英語四級閱讀，作為大學(xué)英語能力的重要評估指標(biāo)，不僅檢驗(yàn)了學(xué)生對詞匯、語法的掌握，更考察了其閱讀理解和信息篩選的能力。在全球化背景下，提升這一能力對于拓寬視野、增進(jìn)跨文化交流至關(guān)重要。今天，小編將分享2024年6月大學(xué)英語四級閱讀真題以及答案（卷三）相關(guān)內(nèi)容，希望能為大家提供幫助！
Section A
Directions: In this section,thereis a passage with ten blanks.You are required to select one wordfor 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 letterfor each item on Answer Sheet 2 with a single line through the centre.You may not use any ofthe words in the bank more than once.
Over the coming decades,millions of jobs will be threatened by robotics and artificial intelligence.Despite intensive academic 26 on these developments,there has been little study on how workers 27 to being replaced through technology.
To find out,business researchers at TUM and Erasmus University Rotterdam conducted 11 studies and surveys with over 2,000 persons from several countries.
The findings show:In principle,most people view it more 28 when workers are replaced by other people than by robots or intelligent software.This preference 29 ,however,when it refers to people's own jobs When that is the case,the majority of workers find it less upsetting to see their own jobs go to robots than to other employees.In the long term,however,the same people see machines as more threatening to their future role in the workforce.These effects can also be observed among people who have recently become unemployed.
The researchers were able to identify the causes behind these 30 paradoxica results,too:People tend to 31 themselves less with machines than with other people.Consequently,being replaced by a robotor software 32 less of a threat to their feeling of self-worth.This reduced self-threat could even be observed when participants assumed that they were being replaced by other employees who relied on technological abilities such as artificial intelligence in their work.
“Even when unemployment results from the 33 of new technologies,people still judge it in a social context,”says Christoph Fuchs,one of the authors of the study.“It is important to understand these 34 effects when trying to manage the massive changes in the working world to minimize 35 in society.”
A)compare
B)contradicts
C)conventional
D)debate
E)disruptions
F)drastically
G)favorably
H)guarantee
I)introduction
J)modifications
K)poses
L)psychological
M)react
N)reverses
O)seemingly
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 correspondingletter on Answer Sheet 2.
No escape as 'snow day'becomes fe-learning day’
A)Certain institutions,such as schools,are likely to close when bad weather,such as snow,flooding or extreme heat or cold,causes travel difficulties,power outages(斷供),or otherwise endangers public safety.When snowy weather arrives in the US,it means the chance ofschool children benefiting from the long-standing tradition ofthe “snow day”,when schools are forced to close and students get an unexpected day off.
B)The criterion for a snow day is primarily the inability ofschool buses to operate safely on their routes and danger to children who walk to school.Often,the school remains officially open even though buses do not run and classes arecanceled.Severe weather that causes cancellation or delayis more likely in regions that are less able to handle the situation.Snow days are less common in more northern areas ofthe United States that are used to heavy winter snowfall,because municipalities are well equipped to clear roads and remove snow.In areas less accustomed to snow even small snowfalls of an inch ortwo may render roads unsafe.
C)Snow days are a familiar theme in American film and TV shows,with children getting the good news and then running outside for some seasonal snowman-building and snowball throwing,against a background of joyful pop music.But the tradition is now over for pupils in several US states such as South Carolina, Nevada,Georgia and Indiana.This academic year,many school boards have introduced policies which require students to work from home if the school is shut by snow or extreme weather.They are known as “e-learning days”,which certainly sounds less fun than a snow day.
D)Teachers are also losing their snow days and instead will be expected to be on hand to take a virtual register and answer students'questions online.A pilot programme in a school district in Anderson County,South Carolina,has supplied students with electronic tablets loaded with assignments to complete in the event of a school closure.If it is successful,it could be rolled out across the state.
E)But some parents object to the new policy ifthe vigorous debate on the Facebook page ofAnderson County school district is anything to go by.“When it snows,let the kids enjoy it,”said one commenter.Another said the decision would “ruin school even more”,and someone else called snow days“a fun part of childhood”. But supporters ofthe policy say it means children will miss fewer days ofschool.It will also bring to an end a less popular US high school tradition:the “make-up day”,which requires students in many states to make up the time lost due to weatherby working during school holidays.
F)Students in North Carolina already have several make-up days scheduled because of school closures during Hurricane Florence,which struck in September.Tom Wilson,the superintendent(主管)of Anderson County school district,said the change away from snow days makes practical and financial sense.He said technology has changed every profession,so it makes sense to use it to“eliminate”make-up days.Adam Baker of the Department of Education in Indiana said e-learning days were proving a“great success”. He said most Indiana schools already use digital devices during lessons,so it was an“easy decision”to extend this to days when schools are closed.He denies the decision is depriving children of the chance to enjoy the snow.“Students are still able to enjoy snow days and outside time,”he said.“Many have PE and science assignments that have them out enjoying the weather.”But local school superintendents in Ohio are resisting proposals to adopt e-learning days.They fear that students without internet access at home will be disadvantaged by the policy,and superintendent Tom Roth is concerned that e-learning days will offer a lower quality of education.
G)There are also so-called“blizzard bags”,with assignments that children take home ahead of an expected snow closure.But Mr Roth says it is not sufficient as a replacement.“I think we still need the class time to give our kids the education that they deserve,”he said.“Youcan't get that with a blizzard bag or doing the work from home like that.It's not going to be as effective.”
H)There is a long-running debate on whether missing days of school affects attainment.In England,there has been a focus on tackling absenteeism(曠課)from school.The Department for Education(DFE)published research in 2016 arguing that missing any days at school could have a negative impact on results.Even a few days lost in a year could be enough to miss out on getting a good exam grade,the DFE's research concluded. This differed from the findings of a study from Harvard University in the US,which concluded that missing a few occasional days because ofthe weather did not damage learning.
I)The Harvard study examined seven years of school results data and could not find any impact from snow closures.What caused moredisruption was when schools tried to stay open in bad weather,even though many staff and pupils were absent.But weather can make a difference to school results,according to another piece of Harvard research published last summer.It's hot weather that has the negative impact.The results of 10 million school students were examined over 13 years and researchers found a“significant”link between years with extremely hotweather and lower results.
J)It's obvious that students should go to school every day to get the most out of education.In cases of extreme weather students don't always have that option.However,research shows that authorised absences from school such as during extreme weather are less problematic for students than absences that are not authorised. This is because unauthorised absences tend to reflect patterns and behaviours of student disengagement,or the possible negative attitudes of parents towards education that students adopt and carry with them through schooling.The level of impact on students'educational performance is all to do with the length of time that a student is absent from school and how regularly this occurs.
36.There is opposition to the practice of giving children assignments to take home before extreme weather forces a school closure.
37.New policies adopted by many US schools require students to do online learning at home in case of a school closure.
38.According to some research,extreme hot weather negatively affects students'performance.
39.There is a time-honoured tradition in the US for school kids to stay at home on“snow days”
40.Debates on social media show some parents are opposed to ending the“snowday”tradition.
41.In more northern regions of the US,school is less likely to be affected by snowy weather.
42.Research indicates absences from school with permission do not cause as many problems as those without permission.
43.There is objection to e-learning days owing to fear that students with no access to the Internet at home will suffer.
44.In a pilot programme,students are given electronic devices to doassignments when schools areclosed.
45.A long-standing debate is going on over the impact of school absences on students'academic performance.
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 2 with a single line through the centre.
Passage One
Questions 46 to 50 are based on the following passage.
It may sound surprising,but you don't have to be interested in fashion,or even in history,to enjoy Dress Codes:How the Laws of Fashion Made History.I happen to be interested in both,and ended up enjoying the book for completely different reasons.
Richard Thompson Ford is a law professor,and you probably won't forget that for even one page.His carefully reasoned arguments,packed with examples,sound almost like reading a court opinion,only maybe wordier.You will probably never think of fashion as a trifle again. Ford's thesis is that the best way to understand what particular fashions meant in any given era is to look at the restrictions placed on them.Through this lens,he shows us that the first laws passed in the 1200s to ensure that only the nobility were allowed to wear certain fabrics,colors and ornaments reflected the rise of the middle class,who were now able to imitate some of these fashions.The status of the upper classes was threatened;fashion was a tool to preserve it.
Ford takes the reader through the evolution of fashion while examining the underlying motivations of status sex,power,and personality,which,he assumes,influenced all innovations in fashion in the past and which continue to influence us today.His writing is more than alittle dense—dense with research,clauses,and precise adjectives and nouns.But there's also humor and enough interesting episodes to make the writing appealing.No one is spared his sharp analysis:not the easy targets of 19th century women's crippling(傷害身體的)fashions nor the modern uniforms of Silicon Valley T-shirts.
But the greatest strength of this book (on fashion!)is its intellectual profoundness.Ford asks us to question unconscious beliefs,to realize thatwe almost never do so,to understand that the simplest choices are charged with meaning,and yet that meaning can and does change all thetime.Consider the fact that a 1918 catalog insisted that boys and girls be dressed in the appropriate color.We believe our thinking today is evolved;Ford shows us it's not.
46.What does the author think of the book Dress Codes:How the Laws of Fashion Made History?
A)It is read by people for entirely different reasons
B)It is meant for those interested in fashion history
C)It makes enjoyable as well as informative reading.
D)It converts fashion into something for deliberation.
47.How can people best understand a particular fashion in an era,according to Ford?
A)By examining the restraints imposed on it.
B)By looking at what the nobility were wearing.
C)By glancing at its fabrics,colors and ornaments.
D)By doing a survey ofthe upper and middle classes.
48.What was the aim of the first laws passed regarding fashion in the 1200s?
A)To facilitate the rise of the middle class.
B)To loosen restrictions on dress codes.
C)To help initiate some novel fashions.
D)To preserve the status of the nobles.
49.What does the author think of Ford's writing?
A)It uses comparison and contrast in describing fashions of different eras
B)It makes heavy reading but is not lacking in humor or appeal
C)It is filled with interesting episodes to spare readers intolerable boredom.
D)It is characteristic of academics in presenting arguments.
50.What does the author say is the greatest strength of Ford's book?
A)Plentiful information.
B)Meaningful choices.
C)Evolved thinking
D)Intellectual depth
Passage Two
Questions 51 to 55 are based on the following passage.
The art of persuasion means convincing others to agree with your point of view or to follow your course of action.For some ofus,persuasion is an instinctive quality and the power of influencing comes naturally.For the rest of us,persuasion skills can be learned and developed over time.
Employers place a great value on employees with persuasion skills because they can impact several aspects of job performance.Besides,teamwork and leadership rely heavily on the power of persuasion to get things done.Without persuasion skills,employees may not be as committed to or convinced of the importance of an organization's vision and long-term mission.Effective use of persuasion skills will not only help get your coworkers excited about your ideas,it'll also help you motivate them to achieve a common goal.
In order to learn the art of persuasion at the workplace,you need to understand how to handle conflicts and reach agreements.Good communication is the first step in effective persuasion,but logic and reasoning are just as important.Before you can get somebody on-board with your goal,you should help them understand why they should pursue it.Using visual aids to back up your ideas can help communicate your ideas better and make compelling arguments so your listeners will come to a logical choice and become fully committed to your ideas and plans.
Successful persuasion skills are based on your ability to have positive interactions and maintain meaningful relationships with people.In order to sustain thoserelationships,you must be able to work in their best interests as well.Your coworkers are more likely to agree with you when they succeed alongside you.The more they achieve and the greaterprogress they make,the more they trust your judgement and strength.
We persuade and get persuaded every day—we're either convincing or being convinced.A vast majority of people prefer collaboration and teamwork over traditional organizational structures;no one likes to be told what to do or to be pushed around.Therefore,organizations and leaders should adopt powerful persuasion skills to bring about necessary changes.
51.What does the author say about the ability to be persuasive in the first paragraph?
A)People may either be born with it or be able to cultivate it.
B)It proves crucial in making others follow one's course of action.
C)It refers to the natural and instinctive power of influencing one's coworkers.
D)People may view it as both a means to convince others and an art of communication.
52.Why are persuasion skills greatly valued in the workplace?
A)They enable employees to be convinced oftheir long-term gains.
B)They enable employees to trust their leaders unconditionally.
C)They help motivate coworkers to strive for a common goal.
D)They help an organization to broaden its vision effectively.
53.What should people do to learn the art of persuasion atthe workplace?
A)Acquire effective communication skills.
B)Avoid getting involved in conflicts with others.
C)Understand the reason for pursuing their goals.
D)Commit themselves fully to their ideas and plans
54.When are you more likely to succeed in persuading your coworkers?
A)When they are convinced you work in their interests while sacrificing your own.
B)When they become aware of the potential strength of the judgements you make.
C)When they become aware of the meaningful relationships you keep with them.
D)When they are convinced they will make achievements together with you.
55.Why are organizations and leaders advised to adopt powerful persuasion skills to bring about necessary changes?
A)To convince employees of the value of collaboration.
B)To allow for the preferences of most people of today
C)To improve on traditional organizational structures
D)To adapt to employees'ever-changing working styles.
26. D) debate(n.討論, 辯論v.討論, 辯論)
語義判斷 文章開頭提到，在未來幾十年里，數(shù)以百萬計(jì)的工作崗位將受到機(jī)器人和人工智能的威脅?？崭袼诰湟鉃椤氨M管學(xué)術(shù)界對這些發(fā)展進(jìn)行了激烈的_____，但關(guān)于工人如何_____被技術(shù)取代的研究卻很少”, 代入選項(xiàng)可知, debate符合語境。
27. M) react(v.反應(yīng); 回應(yīng))
語義判斷 對于將來會被機(jī)器所取代，工人會作何感想。下文便提到了相關(guān)研究，并給出了結(jié)論。react to意為“對……作出反應(yīng)”, 故 react符合語境。
28. G) favorably( adv.贊成地; 有利地)
語義判斷 本句意為“原則上，大多數(shù)人認(rèn)為，工人被其他人取代比被機(jī)器人或智能軟件取代更_____”，下文轉(zhuǎn)折表述當(dāng)涉及他們自己的工作時(shí)，大多數(shù)人發(fā)現(xiàn)，把工作交給機(jī)器人而非其他員工并不那么令人沮喪，前后表意相反，代入選項(xiàng)可知，favorably符合語境。
29. N) reverses(v.逆轉(zhuǎn), 徹底改變)
語義判斷 前一句提到大多數(shù)人認(rèn)為，工人被其他人取代比被機(jī)器人或智能軟件取代更有利，而后一句是說大多數(shù)工人發(fā)現(xiàn)，看到自己的工作交給機(jī)器人而不是其他員工并不那么令人沮喪，前后表意相反， 因此，空格所在句指的是，當(dāng)涉及自己的工作時(shí)，人們的偏好會發(fā)生逆轉(zhuǎn)，故reverses符合語境。
30. O) seemingly( adv.貌似, 看似; 似乎, 好像)
語義判斷 研究結(jié)果表明，和被其他員工替代相比，被機(jī)器人替代并未讓人們感到那么沮喪，但從長遠(yuǎn)來看，這些人認(rèn)為機(jī)器對他們的威脅性更高，這些結(jié)果似乎是相互矛盾的。因此 seemingly符合語境。
31. A) compare(v.比較, 對比n.比較)
語義判斷 此處闡述研究結(jié)果自相矛盾的原因，即人們更愿意與其他人而非機(jī)器相比較，故compare符合語境。
32. K) poses(v.造成, 引起n.姿勢)
語義判斷 該句意為“因此，被機(jī)器人或軟件取代對他們的自我價(jià)值感_____威脅較小”，posea threat意為“構(gòu)成威脅”, 故 poses符合語境。
33. I) introduction (n.引進(jìn); 介紹)
語義判斷 技術(shù)的發(fā)展終究會使機(jī)器人和人工智能接替更多的工作崗位，工人將被淘汰，即失業(yè)是由于新技術(shù)的引入造成的, 故 introduction符合語境。
34. L) psychological( adj.心理的; 精神上的)
語義判斷 技術(shù)革新及人工智能的發(fā)展會導(dǎo)致工人下崗，隨之而來的就是社會的變化，為了使影響最小化。了解工人對待職場變化的態(tài)度至關(guān)重要。代入選項(xiàng)可知， psychological符合語境。
35. E) disruptions(n.擾亂; 中斷)
語義判斷 該句意為“在試圖應(yīng)對職場的巨大變化以減少對社會的_____時(shí)，了解這些心理影響很重要”，代入選項(xiàng)可知, disruptions符合語境。
36. 題干譯文 有人反對在極端天氣導(dǎo)致學(xué)校停課前給學(xué)生布置家庭作業(yè)的做法。
答案解析 G。由題干關(guān)鍵信息 opposition、 assignments、 take home和 extreme weather forces a school closure定位到G段。該段首句提到，還有所謂的“暴風(fēng)雪書包”， 孩子們可以在預(yù)計(jì)的大雪封路之前把作業(yè)帶回家。但羅斯表示，這還不足以代替上課?？梢娪腥朔磳@種做法，由此可見，題干是對該句的同義轉(zhuǎn)述, 其中 There is opposition to是對原文 But Mr Roth says it is not sufficient as a replacement的概括總結(jié),而 the practice of giving children assignments to take home對應(yīng)原文中的 with assignments that children take home,而 before extreme weather forces a school closure對應(yīng)原文中的 ahead of an expected snow closure。
37. 題干譯文 美國許多學(xué)校所采取的新政策要求學(xué)生在遇到學(xué)校停課的情況下， 在家進(jìn)行線上學(xué)習(xí)。
答案解析 C。由題干關(guān)鍵信息 New policies、 many US schools、 online learning 和 school closure定位到C段。該段最后兩句承接上文提到， 本學(xué)年，許多學(xué)校董事會都出臺了政策，要求學(xué)生在學(xué)校因下雪或極端天氣停課時(shí)在家學(xué)習(xí)。這被稱為“線上學(xué)習(xí)日”，聽起來當(dāng)然沒有雪休日有趣。由此可知，題干是對原文內(nèi)容的概括總結(jié)。其中 New policies adopted by many US schools對應(yīng)原文中的 many school boards have introduced policies, 而 require students to do online learning at home對應(yīng)原文中的 require students to work from home和“e- learning days”, 而 in case of a school closure對應(yīng)原文中的 if the school is shut by snow or extreme weather。
38. 題干譯文 一些研究表明， 極端炎熱的天氣會對學(xué)生的學(xué)習(xí)成績產(chǎn)生負(fù)面影響。
答案解析 I。由題干關(guān)鍵信息 some research、 extreme hot weather和 negatively affects students' performance定位到I段。該段講述天氣對學(xué)生學(xué)習(xí)成績的影響，最后一句提到，炎熱的天氣對成績有負(fù)面影響。研究人員對1000萬名學(xué)生13年來的成績進(jìn)行了調(diào)查，發(fā)現(xiàn)極端炎熱天氣的年份與成績下降之間存在“顯著”聯(lián)系。由此可知,題干是對該句內(nèi)容的概括總結(jié)。題干中的 According to some research對應(yīng)原文中的 The results of 10 million school students were examined over 13 years and researchers found, extreme hot weather對應(yīng)原文中的 extremely hot weather, negatively affects對應(yīng)原文中的 has the negative impact, 而 students' performance對應(yīng)原文中的 lower results。
39. 題干譯文 在美國，學(xué)生因“雪休日”放假在家是一個(gè)悠久的傳統(tǒng)。
答案解析 A。由題干關(guān)鍵信息a time- honoured tradition in the US、 school kids、 stay at home和 snow days定位到A段。該段第二句提到，當(dāng)美國出現(xiàn)降雪天氣時(shí)， 這意味著學(xué)校的孩子們有機(jī)會享受“雪休日”這一由來已久的傳統(tǒng)，即學(xué)校被迫停課， 學(xué)生們得到一個(gè)意想不到的休息日。由此可見，題干是對該句的同義轉(zhuǎn)述, 其中a time- honoured tradition對應(yīng)原文中的 the long- standing tradition, in the US屬于原詞重現(xiàn), snow days對應(yīng)原文中的 snow day, school kids對應(yīng)原文中的 school children, 而 stay at home對應(yīng)原文中的 get an unexpected day off。
40.題干譯文 社交媒體上的爭論表明，一些家長反對終結(jié)“雪休日”的傳統(tǒng)。
答案解析 E。由題干關(guān)鍵信息 Debates on social media、 some parents、 are opposed to和 the“ snow day” tradition定位到E段。該段首句承接前文提到， 但是一些家長反對這項(xiàng)新政策，如果安德森縣學(xué)區(qū)的 Facebook頁面上的激烈爭論能說明什么的話。該句中的“新政策”即指前文提到的用“線上學(xué)習(xí)日”取代傳統(tǒng)的“雪休日”, 由此可知,題干是對原文內(nèi)容的概括總結(jié)。題干中的 Debates on social media對應(yīng)原文中的 the vigorous debate on the Facebook page of Anderson County school district, 而 some parents are opposed to ending the“ snow day” tradition對應(yīng)原文中的 some parents object to the new policy。
41. 題干譯文 在美國北部地區(qū)，學(xué)校受雪天影響(而停課)的可能性較小。
答案解析 B。由題干關(guān)鍵信息 more northern regions of the US、less likely和 be affected by snowy weather定位到B段。該段倒數(shù)第二句提到，在習(xí)慣了冬季大量降雪的美國北部地區(qū)，雪休日不大常見，因?yàn)槭姓?dāng)局設(shè)備精良，能夠及時(shí)清理道路和清除積雪，即學(xué)校受雪天影響(而停課)的可能性較小。由此可知，題干是對原文內(nèi)容的同義轉(zhuǎn)述。題干中的 In more northern regions of the US對應(yīng)原文中的 in more north ern areas of the United States, 而 school is less likely to be affected by snowy weather是對 Snow days are less common... that are used to heavy winter snowfall, because municipalities are well equipped to clear roads and remove snow的概括總結(jié)。
42.題干譯文 研究表明， 經(jīng)批準(zhǔn)的曠課比未經(jīng)批準(zhǔn)的曠課(對學(xué)業(yè))造成的問題更少。
答案解析 J。由題干關(guān)鍵信息 Research、absences from school with permission和 many problems定位到J段。該段第三句提到，然而，研究表明，與未經(jīng)批準(zhǔn)的曠課相比，在極端天氣等情況下經(jīng)批準(zhǔn)的曠課對學(xué)生造成的問題要少得多。由此可知，題干是對該句內(nèi)容的同義轉(zhuǎn)述。其中 Research indicates對應(yīng)原文中的 research shows, absences from school with permission 對應(yīng)原文中的 that authorised absences from school, 而 do not cause as many problems as those without permission對應(yīng)原文中 are less problematic for students than absences that are not authorised。
43. 題干譯文 有人反對線上學(xué)習(xí)日，因?yàn)閾?dān)心在家不能上網(wǎng)的學(xué)生將會受到影響。
答案解析 F。由題干關(guān)鍵信息 objection to e- learning days、 fear和 students with no access to the Internet at home定位到F段。該段最后兩句提到，但俄亥俄州當(dāng)?shù)氐膶W(xué)校校長正在抵制采用線上學(xué)習(xí)日的提議。他們擔(dān)心，在家不能上網(wǎng)的學(xué)生將因這項(xiàng)政策而處于不利地位。由此可知，題干是對原文內(nèi)容的同義轉(zhuǎn)述。題干中的 There is objection to e- learning days對應(yīng)原文中的 local school superintendents in Ohio are resisting proposals to adopt e- learning days, 而 owing to fear that students with no access to the Internet at home will suffer對應(yīng)原文中的 They fear that students without internet access at home will be disadvantaged by the policy。
44. 題干譯文 在一個(gè)試點(diǎn)項(xiàng)目中，當(dāng)學(xué)校停課時(shí)，學(xué)生會獲得電子設(shè)備來完成作業(yè)。
答案解析 D。由題干關(guān)鍵信息a pilot programme、 electronic devices、 do assignments和 schools are closed定位到D段。該段第二句提到，南卡羅來納州安德森縣一個(gè)學(xué)區(qū)的試點(diǎn)項(xiàng)目為學(xué)生提供了布置作業(yè)的電子平板電腦，以便他們在學(xué)校停課時(shí)完成作業(yè)。由此可知，題干是對原文內(nèi)容的同義轉(zhuǎn)述。其中a pilot programme屬于原詞重現(xiàn), students are given electronic devices to do assignments when schools are closed對應(yīng)原文中的 has supplied students with electronic tablets loaded with assignments to complete in the event of a school closure。
45. 題干譯文 關(guān)于曠課對學(xué)生學(xué)習(xí)成績的影響，長期以來一直存在著爭論。
答案解析 H。由題干關(guān)鍵信息A long- standing debate、the impact of school absences和 students' academic performance定位到H段。該段首句提到，關(guān)于曠課是否會影響學(xué)習(xí)成績的爭論由來已久。由此可知，題干是對原文內(nèi)容的同義轉(zhuǎn)述, 其中A long- standing debate is going on over對應(yīng)原文中的 There is a long- running debate on, 而 the impact of school absences on students' academic performance對應(yīng)原文中的 whether missing days of school affects attainment。
46. 作者如何看待《著裝規(guī)范： 時(shí)尚法則如何創(chuàng)造歷史》這本書?
A)人們出于完全不同的原因閱讀它。
B)它是為對時(shí)尚史感興趣的人準(zhǔn)備的。
C)它閱讀起來令人十分愉快， 又長見識。
D)它將時(shí)尚轉(zhuǎn)化為值得深思的事物。
解析：第一段第一句指出，這聽起來可能令人驚訝，但你并不需要對時(shí)尚甚至歷史感興趣，就可以享受閱讀《著裝規(guī)范：時(shí)尚法則如何創(chuàng)造歷史》這本書。接下來第二段第二句指出， 該書作者的論點(diǎn)經(jīng)過縝密且充分的論證，而且書中充滿了例子，看完后你可能再也不會認(rèn)為時(shí)尚是件小事了。由此可知，在作者看來，這本書令人享受，且能讓人增長見識，選項(xiàng)C與原文意思一致，故本題選C。選項(xiàng)A錯(cuò)在，原文是說作者出于不同的原因喜歡上了這本書，并不是人們出于完全不同的原因閱讀它，故排除。選項(xiàng)B以偏概全，選項(xiàng)D屬于過度推斷， 均排除。
47. 根據(jù)福特的說法， 人們?nèi)绾尾拍茏詈玫乩斫庖粋€(gè)時(shí)代的特定時(shí)尚?
A)通過仔細(xì)研究對其施加的限制。
B)通過觀察貴族的穿著。
C)通過瀏覽面料、顏色和裝飾品。
D)通過對上層階級和中產(chǎn)階級進(jìn)行調(diào)查。
解析：第三段第一句指出，福特的論點(diǎn)是，要理解任何一個(gè)時(shí)代的特定時(shí)尚意味著什么， 最好的方法是看一看當(dāng)時(shí)對時(shí)尚施加的限制。由此可知,本題選A。選項(xiàng)中的 restraints imposed on it與原文中的 restrictions placed on them是同義替換, restraint和 restriction都是“限制”的意思。其他三項(xiàng)雖然包含部分原文詞匯,但都不是福特所說的理解一個(gè)時(shí)代特定時(shí)尚的最佳方式， 故排除。
48. 13世紀(jì)首批通過的時(shí)尚行業(yè)的法律的目的是什么?
A)促進(jìn)中產(chǎn)階級的崛起。
B)放寬對著裝規(guī)范的限制。
C)幫助開創(chuàng)一些新時(shí)尚。
D)維護(hù)貴族的地位。
解析：第三段第二句指出，福特向我們展示了13世紀(jì)首批通過的確保只有貴族才能穿著某些面料、顏色和佩戴某些裝飾品的法律，這反映了中產(chǎn)階級的崛起，他們現(xiàn)在能夠模仿其中一些時(shí)尚風(fēng)格。但是僅從這句話，我們無法推斷通過該法律的目的。我們繼續(xù)讀下一句：上層階級的地位受到了威脅； 時(shí)尚是維護(hù)其地位的工具。由此可知，首批通過的時(shí)尚行業(yè)的法律規(guī)定貴族才能穿某些面料、顏色和裝飾品，其目的也就是維護(hù)貴族的地位，故本題選D，選項(xiàng)中的 preserve是原詞重現(xiàn)。雖然原文提到了中產(chǎn)階級的崛起，但這是這部法律的頒布反映出的一個(gè)現(xiàn)象，而不是其目的， 故排除A。選項(xiàng)B和C原文沒有提及， 均排除。
49. 作者認(rèn)為福特的作品怎么樣?
A)它使用比較和對比的手法來描述不同時(shí)代的時(shí)尚。
B)它讀起來很晦澀， 但不乏幽默感或吸引力。
C)它充滿了有趣的章節(jié)， 使讀者免于無法忍受的枯燥。
D)在提出論點(diǎn)方面，它具有學(xué)術(shù)特點(diǎn)。
解析：倒數(shù)第二段第二句和第三句指出，他的作品比較晦澀難懂——充滿了研究細(xì)節(jié)、從句和精確的形容詞和名詞。但這部作品中也不乏幽默和足夠有趣的章節(jié)，使文字充滿吸引力。對比四個(gè)選項(xiàng)，只有選項(xiàng)B概括最為全面且符合文章內(nèi)容，故本題選B，選項(xiàng)中的 heavy reading與原文中的 dense屬于同義替換。本題還可以用排除法來做。選項(xiàng)A原文未提及，故排除。選項(xiàng)C錯(cuò)在，原文說作品“不乏”足夠有趣的章節(jié)，并沒有說“充滿”了有趣的章節(jié)，而且該選項(xiàng)對福特作品的概括也不全面，故排除。作者只是提到福特的作品中論點(diǎn)論證縝密，例子豐富，聽起來就像閱讀法庭意見書一樣，這表明作者認(rèn)為福特的書有法律文獻(xiàn)的味道，而并非D項(xiàng)所說的具有學(xué)術(shù)特點(diǎn)，故D項(xiàng)可排除。
50. 作者認(rèn)為福特這本書最大的優(yōu)點(diǎn)是什么?
A)豐富的信息。
B)有意義的選擇。
C)進(jìn)化的思維。
D)思想的深度。
解析：根據(jù)題干關(guān)鍵詞 the greatest strength of Ford's book可以將答案定位到最后一段第一句。
最后一句段第一句指出，這本書(關(guān)于時(shí)尚！ )最大的優(yōu)勢在于其思想的深刻程度， 故本題選D。選項(xiàng) Intellectual depth與原文中的 intellectual profoundness是同義替換。其他三項(xiàng)均不符合題意, 故排除。
51. 在第一段中，關(guān)于說服他人的能力，作者說了什么?
A)它可能是人們與生俱來的， 也能夠后天培養(yǎng)。
B)事實(shí)證明， 它對于讓他人遵循自己的行動(dòng)方案至關(guān)重要。
C)它指的是影響同事的自然且本能的力量。
D)人們可能將其視為一種說服他人的手段和溝通的藝術(shù)。
解析：第一段第一句指出什么是說服的藝術(shù)。接著， 第二、三句指出，對一些人來說， 說服是一種本能的特質(zhì)，對于其他人來說，說服的技巧是可以隨著時(shí)間的推移而學(xué)習(xí)和發(fā)展的。由此可知， 選項(xiàng)A正確，說服力既有可能與生俱來,也有可能后天培養(yǎng)。選項(xiàng)中的 cultivate(培養(yǎng)) 與原文中的 learned and developed屬于同義替換。其他三項(xiàng)雖然包括原文中的詞匯，但是表達(dá)的意思都不準(zhǔn)確，可以排除。
52. 為什么說服技巧在工作場所受到高度重視?
A)它們能讓員工相信他們的長期收益。
B)它們能讓員工無條件地信任他們的領(lǐng)導(dǎo)。
C)它們有助于激勵(lì)同事為了一個(gè)共同的目標(biāo)而奮斗。
D)它們幫助組織有效地拓寬其視野。
解析：第二段講的是在工作場所說服力為什么很重要。首先，有說服力的員工可以影響工作表現(xiàn)的幾個(gè)方面。其次，團(tuán)隊(duì)合作和領(lǐng)導(dǎo)力在很大程度上依賴于說服力。第三，說服技巧可以讓員工為組織的愿景和長期使命全心投入，且深信不疑。第四， 有效使用說服技巧不僅可以讓你的同事對你的想法感到興奮，還可以幫你激勵(lì)他們實(shí)現(xiàn)共同的目標(biāo)。對比四個(gè)選項(xiàng)，只有選項(xiàng)C與第四點(diǎn)符合，故為正確答案。其他三項(xiàng)均與原文不符， 故排除。
53. 在工作場所，人們應(yīng)該如何學(xué)習(xí)說服的藝術(shù)?
A)獲得有效的溝通技巧。
B)避免卷入與他人的沖突。
C)了解追求目標(biāo)的原因。
D)全身心地投入到自己的想法和計(jì)劃中。
解析：第三段講的是人們應(yīng)如何學(xué)習(xí)說服的藝術(shù)。首先，在工作場所學(xué)會說服的藝術(shù)，你需要了解如何處理沖突并達(dá)成一致。其次，需要良好的溝通、邏輯和推理。第三，在讓別人支持你的目標(biāo)之前，你應(yīng)該幫他們理解為什么要追求這個(gè)目標(biāo)。第四，使用視覺輔助工具來支持你的想法。對比四個(gè)選項(xiàng)，可知選項(xiàng)A“獲得有效的溝通技巧”，與原文第二點(diǎn)“需要良好的溝通”相符，為正確答案。選項(xiàng)B錯(cuò)在應(yīng)該是了解如何解決沖突， 選項(xiàng)C錯(cuò)在應(yīng)該是讓支持你的人理解為什么追求這個(gè)目標(biāo)， 故排除。選項(xiàng)D原文沒有提及，故排除。
54. 什么時(shí)候你更有可能成功說服你的同事?
A)當(dāng)他們確信你為他們的利益而工作，同時(shí)犧牲你自己的利益時(shí)。
B)當(dāng)他們意識到你做判斷的潛在力量時(shí)。
C)當(dāng)他們意識到你與他們保持著有意義的關(guān)系時(shí)。
D)當(dāng)他們確信他們將和你一起取得成就時(shí)。
解析：第四段第三句指出，當(dāng)你的同事和你一起取得成功時(shí)，他們更有可能同意你的觀點(diǎn)。由此可知， 當(dāng)同事們確信跟你一起會取得成就時(shí)，你更有可能說服他們，故選項(xiàng)D正確。選項(xiàng)A錯(cuò)在原文沒有提到犧牲自己的利益；選項(xiàng)B用原文詞匯混淆視聽，表達(dá)的意思與原文不符； 原文沒有提到同事們意識到你與他們保持著有意義的關(guān)系， 故排除選項(xiàng)C。
55.為什么建議組織和領(lǐng)導(dǎo)者采用強(qiáng)有力的說服技巧，以促成必要的變革?
A)讓員工相信協(xié)作的價(jià)值。
B)考慮到當(dāng)今大多數(shù)人的偏好。
C)改進(jìn)傳統(tǒng)的組織結(jié)構(gòu)。
D)適應(yīng)員工不斷變化的工作方式。
解析：最后一段后兩句指出，與傳統(tǒng)的組織結(jié)構(gòu)相比，絕大多數(shù)人更喜歡協(xié)作和團(tuán)隊(duì)合作；沒有人喜歡被人告之應(yīng)該做什么或被人擺布。因此，組織和領(lǐng)導(dǎo)者應(yīng)該采用強(qiáng)有力的說服技巧，以促成必要的變革，也就是說，考慮到大多數(shù)人更喜歡協(xié)作，不喜歡被擺布，所以組織和領(lǐng)導(dǎo)者需要用強(qiáng)有力的說服技巧以促成必要的變革，故選項(xiàng)B正確。其他三個(gè)選項(xiàng)都與原文不符，可以排除。
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