2023年6月英语四级真题第1套 Part II Section B (2)
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2023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 2023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 286 词、9 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

9 段英文原文

以下为2023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 9 段。左侧 P1–P9 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: As a kid, did you know what job you wanted to do when you grew up?

M: No, I didn't. And I got sick every time adults asked me what I wanted to be when I grew up.

W: It's the same with me. And I'm tired of people asking that question of my 10-year-old daughter. My daughter's stock answers are basketball player, pop singer, mechanical engineer. Adults love that last one, as it's the perfect mix of the sensible and the ambitious. When she was much younger, my daughter used to say she wanted to be Queen of the Clouds, which I loved. That's the kind of goal-setting I like to see in children, springing from their boundless imaginations.

M: Yes, we grown-ups can be tedious and limiting in our need for reality. And we teach a very gloomy image of adulthood—that whatever our children's future holds, it must be seen within the context of a job.

W: How utterly overwhelming and dull!

M: When people ask my son what he wants to be when he grows up, I have to swallow the urge to say, "Hey, back off my kid's dreams!"

W: We can't dismiss the idea that teenagers have to plan to do something after they finish school, and parents are entitled to hope it's more than simply spending 10 hours a day playing computer games.

M: But asking "What do you want to be?" isn't going to lead a child to a fulfilled life, rather at least to false expectations and a high chance of disappointment.

W: Exactly. We should be helping our kids understand who they are, even if that means letting go of who we think they should be.

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. 引入话题:童年职业梦想的压力

    女士通过 opening question 询问男士小时候是否 knew what job he wanted,男士的 negative response 和 got sick 的强烈 emotional reaction 直接 reveal 出这个 common question 给孩子带来的 pressure 和 discomfort

    这个 opening exchange 通过男士的 personal experience establish 了对话的 central issue,即那个 ubiquitous question 本身就是 problematic 的,为后续 deeper discussion 奠定 emotional foundation

    展现问题本身造成的压力
  2. 女士的共鸣与女儿的案例

    女士表达 It's the same with me 形成 agreement,然后通过 daughter 的 multiple stock answers 和童年时期的 Queen of the Clouds 这个 imaginative goal 来 illustrate 两个 contrasting points:adults 偏爱 sensible and ambitious 的答案,而她自己 appreciate 孩子 boundless imagination 产生的 dreams

    这个 extended turn 通过 concrete example 将抽象的 concern 具象化,stock answers 和 Queen of the Clouds 的 sharp contrast 揭示了 adults' expectations 如何 limit children's imagination,同时 speaker's preference 为后续 critique 埋下 value orientation

    对比成人期待与儿童想象
  3. 男士的理论升华:成人视角的局限

    男士从 we grown-ups 的 collective perspective 进行 generalization,指出 adults 在 need for reality 中表现出 tedious and limiting 的特质,更 critically 的是,adults teach a gloomy image 将 children's future 局限在 job context 中

    这个 turn 将 discussion 从 personal anecdotes 提升到 societal critique,通过 we grown-ups 的 inclusive pronoun 和 teach a gloomy image 的 metaphor,揭示问题的 systemic nature,为后续 dialogue 建立 critical framework

    批判成人的视角局限性
  4. 女士的简短评价与男士的保护反应

    女士用 utterly overwhelming and dull 这个 intensified evaluation 简洁地 echo 男士的 critique,紧接着男士分享自己想对 people 说 back off my kid's dreams 的 protective urge,这个 emotional outburst 将 discussion 从 intellectual critique 带入 parental instinct 的层面

    这组 quick exchanges 通过 emotional intensification(overwhelming、back off)增强 dialogue 的 persuasive force,将 rational argument 和 parental emotion 结合,使 critique 更具 human dimension 和 relatability

    表达家长的保护本能
  5. 女士引入的现实考量

    女士通过 We can't dismiss 引入一个 counterpoint,承认 teenagers 确实需要 plan,parents 有权 hope for 比 playing computer games 更多的 something,这个 turn 为 discussion 带入 practical consideration 和 nuanced perspective

    这个 concession 避免了 argument 变得 one-sided,通过 acknowledge reasonable concerns 使 subsequent critique 更加 credible 和 balanced,体现 mature argumentation 的 dialectical quality

    承认规划的必要性
  6. 双方达成的核心共识

    男士用 But 转回 main argument,指出 asking 'What do you want to be' 不会 lead to fulfilled life,反而带来 false expectations 和 disappointment。女士用 Exactly 表示 complete agreement,提出应该 help kids understand who they are 而不是 impose 家长的 expectations,这形成 dialogue 的 conclusive consensus

    这组 closing exchanges 将整个 discussion 的 scattered critiques 整合成 clear alternative approach,通过 negative consequence(false expectations)和 positive solution(understand who they are)的 contrast,提供 actionable conclusion 和 clear take-away message

    明确替代性解决方案
MAIN IDEA · 速判主旨

6 步定位这篇文章的主旨

不读完全篇也能锁定主旨——以下 6 步按2023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. 首句定调 P1

    对话类文章的 main idea 通常在开头的 question 中就已经 established 了。首句提问往往就是整个 discussion 的 central topic,后续所有的 exchange 都会围绕这个问题展开 elaboration 和 argumentation。

  2. 情绪词定性 P2 P3

    在 argumentative dialogue 中,speakers 的 emotional response 往往比 factual information 更能 indicate 他们的 stance。这里两位 parents 都用了 strong negative words,说明文章主旨不是 neutrally discussing 这个问题,而是要 criticize 或 challenge 它。

  3. 案例对比 P3

    Examples 在对话中不是 random,而是 strategically deployed 来 support 某个 argument。这里 'Queen of the Clouds' vs. 'mechanical engineer' 的对比,clearly shows 作者 prefer 前者的 imaginative quality,这就 hint 了主旨是关于 preserving children's creativity 而非 forcing realistic career choices。

  4. 明确论断 P4 P8

    对话中的 generalized statements 往往是从 specific examples 中 abstracted 出来的 core arguments。这些句子通常包含 modal verbs ('must', 'should'), universal quantifiers ('we', 'adults', 'children'),和 strong evaluative adjectives ('gloomy', 'overwhelming', 'dull')。它们是 speakers 的 thesis statements,直接 constitute 文章主旨的 propositional content。

  5. 结论定位 P9

    对话的 final turn 经常包含 resolution 或 recommendation,这是 speakers 达成 consensus 的地方。结尾的 'should' statement 不仅 critique 了原问题,还 propose 了 solution,这个 two-sided structure (problem + solution) 正是主旨的 complete formulation。

  6. 主旨不是 isolated 在某一句话里,而是通过整个对话的 argumentative arc 来 manifest。验证步骤确保我们提取的主旨能够 account for 对话的各个 components:problem identification (第1段-2), exemplification and elaboration (第3段-6), explicit critique (第4段, 8), 和 solution proposal (第9段)。

主旨信号词 sick P2 boundless imaginations P3 limiting P4 false expectations P8 should be helping P9

MAIN IDEA · 主旨

这篇文章在说什么

两位家长讨论了"长大后想做什么"这个常见问题如何给孩子施加不当压力、限制他们的想象力,并将成年生活简化为职业角色。他们主张帮助孩子了解自己,而不是强加过早的职业期望。
Two parents discuss how the common question 'What do you want to be when you grow up?' places undue pressure on children, limits their imagination, and reduces adulthood to job roles. They advocate for helping children understand themselves rather than forcing premature career expectations.
WORD INFERENCE · 生词推断

5 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。

  • tedious 令人厌烦的;冗长乏味的

    让我们把这些 clues 串联起来。首先,tedious 在 第4段 中与 limiting 并列,又与 gloomy 形成呼应,确立了它的 negative tone。接着,通过 children's boundless imaginations 与 grown-ups' need for reality 的对比,我们看到 tedious 描述的是成人世界那种 restrictive、uninspiring 的特质。最后,女士用 dull 来 echo 这个观点,dull 是枯燥的,那么 tedious 也应该表示类似的含义。综合这三条线索,tedious 指的是令人厌烦的、冗长乏味的。

    并列对比加话轮呼应
  • dismiss 不予考虑;摒弃;驳回

    让我们整合这些 evidence。首先,can't dismiss 的 negative structure 告诉我们,dismiss 是一个我们不应该做的 action,暗示它表示某种 rejection。其次,女士用这个词来 introduce a counterargument,说明 dismiss 意味着 push aside 或 disregard an idea。最后,通过与男士 第6段 中 back off 的呼应,我们看到 dismiss 在这个 discourse 中扮演着 reject or refuse to consider 的角色。综合起来,dismiss 的意思是不予考虑、摒弃。

    否定框架加论证功能
  • swallow 忍住;克制;抑制

    现在让我们把这些 threads 编织起来。首先,swallow the urge 这个 collocation 表明他在 hold back an impulse,在阻止自己说出想说的话。其次,从 literal swallowing 到 emotional suppression 的 metaphorical mapping 非常清晰,就像把食物吞下去,他把 urge 压了下去。最后,整个 utterance 的 frustrated tone 强化了 swallow 作为一个 forced、uncomfortable suppression 的含义。综合这些分析,swallow 在这里是忍住、克制的意思。

    隐喻映射加情感基调
  • ambitious 有雄心的;有抱负的;有野心的

    让我们综合所有 evidence。首先,ambitious 与 sensible 并列,修饰 mechanical engineer,说明它描述的是这个职业的某个 positive aspect。其次,这个词能解释为什么 adults love 这个回答,因为它代表了 high-reaching yet realistic goals。最后,通过 word formation analysis,我们看到 ambitious 与 ambition 的 derivational relationship,确认它表示有抱负的。综合起来,ambitious 的意思是有雄心的、有抱负的。

    并列词义加构词解析
  • stock 老一套的;常备的;惯用的

    让我们 synthesize 这些 insights。首先,stock 修饰 answers,而这些 answers 是女儿用来应对 adults 反复提问的,说明它们是 prepared、routine 的。其次,从整个 dialogue 的 context 来看,这个问题被问了无数次,孩子需要 go-to responses,所以 stock 表示 habitual、standard 的含义。最后,通过 metaphorical mapping,我们看到 stock 从 inventory 扩展到 verbal repertoire,表示那些 readily available 的回答。综合起来,stock 在这里作形容词,意思是老一套的、常备的。

    搭配场景加隐喻路径
RHETORIC · 修辞手法

4 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。

  • 语气词

    P5

    女士在 第5段 用 "How utterly overwhelming and dull!" 这个 exclamatory sentence 表达她的 strong emotion。"How" 作为 intensifying interjection 搭配 "utterly" 这样的 extreme adverb,dramatically emphasize 她对成人世界将孩子 future 局限在 job context 这种做法的强烈反对。这个 exclamation 通过 overwhelming 和 dull 两个形容词 intensify 她的 negative attitude,directly support 文章主旨中关于成人问题 places undue pressure 和 limits imagination 的核心观点。

    信号词 How What Oh Wow Gosh Goodness My

    仿写: 当你想在 dialogue 中 express strong disapproval 或 emotion 时,可以用 "How + adjective!" structure。这种 exclamatory pattern 比 simple statements 更有 emotional impact。例如与其说 "This is terrible",不如说 "How terrible!" 或 "How utterly disappointing!"。加入 intensifying adverbs(utterly, completely, absolutely)能 amplify the effect。模版:How [intensifier] [negative adjective] (and [negative adjective])! / What [article] [adjective] [noun]!

  • 语气词

    P6

    男士在 第6段 说 "I have to swallow the urge to say, 'Hey, back off my kid's dreams!'",这里的 "Hey" 和整个 colloquial expression 体现了 speaker 的 protective instinct 和 frustration。这个 interjection 搭配 "back off" 这样的 informal command,vividly convey 了 parents 面对这类 questions 时的 defensive emotion,support 主旨中关于 question places undue pressure 的观点,同时也 demonstrate 了 adults' concern about children's freedom to dream。

    信号词 Hey Oh Well Wow Ugh Ah Hmm Geez

    仿写: 在 dialogue 中适当使用 interjections 能让 conversation 更 authentic。选择 match character emotion 的词:protective 时用 "Hey",surprised 用 "Oh",frustrated 用 "Ugh"。Combine 它们和 colloquial phrases(如 back off, cut it out, give me a break)来 create realistic speech patterns。模版:[Interjection], [informal imperative] + [possessive + abstract noun]! 例如:Hey, respect my boundaries! / Oh, spare me the lecture!

  • 重复

    P1 P2 P3 P6 P8

    整个 dialogue 中反复出现 "What do you want to be when you grow up" 这个 question 或其 variations(第1段, 第2段, 第3段, 第6段, 第8段),这个 thematic repetition 是 central 到文章的 rhetorical strategy。每次 repeat 都从不同 angle criticize 这个问题:从 children's discomfort(第2段)到 limiting imagination(第3段)再到 false expectations(第8段)。这种 repetition reinforces 文章主旨,make the problematic question itself become a character in the dialogue,constantly present 来 emphasize 其 negative impact。

    仿写: 在 multi-turn dialogue 中 use thematic repetition 来 maintain focus on your central argument。每次 bring back the key phrase 时,add new perspective 或 criticism。Structure 可以是:first mention it as a question,then critique its assumptions,finally propose alternatives。这样 repetition 不是 mechanical,而是 progressive deepening of analysis。模版:Turn 1: Introduce the phrase directly / Turn 2: Question its premise / Turn 3: Explain its harm / Turn 4: Propose alternative。

  • 重复

    P9

    女士在 第9段 用 "who they are" 和 "who we think they should be" 形成 parallel structure 的 contrast repetition。这个 repetition of the structure "who + clause" emphasizes 了文章最终的 resolution:focus on children's authentic self(who they are)而不是 parents' projections(who we think they should be)。这种 structural repetition through parallelism makes the contrast sharp and memorable,directly support 主旨中 helping children understand themselves 而非 forcing premature career expectations 的核心建议。

    信号词 who what where when how not...but rather than instead of

    仿写: Use parallel structure 来 highlight important contrasts or choices in dialogue。Format: [same structure] + contrasting content。例如在 discuss parenting 时:"We should focus on who they love to be, not who we want them to become"。Key 是 maintain identical grammatical framework(who + clause vs who + clause)while varying the semantic content。模版:We should [verb] [noun phrase], not [verb] [contrasting noun phrase] / It's about [what/who + clause], not [what/who + opposite clause]。

IMPLIED MEANING · 言外之意

9 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。

  • 成人问题引发的厌烦情绪

    P2
    I got sick every time adults asked me what I wanted to be when I grew up

    情态强化表达 got sick tired of can't stand fed up with drives me crazy makes me sick hate it when

    Male speaker 用 'got sick' 这个 strong expression 来 describe 他对 career question 的 reaction,言外之意是这个 seemingly harmless question 实际上给 children 造成了 significant pressure 和 discomfort。这不是 occasional annoyance,而是 repeated trauma。这个 emotional response 为整个 conversation 定下了 critical tone,直接 support 文章主旨:这个 common question 其实是 problematic 的,会给 kids 带来 negative impact。它 establish 了双方的 shared experience 和 common ground,使后续对这个 topic 的 critique 显得更有 credibility。

  • 成人对特定答案的偏好

    P3
    Adults love that last one, as it's the perfect mix of the sensible and the ambitious

    对比暗示类 Adults love that last one love that prefer favor approve of impressed by exactly what they want to hear

    Female speaker 指出 adults 'love' mechanical engineer 这个答案,言外之意是 adults 并不真正 care about children's authentic interests,而是在 judge 答案是否 符合他们的 expectations。'Perfect mix of sensible and ambitious' 这个 phrase 带有 ironic tone,暗示 adults 希望 children 给出 既现实又有野心的答案来 satisfy 他们的 ego。这个 observation directly supports 文章主旨:这个 question 本质上是 adults imposing their values,而不是 genuinely exploring children's aspirations。它 expose 了 adults 的 performative concern——他们关心的是 socially acceptable answers,不是 children's true feelings。

  • 对想象力答案的偏爱

    P3
    my daughter used to say she wanted to be Queen of the Clouds, which I loved. That's the kind of goal-setting I like to see in children

    对比反差类 which I loved I prefer I appreciate that's what I value that's better unlike others, I I actually like

    Female speaker 说她 'loved' 女儿想当 'Queen of the Clouds' 的回答,言外之意是 children's boundless imagination 才是应该被 encourage 的,而不是那些 sensible and ambitious 的 realistic career goals。'Springing from their boundless imaginations' 这个 phrase 强调 imagination 的 value。这个 personal endorsement directly challenges 前面提到的 adults' preference,支持文章主旨:we should let children dream freely 而不是 impose adult concepts of career success。它 establish 了一个 alternative value system,为后面 critique 那个 career question 提供了 ideological foundation。

  • 成人世界的局限性批评

    P4
    we grown-ups can be tedious and limiting in our need for reality. And we teach a very gloomy image of adulthood

    直接批评强化类 tedious and limiting gloomy overwhelming and dull restrictive narrow-minded stifling oppressive

    Male speaker 说 grown-ups 'can be tedious and limiting',言外之意是 adults 的 obsession with reality 和 practicality 是 problematic 的,它 stifles children's imagination 并且 presents adulthood 作为 something gloomy。'Whatever our children's future holds, it must be seen within the context of a job' 这句话 reveals 他认为 adults reduce 整个 adulthood 到 career identity,这是非常 reductive 的。这个 self-critical observation directly supports 文章主旨:那个 career question embodies adults' limited worldview 和 their tendency to impose constraints。它 frames 整个 discussion 作为 generational issue——adults need to change their approach。

  • 简短回应表达强烈认同

    P5
    How utterly overwhelming and dull!

    情态强化副词类 How utterly utterly completely absolutely totally entirely thoroughly

    Female speaker 说 'How utterly overwhelming and dull!',言外之意是她 completely agrees with male speaker 的 critique,并且 adds her own emotional weight。'Overwhelming' suggests 那个 career question 给 children 造成 excessive pressure,'dull' suggests 它 reduces life's possibilities 到 monotonous career paths。这个 brief exclamation reinforces 文章主旨 by showing 两位 parents have shared frustration,making their critique feel more universal 和 valid。它 maintains 对话的 momentum 并 deepen 双方的 alliance against 这个 problematic question。

  • 保护孩子梦想的冲动

    P6
    I have to swallow the urge to say, 'Hey, back off my kid's dreams!'

    自我克制表达类 have to swallow the urge want to say but can't bite my tongue hold back from resist the temptation stop myself from refrain from

    Male speaker 说他 'have to swallow the urge' 来告诉别人 'back off my kid's dreams',言外之意是他把那个 career question 视为对他孩子的 intrusion 和 potential threat to his child's autonomy。'Back off' 是 aggressive language,表明他认为 adults asking this question 是在 encroach on children's personal space 和 freedom to imagine。这个 restrained aggressive response directly supports 文章主旨:那个 seemingly innocent question 实际上是 intrusive 和 potentially harmful。它 reveals parents' deep frustration with social expectations 和他们感觉 powerless to protect children from this kind of pressure。

  • 承认现实需求的让步

    P7
    We can't dismiss the idea that teenagers have to plan to do something after they finish school

    让步转折类 can't dismiss can't ignore have to admit must acknowledge it's true that granted to be fair

    Female speaker 说 'can't dismiss' teenagers 需要 plan,言外之意是她 recognizes practical concerns 的 legitimacy,但这个 acknowledgment 是为了 prevent 他们的 critique from being dismissed as unrealistic。'Parents are entitled to hope' 这句话 slightly sarcastic——'more than...playing computer games' sets up 一个 extreme low bar。这个 careful concession supports 文章主旨 by showing 他们不是 advocating for zero planning,而是 critiquing the specific way that question is asked 和 the pressure it creates。它 makes their position 显得更 nuanced 和 credible。

  • 反驳具体提问方式

    P8
    But asking 'What do you want to be?' isn't going to lead a child to a fulfilled life, rather at least to false expectations and a high chance of disappointment

    转折对比类 But but however yet still nevertheless though

    Male speaker 用 'But' 引出他的 main argument:那个具体的 question 'What do you want to be?' 是 problematic 的。言外之意是 acknowledging practical concerns 并不意味着我们应该 use this specific question。他认为这个 question inevitably creates 'false expectations' 因为 career paths rarely match childhood dreams,'high chance of disappointment' 因为 reality often differs from plans。这个 critical turn directly reinforces 文章主旨:问题不是 whether children should think about future,而是 this particular question frames future 作为 job identity,which is misleading and harmful。它 crystallizes 他们的 core objection。

  • 认同并升华观点

    P9
    Exactly. We should be helping our kids understand who they are, even if that means letting go of who we think they should be

    强烈认同推进类 Exactly exactly precisely absolutely that's right I completely agree you're spot on

    Female speaker 说 'Exactly' 然后 propose 一个 alternative approach,言外之意是她不仅 agrees with the criticism 而且想 move conversation toward solution。'Helping our kids understand who they are' suggests focus on self-knowledge 和 identity rather than career labels。'Letting go of who we think they should be' 是这个 dialogue 最 profound 的 statement——它 acknowledges parents' tendency to project their expectations 并 calls for consciously resisting that。这个 culminating point perfectly encapsulates 文章主旨:we need to shift from imposing career expectations to supporting authentic self-discovery。它 provides 一个 positive vision to counter 之前的 criticism,making 整个 conversation feel constructive rather than merely negative。

SENTENCE INSIGHTS · 句子精讲

3 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。

FAQ · 常见问题

关于 2023年6月英语四级真题第1套 Part II Section B (2) 的常见问题

2023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?
两位家长讨论了"长大后想做什么"这个常见问题如何给孩子施加不当压力、限制他们的想象力,并将成年生活简化为职业角色。他们主张帮助孩子了解自己,而不是强加过早的职业期望。(英文表述:Two parents discuss how the common question 'What do you want to be when you grow up?' places undue pressure on children, limits their imagination, and reduces adulthood to job roles. They advocate for helping children understand themselves rather than forcing premature career expectations.)
2023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 286 词、9 段;在英语四级全部 511 篇真题文章中,B2 级共 234 篇(占 46%)。
2023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 9 段按对话骨架分为 6 个意群:第1段、第2段——引入话题:童年职业梦想的压力;第3段——女士的共鸣与女儿的案例;第4段——男士的理论升华:成人视角的局限;第5段、第6段——女士的简短评价与男士的保护反应;第7段——女士引入的现实考量;第8段、第9段——双方达成的核心共识。
2023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 5 个:tedious(令人厌烦的;冗长乏味的)、dismiss(不予考虑;摒弃;驳回)、swallow(忍住;克制;抑制)、ambitious(有雄心的;有抱负的;有野心的)、stock(老一套的;常备的;惯用的),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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