2024年6月大學(xué)英語(yǔ)四級(jí)考試練習(xí)題(第三套)與答案解析第一部分寫(xiě)作（30分鐘）題目要求：Forthispart,youareallowed30minutestowriteanessayontheimpactofsmartdevicesoncollegestudents'learning.Youshouldwriteatleast120wordsbutnomorethan180words.參考范文：Intheeraofdigitalization,smartdevicessuchassmartphonesandtabletshavebecomeindispensablecompanionsforcollegestudents.Whiletheyareoftencriticizedforcausingdistractions,theirpositiveimpactonlearningshouldnotbeoverlooked.Ononehand,smartdevicesenhancelearningefficiency.Withaccesstoonlinecourses,e-books,andacademicapps,studentscanbreakfreefromtheconstraintsoftraditionalclassrooms.Forexample,languagelearningappslike"Duolingo"provideinteractiveexercisestailoredtoindividualprogress,makingvocabularyacquisitionmoreengaging.Additionally,cloud-basednote-takingtoolsallowstudentstosyncandsharestudymaterialsinstantly,facilitatingcollaborativelearningamongpeers.Ontheotherhand,over-relianceonthesedevicesmayleadtosuperficiallearning.Manystudentstendtoskimthroughinformationonscreensratherthandeeplyprocessit,whichweakenscriticalthinking.Moreover,theconstantnotificationsfromsocialmediacanfragmentattention,turninga30-minutestudysessionintoaseriesof5-minuteburstsinterruptedbymessagesorshortvideos.Inconclusion,smartdevicesaredouble-edgedswords.Tomaximizetheirbenefits,studentsshouldsetclearboundaries—usingthemastoolsforknowledgeexplorationratherthansourcesofdistraction.解析：本文圍繞“智能設(shè)備對(duì)大學(xué)生學(xué)習(xí)的影響”展開(kāi)，采用“總-分-總”結(jié)構(gòu)。首段引出話(huà)題，明確智能設(shè)備的雙面性；第二段從學(xué)習(xí)效率提升（在線(xiàn)資源、互動(dòng)工具、協(xié)作學(xué)習(xí)）展開(kāi)正面論述；第三段通過(guò)“信息淺層化”和“注意力碎片化”分析負(fù)面影響；末段總結(jié)并提出建議。語(yǔ)言上使用“indispensablecompanions”“tailoredto”“fragmentattention”等表達(dá)，符合四級(jí)寫(xiě)作對(duì)詞匯多樣性的要求；邏輯連接詞（while,ononehand,ontheotherhand,moreover）確保段落銜接自然。第二部分聽(tīng)力理解（25分鐘）SectionA新聞報(bào)道（共3篇，每篇2-3題）NewsReport1聽(tīng)力原文：AnewstudypublishedinNatureEducationrevealsthatcollegestudentswhousedigitalflashcardsare30%morelikelytoretainnewvocabularythanthoseusingpaperones.ResearchersfromHarvardUniversitytracked500undergraduatesovera6-weekperiod,findingthattheinteractivefeaturesofdigitaltools—suchasspacedrepetitionalgorithms—significantlyimprovedmemoryretention.However,thestudyalsonotedthatstudentswhospentmorethan2hoursdailyontheseappsshowedadeclineindeepcomprehension,astheyprioritizedquantityoverquality.Questions1-21.Whatisthemainfindingofthenewstudy?A)Paperflashcardsaremoreeffectiveforvocabularylearning.B)Digitalflashcardsboostvocabularyretentionby30%.C)Spacedrepetitionalgorithmsharmmemoryretention.D)Studentspreferdigitaltoolsfordeepcomprehension.2.Whatproblemdidthestudyidentify?A)Overuseofdigitalappsreducesdeepunderstanding.B)Paperflashcardsarehardertocarrythandigitalones.C)Studentsspendtoolittletimeonvocabularylearning.D)Interactivefeaturesfailtoimprovememory.答案與解析1.B。關(guān)鍵句：“studentswhousedigitalflashcardsare30%morelikelytoretainnewvocabularythanthoseusingpaperones”直接對(duì)應(yīng)選項(xiàng)B。2.A。關(guān)鍵句：“studentswhospentmorethan2hoursdailyontheseappsshowedadeclineindeepcomprehension”說(shuō)明過(guò)度使用會(huì)降低深度理解，選A。SectionB長(zhǎng)對(duì)話(huà)（共2篇，每篇3-4題）Conversation1聽(tīng)力原文：W:Hi,Tom!Inoticedyou’vebeenusingthatnewmathlearningapp.Isithelpful?M:Absolutely!It’scalled"MathMaster".Thebestpartisthevideotutorials—theyexplaincomplexformulaswithreal-lifeexamples,likecalculatingloaninterestsordesigningabudget.Iusedtostrugglewithcalculus,butnowIcanfollowalongstepbystep.W:Soundsgreat.Butdoesn’tittakealotoftime?Iheardsomeappshavetoomanyads.M:Thefreeversiondoeshaveads,butIsubscribedtothepremiumplanfor$5amonth.Noads,andtherearealsopracticequizzesaftereachtutorial.TheapptracksmyprogressandsuggestswhichtopicsIneedtoreview.W:That’ssmart.Doyouthinkitcanreplacetraditionaltextbooks?M:Definitelynot.Textbooksprovidesystematicknowledge,whiletheappismorelikeasupplementarytool.Istillreadthetextbookbeforewatchingthevideostogetthebasicsright.Questions3-43.WhatdoesTomlikemostabout"MathMaster"?A)Itsad-freeinterface.B)Thereal-lifeexamplesintutorials.C)Thelowsubscriptionfee.D)Theprogress-trackingfeature.4.WhatisTom’sattitudetowardreplacingtextbookswiththeapp?A)Supportive.B)Neutral.C)Opposed.D)Uncertain.答案與解析3.B。關(guān)鍵句：“thebestpartisthevideotutorials—theyexplaincomplexformulaswithreal-lifeexamples”明確指出“真實(shí)案例”是最吸引他的部分，選B。4.C。關(guān)鍵句：“Definitelynot.Textbooksprovidesystematicknowledge,whiletheappismorelikeasupplementarytool”表明他反對(duì)用應(yīng)用替代教材，選C。第三部分閱讀理解（40分鐘）SectionA選詞填空閱讀以下短文，從15個(gè)選項(xiàng)中選出10個(gè)正確選項(xiàng)完成填空，每個(gè)選項(xiàng)限用一次。Theriseofonlinelearninghastransformedhowstudentsaccesseducation.PlatformslikeCourseraandedXoffer__5__fromtopuniversities,allowinglearnerstostudyattheirownpace.However,thisflexibilitycomeswithchallenges.Withoutthe__6__ofaphysicalclassroom,somestudentsstrugglewithmotivation.Arecentsurveyfoundthat40%ofonlinelearners__7__withinthefirstmonth,mainlyduetopoortimemanagement.Toaddressthis,manyplatformsnowinclude__8__featuressuchasvirtualstudygroupsandliveQ&Asessions.Thesetoolsaimto__9__thesenseofisolationthatremotelearnersoftenfeel.Additionally,__10__feedbackfrominstructors,deliveredthroughautomatedgradingsystems,helpsstudentstracktheirprogress.選項(xiàng)：A)coursesB)dropoutC)enhanceD)absenceE)immediateF)traditionalG)abandonH)interactiveI)eliminateJ)pressureK)enrollL)diverseM)reduceN)structureO)feedback答案與解析5.A（courses）。根據(jù)“fromtopuniversities”可知此處指“課程”。6.N（structure）?！皐ithoutthestructureofaphysicalclassroom”表示“缺乏實(shí)體課堂的結(jié)構(gòu)（約束）”。7.B（dropout）?！癲ropoutwithinthefirstmonth”指“第一個(gè)月就輟學(xué)”，符合上下文。8.H（interactive）?！癷nteractivefeatures”與“virtualstudygroupsandliveQ&A”對(duì)應(yīng)，指“互動(dòng)功能”。9.M（reduce）?！皉educethesenseofisolation”表示“減少孤立感”。10.E（immediate）。“immediatefeedback”指“即時(shí)反饋”，與“automatedgradingsystems”關(guān)聯(lián)。SectionC仔細(xì)閱讀（共2篇，每篇5題）Passage1Theglobalshifttoremoteworkhassparkedadebate:doesworkingfromhomeimproveproductivity?A3-yearstudybyStanfordUniversityfollowed16,000employeesofaChinesetechcompany,halfofwhomworkedremotelyandhalfintheoffice.Theresultswerestriking:remoteworkerswere13%moreproductive,astheytookfewerbreaksandhadshortersickleaves.However,theirpromotionrateswere50%lowerthanon-sitecolleagues,likelybecausemanagersstruggledto"see"theircontributions.Criticsarguethatremoteworkerodescompanyculture.Withoutface-to-faceinteractions,newemployeesmayfindithardtobuildrelationshipswithmentors.Ontheotherhand,supportershighlighttheenvironmentalbenefits:fewercommutesmeanreducedcarbonemissions.ArecentreportbytheWorldEconomicForumestimatesthatif20%oftheglobalworkforceworksremotely,annualCO?emissionscoulddropby100milliontons.11.WhatisthemainfindingoftheStanfordstudy?A)Remoteworkerstakemorebreaks.B)On-siteemployeesarelessproductive.C)Remoteworkleadstolowerpromotionrates.D)Remoteworkersare13%moreproductive.12.Whydoremoteworkershavelowerpromotionrates?A)Theylackface-to-facecommunicationwithmanagers.B)Theytakemoresickleavesthanon-siteworkers.C)Theirproductivityisnotrecognizedbycompanies.D)Theyarelesswillingtopursuepromotions.答案與解析11.D。關(guān)鍵句：“remoteworkerswere13%moreproductive”直接對(duì)應(yīng)選項(xiàng)D。12.A。關(guān)鍵句：“theirpromotionrateswere50%lower...becausemanagersstruggledto‘see’theircontributions”說(shuō)明缺乏面