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2017年12月英语六级真题第2套 Part II Section A (1)
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2017年12月英语六级真题第2套 Part II Section A (1)

对话 · 听力 · 真题文章逐层精读

本页是 2017年12月英语六级真题第2套 Part II Section A (1) 文章的精读视角页——这篇对话全文 345 词、20 段，CEFR 难度 B2（B2 级在英语六级文章中占 39%）；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六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

20 段英文原文

以下为2017年12月英语六级真题第2套 Part II Section A (1) 的听力原文，由懒笔记按试卷原文逐段核对收录，共 20 段。左侧 P1–P20 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: You are going to give a short speech of thanks for the speaker this evening, aren't you, Bill?

M: Yes.

W: You don't sound very enthusiastic. It's not that bad, is it?

M: No. I don't mind, really. But I can never forget the first speech of thanks I did.

W: Why? What happened?

M: Well, I was in my early twenties. I joined the local history society.

W: Yes…

M: Anyway, I went along to a lecture by a Miss Bligh.

W: Oh. Do go on.

M: She was going to talk with slides about our town in the mid-18th century. She'd just published a book on the subject which was reckoned to be quite good. So I went along. When I arrived, the secretary asked me if I could give the speech of thanks. Rather stupidly, I said yes.

W: We've all done it.

M: Anyway, from that point on, I was scared. What should I say? I decided to make notes during the lecture, and refer to interesting parts and thank her on behalf of the society. In fact, by the time Miss Bligh stood up to talk, I was feeling much better. But she was so nervous that she kept forgetting what to say, and she spoke almost in a whisper. People at the back kept calling out "We can't hear." It was embarrassing.

W: I can imagine it.

M: At least the slides were good, that is, until the bulb in the projector blew. And she had to finish her talk with no illustrations.

W: So what did you say in your speech of thanks?

M: What can you say? You have to be polite. I mentioned the interesting facts, referred to the excellent slides, and then finished up by saying "We'd all like to thank Miss Bligh for blowing us her slides."

W: Oh, no.

M: I felt terrible. I tried to apologize, not very successfully.

W: And the speech of thanks this evening?

M: I'll write down exactly what I'm going to say and read it carefully.

STRUCTURE · 篇章结构

5 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 P2 P3 P4

    引出话题

    女士 ask Bill 关于 evening 的 speech of thanks，Bill 的 response 显得 not enthusiastic，这个 opening exchange 立刻 establish 了对话的 topic，也暗示着 Bill 对这个 task 有 some reservations

    这个 opening 作为 catalyst，trigger 了后续 Bill 对 past experience 的 recounting，女士 notice 到 Bill 的 lack of enthusiasm 并 probe further，这个 conversational move 为整个 story 的 unfolding 创造了 natural context

    提及即将进行的致谢演讲
  2. P5 P6 P7 P8 P9 P10

    故事背景铺垫

    Bill 开始 recount his first experience，提供了 temporal context（early twenties）和 setting（local history society），还 introduce 了 Miss Bligh 这个 key figure 和她的 lecture topic。这些 background details 为后续的 embarrassing incident 做好了 contextual preparation

    这个 segment 通过 establishing the scene 让 audience 能够 understand 后续 events 的 context。Bill 详细描述 his younger self joining the society 和 attending the lecture，这些 details 不仅 provide background 还 create anticipation，让 listener 期待接下来会 happen what

    描述首次致谢经历的背景
  3. P11 P12 P13 P14

    困境发展

    Bill 描述从 accept the task 之后的 psychological state（scared）到 prepare his approach（making notes），再到 lecture 本身的 disastrous progression：Miss Bligh 的 nervousness、people 在后排 complain、projector bulb 的 blow。这个 segment 展现了 situation 如何 deteriorate step by step

    这个 unit 通过 building up the difficulties 来 amplify the challenge Bill 面对的 situation，每个 problem（speaker's nervousness, inaudibility, equipment failure）都 increase the difficulty of giving an appropriate speech of thanks。这种 progressive complication 让最后的 embarrassing mistake 变得 more understandable and impactful

    讲座进行中的连串问题
  4. P15 P16 P17 P18

    尴尬高潮

    女士 directly ask Bill 关于他的 speech of thanks，Bill 回忆他 try to be polite 但最终 make the slip（'blowing us her slides' instead of 'showing us her slides'），这个 linguistic mistake 构成了整个 story 的 emotional climax，followed by his immediate regret 和 unsuccessful apology

    这个 segment 是整个 narrative 的 核心 turning point，reveal 了 Bill 为什么对 giving speeches of thanks 感到 apprehensive。The slip of tongue 不仅 embarrassing 本身，而且 ironic，因为他 trying so hard to be polite。女士的 reaction（Oh, no）perfectly capture the awkwardness

    致谢时的口误及后果
  5. P19 P20

    经验应用

    女士 bring the conversation back to present 提到 this evening's speech，Bill 的 response 表明他从 past mistake 中 learned：这次他会 write down exactly what to say 和 read it carefully。这个 ending 既 resolve the opening topic，也 demonstrate 他从 embarrassing experience 中获得的 lesson

    这个 closing segment 完成了整个 conversational arc，从 opening 时女士 notice Bill's lack of enthusiasm，到现在 understand why he feels that way 以及他如何 prepare differently this time。这种 circular structure 是 well-constructed dialogue 的 hallmark，past experience 直接 inform present behavior

    应对当晚演讲的策略
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2017年12月英语六级真题第2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六级文章。

  1. 首句定位话题锚点 P1

    对话类文章的 main topic 通常在前几轮 exchange 中被引出。First speaker 往往会通过 question 或 statement 来 establish the context，这个 initial mention 就是我们判断主旨的 starting point。

  2. 情感转折捕捉叙事 P3 P4

    当 speaker 表现出 hesitation、reluctance 或 strong emotion 时，往往预示着他们要 share 一个 significant story。这个 emotional cue 帮助我们判断对话的 core content 会是一个 personal anecdote，而不仅仅是 factual information exchange。

  3. 叙事主体锁定核心 P6 P8 P10 P12 P14 P16

    当一个 speaker 连续占据多个 turns，并且 other speaker 只是用 'Yes'、'Oh'、'I can imagine' 等 minimal responses 来 encourage continuation 时，说明这是一个 story-dominated dialogue。主旨必然与这个 story 的 key point 相关。

  4. 高潮定位情感峰值 P16 P17 P18

    在 anecdotal dialogue 中，总有一个 moment 是 speaker 最想 emphasize 的。这个 moment 通常伴随着 strongest emotion、direct speech、或 dramatic event。找到这个 critical point，就找到了 story 的 essence，也就接近了 dialogue 的 main idea。

  5. 结尾衔接前后关联 P19 P20

    对话的 closing section 往往会 reveal speaker 的 current stance 或 future intention，这是判断主旨 completeness 的关键。如果只停留在 past event，主旨会不完整；看到 how past connects to present，才能把握 full picture。

  6. 要素整合形成主旨 P1 P4 P16 P20

    对话类文章的主旨往往不是单一 fact，而是一个 connected narrative 或 argument chain。我们需要把各个 key elements 串联起来，形成一个 coherent summary，这个 summary 要 capture 对话的 purpose、content、和 outcome。

主旨信号词 can never forget P4 embarrassing P12 felt terrible P18 tried to apologize P18 write down exactly P20

MAIN IDEA · 主旨

这篇文章在说什么

Bill回忆起多年前第一次致感谢辞时的尴尬经历,当时他在感谢一位紧张的演讲者时不小心说了不恰当的话,而那场讲座进行得很糟糕,这促使他认真准备即将到来的致辞。
Bill recounts his embarrassing first experience giving a speech of thanks years ago, when he accidentally made an inappropriate remark while thanking a nervous speaker whose lecture went poorly, prompting him to carefully prepare his upcoming speech.
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。已收录进英语六级高频真题词集的单词可点击进入词条页。

  • enthusiastic 充满热情的;热心的

    当我们combine这些clues,可以看到一个clear pattern:女士观察到Bill的tone lacks某种quality,而Bill的subsequent response confirms这个observation。从语境对比来看,enthusiastic应该describe一种positive和energetic的attitude。结合构词法,enthus-暗示inspiration,而Bill显然缺乏这种inspiration。最后,他的defensive answer I don't mind further proves他的attitude与enthusiastic应该表现的eager passion相反。

    态度对比验证法
  • reckon 认为;被普遍看作

    通过analyzing这些clues,我们可以construct完整的meaning:首先,relative clause的structure告诉我们这是about making a judgment;其次,passive voice reveals这个judgment来自multiple people而非individual;最后,这个positive evaluation作为Bill's motivation去attend lecture,说明reckoned表达的是一种recognized或generally accepted的opinion。

    语态主体分析法
  • whisper 耳语;低声说话

    当我们integrate所有evidence时,picture变得非常clear:Miss Bligh的extreme nervousness导致她adopted一种specific speaking manner,这种manner的defining characteristic是volume极低,以至于造成了communication breakdown—后排audience完全听不见。从因果关系、emotional context和syntactic structure三个角度converge到同一个conclusion:whisper指的是一种very soft或quiet的speaking voice。

    后果追溯定位法
  • illustration 图示;图解;插图

    通过synthesizing这些clues,我们可以build一个coherent understanding:projector的failure导致了illustrations的loss,而之前提到的slides正是通过projector来display的。这个equipment-content relationship,加上slides和illustrations在context中的parallel usage,强烈suggest它们refer to相同或相似的visual aids。构词法further confirms,illustr-的illuminate含义完美match了visual materials在presentations中的clarifying function。

    设备功能映射法
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。

  • 反问

    P3

    女士在 第3段 使用反问句 "It's not that bad, is it?" 来 express concern 并 encourage Bill 说出他的 hesitation。这个 rhetorical question 不是真的在 seek information,而是通过 gentle questioning 来 create rapport 并 invite Bill 分享他的 past experience。这种 conversational strategy 成功地 prompted Bill 讲述那个 embarrassing story,推动了整个 dialogue 的 development,最终 revealed 文章的 central theme about his traumatic memory。

    信号词 is it isn't it aren't you don't you doesn't it won't you can't you right do you

    仿写： 当你想要在 dialogue 中 encourage 对方 elaborate 或者 show understanding 时,可以使用 negative question pattern。比如从 direct statement "You seem nervous" 改成 "You're not nervous, are you?" 这样的 softened approach。模版:"It's not [negative evaluation], is it?" 或 "You don't [verb phrase], do you?" 这种 structure 既 acknowledges 对方的 potential feelings,又 leaves room 让他们 share more details。

  • 语气词

    P7 P9 P11 P13 P17

    对话中频繁出现 backchanneling cues 如 "Yes…"(第7段)、"Oh. Do go on."(第9段)、"We've all done it."(第11段)、"I can imagine it."(第13段)、"Oh, no."(第17段)。这些 minimal responses 和 sympathetic interjections 体现了 active listening,让 Bill 感到 supported 并 encouraged 继续 narrate his story。这种 conversational维护(conversation maintenance)是 natural dialogue 的 essential feature,它们 punctuate Bill's narrative,提供 emotional resonance,最终 contribute to 建立这个 embarrassing memory 的 shared understanding,强化了文章关于 public speaking anxiety 的 theme。

    信号词 Yes Yeah Oh Right I see I can imagine I understand Really Wow Mm-hmm Uh-huh Go on Indeed

    仿写： 在 writing dialogue 时,适当 insert backchanneling expressions 可以让 conversation 显得 authentic and dynamic。避免让 one character 说 long monologue without any response。Strategic placement 的关键是在 speaker's natural pauses、after significant revelations 或 before topic shifts 处 add these cues。模版包括:简单的 "Yes/Yeah/Right" 表示 acknowledgment,"Oh" 加 statement 表示 surprise or sympathy,"I can imagine/see/understand" 表示 empathy。记住这些 expressions 应该 brief and natural,不要 overuse 以免 disrupt narrative flow。

  • 省略

    P16

    Bill 在 第16段 的 climactic moment 说 "We'd all like to thank Miss Bligh for blowing us her slides" 使用了 elliptical expression。他本想说 "showing us her slides" 但 accidentally said "blowing"(因为 bulb blew),创造了一个 inappropriate double meaning。这个 slip of tongue 通过 ellipsis of correction or clarification 保留在 utterance 中,成为整个 embarrassing story 的 punch line。这种 unintentional ellipsis 导致的 miscommunication perfectly captures 文章主旨—public speaking 时的 nervousness 会导致 disastrous mistakes,这也 explains 为什么 Bill 对 upcoming speech 如此 cautious。

    仿写： 当 writing dialogue 涉及 speech errors or slips,关键是 show the mistake without over-explanation。让 error 出现在 direct speech 中,然后 through other character's reaction 来 reveal its impact。模版:Character makes statement with problematic word → immediate reaction from listener("Oh, no") → speaker acknowledges mistake("I felt terrible")。这种 technique 在 narrative dialogue 中 effective for showing character's vulnerability or creating humor。注意 don't immediately explain the error within the same utterance—let it stand briefly for impact,就像 Bill 的 slip remained uncorrected in the moment。

  • 重复

    P1 P15 P19

    女士的 "speech of thanks" phrase 在对话中 strategically repeated across multiple turns(第1段, 第15段, 第19段),形成 structural framework that bookends Bill's narrative。这个 lexical repetition 不仅 maintains topical coherence,而且 creates cyclical structure—从 opening mention of upcoming speech,到 asking about past speech,最后 return to present speech。这种 repetition emphasizes 文章的 central concern:Bill's anxiety about giving thanks speeches stems from his traumatic first experience,这个 recurring motif 强化了 theme of how past failures shape present behavior。

    信号词 speech of thanks thank thanks

    仿写： 使用 strategic repetition 来 structure dialogue 时,要让 key phrase appear at meaningful junctures。模版:Opening question introduces key term → Middle section explores related content → Closing return to same term creates sense of resolution or continuation。不要 mechanically repeat—每次 repetition 应该 advance the conversation or add new dimension。比如 "speech of thanks" 从 general mention → specific past instance → concrete upcoming event,showing progression。在 writing 中,identify your dialogue's central topic,然后 strategically place that terminology at structural boundaries to create coherence。

IMPLIED MEANING · 言外之意

7 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。

  • Bill对致谢演讲缺乏热情

    P3
    You don't sound very enthusiastic. It's not that bad, is it?

    情态观察类 don't sound very enthusiastic you seem reluctant you don't look happy you appear hesitant sound worried seem concerned look uncomfortable

    女士通过 observe Bill 的 tone 察觉到他对 upcoming speech 并不 excited,这个 subtle observation 实际上在 probe Bill 是否有 concerns 或者 bad memories。这个 implication 直接 trigger 了 Bill 开始 recount 他的 embarrassing first experience,是整个 story 的 starting point,为后续 narrative 奠定了 emotional foundation

  • Bill委婉承认有心理阴影

    P4
    But I can never forget the first speech of thanks I did.

    强调类 I can never forget can never forget will always remember can't get over still haunts me forever etched in my mind never lived it down

    Bill 用 'can never forget' 这个 emphatic expression 来 describe 他的 first experience,implying 那次 event 给他留下了 profound 且 negative 的 impression,这就 explain 了为什么他现在 doesn't sound enthusiastic。这个 implication 为整个 story 设定了 tone,让 audience 预期接下来会听到一个 embarrassing 或者 awkward 的 incident,同时也 justify 了他对 upcoming speech 的 cautious attitude

  • 承认当时做出错误决定

    P10
    Rather stupidly, I said yes.

    自我评价类 Rather stupidly rather stupidly foolishly unwisely naively rashly hastily

    Bill 用 'rather stupidly' 来 describe 他 agreeing to give the speech,clearly implying 他当时 shouldn't have accepted 这个 task,especially considering 他 lacked experience。这个 self-criticism 为后续的 disastrous experience 做了 foreshadowing,让 listener 预期接下来的 story 会 involve complications 和 embarrassment,同时也 explain 了他现在面对 similar task 时的 reluctance

  • 女士表示理解和共鸣

    P11
    We've all done it.

    共情安慰类 We've all done it we've all done it we've all been there everyone makes that mistake it happens to everyone we all do that anyone would have

    女士用 'We've all done it' 来 respond to Bill 说自己 'stupidly said yes',这个 simple statement implying 她 understands 他的 predicament 并且不 judge 他的 decision,反而认为这是 relatable 的 common experience。这种 empathetic interjection 在 conversation 中 serve as emotional support,encouraging Bill 继续 share 他的 story without feeling overly embarrassed,同时也 strengthen 了两人之间的 conversational bond

  • 演讲糟糕程度升级

    P14
    At least the slides were good, that is, until the bulb in the projector blew.

    让步转折类 At least at least at the very least if nothing else one good thing was the only positive was fortunately

    Bill 用 'At least the slides were good' 似乎在 offer 一丝 positive aspect,但 immediately followed by 'until the bulb blew',这个 structure implying 连最后一个 saving grace 也 disappeared,整个 lecture 变成了 complete disaster。这个 implication 对 article theme 非常 crucial,因为它 escalate 了 Bill 面临的 difficulty—他不仅要 thank 一个 nervous speaker,还要为一个 technically failed presentation 致谢,为他最后的 slip of tongue 做了 contextual buildup

  • Bill犯下重大口误

    P16
    We'd all like to thank Miss Bligh for blowing us her slides.

    错误表达类 blowing us her slides erection (instead of election) organism (instead of organization) public (instead of republic) breast (instead of best)

    Bill 本想说 'showing us her slides' 但说成了 'blowing us her slides',这个 slip implying 他在 extreme nervousness 下 mixed up words,而 'blowing' 带有 sexual connotation,在 formal setting 中极其 inappropriate。这是整个 story 的 climax,directly explain 了为什么这个 experience 给他留下 lasting trauma,也 justify 了他对 upcoming speech 的 careful preparation。这个 critical mistake 完美 illustrate 了 article theme: past embarrassing experience 导致现在的 cautious approach

  • Bill吸取教训改变策略

    P20
    I'll write down exactly what I'm going to say and read it carefully.

    对比强化类 I'll write down exactly write down exactly prepare carefully plan every detail rehearse thoroughly double-check everything make sure to

    Bill 说他会 'write down exactly' 并 'read it carefully',这个 extremely cautious approach implying 他从 past disaster 中 learned 绝不能再 improvise 或 rely on spontaneous remarks。这个 implication 完美 echo 了文章的 main theme,showing 尽管 past experience 是 traumatic 的,但它也 taught him valuable lesson about preparation。这个 ending 给整个 narrative 带来了 closure,demonstrating 他现在 approach similar task with wisdom gained from embarrassment

SENTENCE INSIGHTS · 句子精讲

8 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 2017年12月英语六级真题第2套 Part II Section A (1) 的常见问题

2017年12月英语六级真题第2套 Part II Section A (1) 文章的主旨是什么？
Bill回忆起多年前第一次致感谢辞时的尴尬经历,当时他在感谢一位紧张的演讲者时不小心说了不恰当的话,而那场讲座进行得很糟糕,这促使他认真准备即将到来的致辞。（英文表述：Bill recounts his embarrassing first experience giving a speech of thanks years ago, when he accidentally made an inappropriate remark while thanking a nervous speaker whose lecture went poorly, prompting him to carefully prepare his upcoming speech.）
2017年12月英语六级真题第2套 Part II Section A (1) 文章是什么体裁？难度如何？
体裁为对话。CEFR 难度 B2，全文 345 词、20 段；在英语六级全部 593 篇真题文章中，B2 级共 233 篇（占 39%）。
2017年12月英语六级真题第2套 Part II Section A (1) 文章的篇章结构是怎样的？
全文 20 段按对话骨架分为 5 个意群：第1段、第2段、第3段、第4段——引出话题；第5段、第6段、第7段、第8段、第9段、第10段——故事背景铺垫；第11段、第12段、第13段、第14段——困境发展；第15段、第16段、第17段、第18段——尴尬高潮；第19段、第20段——经验应用。
2017年12月英语六级真题第2套 Part II Section A (1) 文章中有哪些值得积累的生词？
按文中出现顺序共 4 个：enthusiastic（充满热情的;热心的）、reckon（认为;被普遍看作）、whisper（耳语;低声说话）、illustration（图示;图解;插图），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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