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2017年6月英语四级真题第1套 Part II Section B (2)
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2017年6月英语四级真题第1套 Part II Section B (2)

对话 · 听力 · 真题文章逐层精读

本页是 2017年6月英语四级真题第1套 Part II Section B (2) 文章的精读视角页——这篇对话全文 288 词、8 段，CEFR 难度 B2（B2 级在英语四级文章中占 46%）；英文原文之外，本篇已有的 6 项精读维度逐项展开，其中能迁移到其他英语四级真题文章的判断方法（篇章结构、修辞、言外之意、作者态度、体裁速判）随各维度一并讲透。

精读最佳实践

本页解析里的段号（P1）都可以点——点一下，原文在顶部翻开并定位到该段，解析引用的原文同步标亮；合上原文，你还停在刚才读到的位置。点 P1 试试。

PASSAGE · 文章原文

8 段英文原文

以下为2017年6月英语四级真题第1套 Part II Section B (2) 的听力原文，由懒笔记按试卷原文逐段核对收录，共 8 段。左侧 P1–P8 是段落编号——本页全部解析（结构、逐段、修辞、自检题）都以它为坐标回指原文，点击解析里的段号，原文即在顶部翻开并定位到该段、引用的原文同步标亮；合上原文仍停在当前阅读位置。原文保持卷面形态，不带翻译与标注。

M: You know, Ben's given up making those terrible faces he used to make. The other day, he came home from school almost in tears. His teacher said if he went on like that, his face would get stuck when the winds changed.

W: And he believed her?

M: Yeah, he is only a little boy. Don't you remember all those things we used to believe when we were little? I remember my aunt Mary used to say if you swallow a cherry stone, a tree will grow out of your mouth. And I'm still terrified today, sort of subconsciously. You know, if I swallow one by mistake…

W: Yeah, I suppose you're right. The one that used to get me was that swans could break your leg with a blow of the wing.

M: They can, can't they? I always thought they could.

W: No, they are not that strong. But there is another one even more terrifying. That is, if you put a postage stamp on upside down, you'll go to prison.

M: No, never heard of that. But my grandmother was a terror for that kind of thing. For example, she would say you'll get a spot on your tongue if you tell a lie. If you eat stale bread, your hair will curl. And here is one more. We went on a camping trip once in Italy, and my wife spent the whole time worrying about bats getting into her hair. She said her grandmother reckoned you had to shave your head to get it out. My wife was really terrified.

W: Silly, isn't it? But that's how some parents try to keep their kids from doing the wrong thing or getting into trouble.

STRUCTURE · 篇章结构

6 个意群的对话骨架

按对话 的行文骨架切分意群，每个意群标注它覆盖的段落与对主旨的作用——逐段读完后回到这里俯瞰全篇，能看清作者为什么按这个顺序行文。

  1. P1

    男士引入话题：孩子因老师警告而停止做鬼脸

    男士 initiates the conversation 提到儿子 Ben 因为 teacher 的 warning 而不再 make terrible faces，这个 warning 是关于 wind changing 会让 face get stuck 的说法，Ben 差点 in tears 说明他 believed it completely

    这个 opening 直接 introduces 对话的 central theme，通过一个 concrete example 展示 adults 如何用 false warnings 来 influence children's behavior，为后续 discussion 奠定 foundation

    首个童年迷信案例
  2. P2 P3

    女士质疑，男士确认并扩展话题到共同童年记忆

    女士 questions 孩子是否真的 believed，男士 confirms 并 expands the discussion，回忆起 childhood 时 we all believed 类似的 things，举例说 aunt Mary 关于 swallowing cherry stone 会 grow a tree 的说法，并 admits 自己 still subconsciously terrified

    这个 exchange 将 discussion 从 single incident 升华到 universal childhood experience，通过 shared memories 建立 common ground，male speaker 的 personal example 进一步 illustrates 这些 warnings 的 lasting psychological impact

    共鸣确认与案例补充
  3. P4

    女士共鸣并分享自己的童年迷信案例

    女士 acknowledges 男士的 point (suppose you're right)，然后 contributes 自己的 childhood belief：关于 swans 能 break your leg 的说法，这 used to get her，体现 reciprocal sharing pattern

    这个 turn 通过 mirroring 男士的 sharing pattern 来 maintain conversational balance，她的 example 进一步 enriches 对 childhood superstitions 的 collection，strengthening 对话的 collaborative nature

    对等经验分享
  4. P5 P6

    男士质疑天鹅案例，女士纠正并追加更荒诞的迷信

    男士 challenges 女士的 statement (They can, can't they?)，显示他 actually believed 这个说法。女士 corrects him (No, not that strong)，然后 introduces 更 terrifying 的 superstition：about postage stamp upside down 会 go to prison，escalating 荒诞程度

    这个 mini-debate 揭示 even adults 有时 still believe 这些 tales，proving 它们的 deep-rooted influence。女士的 escalation strategy (even more terrifying) 将 discussion 推向 climax，highlighting 这些 warnings 的 absurdity

    真假辨析与升级示例
  5. P7

    男士密集分享祖母的多个迷信案例

    男士回应 never heard of that，然后 extensively shares 祖母的 multiple superstitions：说谎会 get a spot on tongue，吃 stale bread 让 hair curl，还有 camping trip 时妻子 worried about bats in hair，需要 shave head 才能 get it out。这是 longest and most detailed turn，containing 密集的 examples

    这个 extended turn 提供 richest evidence collection，通过 multiple examples 展示这些 superstitions 的 variety and pervasiveness。特别是 wife's terror 展示这些 beliefs 的 intergenerational transmission 和 lasting emotional impact

    案例集中呈现
  6. P8

    女士总结评价并揭示成人动机

    女士 concludes 整个 discussion，先 evaluates (Silly, isn't it?) 然后 reveals underlying reason：这是 parents 用来 keep kids from doing wrong things 或 getting into trouble 的 method。这个 closing remark 将所有 examples 纳入 unified explanation

    这个 closing turn 完成 dialogue 的 analytical function，从 sharing experiences 升华到 understanding motivation。通过 revealing parents' intent，对话 achieves closure，all previous examples 获得 coherent interpretation framework

    动机揭示与总结
MAIN IDEA · 速判主旨

4 步定位这篇文章的主旨

不读完全篇也能锁定主旨——以下 4 步按2017年6月英语四级真题第1套 这篇原文的实际行文顺序给出，每步说明看哪里、看出什么，可直接迁移到其他英语四级文章。

  1. 首轮对话定基调 P1 P2

    对话的前两轮 exchanges 往往会 establish the main topic，男士提到 Ben's faces 和 teacher's warning，女士的 surprised question "And he believed her?" 立即揭示这是一个 shared reminiscence about childhood beliefs，而不是 serious discussion 或 problem-solving。

  2. 平行例证累积 P3 P4 P6 P7

    从 第3段 开始，男士用 "Don't you remember..." 引出 cherry stone belief，女士在 第4段 立即用 "Yeah, I suppose you're right" 加上自己的 swan example，之后双方持续 exchange similar stories。这种 additive structure（A says X, B adds Y, A adds Z）是 reminiscence conversations 的典型特征，表明主旨是 cataloging shared cultural phenomena 而非 analyzing a single issue。

  3. 元评论点主题 P8

    在 第8段，女士用 "Silly, isn't it? But that's how some parents try to..." 明确指出这些 childhood tales 的 social function。这个 concluding remark 将之前所有 anecdotal examples 统一到一个 explanatory framework 下：adults 使用 false warnings 来 influence children's behavior。这种 meta-level comment 直接揭示对话的 deeper purpose 不只是 entertaining storytelling，而是 reflecting on a parenting strategy。

  4. 三维度整合确旨 P1 P2 P3 P4 P5 P6 P7 P8

    单看任何一个步骤都只能得到 partial understanding—opening 只告诉我们在谈 childhood beliefs，middle examples 显示 variety，但只有 closing 的 "that's how parents try to keep kids from doing wrong" 才揭示 why these examples matter。主旨不是简单的 "people discuss superstitions"，而是 "superstitions as parental tools"，这需要整合 content（what）、structure（how many）、和 commentary（why）三个维度。

主旨信号词 used to believe P3 terrified P3 Don't you remember P3 when we were little P3 Silly, isn't it P8 keep their kids from doing the wrong thing P8

MAIN IDEA · 主旨

这篇文章在说什么

一男一女讨论了他们童年时相信的迷信和虚假警告,比如做鬼脸会定型或吞下种子会长出树,反思了成年人如何用这些故事来影响孩子的行为。
A man and woman discuss childhood superstitions and false warnings they believed as children, such as faces getting stuck or trees growing from swallowed seeds, reflecting on how adults use these tales to influence children's behavior.
WORD INFERENCE · 生词推断

3 个生词的上下文推断

不查词典，只用文中线索推出词义——每个词给出推断出的释义与 完整推理链。已收录进英语四级高频真题词集的单词可点击进入词条页。

  • terrified 极度恐惧的,吓坏了的

    我们先看 emotional clues:Ben 听到 threatening statement 后 almost in tears,这是 extreme fear 的 physical manifestation。然后 M 用同一个词描述自己对 cherry stone 的 feeling,这种 repetition 建立了 semantic consistency。接着在 第7段,wife 因为 bat superstition 而 spent whole time worrying,最后被描述为 really terrified,这里 really 作为 intensifier 说明 terrified 比普通的 worried 程度更深。从 morphology 角度,terr- root 与 terror, terrible 同源,都指向 fear 这个 semantic field。综合这些 clues,我们可以确定 terrified 表达的是一种 extreme, overwhelming fear state。

    行为表现定性、语境标记定量、词根结构定位
  • subconsciously 下意识地,潜意识地

    让我们 connect 这些 threads:首先,temporal context 告诉我们这是 childhood belief 的 long-term effect,用 still 和 today 强调其 persistence。然后,sort of 这个 qualifier 暗示 speaker 自己也无法完全 explain 或 control 这种 feeling。接着,整个 dialogue 展示的 pattern 是 adults rationally knowing superstitions are false,但 emotionally still affected,这种 split between knowing and feeling 是 key clue。从 morphology 看,sub- prefix 明确表示 below,conscious 指 awareness,合起来就是 below awareness level。所以 subconsciously 描述的是那些 not in our conscious control 但仍然 influence our reactions 的 mental processes。

    认知矛盾识别、模糊语言捕捉、空间隐喻解码
  • reckon 认为,以为(表达个人看法或判断)

    我们来 synthesize 这些 observations:首先,syntactic position 告诉我们 reckoned 是一个 reporting verb,connecting speaker(grandmother) 和 her statement(you had to shave your head)。其次,discourse pattern 显示整个 conversation 都是 about reporting beliefs,特别是 superstitions and false beliefs。Reckoned 出现在这个 semantic field 中,describing grandmother's superstitious belief。第三,注意 grandmother 说的内容明显是 not factual(bats don't really get stuck in hair),所以 reckoned 可能强调的是 subjective opinion 而非 objective fact。综合来看,reckon 是一个 reporting verb,expressing personal belief or opinion,特别适用于 informal or folk beliefs。

    动词群组定位、内容性质匹配、句式框架验证
RHETORIC · 修辞手法

5 处修辞手法与仿写

每处修辞给出它在本文的具体用法、同类信号词清单与一份可直接套用的 写作仿写建议——读完能认，也能写。

  • 反问

    P2

    在第2段中，女士使用了反问句 "And he believed her?" 来表达她的surprise和incredulity。这个rhetorical question并不是真的在seeking information，而是表达她觉得这件事很难以置信。这种修辞手法perfectly captures了成年人回顾childhood时的那种perspective，强化了文章关于adults和children之间认知差异的core theme。通过questioning的tone，她自然地引出了后续对various childhood superstitions的discussion。

    信号词 And So Really You mean Are you saying Do you mean to tell me

    仿写： 当你想要在对话中express incredulity或者surprise时，可以采用similar的反问structure。比如听到某个unexpected的statement后，不要直接说"I don't believe it"，而是用反问来create更natural的flow："Really? He actually did that?" 或者 "You're telling me she said yes?" 这种方式makes对话更conversational。仿写模版：【陈述性内容】+ 反问标记词(And/So/Really) + 主语 + 动词 + (宾语/表语) + ?

  • 反问

    P5

    第4段中女士说 "The one that used to get me was that swans could break your leg with a blow of the wing." 虽然这不是traditional的question form，但第5段男士的response "They can, can't they?" 是个典型的tag question形式的rhetorical question。他用这个question来seek confirmation，但actually他一直believed这个说法。这个修辞perfectly illustrates了文章的main point：这些childhood beliefs如何deeply rooted in our minds，即使成年后we still半信半疑。这种questioning tone也creates一个turning point，因为女士接下来corrects他的misconception。

    信号词 can't they don't you isn't it wouldn't you haven't you didn't they won't it aren't they

    仿写： Tag questions是非常useful的conversational tool。当你want to express一个belief但又want to sound less certain或more polite时，可以add一个question tag。Structure很简单：positive statement + negative tag，或者negative statement + positive tag。比如："That movie was great, wasn't it?" 或 "You don't like spicy food, do you?" 这种form让your statement听起来更tentative和conversational。仿写模版：【肯定/否定陈述】+ 【相反极性的助动词 + 主语代词】+ ?

  • 语气词

    P1 P3 P4

    文章中multiple instances出现了discourse markers like "You know" (第1段, 第3段), "Yeah" (第3段, 第4段), "sort of" (第3段)。这些语气词在对话中create一种casual, intimate atmosphere。特别是 "You know" 的repeated use建立了speakers之间的shared understanding和common ground，暗示他们在discussing的是mutually relatable experiences。这perfectly serves文章主旨，因为childhood superstitions正是一种universal shared experience。"Yeah" 和 "sort of" 则add了hesitation和informality，making the dialogue sound更authentic和spontaneous。

    信号词 You know Yeah I mean Well sort of kind of like I suppose actually really

    仿写： 要让你的dialogue writing sound natural，必须strategically include discourse markers。不要overuse，但也不要completely avoid。比如开始share personal memory时，可以用 "You know" 来invite listener's attention："You know, I remember when..." 表示agreement时用 "Yeah"，show uncertainty时用 "sort of" 或 "kind of"。Key是don't translate them literally - 它们的value在于creating conversational flow。仿写模版：【语气词】+ 【主要内容】 或 【主要内容】+ 【语气词插入语】+ 【内容延续】

  • 省略

    P4 P6 P7

    在第6段中，女士说 "No, they are not that strong." 然后immediately adds "But there is another one even more terrifying." 这里的 "one" 是ellipsis的经典example，省略了完整的noun phrase "superstition" 或 "belief"。这种省略makes对话更concise和natural，avoid unnecessary repetition。类似的ellipsis也出现在第4段 "The one that used to get me"。这种修辞technique perfectly suits对话体裁，因为speakers有shared context，不需要repeat already established information。它contributes to文章主旨by maintaining快速、engaging的conversational pace，让readers feel like they're listening to a real, flowing conversation。

    信号词 one ones do/does/did so not there then

    仿写： 在writing对话时，善用ellipsis可以make your dialogue sound less robotic。当you've established某个concept，subsequent references可以use pronouns或简化forms。比如，discussing multiple problems："The first issue is complicated. The second one is even worse." 这里 "one" replaces "issue"。或者在comparison中："She likes coffee. I prefer tea." - 省略了第二句的 "like"。但be careful - 只在meaning完全clear的情况下use ellipsis。仿写模版：【首次完整提及】... 【后续用one/ones/代词替代】 或 【句子主要部分】+ 【省略与前句相同的谓语/宾语】

  • 重复

    P1 P3 P4 P6 P7

    整个对话展现了structural repetition - speakers反复sharing different examples of childhood superstitions，creating一个pattern: statement of superstition + reaction/comment。这种repetitive structure强化了文章的central theme。Additionally，specific phrases like "You know" 在第1段和第3段 repeated出现，creating cohesion。第3段中男士说 "if you swallow a cherry stone" 然后later refers back to "if I swallow one"，这种lexical repetition maintains topic continuity。这些repetitions collectively build up一个comprehensive picture of how widespread these childhood beliefs were，支持文章主旨about the universality of such experiences。

    仿写： 在crafting对话时，可以strategically use repetition来achieve different effects。For thematic unity，establish一个pattern and repeat it with variations - 比如每个speaker shares一个similar type of story。For emphasis，repeat key phrases at strategic points："It was incredible, absolutely incredible." For cohesion，pick up words from previous speaker："You mentioned trust. Trust is exactly what we need." But avoid mechanical repetition - vary the form slightly或add new information each time。仿写模版：【建立模式A】→ 【变体A1】→ 【变体A2】 或 【关键词/短语】... 【同一关键词/短语在新语境中再现】

IMPLIED MEANING · 言外之意

12 处话里有话

作者没有明说、但靠信号词传递出来的态度与暗示——每处给出原文片段、信号词类型与解读。

  • 老师用恐吓纠正行为

    P1
    if he went on like that, his face would get stuck

    条件式警告 if he went on like that if...will... if you go on... unless otherwise or else you'll end up...

    老师说“脸会在风向改变时定住”并非科学事实，而是用夸张的 consequence 吓阻 Ben 做鬼脸；这为全文点出 adults 借荒诞警告管教孩子这一核心现象。

  • 男孩因年幼轻信权威

    P1
    he came home from school almost in tears

    程度强调 almost in tears almost nearly quite really so extremely

    Ben 几乎哭着回家，暗示他不仅听到了老师的话，而且 genuinely believed it；这说明儿童面对成人权威时容易把荒谬说法当真。

  • 女方质疑故事真实性

    P2
    And he believed her?

    疑问句质疑 And he believed her? Really? Did he? You mean...? Can that be true? Is that so?

    女方的问句暗含“这么荒唐的话，他居然信了”的惊讶与怀疑；它推动男方解释儿童为何容易相信此类说法。

  • 童年无知可以理解

    P3
    he is only a little boy

    弱化与辩护表达 he is only a little boy only just merely still after all he's only...

    男方并未责怪 Ben 轻信，而是以 only a little boy 为其辩护；他暗示儿童缺乏判断能力，相信成人编造的警告很正常。

  • 荒诞恐惧会延续到成年

    P3
    I'm still terrified today, sort of subconsciously

    时间延续与模糊限制 still terrified today, sort of subconsciously still even today to this day sort of kind of perhaps

    男方承认自己成年后仍会下意识害怕吞下樱桃核，暗示 childhood superstition 的心理影响很顽固；这使话题从 Ben 的个例扩展为普遍经历。

  • 女方勉强接受男方观点

    P4
    Yeah, I suppose you're right

    委婉让步 I suppose you're right I suppose I guess perhaps maybe probably you may be right

    女方先前感到惊讶，随后用 I suppose 承认男方说得有道理，并引出自己的童年恐惧；这让对话形成双方共同回忆的结构。

  • 男方仍受旧观念影响

    P5
    They can, can't they?

    附加疑问句求证 They can, can't they? can't they? isn't it? don't you? aren't they? won't it? right?

    男方以 can't they? 寻求确认，说明他关于天鹅力量的童年传言尚未完全消失；这与前文的 subconsciously terrified 相呼应，强化迷信的残留性。

  • 女方纠正错误传言

    P6
    No, they are not that strong

    否定纠正 No, they are not that strong No not really actually in fact that's not true never

    女方直接否认天鹅能打断腿，暗示这也是一个被误传的 childhood belief；她的纠正使对话更清楚地区分了事实与迷信。

  • 恐吓故事愈发荒谬

    P6
    another one even more terrifying

    比较级递进 even more terrifying more even more worse the most less rather than

    倒贴邮票就会坐牢显然比天鹅传言更离谱，女方却称其 even more terrifying，暗示孩子会把社会惩罚想象得极其可怕；这进一步展示谎言的控制力。

  • 祖母习惯以迷信管束人

    P7
    my grandmother was a terror for that kind of thing

    习语化评价 a terror for that kind of thing a terror for always constantly the sort of person who known for would always

    男方称祖母 a terror for that kind of thing，暗示她经常用“说谎长舌斑”“吃陈面包卷头发”之类的话约束孩子；这些说法服务于道德教育和日常管教。

  • 传言造成实际心理困扰

    P7
    my wife spent the whole time worrying about bats getting into her hair

    时间范围强调 spent the whole time worrying the whole time all the time throughout the entire all day every time

    妻子在整个露营期间都担心蝙蝠钻进头发，说明祖母的说法已经转化为真实 anxiety；它证明荒诞警告即使不可信，也可能长期支配人的情绪。

  • 荒诞说法背后是管教目的

    P8
    that's how some parents try to keep their kids from doing the wrong thing

    总结性因果解释 that's how that's why the point is in other words after all so therefore

    女方说这些故事很 silly，却指出 some parents 用它们阻止孩子做错事或惹麻烦；这揭示成人未必真相信传言，其真实目的可能是 behavior control，并完整落到文章主旨。

SENTENCE INSIGHTS · 句子精讲

5 句真题句逐层精讲

下列真题句各有独立的句子解析页——中文翻译、结构树逐层拆解、成分与时态、考点讲解与真题高频词。点击句子进入完整解析。

  • M: You know, Ben's given up making those terrible faces he used to make.
    第1段，第1句

    宾语从句套定语从句的结构在四六级与考研真题中非常常见,尤其是限制性定语从句修饰宾语从句内部名词的模式,属于典型的复合句考查形式;现在完成时与used to的对比用法也是常考点;句式具有较高代表性,掌握后可复用于大量类似结构的句子

  • That is, if you put a postage stamp on upside down, you'll go to prison.
    第6段，第3句

    条件状语从句置于主句前、用一般现在时表将来的结构，是英语条件句的标准句式，在考试中高频出现；该句式可迁移至大量类似场景，具有较强的典型性和复用价值。

  • Warn him of danger by making up a story
    第13题，A

    祈使句 + 介词短语作方式状语是四六级和考研真题中常见的句式，掌握后可迁移到大量类似结构的句子，典型性较高

  • One would have curly hair if they ate too much stale bread
    第15题，A

    "if" 引导的虚拟条件句是四六级和考研中的高频考点,主句用 "would + 动词原形"、从句用过去式的搭配是虚拟语气的经典结构。掌握这一句式后可直接应用于大量类似题型,典型性较高。

  • One would get a spot on their tongue if they told a lie deliberately
    第15题，D

    虚拟条件句（"if + 过去式，主句 would + 动词原形"）是四六级和考研阅读中的常见句式，后置定语和状语从句的组合也属于典型结构。掌握本句的分析方法可迁移到大量类似句型，具有较高的学习复用价值。

FAQ · 常见问题

关于 2017年6月英语四级真题第1套 Part II Section B (2) 的常见问题

2017年6月英语四级真题第1套 Part II Section B (2) 文章的主旨是什么？
一男一女讨论了他们童年时相信的迷信和虚假警告,比如做鬼脸会定型或吞下种子会长出树,反思了成年人如何用这些故事来影响孩子的行为。（英文表述：A man and woman discuss childhood superstitions and false warnings they believed as children, such as faces getting stuck or trees growing from swallowed seeds, reflecting on how adults use these tales to influence children's behavior.）
2017年6月英语四级真题第1套 Part II Section B (2) 文章是什么体裁？难度如何？
体裁为对话。CEFR 难度 B2，全文 288 词、8 段；在英语四级全部 511 篇真题文章中，B2 级共 234 篇（占 46%）。
2017年6月英语四级真题第1套 Part II Section B (2) 文章的篇章结构是怎样的？
全文 8 段按对话骨架分为 6 个意群：第1段——男士引入话题：孩子因老师警告而停止做鬼脸；第2段、第3段——女士质疑，男士确认并扩展话题到共同童年记忆；第4段——女士共鸣并分享自己的童年迷信案例；第5段、第6段——男士质疑天鹅案例，女士纠正并追加更荒诞的迷信；第7段——男士密集分享祖母的多个迷信案例；第8段——女士总结评价并揭示成人动机。
2017年6月英语四级真题第1套 Part II Section B (2) 文章中有哪些值得积累的生词？
按文中出现顺序共 3 个：terrified（极度恐惧的,吓坏了的）、subconsciously（下意识地,潜意识地）、reckon（认为,以为(表达个人看法或判断)），每个词的词义都可以由文中上下文线索推断得出。

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