- hand
，

were her most expensive purchases: $$120 and $$85.
N) She still remembers the sting of her first experience skipping an
assignment due to the high prices.
“
We don
’
t really have a missed
assignment policy
，
”

she said.
“
If you miss it
，

you just miss it. I just got
zeros on a couple of first assignments. I managed to pull everything back
up. But as a scared freshman looking at their grades
，

it
’
s not fun.
”

36. A student
’
s yearly expenses on access codes may amount to
their rent for two months.
37. The online access codes may be seen as a way to tie the students
to the digital system.
38. If a student takes a course again
，

they may have to buy a new
access code to submit their assignments.

39. McGraw Hill accounts for over one- fifth of the market share of
college textbooks.
40. Many traditional textbook publishers are now offering online
digital products
，

which they believe will be the future of the publishing
business.
41. One student complained that they now had to pay for access
codes in addition to the high tuition.
42. Digital materials can cost students less than half the price of
traditional printed books according to a publisher.
43. One student decided not to buy her access code until she
received the pay for her part-time job.
44. Online systems may deprive teachers of opportunities to make
the best use of their expertise for their students.
45. Digital access codes are criticized because they are profit-driven
just like the textbook business.
Section C
Directions: There are 2 passages in this section. Each passage is
followed by some questions or unfinished statements. For each of them

there are four choices marked A)
，

B)
，

C) and D). You should decide on
the best choice and mark the corresponding letter on Answer Sheet
2with a single line through the centre.
Passage One
Questions 46 to 50 are based on the following passage.
For thousands of years
，

people have known that the best way to
understand a concept is to explain it to someone else.
“
While we teach
，

we learn
，
”

said Roman philosopher Seneca. Now scientists are bringing
this ancient wisdom up-to-date. They
’
re documenting why teaching is
such a fruitful way to learn
，

and designing innovative ways for young
people to engage in instruction.
Researchers have found that students who sign up to tutor others
work harder to understand the material
，

recall it more accurately and
apply it more effectively. Student teachers score higher on tests than
pupils who
’
re learning only for their own sake. But how can children
，

still learning themselves
，

teach others? One answer: They can tutor
younger kids. Some studies have found that first-born children are more
intelligent than their later-born siblings (
兄弟姐妹
). This suggests their
higher IQs result from the time they spend teaching their siblings. Now
educators are experimenting with ways to apply this model to academic

subjects. They engage college undergraduates to teach computer
science to high school students
，

who in turn instruct middle school
students on the topic.
But the most cutting-edge tool under development is the
“
teachable agent
”

—
a computerized character who learns
，

tries
，

makes mistakes and asks questions just like a real-world pupil. Computer
scientists have created an animated (
动画的
) figure called Betty
’
s Brain
，

who has been
“
taught
”

about environmental science by hundreds of
middle school students. Student teachers are motivated to help Betty
master certain materials. While preparing to teach
，

they organize their
knowledge and improve their own understanding. And as they explain
the information to it
，

they identify problems in their own thinking.
Feedback from the teachable agents further enhances the tutors
’

learning. The agents
’

questions compel student tutors to think and
explain the materials in different ways
，

and watching the agent solve
problems allows them to see their knowledge put into action.
Above all
，

it
’
s the emotions one experiences in teaching that
facilitate learning. Student tutors feel upset when their teachable agents
fail
，

but happy when these virtual pupils succeed as they derive pride
and satisfaction from someone else
’
s accomplishment.

46. What are researchers rediscovering through their studies?
A) Seneca
’
s thinking is still applicable today.
B) Better learners will become better teachers.
C) Human intelligence tends to grow with age.
D) Philosophical thinking improves instruction.
47. What do we learn about Betty
’
s Brain?
A) It is a character in a popular animation.
B) It is a teaching tool under development.
C) It is a cutting-edge app in digital games.
D) It is a tutor for computer science students.
48. How does teaching others benefit student tutors?
A) It makes them aware of what they are strong at.
B) It motivates them to try novel ways of teaching.
C) It helps them learn their academic subjects better.
D) It enables them to better understand their teachers.

49. What do students do to teach their teachable agents?
A) They motivate them to think independently.
B) They ask them to design their own questions.
C) They encourage them to give prompt feedback.
D) They use various ways to explain the materials.
50. What is the key factor that eases student tutors
’

learning?
A) Their sense of responsibility.
B) Their emotional involvement.
C) The learning strategy acquired.
D) The teaching experience gained.
Passage Two
Questions 51 to 55 are based on the following passage.
A new batch of young women
—
members of the so-called Millennial
(
千禧的
) generation
—
has been entering the workforce for the past
decade. At the starting line of their careers
，

they are better educated
than their mothers and grandmothers had been
—
or than their young
male counterparts are now. But when they look ahead
，

they see

roadblocks to their success. They believe that women are paid less than
men for doing the same job. They think it
’
s easier for men to get top
executive jobs than it is for them. And they assume that if and when they
have children
，

it will be even harder for them to advance in their careers.
While the public sees greater workplace equality between men and
women now than it did 20-30 years ago
，

most believe more change is
needed. Among Millennial women
，

75% say this country needs to
continue making changes to achieve gender equality in the workplace
，

compared with 57% of Millennial men. Even so
，

relatively few young
women (15%) say they have been discriminated against at work because
of their gender.
As Millennial women come of age they share many of the same
views and values about work as their male counterparts. They want jobs
that provide security and flexibility
，

and they place relatively little
importance on high pay. At the same time
，

however
，

young working
women are less likely than men to aim at top management jobs: 34% say
they
’
re not interested in becoming a boss or top manager; only 24% of
young men say the same. The gender gap on this question is even wider
among working adults in their 30s and 40s
，

when many women face the
trade-offs that go with work and motherhood.

These findings are based on a new Pew Research Center survey of 2
，
002 adults
，

including 810 Millennials (ages 18-32)
，

conducted Oct.
7-27
，

2013. The survey finds that
，

in spite of the dramatic gains women
have made in educational attainment and labor force participation in
recent decades
，

young women view this as a man
’
s world
—
just as
middle- aged and older women do.
51. What do we learn from the first paragraph about Millennial
women starting their careers?
A) They can get ahead only by striving harder.
B) They expect to succeed just like Millennial men.
C) They are generally quite optimistic about their future.
D) They are better educated than their male counterparts.
52. How do most Millennial women feel about their treatment in the
workplace?
A) They are the target of discrimination.
B) They find it satisfactory on the whole.
C) They think it needs further improving.
D) They find their complaints ignored.

53. What do Millennial women value most when coming of age?
A) A sense of accomplishment.
B) Job stability and flexibility.
C) Rewards and promotions.
D) Joy derived from work.
54. What are women in their 30s and 40s concerned about?
A) The welfare of their children.
B) The narrowing of the gender gap.
C) The fulfillment of their dreams in life.
D) The balance between work and family.
55. What conclusion can be drawn about Millennial women from the
2013 survey?
A) They still view this world as one dominated by males.
B) They account for half the workforce in the job market.
C) They see the world differently from older generations.
D) They do better in work than their male counterparts.

Part IV Translation
(30 minutes)
Directions: For this part
，

you are allowed 30 minutes to translate a
passage from Chinese into English. You should write your answer on
Answer Sheet 2.
公交车曾是 中国人出行的主要交通工具。
近年来，
由于私家车数量不断增多，
城市的交通问题越来 越严重。
许多城市为了鼓励更多人乘坐公交车出行，
一直在
努力改善公交车的服务质量 。
车辆的设施不断更新，
车速也有了显著提高。
然而，
公交车的票价却依然相 当低廉。
现在，
在大多数城市，
许多当地老年市民都可以
免费乘坐公交车。< br>

2018
年
6
月大学英语四级考试真题精解（第三套）

Part I Writing
【范文评注】

As can be seen from the Chinese historical story
“
Yan Zi
’
s Visit to
the State of Chu
”，

where Yan Zi
’
s eloquence and wisdom won the
respect for himself and his State of Qi
，

the importance of developing
excellent speaking ability can never be underestimated.1Sound speaking
skills can help to resolve problems
，

strengthen mutual understanding
and trust
，

and forge friendships.2

In my opinion
，

to improve the speaking ability
，

first
，

practice
makes perfect. With thorough preparation and practice
，

we can
overcome our nervousness and speak exceptionally
confidently.3Second
，

reading extensively is also conducive to becoming
more eloquent and wittier. Being exposed to vocabulary on different
topics can help us improve language skills
，

and more importantly
，

can
increase our emotional intelligence
，

making us do better in
understanding real people and real situations.4Third
，

consider other
people
’
s perspectives before we act or speak. Only after we understand
other people
’
s views can we shoot the arrow at the target.5
Based on the above analysis
，

high priority should be given to
enhancing the speaking ability
，

and it can be improved by practicing a
lot
，

reading extensively and multi-perspective thinking.6
1.
首段首句引用“晏子使楚”的典故，引出口语表达能力的重要性并点明
文章的主旨。

2.
首段第二句进一步说明口语能力的重要作用。

3.
第二段 从三个方面具体阐明如何培养口语表达能力。前两句是第一点，
即通过多加练习以达到熟能生巧。

4.
第二段第三、四句阐明了如何培养口语表达能力的第二点，即要通过广
泛阅 读积累各种话题的词汇。


5.
第二段最后两句阐明了如何培养口语表达 能力的第三点，即了解别人的
观点，做到知己知彼。

6.
第三段再次点题，并对全文进行总结。

【译文】

在中国的历史故 事
“晏子使楚”
中，
晏子凭借自身的口才和智慧为他自己和
他的国家——齐国 ——赢得了尊重。从这个故事中我们可以看出，永远不能低
估培养优秀的口语表达能力的重要性。
精湛的口语表达能力有助于解决问题，
增
进相互了解和信任，以及建立友谊。
在我看来，
要想提高口语表达能力，
首要的就是熟能生巧。
经过充分的准备
和练习，我们可以克服紧张情绪，做到非常自信地说话。第二，广泛阅读也有助
于我们变得更加雄辩和 机智。
接触不同话题的词汇可以帮助我们提高语言表达能
力，
更重要的是，
可 以提高我们的情商，
使我们更好地了解真实的人和真实的情
形。第三，在我们采取行动或说话之 前，要先考虑他人的观点。只有了解了别人
的看法我们才能有的放矢。

基于以上分析 ，
我们应高度重视口语能力的提高，
可以通过大量练习、
广泛
阅读和多角度思 维来提高。

【要点用法】

historical
历史的，历史上的


mutual understanding
相互理解

witty
机智的

eloquence
口才，雄辩

forge
建立，形成；伪造

be exposed to
接触

wisdom
智慧

practice makes perfect
熟能生巧

emotional intelligence
情商

speaking ability
口语表达能力

thorough
充分的，彻底的

perspective
观点

underestimate
低估，轻视

nervousness
紧张不安

shoot the arrow at the target
有的放矢

sound
精湛的；扎实的


exceptionally
特别，异常

based on
基于

resolve
解决

reading extensively
广泛阅读

give priority to
优先考虑

strengthen
加强，巩固

conducive
有益的

enhance
提高，加强

【句法点评】

1. As can be seen from the Chinese historical story
“
Yan Zi
’
s Visit to
the State of Chu
”，

where Yan Zi
’
s eloquence and wisdom won the
respect for himself and his State of Qi
，

the importance of developing
excellent speaking ability can never be underestimated.
本句是一个复合句，
包含两个定语从句 。
第一个是由
as
引导的定语从句
As
can be seen from...
，
as
作关系代词，指代整个句子；
As can be seen from
也可以当作固定用法使用。第二个是
where
引导的定语从句< br>where Yan Zi
’
s
eloquence and wisdom won the respect...
，对
Chinese historical story
进

行解释说明，先行词
Chinese historical story
相当于一个抽象地点，双引号中
的内容是它的同位语。

2. Being exposed to vocabulary on different topics can help us
improve language skills
，

and more importantly
，

can increase our
emotional intelligence
，

making us do better at understanding real
people and real situations.
本句虽然很长，
却是一个简单句。
句中含有三个 动名词短语：
第一个是
Being
exposed to vocabulary on different topics
，这是全句的主语，它的谓语动词
有两个，一个是
can help
，一个是
can increase
，是由
and
连接的并 列谓语；
第二个是
making us do better in...
，现在分词短语作结果状语；第三个是
understanding real people and real situations
，作介词
in
的宾语。

3. Only after we understand other people
’
s views can we shoot the
arrow at the target.
本句是部 分倒装句型，“
only+
状语”出现在句首，所以主句谓语用了部分
倒装结构，将情 态动词提到主语之前，变成了
can we shoot
。

4. Based on the above analysis
，

high priority should be given to
enhancing the speaking ability
，

and it can be improved by practicing a
lot
，

reading extensively and multi-perspective thinking.

本句是一个复合句，
由
and
连接两个被动 语态的句子。
句首的
Based on the
above analysis
是过去分词短语作状语。
high priority
意为“应优先解决的事
情”，可以视为常用搭配背诵记忆。

Part II Listening Comprehension
特别说明：
由 于多题多卷，
第三套真题的听力试题与第二套真题的一致，
只
是选项顺序不同，因此， 本套试卷不再提供听力部分。

Part III Reading Comprehension
Section A
【参考译文】

曼彻斯 特米勒大街的一栋办公大楼完全被太阳能电池板所覆盖。
它们被用来
生成部分能源，供这栋楼里 的保险公司使用。这座大楼最初
[26]
建于
1962
年，
楼体被方 形薄石所覆盖。这些小方石后来给该栋大楼带来了难题，它们
40
年来
不断从表面脱落 ，直到对大楼
[27]
进行了一次重大翻新。在翻新期间，该大楼的
业主
CI S[28]
咨询了太阳能电池板公司太阳能世纪。他们同意用太阳能电池板覆
盖整栋大楼。2004
年，竣工的
CIS
大厦成为欧洲最大的垂直太阳能电池板
[29 ]
收集体。一个如此大
[30]
规模的垂直太阳能板项目从此再未出现过。

用太阳能板覆盖摩天大楼前所未有，
CIS
大厦被选为“十大最佳绿色能源项
目”之一。此次翻新工程之后的很长一段时间里，它一直是英国最高的建筑，但
[31]
最终被 米尔班克大厦所取代。