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大学英语四级(cet4)快速阅读的技能和技巧15分钟做完，先看小标题（现只看2-3个，多了也记不住），再通过1-7小题的题干的名词、动词找出原句来做， 特别注意： 做题顺序，先看文章标题，直到文章主要内容，然后看第一小题，在小题部分的定位词先圈出来，在回原文找。找到第一小题后，再看第二小题。看一个题，作一个；不要把文章看完再做题，或题看完再读文章。 特别注意：比较容易定位的词是： A.不能用中心思想词定位，因为整篇文章都说的是它。 B.时间、数字、地点、大写字母的单词容易定位。 C.比较长，难的名词容易定位，好找。 D.定位词找2-3个就行，多了也记不住。最好是位置不同的两个词。 一般判断N和NG的标准如下: NO题:(l)信息与原文相反(2)将原文信息张冠李戴 (3)将原文中不确定的或未经证实的内容作为正确的或客观的来表述 (4)改变原文的条件、范围、频率、可能性等 NG题:(l)无中生有(2)以个别代替整体，即将原文所举例子的特殊现象推广为普遍现象 (3)随意比较原文中提到的两个事物(4)将原文具体化，即题目中涉及的范围小于原文涉及的范围转自：全球学习网 (5)原文中作者或某个人物的目标、目的、愿望、誓言等内容，在题目中作为客观事实陈述 PromoteLearningandSkillsforYoungPeopleandAdults Thisgoalplacestheemphasisonthelearningneedsofyoungpeopleandadultsinthecontextoflifelonglearning.Itcallsforfairaccesstolearningprogramsthatareappropriate,andmentionslifeskillsparticularly. Whythisgoal? Educationisaboutgivingpeopletheopportunitytodeveloptheirpotential,theirpersonalityand
1theirstrengths.Thisdoesnotmerelymeanlearningnewknowledge,butalsodevelopingabilitiestomakethemostoflife.Thesearecalledlifeskills-includingtheinnercapacitiesandthepracticalskillsweneed. Manyoftheinnercapacities-oftenknownaspsycho-socialskills-cannotbetaughtassubjects.Theyarenotthesameasacademicortechnicallearning.Theymustratherbemodeledandpromotedaspartoflearning,andinparticularbyteachers.Theseskillshavetodowiththewaywebehave-towardsotherpeople,towardsourselves,towardsthechallengesandproblemsoflife.Theyincludeskillsincommunicating,inmakingdecisionsandsolvingproblems,innegotiatingandexpressingourselves,inthinkingcriticallyandunderstandingourfeelings.Morepracticallifeskillsarethekindsofmanualskillsweneedforthephysicaltasksweface.Somewouldincludevocationalskillsundertheheadingoflifeskills-theabilitytolaybricks,sewclothes,catchfishorrepairamotorbike.Theseareskillsbywhichpeoplemayearntheirlivelihoodandwhichareoftenavailabletoyoungpeopleleavingschool.Infact,veryoftenyoungpeoplelearnpsycho-socialskillsastheylearnmorepracticalskills.Learningvocationalskillscanbeastrategyforacquiringbothpracticalandpsycho-socialskills.转自：www.worldstudying.com Weneedtoincreaseourlifeskillsateverystageoflife,solearningthemmayhepartofearlychildhoodeducation,ofprimaryandsecondaryeducationandofadultlearninggroups. Itsimportanceinlearning LifeskillscanbeputintothecategoriesthattheJacquesDelorsreportsuggested;itspokeoffourpillarsofeducation,whichcorrespondtocertainkindsoflifeskills:Earningtoknow:Thinkingabilities:suchasproblem-solving,criticalthinking,decision-making,understandingconsequences. Learningtobe:Personalabilities:suchasmanagingstressandfeelings,self-awareness,self-confidence. LearningtolivetogetherSocialabilities:suchascommunication,negotiation,teamwork Learningtodo:Manualskills:practisingknow-howrequiredforworkandtasks Intoday'sworldalltheseskillsarenecessary,inordertofacerapidchangeinsociety.Thismeansthatitisimportanttoknowhowtogoonlearningaswerequirenewskillsforlifeandwork.Inaddition,weneedtoknowhowtocopewiththefloodofinformationandturnitintousefulknowledge.Wealsoneedtolearnhowtohandlechangeinsocietyandinourownlives. Itsnature
2 Lifeskillsarebothconcreteandabstract-practicalskillscanbelearneddirectly,asasubject.Forexample,alearnercantakeacourseinlayingbricksandlearnthatskill.Otherlifeskills,suchasself-confidence,self-esteem,andskillsforrelatingtoothersorthinkingcriticallycannotbetaughtinsuchdirectways.Theyshouldbepartofanylearningprocess,whereteachersorinstructorsareconcernedthatlearnersshouldnotjustlearnaboutsubjects,butlearnhowtocopewithlifeandmakethemostoftheirpotential. Sotheselifeskillsmaybelearntwhenlearningotherthings.Forexample: Learningliteracymayhaveabigimpactonself-esteem,oncriticalthinkingoroncommunicationskills; Learningpracticalskillssuchasdriving,healthcareortailoringmayincreaseself-confidence,teachproblem-solvingprocessesorhelpinunderstandingconsequences. Whetherthisistruedependsonthewayofteaching-whatkindsofthinking,relationship-buildingandcommunicationtheteacherorfacilitatormodelsthemselvesandpromotesamongthelearners.转自：www.worldstudying.comProgresstowardsthisgoal Itwouldrequiremeasuringtheindividualandcollectiveprogressinmakingthemostoflearningandoflife,orassessinghowfarhumanpotentialisbeingrealized,orestimatinghowwellpeoplecopewithchange.Itiseasiertomeasurethedevelopmentofpracticalskills,forinstancebycountingthenumberofstudentswhoregisterforvocabonalskillscourses.However,thisstillmaynottellushoweffectivelytheseskillsarebeingused. Thepsycho-socialskillscannoteasilybemeasuredbytestsandscores,butbecomevisibleinchangedbehavior.Progressinthisareahasoftenbeennotedbyteachersonreportswhichtheymaketotheparentsoftheirpupils.Theteachersexperienceoflife,ofteachingandofwhatcanbeexpectedfromeducationinthebroadestsenseserveasastandardbywhichthegrowthanddevelopmentofindividualscanbeassessedtosomeextent.Thiskindofassessmentisindividualandmayneverappearininternationaltablesandcharts. Currentchallenges Thecurrentchallengesrelatetothesedifficulties: Weneedtorecognizetheimportanceoflifeskills-bothpracticalandpsycho-social-aspartofeducationwhichleadstothefulldevelopmentofhumanpotentialandtothedevelopmentofsociety; Thelinksbetweenpsycho-socialskillsandpracticalskillsmustbemoreclearlyspelledout,sothateducatorscanpromotebothtogetherandfindeffectivewaystodo
3this; Sincelifeskillsaretaughtaspartofawiderangeofsubjects,teachersneedtohavetraininginhowtoputthemacrossandhowtomonitorlearners'growthintheseareas; Indesigningcurriculaandsyllabusesforacademicsubjects,theremustbeabalancebetweencontentteachingandattentiontotheaccompanyinglifeskills; Amoreconsciousanddeliberateefforttopromotelifeskillswillenablelearnerstobecomemoreactivecitizensinthelifeofsociety. Policyoptions-whatgovernmentsshoulddo Recognizeandactivelyadvocateforthetransformationalroleofeducationinrealizinghumanpotentialandinsocio-economicdevelopment; Ensurethatcurriculaandsyllabusesaddresslifeskillsandgivelearnerstheopportunitytomakereal-lifeapplicationsofknowledge,skillsandattitudes; Showhowlifeskillsofallkindsapplyintheworldofwork,forexample,negotiatingandcommunicationskills,aswellpracticalskills; Throughinitialandin-serviceteachertraining,increasetheuseofactiveandparticipatorylearning/teachingapproaches; Examineandadapttheprocessesandcontentofeducationsothatthereisabalancebetweenacademicinputandlifeskillsdevelopment;,Makesurethateducationinspectorslooknotonlyforacademicprogressthroughteachingandlearning,butalsoprogressinthecommunication,modelingandapplicationoflifeskills; Advocateforthelinksbetweenprimaryand(early)secondaryeducationbecauselearninglifeskillsneedseightornineyearsandrecognizethattheprospectofeffectivesecondaryeducationisanincentivetochildren,andtheirparents,tocompleteprimaryeducationsuccessfully.转自：www.worldstudying.com Policyoptions-whatfundingagenciesshoulddo Supportresearch,exchangeanddebate,nationallyandregionally,onwaysofstrengtheninglifeskillseducation; Supportinnovative(创新的)teachertraininginordertocombinelifeskillspromotionintosubjectsacrossthecurriculumandasafundamentalpartofwhatschoolandeducationareabout; Recognizethelinksbetweenprimaryandsecondaryeducationinensuringthatchildrendevelop
4stronglifeskills; Support,therefore,theearlyyearsofsecondaryeducationaspartbasiceducation. WhatUNESCOisdoing Assupporttogovernmentsandincooperationwithotherinternationalagencies,UNESCO: Workstodefinelifeskillsbetterandclarifywhatitmeanstoteachandlearnthem; Assistseducationalpolicymakersandteacherstodevelopandusealifeskillsapproachtoeducation; Advocatesforthelinksbetweenalifeskillsapproachtoeducationandbroadersocietyandhumandevelopment.转自：www.worldstudying.com 做题顺序，先看文章标题，直到文章主要内容，然后看第一小题，在小题部分的定位词先圈出来，在回原文找。找到第一小题后，再看第二小题。看一个题，作一个；不要把文章看完再做题，或题看完再读文章。 1.Manyoftheinnercapacitieswhichcannotbetaughtassubjectsareoftenknownaspsycho-socialskills. 定位词：长单词innercapacities或者psycho-socialskills 文章第1个小标题whythisgoal?下第二段首句。答案选Y。 2.Vocationalskillsaremorefundamentalthanpsycho-socialskillsbecausevocationalskillsdeterminepeople'slivelihood. 定位词：Vocationalskills或fundamental,定位词每次只需要找2-3个，多了记不住。 文章第1个小标题whythisgoal?下第2段最后2句。原文各个部分都说到，但是原文没作比较，选NG。 3.Onecantellhoweffectivelyavocationalskillisbeingusedbycountinghowmanystudentsregisterforthecourse. 定位词：effectively，vocational，register并且只能在第2小题后面找。 文章第4个小标题progresstowardsthisgoal下首段第2句、3句。与原文表达相反，选N。转自：www.worldstudying.com 4.Theprogressinpsycho-socialskillscanbemeasuredintermsofchangedbehaviors. 定位词：changedbehaviors.并且只能在第3小题后面找。 文章第4个小标题progresstowardsthis
5goal下第2段第一句。与原文表达相反，选Y。 5.Oneofthechallengesfacingthelearnersistopromotetheirlifeskillsmoreconsciouslyanddeliberately. 定位词：challenges和consciouslyanddeliberately 文章第5个小标题currentchallenges部分最后一段，是原文的同义互换，选Y。 6.Thegovernmentwillensurethatallcurriculagiventothelearnerswillberelatedtolifeskills. 定位词：curricula，government 文章第6个小标题Policyoptions部分第二段，文章指出政府要确保生活技能，但没提到两者是否有关联。NG 7.ThefunctionofUNESCOistoleadthegovernmentsandotherinternationalagenciestopromotelifeskills. 定位词：UNESC，有专有名词、大写字母单词为首选定位词。 文章最后一个小标题WhatUNESCOisdoing部分的第一段，原文是support作用，不是lead作用，选Y。转自：全球学习网 第8小题可能在第7小题前，甚至文章前部分，但第9、10小题一定在第8小题后。 8.Theabilitiesthatwecanmakethemostoflifeconsistof. 定位词：abilities，makethemostoflife 文章第1个小标题whythisgoal?下第1段第2、3句。答案填：theinnercapacities,thepracticalskillsweneed 9.Thelearningtodoskillsarealsocalled"manualskills",whichareto. 定位词：learningtodo,manualskills 第二个小标题Itsimportanceinlearning部分倒数第二段。答案：practiseknow-howrequiredforworkandtasks 注意原文为practising，答案要改为practise，用动词，就如同2006年12月四级真题原句是lookback,答案要是lookingback. 10.Thegovernmentmustexamineandadapttheprocessesandcontentofeducationinordertogainabalancebetween. 定位在第6个小标题policyoptions下的第5段，答案：academicinputandlifeskillsdevelopment
