2014年6月英语四级真题答案--长篇阅读
2014年6月英语四级阅读答案（word版）
2014年6⽉英语四级选词填空答案 36. N. simply本空所在句不缺其它成分，该空应为副词。
备选副词J) particularly(专门地、特别地)与N) simply(简单地、仅仅)中，simply符合句意“许多⼈仅仅是不想学着识字。
”37. A. average本空修饰名词Brazilian，需要形容词。
备选形容词A) average(平均的、普通的)E) expensive(昂贵的)K) potential(潜在的)中，average符合句意“普通的巴西⼈每年读1.8本⾮学术书⽬”。
且reads 1.8 non-academic books a year也在提⽰这⾥是在描述平均值。
38. M. ranked本空是该句谓语，缺动词。
且与前句并列，⽽前句⽤的过去式，因此本空需动词过去式。
备选的有C) distributed(分发、散布)、F) launched(发射、发动)、G) named(取名、提名)、H) neglected(忽视)、L) quit(退出、辞职)、M) ranked(排名)和O) treasured(珍惜)。
能与空后的18th构成合理搭配的只有ranked，表⽰“排在第18位”。
另外前句描述的也是巴西的排名。
39. F. launched本空是该句谓语，缺动词。
由于描述的是过去的⽇⼦，需要过去式。
备选的有C) distributed(分发、散布)、F) launched(发射、发动)、G) named(取名、提名)、H) neglected(忽视)、L) quit(退出、辞职)和O) treasured(珍惜)。
本空后的专有概念National Plan for Books and Reading明显是个活动或计划之类，能与之构成合理搭配的只有launched，表⽰“发起了此计划”。
40. E. expensive本空做表语，主语是books，形容词、动词分词可能性较⼤。
2014年度6月大学英语四级真命题及其内容规范标准答案(多套题及其详解)
2014年6月大学英语四级真题及答案(多套题及翻译）CET4 Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the following topic. You should write at least 120 words but no more than 180 words.题目一：Suppose a foreign friend of yours is coming to visit your campus, what is the most interesting place you would like to take him/her to see and why?假设你的一位外国朋友来参观你的校园，你最感兴趣的地方想带他/她去看?为什么?题目二：Suppose a foreign friend of yours is coming to visit your hometown, what is the most interesting place you would like to take him/her to see and why?假设你的一位外国朋友来参观你的家乡，你最感兴趣的地方想带他/她去看?为什么?题目三：Suppose a foreign friend of yours is coming to visit China, what is the most interesting place you would like to take him/her to see and why?假设你的一位外国朋友来参观中国，你最感兴趣的地方想带他/她去看?为什么?Part II Listening Comprehension (30 minutes)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.注意：此部分试题请在答题卡1上作答。
2014年6月大学英语四级阅读理解真题及答案
2014年6月大学英语四级阅读理解真题及答案2014年上半年大学生英语四六级考完半年之久，马上要迎来下班半年的大学生四六级考试。
小编负责收录历届经典英语阅读理解真题、模拟题。
一切精彩英语资料尽在【m.】。
今天小编为您带来的2014年6月大学英语四级阅读理解真题及答案。
The question of whether our government should promote science and technology or the liberal arts in higher education isn’t an either/or proposition(命题)，although the current emphasis on preparing young Americans for STEM(science, technology, engineering, maths)-related fields can make it seem that way.The latest congressional report acknowledges the critical importance of technical training, but also asserts that the study of the humanities (人文学科)and social sciences must remain central components of America’s educational system at all levels. Both are critical to producing citizens who can participate effectively in our democratic society, become innovative(创新的)leaders, and benefit from the spiritual enrichment that the reflection on the great ideas of mankind over time provides.Parents and students who have invested heavily in higher education worry about graduates’ job prospects as technological advances and changes in domestic and global markets transform professions in ways that reduce wages and cut jobs. Under these circumstances, it’s natural to l ook for what may appear to be the most “practical” way out of the problem “Major in a subject designed to get you a job” seems the obvious answer to some, though this ignores the fact that many disciplines in the humanities characterized as “soft” often, i n fact, lead to employment and success in the long run. Indeed,according to surveys, employers have expressed a preference for students who have received a broadly-based education that has taught them to write well, think critically, research creatively, and communicate easily.Moreover, students should be prepared not just for their first job, but for their 4th and 5th jobs, as there’s little reason to doubt that people entering the workforce today will be called upon to play many different roles over the course of their careers. The ones who will do the best in this new environment will be those whose educations have prepared them to be flexible. The ability to draw upon every available tool and insight—picked up from science, arts, and technology—to solve the problems of the future, and take advantage of the opportunities that present themselves, will be helpful to them and the United States.56. What does the latest congressional report suggest?A) STEM-related subjects help students find jobs in the information society.B) The humanities and STEM subjects should be given equal importance.C) The liberal arts in higher education help enrich students’ spiritual life.D) Higher education should be adjusted to the practical needs of society.57. What is the main concern of students when they choosea major?A) Their interest in relevant subjects.B) The academic value of the courses.C) The quality of education to receive.D) Their chances of getting a good job.58. What does the author say about the so called softsubjects?A) The benefit students in their future life.B) They broaden students’ range of interests.C) They improve students’ communication skills.D) They are essential to students’ healthy growth.59. What kind of job applicants do employers look for?A) Those who have a strong sense of responsibility.B) Those who are good at solving practical problems.C) Those who are likely to become innovative leaders.D) Those who have received a well-rounded education.60. What advice does the author give to college students?A) Seize opportunities to tap their potential.B) Try to take a variety of practical courses.C) Prepare themselves for different job options.D) Adopt a flexible approach to solving problems.56. B The humanities and STEM subjects should be given equal importance.57. D Their chances of getting a good job.58. A They benefit students in their future life.59. D Those who have received a well-rounded education.60. C Prepare themselves for different job options.Energy independence. It has a nice ring to it. Doesn’t it? If you think so, you’re not alone, because energy independence has been the dream of American president for decades, and never more so than in the past few years, when the most recent oil price shock has been partly responsible for kicking off the great recession.“Energy independence” and its rhetorical (修辞的) companion “energy security” are, however, slippery concepts that are rarely though through. What is it we want independencefrom, exactly?Most people would probably say that they want to be independent from imported oil. But there are reasons that we buy all that old from elsewhere.The first reason is that we need it to keep our economy running. Yes, there is a trickle(涓涓细流)of biofuel(生物燃料)available, and more may become available, but most biofuels cause economic waste and environmental destruction.Second, Americans have basically decided that they don’t really want to produce all their own oil. They value the environmental quality they preserve over their oil imports from abroad. Vast areas of the United States are off-limits to oil exploration and production in the name of environmental protection. To what extent are Americans really willing to endure the environmental impacts of domestic energy production in order to cut back imports?Third, there are benefits to trade. It allows for economic efficiency, and when we buy things from places that have lower production costs than we do, we benefit. And although you don’t read about this much, the United States is al so a large exporter of oil products, selling about 2 million barrels of petroleum products per day to about 90 countries.There is no question that the United States imports a great deal of energy and, in fact, relies on that steady flow to maintain its economy. When that flow is interrupted, we feel the pain in short supplies and higher prices, At the same time, we derive massive economic benefits when we buy the most affordable energy on the world market and when we engage in energy trade around the world.61. What does the author say about energy independencefor America?A) It sounds very attractive. C) It will bring oil prices down.B) It ensures national security. D) It has long been everyone’s dream.62. What does the author think of biofuels?A) They keep America’s economy running healthily.B) They prove to be a good alternative to petroleum.C) They do not provide a sustainable energy supply.D) They cause serious damage to the environment.63. Why does America rely heavily on oil imports?A) It wants to expand its storage of crude oil.B) Its own oil reserves are quickly running out.C) It wants to keep its own environment intact.D) Its own oil production falls short of demand.64. What does the author say about oil trade?A) It proves profitable to both sides. C) It makes for economic prosperity.B) It improves economic efficiency. D) It saves the cost of oil exploration.65. What is the author’s purpose in writing the passage?A) To justify America’s dependence on oil imports.B) To arouse America ns’ awareness of the energy crisis.C) To stress the importance of energy conservation.D) To explain the increase of international oil trade.61. A It sounds very attractive.62. D They cause serious damage to the environment.63. C It wants to keep its own environment intact.64. B It improves economic efficiency.65. A To justify America's dependence on oil imports.以上就是【m.】小编为您精心推荐的2014年6月大学英语四级阅读理解真题及答案，希望能对你有所帮助!。
2014年6月英语四级仔细阅读真题(总三套题)及问题详解
2014年6月英语四级仔细阅读真题（第一套）及答案Passage OneQuestions 56 to 60 are based on the following passage.When young women were found to make only 82 percent of what their male peers do just one year out of college, many were at a loss to explain it.All the traditional reasons put forward to interpret the pay gap-that women fall behind when they leave the workforce to raise kids, for example, or that they don't seek as many management roles-failed to justify this one. These young women didn't have kids yet. And because they were just one year removed from their undergraduate degrees, few of these women yet had the chance to go after (much less decline) leadership roles.But there are other reasons why the pay gap remains so persistent. The first is that no matter how many women may be getting college degrees, the university experience is still an unequal one. The second is that our higher education system is not designed to focus on the economic consequences of our students' years on campus.Now that women are the majority of college students and surpass men in both the number of undergraduate and advanced degrees awarded, one might think the college campus is a pretty equal place. It is not. Studies show that while girls do better than boys in high school, they start to trail off during their college years. They enroll in different kinds of classes, tend to major in less rigorous (非常严格的) subjects, and generally head off with less ambitious plans.As a result, it's not surprising that even the best educated young women enter the workplace with a slight disadvantage. Their college experience leaves them somewhat confused, still stumbling (栽倒) over the dilemmas their grandmothers' generation sought to destroy. Are they supposed to be pretty or smart? Strong or sexy (性感的) All their lives, today's young women have been pushed to embrace both perfection and passion-to pursue science and sports, math and theater-and do it all as well as they possibly can. No wonder they are not negotiating for higher salaries as soon as they get out of school. They are too exhausted, and too scared of failing.56. Traditionally, it is believed that women earn less than men because ______.A) they have failed to take as many rigorous coursesB) they do not feel as fit for management rolesC) they feel obliged to take care of their kids at homeD) they do not exhibit the needed leadership qualities57. What does the author say about America's higher education system?A) It does not offer specific career counseling to women.B) It does not consider its economic impact on graduates.C) It does not take care of women students' special needs.D) It does not encourage women to take rigorous subjects.58. What does the author say about today's college experience?A) It is different for male and female students.B) It is not the same as that of earlier generations.C) It is more exhausting than most women expect.D) It is not so satisfying to many American students.59. What does the author say about women students in college?A) They have no idea how to bring out their best.B) They drop a course when they find it too rigorous.C) They are not as practical as men in choosing courses.D) They don't perform as well as they did in high school.60. How does the author explain the pay gap between men and women fresh from college?A) Women are too worn out to be ambitious.B) Women are not ready to take management roles.C) Women are caught between career and family.D) Women are not good at negotiating salaries.Passage TwoQuestions 61 to 65 are based on the following passage.Heading leadership literature, you'd sometimes think that everyone has the potential to be an effective leader.I don't believe that to be true. In fact, I see way fewer truly effective leaders than I see people stuck in positions of leadership who are sadly incompetent and seriously misguided about their own abilities.Part of the reason this happens is a lack of honest self-assessment by those who aspire to (追求) leadership in the first place.We've all met the type of individual who simply must take charge. Whether it's a decision-making session, a basketball game, or a family outing, they can't help grabbing the lead dog position and clinging on to it for dear life. They believe they're natural born leaders.Truth is, they're nothing of the sort. True leaders don't assume that it's their divine (神圣的) right, to take charge every time two or more people get together. Quite the opposite.A great leader will assess each situation on its merits, and will only take charge when their position, the situation, and/or the needs of the moment demand it.Many business executives confuse leadership with action. They believe that constant motion somehow generates leadership as a byproduct. Faced with any situation that can't be solved by the sheer force of activity, they generate a dust cloud of impatience. Their one leadership tool is volume: if they think you aren't working as hard as they think you should, their demands become increasingly louder and harsher.True leaders understand the value of action, of course, but it isn't their only tool. In fact, it isn't even their primary tool. Great leaders see more than everyone else: answers, solutions, patterns, problems, opportunities. They know it's vitally important to do, but they also know that thinking, understanding, reflection and interpretation are equally important.If you're too concerned with outcomes to the extent that you manipulate and intimidate others to achieve those outcomes, then you aren't leading at all, you're dictating. A true leader is someone who develops his or her team so that they can and do hit their targets and achieve their goals.注意：此部分试题请在答题卡2上作答。
6月大学英语四级考试真题及答案(完整版)
2014年6月大学英语四级考试真题及答案(完整版)Part I Writing (30 minutes)Directions:For this part, you are allowed30 minutes to write a short essay on the following topic. You should write atleast 120 words but no more than 180 words.Supposea foreign friend of yours is coming to visit your hometown, what is the mostinteresting place you would like to take him/her to see and why注意：此部分试题请在答题卡1上作答。
PartII Listening Comprehension (30 minutes)SectionADirections:In this section, you will hear 8 shortconversations and 2 long conversations. At the end of each conversation, one ormore questions will be asked about what was said. Both the conversation and thequestions will be spoken only once. After each question there will be a the pause, you must read the four choices marked A), B), C) and D), anddecide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single linethrough the centre.注意：此部分试题请在答题卡1上作答。
2014年6月大学英语四级阅读真题及答案
2014年6月大学英语四级阅读真题及答案大学英语四级考试已经到冲刺的阶段了，为了让同学们备考充分，特地为您整理了《2014年6月大学英语四级阅读真题及答案》，供您参阅，希望对您的四级考试有所帮助。
欢迎访问了解更多四六级考试信息。
有道是得阅读者得四级，阅读的分数占英语四级总分的百分之三十五，不用紧张，同学们认真备考多练习，定然能考出好的成绩。
以下共4篇阅读。
阅读一Like many lovers of books, Mary and her husband, Richard Goldman, seldom walked past a bookstore without stopping to look inside. They often talked of opening their own store one day.When Mary was hospitalized with heart trouble in 1989, they decided it was time to get serious. Richard, who worked for a business company, was eager to work for himself, and Mary needed to slow down from her demanding job.They started by talking to bookstore owners and researching the industry. “We knew it had to be a speci alty store because we couldn’t match the big chains dollar for dollar, ”says Mary. One figure caught her attention：She’d read somewhere that roughly 20 percent of books sold were mysteries(推理小说), and many buyers spent more than $300 a year on books. She and Richard were themselves mystery readers.On Halloween 1992, they opened the Mystery Lovers Bookshop and Café near their home. With three children in college, the couple could not spend all the family’s money to start a shop. To cover the $100, 000 cost, they drew some of their savings, borrowed from relatives and from a bank.The store merely broke even in its first year, with only $120,000 in sales. But Mary was always coming up with new ways to attract customers. The shop had a coffee bar and it offered gifts to mystery lovers and served dinners for book clubs that met in the store. She also invited dozens of writers to discuss their stories.Today Mystery Lovers makes sales of about $420, 000 a year. After paying taxes, business costs and the six part-time sales clerks. Richard and Mary together earn about $34, 000.“The job you love may not go hand in hand with a million-dollar income, ”says Richard. “This has always been about an enjoyable life for ourselves, not about making a lot of money. ”1. When Mary was in hospital, the couple realized that______.A. they had to put their plan into practiceB. health was more important than wealthC. heart trouble was a serious illnessD. they both needed to stop working2. After Mary got well from her illness they began______.A. to study industrial managementB. to buy and read more mystery booksC. to do market research on book businessD. to work harder to save money for the bookstore3. How did their bookstore do in the first year?A. They had to borrow money to keep it going.B. They made just enough to cover all the costs.C. They succeeded in earning a lot of money.D. They failed though they worked hard.4. According to Richard, the main purpose of running the bookstore is______.A. to pay for their c hildren’s educationB. to get to know more writersC. to set up more bookstoresD. to do what they like to do。
2014年6月英语四级真题答案及解析（卷一）
2014年6⽉英语四级真题答案及解析（卷⼀）2014年6⽉⼤学英语六级考试真题(⼀)答案与详解PartⅠWriting审题思路本次作⽂⼀改往年常考的三段式议论⽂、图表作⽂和名⾔评述作⽂题型,设定虚拟情景，要求考⽣描述某处景点，考⽣应该把重点放在说明选取这⼀景点的原因上，也就是说明其独特性上。
仔细分析可知,本⽂依旧可以分三部分展开。
考⽣⾸先应回答“what”的问题,即去什么地⽅游玩;其次，考⽣应回答“Why”的问题，即推荐该地点的缘由;最后,考⽣需要做简要的总结。
写作提纲⼀、回答“what”，说明去某地游玩(take vacation,on the top of my list)⼆、回答“why”，描述某地的独特之处：1、以泰⼭为例(Mount Tai)2、泰⼭的独特之处(spectacularity,sacredness,hope and auspiciousness)三、简要总结：1、探访泰⼭很有意义（engagement in ancient culture and contemporaiy prosperity)2、表达愿望(wonderful experience)范⽂点评全⽂翻译泰⼭之旅欣闻我的外国朋友⽐尔要来我的家乡度假。
由于我在英国曾受到⽐尔的热情款待，我将带他四处看看家乡的风景。
在所有风景中，泰⼭⽆疑是⾸选之地。
⼏个世纪前，孔⼦登上泰⼭之巅，发出登泰⼭⽽⼩天下之感叹;在现代，每个⼈必定会去欣赏泰⼭的壮丽和神圣。
泰⼭不仅仅是⼀座⼭，她还象征着希望与祥瑞，体现了深厚的⽂化。
此外，泰⼭被看作是如此神圣，以⾄于⼏乎每位古代帝王都会到这⾥祭祀天地,祈求国家昌盛、国泰民安。
登泰⼭不仅是⼀次登⼭远⾜，还是⼀次亲⾝体验古代⽂化和现代繁荣的旅⾏。
因此，我向你保证你⼀定会喜欢这次美妙的旅⾏的。
PartⅡListening ComprehensionSection A1.W:I can’t seem to reach the tea at the back of the cupboard.M：Oh.Why don’t you use the ladder?You might strain your shoulder.Q：What does the man suggest the woman do?1.A)See a doctor about her strained shoulder.C)Replace the cupboard with a new one.B)Use a ladder to help her reach the tea.D)Place the tea on a lower shelf next time.【预测】四个选项都是动词短语，由此可推断该题会对建议或计划进⾏提问。
2014年6月英语四级真题及答案解析
2014年6月英语四级真题Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the following topic. You should write at least 120 words but no more than 180 words.Suppose a foreign friend of yours is coming to visit your hometown, what is the most interesting place you would like to take him/her to see and why?注意：此部分试题请在答题卡1上作答。
Part II Listening Comprehension (30 minutes)Section ADirections:In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) andD), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet1 with a single line through the center.注意：此部分试题请在答题卡1上作答。
2014年6月大学英语四级真题及解答(多套题及详解)
2014年6月大学英语四级真题及答案(多套题及翻译）CET4 Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the following topic. You should write at least 120 words but no more than 180 words.题目一：Suppose a foreign friend of yours is coming to visit your campus, what is the most interesting place you would like to take him/her to see and why?假设你的一位外国朋友来参观你的校园，你最感兴趣的地方想带他/她去看?为什么?题目二：Suppose a foreign friend of yours is coming to visit your hometown, what is the most interesting place you would like to take him/her to see and why?假设你的一位外国朋友来参观你的家乡，你最感兴趣的地方想带他/她去看?为什么?题目三：Suppose a foreign friend of yours is coming to visit China, what is the most interesting place you would like to take him/her to see and why?假设你的一位外国朋友来参观中国，你最感兴趣的地方想带他/她去看?为什么?Part II Listening Comprehension (30 minutes)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.注意：此部分试题请在答题卡1上作答。
2014年6月英语四级真题、答案及解析汇总
2014年6月英语四级真题、答案及解析汇总2014年6月英语四级作文范文：家乡Yu GardenIf a foreign friend of mine is going to visit my hometown, Shanghai, I would like to take her to Yu Garden.Yu Garden is a traditional Chinese garden located beside the City God Temple in the northeast of Shanghai. Here she will marvel at the exotic and exquisite beauty of the Chinese Garden. She can walk on the crooked bridge and take photos of the beautiful goldfish. Besides, she can taste the local cuisines like steamed buns, wonton noodles, soy milk. There are a variety of mouth-watering snacks there. Apart from the beautiful scenery and delicious food, she will also be attracted by the remarkable performance of different craftsmen. For example, she will see Shanghai-style paper-cutting, and the process of making Chinese candy and clay figurines.I believe my friend will have a great day if she visits Yu Garden. This is a place where the features of this city are combined.2014年6月英语四级听力短对话答案1. B .Use a ladder to help her reach the tea.点评：事实细节题，主要听男士的意见Why don’t you use the ladder. strain v.表示拉伸，扭伤 strain your shoulder 拉伤肩膀2. D. Outside an art gallery.点评：推理判断题，从女士的“exhibition”与男士的“favorite painter”中推断出。
2014年6月大学英语四级真题（阅读）
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 56 to 60are based on the following passage. The question of whether our government should promote science and technology or the liberal arts in higher education isn’t an either/or proposition(命题)，although the current emphasis on preparing young Americans for STEM（science, technology, engineering, maths）-related fields can make it seem that way. The latest congressional report acknowledges the critical importance of technical training, but also asserts that the study of the humanities (⼈⽂学科)and social sciences must remain central components of America’s educational system at all levels. Both are critical to producing citizens who can participate effectively in our democratic society, become innovative（创新的)leaders, and benefit from the spiritual enrichment that the reflection on the great ideas of mankind over time provides. Parents and students who have invested heavily in higher education worry about graduates’ job prospects as technological advances and changes in domestic and global markets transform professions in ways that reduce wages and cut jobs. Under these circumstances, it’s natural to look for what may appear to be the most “practical” way out of the problem “Major in a subject designed to get you a job” seems the obvious answer to some, though this ignores the fact that many disciplines in the humanities characterized as “soft” often, in fact, lead to employment and success in the long run. Indeed, according to surveys, employers have expressed a preference for students who have received a broadly-based education that has taught them to write well, think critically, research creatively, and communicate easily. Moreover, students should be prepared not just for their first job, but for their 4th and 5th jobs, as there’s little reason to doubt that people entering the workforce today will be called upon to play many different roles over the course of their careers. The ones who will do the best in this new environment will be those whose educations have prepared them to be flexible. The ability to draw upon every available tool and insight—picked up from science, arts, and technology—to solve the problems of the future, and take advantage of the opportunities that present themselves, will be helpful to them and the United States.注意：此部分试题请在答题卡2上作答。
2014年6月大学英语四级考试真题及答案
2014年6月大学英语四级考试真题及答案Part I Writing (30 minutes) Directions: For this part, you are allowed 30 minutes to write a short essay on the following topic.You should write at least 120 words but no more than 180 words.Suppose a foreign friend of yours is coming to visit your hometown, what is the most interesting place you would like to take him/her to see and why?注意：此部分试题请在答题卡1上作答。
Part II Listening Comprehension (30 minutes) Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said.Both the conversation and the questions will be spoken only once. After each questionthere will be a pause. During the pause, you must read the four choices marked A), B),C) and D), and decide which is the best answer. Then mark the corresponding letter onAnswer Sheet 1 with a single line through the Coventry.注意：此部分试题请在答题卡1上作答。
2014年6月英语四级阅读真题及答案
2014年6月英语四级阅读真题及答案2014年6月英语四级阅读真题及答案Section ADirections: 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 on Answer Sheet 2 with a single line through the centre. You may not use any of the words in the bank more than once.Questions 36 to 45 are based on the following passage.Global warming is a trend toward warmer conditions around the world. Part of the warming is natural; we have experienced a 20,000 -year -long warming as the last ice age ended and the ice 36 away. However, we have already reached temperatures that are in 37 with other minimum-ice periods, so continued warming is likely not natural. We are 38 to a predicted worldwide increase in temperatures 39 between 1℃and 6℃over the next 100 years. The warming will be more 40 in some areas, less in others, and some places may even cool off. Likewise, the 41 of this warming will be very different depending on where you are—coastal areas must worry about rising sea levels, while Siberia and northern Canada may become more habitable (宜居的) and 42 for humans than these areas are now.The fact remains, however, that it will likely get warmer,on 43 , everywhere. Scientists are in general agreement that the warmer conditions we have been experiencing are at least in part the result of a human-induced global warming trend. Some scientists 44 that the changes we are seeing fall within the range of random (无规律的) variation—some years are cold, others warm, and we have just had an unremarkable string of warm years 45 —but that is becoming an increasingly rare interpretation in the face of continued and increasing warm conditions.注意：此部分试题请在答题卡2上作答。
2014年6月英语四级三套真题及答案完整版(官方版)
2014年6月英语四级三套真题及答案完整版官方版Part I Writing (30 minutes)第一篇：Directions: For this part, you are allowed 30 minutes to write a short essay on the following topic. You should write at least 120 words but no more than 180 words.Suppose a foreign friend of yours is coming to visit your hometown, what is the most interesting place you would like to take him/her to see and why?第二篇：Directions: For this part, you are allowed 30 minutes to write a short essay on the following question. You should write at least 120 words but no more than 180 words.Suppose a foreign friend of yours is coming to visit your campus. What is the most interesting place you would like to take him/her to see and why?第三篇：Directions: For this part, you are allowed 30 minutes to write a short essay on the following question. You should write at least 120 words but no more than 180 words.Suppose a foreign friend of yours is coming to visit your China. What is the most interesting place you would like to take him/her to see and why?注意：此部分试题请在答题卡1上作答。
2014年6月英语四级长篇阅读原文来源及答案
2014年6月英语四级长篇阅读原文来源及答案本文节选自2013年4月《大西洋月刊》(The Atlantic)上的一篇同名文章《触屏一代》(The Touch Screen Generation)。
On a chilly day last spring, a few dozen developers of children’s apps for phones and tablets gathered at an old beach resort in Monterey, California, to show off their games. One developer, a self-described “visionary for puzzles”who looked like a skateboarder-recently-turned-dad, displayed a jacked-up, interactive game called Puzzingo, intended for toddlers and inspired by his own son’s desire to build and smash. Two 30‑something women were eagerly seeking feedback for an app called Knock Knock Family, aimed at 1-to-4-year-olds. “We want to make sure it’s easy enough for babies to understand,” one explained.The gathering was organized by Warren Buckleitner, a longtime reviewer of interactive children’s media who likes to bring together developers, researchers, and interest groups—and often plenty of kids, some still in diapers. It went by the Harry Potter–ish name Dust or Magic, and was held in a drafty old stone-and-wood hall barely a mile from the sea, the kind of place where Bathilda Bagshot might retire after packing up her wand. Buckleitner spent the breaks testing whether his own remote-control helicopter could reach the hall’s second story, while various children who had come with their parents looked up in awe and delight. But mostly they looked down, at the iPads and other tablets displayed around the hall like so many open boxes of candy. I walked around and talked with developers, and several paraphrased a famous saying of Maria Montessori’s, a quote imported to ennoble a touch-screen age when very young kids, who once could be counted on only to chew on a square of aluminum, are now engaging with it in increasingly sophisticated ways: “The hands are the instruments of man’s intelligence.”What, really, would Maria Montessori have made of this scene? The 30 or so children here were not down at the shore poking their fingers in the sand or running them along mossy stones or digging for hermit crabs. Instead they were all inside, alone or in groups of two or three, their faces a few inches from a screen, their hands doing things Montessori surely did not imagine. A couple of 3-year-old girls were leaning against a pair of French doors, reading an interactive story called Ten Giggly Gorillas and fighting over which ape to tickle next. A boy in a nearby corner had turned his fingertip into a red marker to draw an ugly picture of his older brother. On an old oak table at the front of the room, a giant stuffed Angry Bird beckoned the children to come and test out tablets loaded with dozens of new apps. Some of the chairs had pillows strapped to them, since an 18-month-old might not otherwise be able to reach the table, though she’d know how to swipe once she did.Not that long ago, there was only the television, which theoretically could be kept in the parents’bedroom or locked behind a cabinet. Now there are smartphones and iPads, which wash up in the domestic clutter alongside keys and gum and stray hair ties. “Mom, everyone has technology but me!” my 4-year-old son sometimes wails. And why shouldn’t he feel entitled? In the same span of time it took him to learn how to say that sentence, thousands of kids’ apps have been developed—the majority aimed at preschoolers like him. To us (his parents, I mean), American childhood has undergone a somewhat alarming transformation in a very short time. But to him, it has always been possible to do so many things with the swipe of a finger, to have hundreds of games packed into a gadget the same size as Goodnight Moon.In 2011, the American Academy of Pediatrics updated its policy on very young children andmedia. In 1999, the group had discouraged television viewing for children younger than 2, citing research on brain development that showed this age group’s critical need for “direct interactions with parents and other significant care givers.” The updated report began by acknowledging that things had changed significantly since then. In 2006, 90 percent of parents said that their children younger than 2 consumed some form of electronic media. Nonetheless, the group took largely the same approach it did in 1999, uniformly discouraging passive media use, on any type of screen, for these kids. (For older children, the academy noted, “high-quality programs” could have “educational benefits.”) The 2011 report mentioned “smart cell phone” and “new screen” technologies, but did not address interactive apps. Nor did it broach the possibility that has likely occurred to those 90 percent of American parents, queasy though they might be: that some good might come from those little swiping fingers.I had come to the developers’conference partly because I hoped that this particular set of parents, enthusiastic as they were about interactive media, might help me out of this conundrum, that they might offer some guiding principle for American parents who are clearly never going to meet the academy’s ideals, and at some level do not want to. Perhaps this group would be able to articulate some benefits of the new technology that the more cautious pediatricians weren’t ready to address. I nurtured this hope until about lunchtime, when the developers gathering in the dining hall ceased being visionaries and reverted to being ordinary parents, trying to settle their toddlers in high chairs and get them to eat something besides bread.I fell into conversation with a woman who had helped develop Montessori Letter Sounds, an app that teaches preschoolers the Montessori methods of spelling.She was a former Montessori teacher and a mother of four. I myself have three children who are all fans of the touch screen. What games did her kids like to play?, I asked, hoping for suggestions I could take home.“They don’t play all that much.”Really? Why not?“Because I don’t allow it. We have a rule of no screen time during the week,”unless it’s clearly educational.No screen time? None at all? That seems at the outer edge of restrictive, even by the standards of my overcontrolling parenting set.“On the weekends, they can play. I give them a limit of half an hour and then stop. Enough. It can be too addictive, too stimulating for the brain.”Her answer so surprised me that I decided to ask some of the other developers who were also parents what their domestic ground rules for screen time were. One said only on airplanes and long car rides. Another said Wednesdays and weekends, for half an hour. The most permissive said half an hour a day, which was about my rule at home. At one point I sat with one of the biggest developers of e-book apps for kids, and his family. The toddler was starting to fuss in her high chair, so the mom did what many of us have done at that moment—stuck an iPad in front of her and played a short movie so everyone else could enjoy their lunch. When she saw me watching, she gave me the universal tense look of moth ers who feel they are being judged. “At home,” she assured me, “I only let her watch movies in Spanish.”By their pinched reactions, these parents illuminated for me the neurosis of our age: as technology becomes ubiquitous in our lives, American parents are becoming more, not less, wary of what it might be doing to their children. Technological competence and sophistication have not,for parents, translated into comfort and ease. They have merely created yet another sphere that parents feel they have to navigate in exactly the right way. On the one hand, parents want their children to swim expertly in the digital stream that they will have to navigate all their lives; on the other hand, they fear that too much digital media, too early, will sink them. Parents end up treating tablets like precision surgical instruments, gadgets that might perform miracles for their child’s IQ and help him win some nifty robotics competition—but only if they are used just so. Otherwise, their child could end up one of those sad, pale creatures who can’t make eye contact and has an avatar for a girlfriend.Norman Rockwell never painted Boy Swiping Finger on Screen, and our own vision of a perfect childhood has never adjusted to accommodate that now-common tableau. Add to that our modern fear that every parenting decision may have lasting consequences—that every minute of enrichment lost or mindless entertainment indulged will add up to some permanent handicap in the future—and you have deep guilt and confusion. To date, no body of research has definitively proved that the iPad will make your preschooler smarter or teach her to speak Chinese, or alternatively that it will rust her neural circuitry—the device has been out for only three years, not much more than the time it takes some academics to find funding and gather research subjects. So what’s a parent t o do?In 2001, the education and technology writer Marc Prensky popularized the term digital natives to describe the first generations of children growing up fluent in the language of computers, video games, and other technologies. (The rest of us are digital immigrants, struggling to understand.) This term took on a whole new significance in April 2010, when the iPad was released. iPhones had already been tempting young children, but the screens were a little small for pudgy toddler hands to navigate with ease and accuracy. Plus, parents tended to be more possessive of their phones, hiding them in pockets or purses. The iPad was big and bright, and a case could be made that it belonged to the family. Researchers who study children’s media immediately recognized it as a game changer.Previously, young children had to be shown by their parents how to use a mouse or a remote, and the connection between what they were doing with their hand and what was happening on the screen took some time to grasp. But with the iPad, the connection is obvious, even to toddlers. Touch technology follows the same logic as shaking a rattle or knocking down a pile of blocks: the child swipes, and something immediately happens. A “rattle on steroids,” is what Buckleitner calls i t. “All of a sudden a finger could move a bus or smush an insect or turn into a big wet gloopy paintbrush.” To a toddler, this is less magic than intuition. At a very young age, children become capable of what the psychologist Jerome Bruner called “enactive representation”; they classify objects in the world not by using words or symbols but by making gestures—say, holding an imaginary cup to their lips to signify that they want a drink. Their hands are a natural extension of their thoughts.Norman Rockwell never painted Boy Swiping Finger on Screen, and our own vision of a perfect childhood has never adjusted to fit that now-common tableau.I have two older children who fit the early idea of a digital native—they learned how to use a mouse or a keyboard with some help from their parents and were well into school before they felt comfortable with a device in their lap. (Now, of course, at ages 9 and 12, they can create a Web site in the time it takes me to slice an onion.) My youngest child is a whole different story. He was not yet 2 when the iPad was released. As soon as he got his hands on it, he located the TalkingBaby Hippo app that one of my older children had downloaded. The little purple hippo repeats whatever you say in his own squeaky voice, and responds to other cues. My son said his name (“Giddy!”); Baby Hippo repeated it back. Gideon poked Baby Hippo; Baby Hippo laughed. Over and over, it was funny every time. Pretty soon he discovered other apps. Old MacDonald, by Duck Duck Moose, was a favorite. At first he would get frustrated trying to zoom between screens, or not knowing what to do when a message popped up. But after about two weeks, he figured all that out. I must admit, it was eerie to see a child still in diapers so competent and intent, as if he were forecasting his own adulthood. Technically I was the owner of the iPad, but in some ontological way it felt much more his than mine.Without seeming to think much about it or resolve how they felt, parents began giving their devices over to their children to mollify, pacify, or otherwise entertain them. By 2010, two-thirds of children ages 4 to 7 had used an iPhone, according to the Joan Ganz Cooney Center, which studies children’s media. The vast majority of those phones had been lent by a family member; the center’s researchers labeled this the “pass-back effect,” a name that captures well the reluctant zone between denying and giving.The market immediately picked up on the pass-back effect, and the opportunities it presented. In 2008, when Apple opened up its App Store, the games started arriving at the rate of dozens a day, thousands a year. For the first 23 years of his career, Buckleitner had tried to be comprehensive and cover every children’s game in his publication, Children’s Technology Review. Now, by Buckleitner’s loose count, more than 40,000 kids’ games are available on iTunes, plus thousands more on Google Play. In the iTu nes “Education” category, the majority of the top-selling apps target preschool or elementary-age children. By age 3, Gideon would go to preschool and tune in to what was cool in toddler world, then come home, locate the iPad, drop it in my lap, and ask fo r certain games by their approximate description: “Tea? Spill?” (That’s Toca Tea Party.)As these delights and diversions for young children have proliferated, the pass-back has become more uncomfortable, even unsustainable, for many parents:He’d gone to this state where you’d call his name and he wouldn’t respond to it, or you could snap your fingers in front of his face …But, you know, we ended up actually taking the iPad away for—from him largely because, you know, this example, this thing we were talking about, about zoning out. Now, he would do that, and my wife and I would stare at him and think, Oh my God, his brain is going to turn to mush and come oozing out of his ears. And it concerned us a bit.This is Ben Worthen, a Wall Street Journal reporter, explaining recently to NPR’s Diane Rehm why he took the iPad away from his son, even though it was the only thing that could hold the boy’s attention for long periods, and it seemed to be sparking an interest in numbers and letters. Most parents can sympathize with the disturbing sight of a toddler, who five minutes earlier had been jumping off the couch, now subdued and staring at a screen, seemingly hypnotized. In the somewhat alarmist Endangered Minds: Why Children Don’t Think—and What We Can Do About It, author Jane Healy even gives the phenomenon a name, the “ ‘zombie’ effect,” and raises the possibility that television might “suppress mental activity by putting viewers in a trance.”Ever since viewing screens entered the home, many observers have worried that they put our brains into a stupor. An early strain of research claimed that when we watch television, our brainsmostly exhibit slow alpha waves—indicating a low level of arousal, similar to when we are daydreaming. These findings have been largely discarded by the scientific community, but the myth persists that watching television is the mental equivalent of, as one Web site put it, “staring at a blank wall.” These common metaphors are misleading, argues Heather Kirkorian, who studies media and attention at the University of Wisconsin at Madison. A more accurate point of comparison for a TV viewer’s physiological state would be that of someone deep in a book, says Kirkorian, because during both activities we are still, undistracted, and mentally active.Because interactive media are so new, most of the existing research looks at children and television. By now, “there is universal agreement that by at least age 2 and a half, children are very cognitively active when they are watching TV,”says Dan Ander son, a children’s-media expert at the University of Massachusetts at Amherst. In the 1980s, Anderson put the zombie theory to the test, by subjecting roughly 100 children to a form of TV hell. He showed a group of children ages 2 to 5 a scrambled version of Sesame Street: he pieced together scenes in random order, and had the characters speak backwards or in Greek. Then he spliced the doctored segments with unedited ones and noted how well the kids paid attention. The children looked away much more frequently during the scrambled parts of the show, and some complained that the TV was broken. Anderson later repeated the experiment with babies ages 6 months to 24 months, using Teletubbies. Once again he had the characters speak backwards and chopped the action sequences into a nonsensical order—showing, say, one of the Teletubbies catching a ball and then, after that, another one throwing it. The 6- and 12-month-olds seemed unable to tell the difference, but by 18 months the babies started looking away, and by 24 months they were turned off by programming that did not make sense.Anderson’s series of experiments provided the first clue that even very young children can be discriminating viewers—that they are not in fact brain-dead, but rather work hard to make sense of what they see and turn it into a coherent narrative that reflects what they already know of the world. Now, 30 years later, we understand that children “can make a lot of inferences and process the information,” says Anderson. “And they can learn a lot, both positive and negative.” Researchers never abandoned the idea that parental interaction is critical for the development of very young children. But they started to see TV watching in shades of gray. If a child never interacts with adults and always watches TV, well, that is a problem. But if a child is watching TV instead of, say, playing with toys, then that is a tougher comparison, because TV, in the right circumstances, has something to offer.How do small children actually experience electronic media, and what does that experience do to their development? Since the ’80s, researchers have spent more and more time consulting with television programmers to study and shape TV content. By tracking children’s reactions, they have identified certain rules that promote engagement: stories have to be linear and easy to follow, cuts and time lapses have to be used very sparingly, and language has to be pared down and repeated. A perfect example of a well-engineered show is Nick Jr.’s Blue’s Clues, whi ch aired from 1996 to 2006. Each episode features Steve (or Joe, in later seasons) and Blue, a cartoon puppy, solving a mystery. Steve talks slowly and simply; he repeats words and then writes them down in his handy-dandy notebook. There are almost no cuts or unexplained gaps in time. The great innovation of Blue’s Clues is something called the “pause.” Steve asks a question and then pauses for about five seconds to let the viewer shout out an answer. Small children feel much more engaged and invested when they think they have a role to play, when they believe they are actuallyhelping Steve and Blue piece together the clues. A longitudinal study of children older than 2 and a half showed that the ones who watched Blue’s Clues made measurably larger gains in flexible thinking and problem solving over two years of watching the show.For toddlers, however, the situation seems slightly different. Children younger than 2 and a half exhibit what researchers call a “video deficit.”This means that they have a much easier time processing information delivered by a real person than by a person on videotape. In one series of studies, conducted by Georgene Troseth, a developmental psychologist at Vanderbilt University, children watched on a live video monitor as a person in the next room hid a stuffed dog. Others watched the exact same scene unfold directly, through a window between the rooms. The children were then unleashed into the room to find the toy. Almost all the kids who viewed the hiding through the window found the toy, but the ones who watched on the monitor had a much harder time.A natural assumption is that toddlers are not yet cognitively equipped to handle symbolic representation. (I remember my older son, when he was 3, asking me if he could go into the TV and pet Blue.) But there is another way to interpret this particular phase of development. Toddlers are skilled at seeking out what researchers call “socially relevant information.” They tune in to people and situations that help them make a coherent narrative of the world around them. In the real world, fresh grass smells and popcorn tumbles and grown-ups smile at you or say something back when you ask them a question. On TV, nothing like that happens. A TV is static and lacks one of the most important things to toddlers, which is a “two-way exchange of information,” argues Troseth.A few years after the original puppy-hiding experiment, in 2004, Troseth reran it, only she changed a few things. She turned the puppy into a stuffed Piglet (from the Winnie the Pooh stories). More important, she made the video demonstration explicitly interactive. Toddlers and their parents came into a room where they could see a person—the researcher—on a monitor. The researcher was in the room where Piglet would be hidden, and could in turn see the children on a monitor. Before hiding Piglet, the researcher effectively engaged the children in a form of media training. She asked them questions about their siblings, pets, and toys. She played Simon Says with them and invited them to sing popular songs with her. She told them to look for a sticker under a chair in their room. She gave them the distinct impression that she—this person on the screen—could interact with them, and that what she had to say was relevant to the world they lived in. Then the researcher told the children she was going to hide the toy and, after she did so, came back on the screen to instruct them where to find it. That exchange was enough to nearly erase the video deficit. The majority of the toddlers who participated in the live video demonstration found the toy.Blue’s Clues was on the right track. The pause could trick children into thinking that Steve was responsive to them. But the holy grail would be creating a scenario in which the guy on the screen did actually respond—in which the toddler did something and the character reliably jumped or laughed or started to dance or talk back.Like, for example, when Gideon said “Giddy”and Talking Baby Hippo said “Giddy”back, without fail, every time. That kind of contingent interaction (I do something, you respond) is what captivates a toddler and can be a significant source of learning for even very young children—learning that researchers hope the children can carry into the real world. It’s not exactly the ideal social partner the American Academy of Pediatrics c raves. It’s certainly not a parent orcaregiver. But it’s as good an approximation as we’ve ever come up with on a screen, and it’s why children’s-media researchers are so excited about the iPad’s potential.A couple researchers from the Children’s Media Center at Georgetown University show up at my house, carrying an iPad wrapped in a bright-orange case, the better to tempt Gideon with. They are here at the behest of Sandra Calvert, the center’s director, to conduct one of several ongoing studies on toddlers and iPads. Gideon is one of their research subjects. This study is designed to test whether a child is more likely to learn when the information he hears comes from a beloved and trusted source. The researchers put the iPad on a kitchen chair; Gideon immediately notices it, turns it on, and looks for his favorite app. They point him to the one they have invented for the experiment, and he dutifully opens it with his finger.Onto the screen comes a floppy kangaroo-like puppet, introduced as “DoDo.”He is a nobody in the child universe, the puppet equivalent of some random guy on late-night public-access TV. Gideon barely acknowledges him. Then the narrator introduces Elmo. “Hi,” says Elmo, waving. Gideon says hi and waves back.An image pops up on the screen, and the narrator asks, “What is this?”(It’s a banana.) “This is a banana,”says DoDo.“This is a grape,”says Elmo.I smile with the inner glow of a mother who knows her child is about to impress a couple strangers. My little darling knows what a banana is. Of course he does! Gideon presses on Elmo. (The narrator says, “No, not Elmo. Try again.”) As far as I know, he’s never watched Sesame Street, never loved an Elmo doll or even coveted one at the toy store. Nonetheless, he is tuned in to the signals of toddler world and, apparently, has somehow figured out that Elmo is a supreme moral authority. His relationship with Elmo is more important to him than what he knows to be the truth. On and on the game goes, and sometimes Gideon picks Elmo even when Elmo says an orange is a pear. Later, when the characters both give made-up names for exotic fruits that few children would know by their real name, Gideon keeps doubling down on Elmo, even though DoDo has been more reliable.By age 3, Gideon would tune in to what was cool in toddler world, then drop the iPad in my lap and ask for certain games by their approximate description.As it happens, Gideon was not in the majority. This summer, Calvert and her team will release the results of their study, which show that most of the time, children around age 32 months go with the character who is telling the truth, whether it’s Elmo or DoDo—and quickly come to trust the one who’s been more accurate when the children don’t already kn ow the answer. But Calvert says this merely suggests that toddlers have become even more savvy users of technology than we had imagined. She had been working off attachment theory, and thought toddlers might value an emotional bond over the correct answer. But her guess is that something about tapping the screen, about getting feedback and being corrected in real time, is itself instructive, and enables the toddlers to absorb information accurately, regardless of its source.Calvert takes a balanced view of technology: she works in an office surrounded by hardcover books, and she sometimes edits her drafts with pen and paper. But she is very interested in how the iPad can reach children even before they’re old enough to access these traditional media.“People say we are experimenting with our children,”she told me. “But from my perspective, it’s already happened, and there’s no way to turn it back. Children’s lives are filled with media at younger and younger ages, and we need to take advantage of what thesetechnologies have to offer. I’m not a Pollyanna. I’m pretty much a realist. I look at what kids are doing and try to figure out how to make the best of it.”Despite the participation of Elmo, Calvert’s research is designed to answer a series of very responsible, high-minded questions: Can toddlers learn from iPads? Can they transfer what they learn to the real world? What effect does interactivity have on learning? What role do familiar characters play in children’s learning from iPads? All worthy questions, and important, but also all considered entirely from an adult’s point of view. The reason many kids’ apps are grouped under “Education” in the iTunes store, I suspect, is to assuage parents’ guilt (though I also suspect that in the long run, all those “educational” apps merely perpetuate our neurotic relationship with technology, by reinforcing the idea that they must be sorted vigilantly into “good” or “bad”). If small children had more input, many “Education” apps would logically fall under a category called “Kids” or “Kids’ Games.” And many more of the games would probably look something like the apps designed by a Swedish game studio named Toca Boca.The founders, Emil Ovemar and Björn Jeffery, work for Bonnier, a Swedish media company. Ovemar, an interactive-design expert, describes himself as someone who never grew up. He is still interested in superheroes, Legos, and animated movies, and says he would rather play stuck-on-an-island with his two kids and their cousins than talk to almost any adult. Jeffery is the company’s strategist and front man; I first met him at the conference in California, where he was handing out little temporary tattoos of the Toca Boca logo, a mouth open and grinning, showing off rainbow-colored teeth.In late 2010, Ovemar and Jeffery began working on a new digital project for Bonnier, and they came up with the idea of entering the app market for kids. Ovemar began by looking into the apps available at the time. Most of them were disappointingly “instr uctive,” he found—“drag the butterfly into the net, that sort of thing. They were missing creativity and imagination.” Hunting for inspiration, he came upon Frank and Theresa C aplan’s 1973 book The Power of Play, a quote from which he later e-mailed to me:What is it that often puts the B student ahead of the A student in adult life, especially in business and creative professions? Certainly it is more than verbal skill. To create, one must have a sense of adventure and playfulness. One needs toughness to experiment and hazard the risk of failure. One has to be strong enough to start all over again if need be and alert enough to learn from whatever happens. One needs a strong ego to be propelled forward in one’s drive toward an untried goal. Above all, one has to possess the ability to play!Ovemar and Jeffery hunted down toy catalogs from as early as the 1950s, before the age of exploding brand tie-ins. They made a list of the blockbusters over the decades—the first Tonka trucks, the Frisbee, the Hula-Hoop, the Rubik’s Cube. Then they made a list of what these toys had in common: None really involved winning or losing against an opponent. None were part of an effort to create a separate child world that adults were excluded from, and probably hostile toward; they were designed more for family fun. Also, they were not really meant to teach you something specific—they existed mostly in the service of having fun.In 2011 the two developers launched Toca Tea Party. The game is not all that different from a real tea party. The iPad functions almost like a tea table without legs, and the kids have to invent the rest by, for example, seating their own plushies or dolls, one on each side, and then setting the theater in motion. First, choose one of three tablecloths. Then choose plates, cups, and treats. The treats are not what your mom would feed you. They are chocolate cakes, frosted doughnuts,。
【恒心】2014年6月全国大学英语四级考试真题及标准答案【完整纯Word版】
2014年6月大学英语四级考试真题及答案【完整版】Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the following topic. You should write at least 120 words but no more than 180 words.Suppose a foreign friend of yours is coming to visit your hometown, what is the most interesting place you would like to take him/her to see and why?注意：此部分试题请在答题卡1上作答。
Part II Listening Comprehension (30 minutes)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.注意：此部分试题请在答题卡1上作答。
2014年6月英语四级长篇阅读答案解析（新东方版）
46. Authors still published in printed versions will be considered important ones.答案：D解析：对应D段末句。
printed versions（纸质版本）对应hard copy（印刷版本），be considered important ones（被认为重要）对应become the mark…to reckon（认为是标志）。
47. Some people are still in favor of printed books because of the sense of touch they can provide.答案：N解析：对应N段第三句提到的tactile pleasure in books（书本的触觉上的愉悦）。
48. The radio business has changed greatly and now attracts more listeners.答案：J解析：对应J段最后两句。
changed greatly（巨⼤改变）对应a very different business（相当不同的⾏业），attracts more listeners（吸引更多听众）对应enlarged their audience（扩⼤受众⾯）。
49. Contrary to many people’s prediction of its death, the film industry survived.答案：H解析：对应H段第⼆句。
many people’s prediction对应widely predicted。
50. Remarkable changes have taken place in the book business.答案：A解析：这是对A段所描述的电⼦书在近⼏年内⼤幅增长的现象的概括。
51. Old technology sometimes continues to exist because of its reliability.答案：L解析：对应L段第三句。
2014年6月大学英语四级考试真题及答案完整版
2014年6月大学英语四级考试真题及答案完整版Part I Writing (30 minutes)Directions: For this part, you are allowed 30 minutes to write a short essay on the following topic. You should write at least 120 words but no more than 180 words.Suppose a foreign friend of yours is coming to visit your hometown, what is the most interesting place you would like to take him/her to see and why?注意：此部分试题请在答题卡1上作答。
Part II Listening Comprehension (30 minutes)Section ADirections: In this section, you will hear 8 short conversations and 2 long conversations. At the end of each conversation, one or more questions will be asked about what was said. Both the conversation and the questions will be spoken only once. After each question there will be a pause. During the pause, you must read the four choices marked A), B), C) and D), and decide which is the best answer. Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.注意：此部分试题请在答题卡1上作答。