2017年12月英语四级真题第1套 Part II Section B (2)
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2017年12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12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 250 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12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。

W: Mr. Green, What do you think makes a successful negotiator?

M: Well, that's hard to define. But I think successful negotiators have several things in common. They are always polite and rational people. They are firm, but flexible. They can recognize power and know how to use it. They are sensitive to the dynamics in the negotiation. The way it raises and falls, and how it may change direction. They project an image of confidence. And perhaps most importantly, they know when to stop.

W: And what about an unsuccessful negotiator?

M: Well, this is probably all of us when we start out. We are probably immature and over-trusting, too emotional or aggressive. We are unsure of ourselves and want to be liked by everyone. Good negotiators learn fast, poor negotiators remain like that and go on losing negotiations.

W: In your opinion, can the skills of negotiation be taught?

M: Well, you can teach someone how to prepare for negotiation. There're perhaps six stages in every negotiation: get to know the other side, state your goals, start the process, clarify areas of disagreement or conflict. Reassess your position, making acceptable compromises. And finally, reach some agreement in principle. These stages can be studied, and strategies to be used in each can be planned beforehand. But I think the really successful negotiator is probably born with the sixth sense that may respond properly to the situation at hand.

W: The artistic sense you just described?

M: Yes, that's right.

STRUCTURE · 篇章结构

8 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. 提出核心问题

    女士 (W) 直接向 Mr. Green 提出了一个 central question,询问什么 makes a successful negotiator,这个 opening question 开启了整个 discussion 的 topic,为后续的 characteristics analysis 奠定了 foundation

    通过一个 direct question 来 initiate the conversation,明确了 dialogue 的 central focus 是探讨 successful negotiators 的 traits,为后面展开 characteristics、comparison 以及 teachability 的 discussion 设定了 framework

    引出成功谈判者特质
  2. 阐述成功谈判者特质

    Mr. Green 对问题做出 comprehensive answer,系统列举了 successful negotiators 的 multiple characteristics:polite、rational、firm but flexible、能够 recognize and use power、sensitive to dynamics、project confidence,最重要的是 know when to stop,这个 detailed elaboration 构成了对 opening question 的 complete response

    这个 sense group 提供了 dialogue 的 first major content block,通过 listing specific traits 来 establish 什么是 successful negotiator 的 positive model。这些 characteristics 成为后续 contrast with unsuccessful negotiators 的 reference point,也为最后讨论 teachability 提供了 concrete elements

    正面特质详述
  3. 提出对比问题

    女士提出 follow-up question,将 focus 从 successful negotiator 转向 unsuccessful negotiator,这个 short question 虽然 brief,但 performs critical function:initiating a contrastive perspective,推动 dialogue 从 positive traits 转向 negative traits 的 exploration

    通过提出 "what about unsuccessful negotiator" 这个 contrastive question,dialogue 进入了 second analytical dimension。这个 turn 在 discourse structure 中起到 pivoting role,让 discussion 从 single-sided description 变成 two-sided comparison,从而 enrich 对 negotiator characteristics 的 understanding

    引出失败者特质
  4. 阐述失败谈判者特质

    Mr. Green 描述了 unsuccessful negotiators 的 characteristics:immature、over-trusting、emotional、aggressive、unsure、wanting to be liked。他还 adds 一个 important distinction,指出 good negotiators learn fast 而 poor ones remain unsuccessful。这个 response 与意群_2 形成 parallel structure,提供了 negative counterpart

    这个 sense group 通过 listing negative traits 来 complete the comparison framework,让 readers 能够 see both sides。特别是 "good negotiators learn fast, poor negotiators remain like that" 这个 contrast 不仅描述 traits,还 touches on 后面会 discuss 的 teachability issue,为 dialogue 的 next phase 做了 subtle transition

    反面特质对照
  5. 提出可教性问题

    女士提出 third major question:"can the skills of negotiation be taught?" 这个 question 将 discussion 从 describing characteristics 推进到 exploring acquisition mechanism,代表 dialogue 进入 deeper analytical level,从 "what" 转向 "how"

    这个 question 让 dialogue 从 static description(什么是 successful/unsuccessful negotiator)转向 dynamic exploration(能否 teach 这些 skills)。这个 shift 使 conversation 更有 depth,也 connects to 现实中的 practical concern:negotiation ability 是 innate 还是 learnable,这对 education and training 有 important implications

    引出技能习得问题
  6. 阐述技能可教性及天赋论

    Mr. Green 给出 nuanced answer:他 acknowledges 可以 teach preparation skills 并列出 six stages,但 emphasizes 真正 successful negotiator 需要 innate sixth sense。这个 response 既 provides practical framework(the six stages)又 introduces philosophical dimension(born talent),是 dialogue 中最 complex 和 substantial 的 answer

    这个 sense group 是整个 dialogue 的 intellectual climax,它 synthesizes 前面所有 discussion 并 offers final insight。Six stages 回应了 "what can be taught",而 "sixth sense" 解释了为什么有些人 remain poor negotiators(意群_4 提到的)。这个 nature-vs-nurture conclusion 给整个 conversation 一个 thought-provoking ending

    核心观点综合
  7. 确认核心概念

    女士用 clarification question 来 confirm 她对 Mr. Green 所说 "sixth sense" 的 understanding,将它 frame 为 "artistic sense"。这个 short exchange 虽然 brief,但 performs important function:ensuring mutual understanding of key concept

    这个 clarification 突出了 "artistic sense" 这个 central idea,强化了 Mr. Green 关于 innate talent 的 argument。通过 explicit confirmation,dialogue 确保 both participants(以及 readers)对这个 key concept 有 shared understanding,为 conversation 画上 clear ending

    关键概念明晰
  8. 最终确认

    Mr. Green 简短地 confirms 女士的 understanding,用 "Yes, that's right" 来 close the conversation。这个 minimal response 标志 dialogue 的 natural ending,all questions 已被 addressed,mutual understanding 已被 established

    这个 brief confirmation 完成了 dialogue 的 closing sequence,表示 conversation 已达到 satisfactory conclusion。在 discourse structure 中,这种 closing moves 虽然 short,但 serve important function of signaling completion and mutual satisfaction with the exchange

    对话自然终结
MAIN IDEA · 速判主旨

5 步定位这篇文章的主旨

不读完全篇也能锁定主旨——以下 5 步按2017年12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. 首问定主题 P1

    对话的 first question 往往直接点明 topic,比如这里的 'What do you think makes a successful negotiator?' 就立刻告诉我们整个对话将围绕 negotiator characteristics 展开,这是判断 main idea 最快的 entry point

  2. 结构标记辨析 P2 P3 P4

    当回答者使用 'several things in common'、'They are...'(连续并列)、'And what about...'(对比引入)等 structures 时,说明对话在做 comprehensive analysis。这里 Mr. Green 先列举 successful traits,然后 Woman 用 'And what about an unsuccessful negotiator?' 引出 contrast,这种 structure 表明主旨不是单一描述而是 comparative characterization

  3. 追问深度探测 P5

    'In your opinion, can the skills of negotiation be taught?' 这个 follow-up question 将讨论从 'what makes a good negotiator' 推进到 'whether it's learnable',表明主旨不仅是 characterization 还包括 nature vs nurture debate。这种 topic extension 是对话类文章 main idea 的重要 component

  4. 转折定论点 P6

    Mr. Green 的回答使用 'Well, you can teach... But I think...' 这种 concession + contrast structure,其中 'But' 后的内容('the really successful negotiator is probably born with the sixth sense')才是他的 core belief。这个 qualifying statement 揭示了主旨的 nuanced conclusion:skills 是 teachable 但 true success 需要 innate quality

  5. 对话类文章的 main idea 通常是 multi-layered 的:surface layer 是 explicit topic(negotiator characteristics),middle layer 是 analytical approach(comparison + teachability discussion),deep layer 是 implicit argument(nature matters more than nurture)。只有整合这三个 layers 才能准确概括 main idea

主旨信号词 successful P1 several things in common P2 But P2 most importantly P2 And what about P3 probably P4 In your opinion, can P5 sixth sense P6

MAIN IDEA · 主旨

这篇文章在说什么

一段关于成功与不成功谈判者特征的对话,强调了礼貌、灵活、自信和懂得适时停止等特质。对话探讨了谈判技巧是否可以传授,最终认为虽然策略可以学习,但真正成功的谈判者需要具备与生俱来的第六感。
A conversation discussing the characteristics of successful versus unsuccessful negotiators, emphasizing traits like politeness, flexibility, confidence, and knowing when to stop. The dialogue explores whether negotiation skills can be taught, concluding that while strategies are learnable, truly successful negotiators possess an innate sixth sense.
WORD INFERENCE · 生词推断

4 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。

  • rational 理性的;讲道理的

    现在让我们把这三条 clues 串联起来。首先,从 syntactic structure 看,rational 与 polite 并列出现,说明它是 positive quality。接着,通过 morphological analysis,我们发现词根 ratio 指向 logic 和 calculation。最后,通过 semantic opposition,我们发现 rational 是 emotional 的 opposite。将这些 evidence 整合:一个既是 positive trait,又与 logic 相关,还与 emotional 相对的词,只能是理性的、讲道理的意思。

    并列定性+词根缩范+反义定位
  • dynamics 动态变化;力量的相互作用

    让我们整合这些 clues。首先,同位解释 raises and falls, change direction 直接揭示了 dynamics 的 core feature 是 fluctuation 和 variation。然后,morphological evidence 表明词根 dynamic 本身就携带变化的含义。最后,negotiation context 告诉我们这种 changes 是多方面的、interactive 的。综合这些 evidence,dynamics 应该指的是某个系统或情境中各种力量的动态变化过程。

    同位解释+词根联想+领域限定
  • clarify 阐明;澄清;使清楚

    现在综合这些 evidence。Process sequence 告诉我们 clarify 是将 negotiation 推向 resolution 的关键步骤。Morphological analysis 揭示 clar- 词根的 clarity 含义,配合 -ify 后缀的使动义。最后,object collocation 确认了 action 的具体 target 是 unclear areas。综合起来:clarify 就是使不清楚的东西变清楚、使模糊的东西变明确的 action。

    词根联想+使动后缀+宾语验证
  • immature 不成熟的;幼稚的

    让我们整合这些 clues。Context 告诉我们这是 beginners 的 characteristic,与 over-trusting 并列。Morphological decomposition 直接揭示 im- + mature = not mature。Semantic clustering 通过一系列 related negative traits 确认这个 interpretation。三条 evidence 相互印证:immature 就是不成熟的、缺乏 mature judgment 和 self-control 的状态。

    前缀剥离+词基识别+语境验证
RHETORIC · 修辞手法

3 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。

  • 重复

    P2

    在 第2段 中,Mr. Green 使用 parallel structure "They are...They are...They can...They are...They project...they know..." 这种 repetitive pattern 来 enumerate successful negotiators 的 traits。这种 anaphora (首语重复) 不仅 create rhythmic flow,更重要的是 emphasize 每个 characteristic 的 equal importance。通过 repeating "they" 作为 subject,speaker 建立了 unified portrait of the ideal negotiator。这种 stylistic device 在 persuasive speech 中 particularly effective,因为 repetition reinforces key points in listener's mind,让这些 qualities 更 memorable。

    信号词 They are They can They know We are It is This is

    仿写: 当你要 list multiple points 时,consider using parallel repetitive structures。比如描述某类人的 attributes 时,可以用 "They are [adjective]...They are [adjective]...They can [verb]..." 这样的 pattern。仿写模版:用同一 subject + verb pattern 开启连续句子,如 "Successful students are diligent. They are curious. They can manage time effectively. They know when to seek help." 这让 enumeration 显得 organized 且 impactful。

  • 语气词

    P2 P4 P6

    整个 dialogue 中频繁出现 discourse markers 如 "Well" (第2段, 第4段, 第6段)、"But" (第2段)、"And" (第3段)、"perhaps" (第2段, 第6段)。这些 hedging devices 和 conversation fillers 在 spoken English 中 crucial for managing interaction。"Well" 作为 hesitation marker 表示 speaker 正在 formulate thoughts,给自己 thinking time;"perhaps" 作为 epistemic modality marker softens assertions,表现 academic humility;"But" 和 "And" 作为 discourse connectors link ideas smoothly。这些 elements 让 dialogue sound natural and authentic,体现 real conversational dynamics 而非 scripted lecture。它们对 establishing rapport 和 maintaining conversational flow 至关重要。

    信号词 Well But And perhaps probably I think You know I mean So Now

    仿写: 在 crafting realistic dialogues,strategically insert discourse markers 来 add authenticity。Use "Well" when character needs moment to think 或 when answer is complex;use "perhaps" 或 "probably" to avoid sounding dogmatic;use "And" 或 "But" 来 connect ideas conversationally。仿写模版:"Well, [hedged statement]. But I think [main point]. And perhaps most importantly, [key insight]." 这让 speech sound thoughtful rather than rehearsed。

  • 省略

    P7 P8

    在 第7段 中,女士说 "The artistic sense you just described?" 这是 elliptical question,完整形式应该是 "Do you mean the artistic sense you just described?" 或 "Is that the artistic sense you just described?" 这种 ellipsis 在 conversational English 中 extremely common,它 reflect 对话的 economy principle —— 当 context 已经 established,speakers omit redundant elements。这让 exchange 更 efficient 和 natural。Mr. Green 的回应 "Yes, that's right" 同样简洁,因为 shared context 让 elaborate restatement unnecessary。这种 back-and-forth elliptical pattern 展示 cooperative principle in conversation,双方都依赖 mutual understanding 来 compress language。

    信号词 That? Really? Exactly Right Yes Sure The [noun phrase]?

    仿写: 在 writing natural dialogues,allow characters to use elliptical responses when meaning is clear from context。比如用 fragment questions 来 seek confirmation 而非 full interrogative sentences。仿写模版:Speaker A 说完一个 complex point,Speaker B 可以用 "The [key noun phrase] you mentioned?" 来 verify understanding,然后 A 用简短 confirmation "Exactly" 或 "That's right" 回应。这种 telegraphic exchange 让 dialogue dynamic 而不啰嗦。

IMPLIED MEANING · 言外之意

6 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。

  • 成功谈判者特质的复杂性暗示

    P2
    Well, that's hard to define. But I think successful negotiators have several things in common.

    模糊限制语 hard to define difficult to say not easy to explain it's complicated somewhat complex rather nuanced hard to pinpoint

    Mr. Green 说 'hard to define' 并非真的 unable to answer,而是 demonstrate 他的 professional maturity。这个 hedging 传达:谈判是 complex skill,不能 oversimplify。但他紧接着用 'But I think' 和 'several things in common' 转入 concrete analysis,showing 他有 deep understanding。这个 言外之意 serves 两个 purposes:establish authority(懂得承认 complexity 的人才是 real expert)和 set expectations(听众要 prepare for nuanced discussion)。对 main idea 的 value 在于:frame 整个 conversation 为 sophisticated exploration,而非 simple checklist。

  • 成功谈判者的核心能力强调

    P2
    And perhaps most importantly, they know when to stop.

    递进强调类 perhaps most importantly most importantly more importantly above all most crucially the key point is most significantly

    'Know when to stop' 被 positioned 为 most important trait,这个 implication 非常 profound:前面提到的 politeness, flexibility, confidence 都是 technical skills,但 knowing limits 是 wisdom。这个 言外之意 suggests negotiation 不只是 about winning,而是 about timing 和 restraint。对 main idea 的 contribution 在于:shift focus from surface-level tactics 到 deeper judgment。这 reflects 文章要 convey 的 message:真正 successful negotiators 需要 innate sense,not just learned techniques。这为后面讨论 'sixth sense' 做了 foreshadowing。

  • 失败谈判者的普遍性暗示

    P4
    Well, this is probably all of us when we start out.

    委婉包容类 probably all of us we all most of us everyone many people it's common to we tend to

    Mr. Green 说 'probably all of us' 的 implication 是:being unsuccessful initially 不是 shame,而是 natural stage。这 softens 对 'immature, over-trusting, emotional' 等 negative descriptors 的 impact。言外之意传达:failure 是 learning process 的 part,even experts 曾经 went through this。对 main idea 的 value 在于:establish 成功与失败的 distinction 不是 fixed,而是 developmental。这 supports 后面关于 skills being teachable 的 discussion,showing growth mindset。同时也 contrasts with 最后提到的 'born with sixth sense',creating tension between nature and nurture。

  • 持续失败者的根源暗示

    P4
    Good negotiators learn fast, poor negotiators remain like that and go on losing negotiations.

    对比暗示类 remain like that and go on losing remain like that go on losing continue to fail stay stuck keep making persist in

    这句的 implication 非常 harsh 虽然 tone 平静:poor negotiators 的 problem 不是 lack of talent,而是 lack of learning capacity。'Remain like that' 暗示 stagnation 是 choice,'go on losing' 强调 consequence 的 inevitability。这个 言外之意 shifts responsibility:如果你 don't learn,failure 是 deserved。对 main idea 的 contribution 在于:introduce 一个 critical distinction - 不是所有人都能 become successful negotiators,因为需要 self-awareness 和 adaptability。这 sets up 后面的 discussion about teachability:techniques can be taught,但 willingness to learn 和 innate sense 才是 differentiators。

  • 谈判技能可教性的局限暗示

    P6
    These stages can be studied, and strategies to be used in each can be planned beforehand. But I think the really successful negotiator is probably born with the sixth sense that may respond properly to the situation at hand.

    转折限定类 But I think However Yet But Nevertheless Still Even so

    Mr. Green 在详细列举 six stages 后用 'But' 转折,这个 implication 是:前面说的都是 necessary but not sufficient。'Probably born with' 暗示 nature 比 nurture 更 important,'sixth sense' 指向 intuitive ability 无法通过 teaching 获得。这个 言外之意 essentially answers the question 'can negotiation skills be taught' with qualified 'yes, but':mechanics yes,excellence no。对 main idea 的 critical contribution 在于:resolve 文章的 central tension - 提供 hopeful message (可以学) 同时 acknowledge reality (天赋决定上限)。这也 echoes 开头的 'hard to define',forming circular structure:真正的 mastery 超越 definition 和 teaching。

  • 直觉能力的不可言传性确认

    P7
    The artistic sense you just described? - Yes, that's right.

    反问确认类 The artistic sense you just described? You mean So you're saying In other words The X you mentioned That sense of What you call

    Woman 用 'artistic sense' 替换 'sixth sense' 不是 random choice,这个 implication 是:successful negotiation 像 art 而非 science。'Artistic' 强调 creativity, judgment, feel - 无法 systematize 或 teach 的 qualities。Mr. Green 的 quick affirmation shows 这正是他要 convey 的 core message。这个 brief exchange 的 言外之意 solidifies 文章的 ultimate conclusion:negotiation excellence 需要 innate artistic sensibility。对 main idea 的 value 在于:provide conclusive answer through mutual understanding。这种 dialogic confirmation 比 monologue assertion 更 convincing,showing both parties agree on fundamental nature of negotiation mastery。

SENTENCE INSIGHTS · 句子精讲

6 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。

  • Good negotiators learn fast, poor negotiators remain like that and go on losing negotiations.
    第4段,第4句

    第一句是典型的主谓状结构,第二句包含并列谓语、系表结构、动名词作宾语等多种成分类型,覆盖面较广。特别是 "remain like that"(系表)与 "go on losing"(动名词宾语)的组合,适合练习区分系动词表语与及物动词宾语,有一定训练价值。

  • And finally, reach some agreement in principle.
    第6段,第4句

    这种“连接词加句首状语加祈使动词”的结构在说明步骤、提出建议、列举要求时很常见。掌握后能迁移到很多短指令句和策略句。

  • They are sensitive to the dynamics of a negotiation.
    第12题,D

    主系表结构在四六级和考研阅读中较为常见,尤其是'be + 形容词 + 介词短语'这类表达主语性质的句式,具有一定代表性。但本句过于简单,缺少从句等典型考点,作为真题句式的代表性中等偏下。

  • They know when to stop.
    第13题,A

    疑问词加不定式作宾语是四六级和考研中的高频结构,常见于 know、learn、decide、understand 等动词后面。这种简化形式的宾语从句是典型的考点句式,掌握后可以迁移到大量类似句子中。

  • How is a good negotiator different from a poor one?
    第14题题干

    特殊疑问句结构在四六级和考研阅读中较为常见,"How + be + 主语 + 形容词" 的句式具有一定代表性,掌握后可迁移到其他疑问句的分析中。

  • They are good at expression.
    第14题,C

    "be good at" 是四六级常考的固定搭配,主系表结构也是基础句型,具有一定代表性,但句子过于简短,无法体现真题中常见的修饰成分和从句结构,典型性中等。

FAQ · 常见问题

关于 2017年12月英语四级真题第1套 Part II Section B (2) 的常见问题

2017年12月英语四级真题第1套 Part II Section B (2) 文章的主旨是什么?
一段关于成功与不成功谈判者特征的对话,强调了礼貌、灵活、自信和懂得适时停止等特质。对话探讨了谈判技巧是否可以传授,最终认为虽然策略可以学习,但真正成功的谈判者需要具备与生俱来的第六感。(英文表述:A conversation discussing the characteristics of successful versus unsuccessful negotiators, emphasizing traits like politeness, flexibility, confidence, and knowing when to stop. The dialogue explores whether negotiation skills can be taught, concluding that while strategies are learnable, truly successful negotiators possess an innate sixth sense.)
2017年12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 250 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12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 8 个意群:第1段——提出核心问题;第2段——阐述成功谈判者特质;第3段——提出对比问题;第4段——阐述失败谈判者特质;第5段——提出可教性问题;第6段——阐述技能可教性及天赋论;第7段——确认核心概念;第8段——最终确认。
2017年12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 4 个:rational(理性的;讲道理的)、dynamics(动态变化;力量的相互作用)、clarify(阐明;澄清;使清楚)、immature(不成熟的;幼稚的),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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