大學(xué)英語四級(jí)考試快速閱讀技巧
時(shí)間：
未知2
閱讀理解
15分鐘做完，先看小標(biāo)題（現(xiàn)只看2—3個(gè)，多了也記不住），再通過1—7 小題的題干的名詞、動(dòng)詞找出原句來做，
特別注意：
做題順序，先看文章標(biāo)題，直到文章主要內(nèi)容，然后看第一小題，在小題部分的定位詞先圈出來，在回原文找。找到第一小題后，再看第二小題。看一個(gè)題，作一個(gè)；不要把文章看完再做題，或題看完再讀文章。
特別注意：比較容易定位的詞是：
A. 不能用中心思想詞定位，因?yàn)檎恼露颊f的是它。
B. 時(shí)間、數(shù)字、地點(diǎn)、大寫字母的單詞容易定位。
C. 比較長(zhǎng)，難的名詞容易定位，好找。
D. 定位詞找2—3個(gè)就行，多了也記不住。最好是位置不同的兩個(gè)詞。
一般判斷N和NG的標(biāo)準(zhǔn)如下:
NO題: (l)信息與原文相反 (2)將原文信息張冠李戴
(3)將原文中不確定的或未經(jīng)證實(shí)的內(nèi)容作為正確的或客觀的來表述
(4)改變?cè)牡臈l件、范圍、頻率、可能性等
NG題: (l)無中生有 (2)以個(gè)別代替整體，即將原文所舉例子的特殊現(xiàn)象推廣為普遍現(xiàn)象
(3)隨意比較原文中提到的兩個(gè)事物 (4)將原文具體化，即題目中涉及的范圍小于原文涉及的范圍
(5)原文中作者或某個(gè)人物的目標(biāo)、目的、愿望、誓言等內(nèi)容，在題目中作為客觀事實(shí)陳述
Promote Learning and Skills for Young People and Adults
This goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning. It calls for fair access to learning programs that are appropriate, and mentions life skills particularly.
Why this goal?
Education is about giving people the opportunity to develop their potential, their personality and their strengths. This does not merely mean learning new knowledge, but also developing abilities to make the most of life. These are called life skills-including the inner capacities and the practical skills we need.
Many of the inner capacities-often known as psycho-social skills-cannot be taught as subjects. They are not the same as academic or technical learning. They must rather be modeled and promoted as part of learning, and in particular by teachers. These skills have to do with the way we behave-towards other people, towards ourselves, towards the challenges and problems of life. They include skills in communicating, in making decisions and solving problems, in negotiating and expressing ourselves, in thinking critically and understanding our feelings. More practical life skills are the kinds of manual skills we need for the physical tasks we face. Some would include vocational skills under the heading of life skills-the ability to lay bricks, sew clothes, catch fish or repair a motorbike. These are skills by which people may earn their livelihood and which are often available to young people leaving school. In fact, very often young people learn psycho-social skills as they learn more practical skills. Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills.
We need to increase our life skills at every stage of life, so learning them may he part of early childhood education, of primary and secondary education and of adult learning groups.
Its importance in learning
Life skills can be put into the categories that the Jacques Delors report suggested; it spoke of four pillars of education, which correspond to certain kinds of life skills: Earning to know: Thinking abilities: such as problem-solving, critical thinking, decision-making, understanding consequences.
Learning to be: Personal abilities: such as managing stress and feelings, self-awareness, self-confidence.
Learning to live together Social abilities: such as communication, negotiation, teamwork
Learning to do: Manual skills: practising know-how required for work and tasks
In today's world all these skills are necessary, in order to face rapid change in society. This means that it is important to know how to go on learning as we require new skills for life and work. In addition, we need to know how to cope with the flood of information and turn it into useful knowledge. We also need to learn how to handle change in society and in our own lives.
Its nature
Life skills are both concrete and abstract-practical skills can be learned directly, as a subject. For example, a learner can take a course in laying bricks and learn that skill. Other life skills, such as self-confidence, self-esteem, and skills for relating to others or thinking critically cannot be taught in such direct ways. They should be part of any learning process, where teachers or instructors are concerned that learners should not just learn about subjects, but learn how to cope with life and make the most of their potential.
So these life skills may be learnt when learning other things. For example:
Learning literacy may have a big impact on self-esteem, on critical thinking or on communication skills;
Learning practical skills such as driving, healthcare or tailoring may increase self-confidence, teach problem- solving processes or help in understanding consequences.
Whether this is true depends on the way of teaching —what kinds of thinking, relationship-building and communication the teacher or facilitator models themselves and promotes among the learners.
Progress towards this goal
It would require measuring the individual and collective progress in making the most of learning and of life, or assessing how far human potential is being realized, or estimating how well people cope with change. It is easier to measure the development of practical skills, for instance by counting the number of students who register for vocabonal skills courses. However, this still may not tell us how effectively these skills are being used.
The psycho-social skills cannot easily be measured by tests and scores, but become visible in changed behavior. Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils. The teachers experience of life, of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extent. This kind of assessment is individual and may never appear in international tables and charts.
Current challenges
The current challenges relate to these difficulties:
We need to recognize the importance of life skills-both practical and psycho-social-as part of education which leads to the full development of human potential and to the development of society;
The links between psycho-social skills and practical skills must be more clearly spelled out, so that educators can promote both together and find effective ways to do this;
Since life skills are taught as part of a wide range of subjects, teachers need to have training in how to put them across and how to monitor learners' growth in these areas;
In designing curricula and syllabuses for academic subjects, there must be a balance between content teaching and attention to the accompanying life skills;
A more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of society. Policy options—what governments should do
Recognize and actively advocate for the transformational role of education in realizing human potential and in socio-economic development;
Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge, skills and attitudes;
Show how life skills of all kinds apply in the world of work, for example, negotiating and communication skills, as well practical skills;
Through initial and in-service teacher training, increase the use of active and participatory learning/teaching approaches;
Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development; ,Make sure that education inspectors look not only for academic progress through teaching and learning, but also progress in the communication, modeling and application of life skills;
Advocate for the links between primary and (early) secondary education because learning life skills needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children, and their parents, to complete primary education successfully.
Policy options—what funding agencies should do
Support research, exchange and debate, nationally and regionally, on ways of strengthening life skills education;
Support innovative (創(chuàng)新的) teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about;
Recognize the links between primary and secondary education in ensuring that children develop strong life skills;
Support, therefore, the early years of secondary education as part basic education.
What UNESCO is doing
As support to governments and in cooperation with other international agencies, UNESCO:
Works to define life skills better and clarify what it means to teach and learn them;
Assists educational policy makers and teachers to develop and use a life skills approach to education;
Advocates for the links between a life skills approach to education and broader society and human development.
做題順序，先看文章標(biāo)題，直到文章主要內(nèi)容，然后看第一小題，在小題部分的定位詞先圈出來，在回原文找。找到第一小題后，再看第二小題。看一個(gè)題，作一個(gè)；不要把文章看完再做題，或題看完再讀文章。
1. Many of the inner capacities which cannot be taught as subjects are often known as psycho-social skills.
定位詞：長(zhǎng)單詞inner capacities或者psycho-social skills
文章第1個(gè)小標(biāo)題why this goal?下第二段首句。答案選Y。
2. Vocational skills are more fundamental than psycho-social skills because vocational skills determine people's livelihood.
定位詞：Vocational skills或fundamental,定位詞每次只需要找2—3個(gè)，多了記不住。
文章第1個(gè)小標(biāo)題why this goal?下第2段最后2句。原文各個(gè)部分都說到，但是原文沒作比較，選NG。
3. One can tell how effectively a vocational skill is being used by counting how many students register for the course.
定位詞：effectively，vocational，register并且只能在第2小題后面找。
文章第4個(gè)小標(biāo)題progress towards this goal下首段第2句、3句。與原文表達(dá)相反，選N。
4. The progress in psycho-social skills can be measured in terms of changed behaviors.
定位詞：changed behaviors.并且只能在第3小題后面找。
文章第4個(gè)小標(biāo)題progress towards this goal下第2段第一句。與原文表達(dá)相反，選Y。
5. One of the challenges facing the learners is to promote their life skills more consciously and deliberately.
定位詞：challenges和consciously and deliberately
文章第5個(gè)小標(biāo)題current challenges部分最后一段，是原文的同義互換，選Y。
6. The government will ensure that all curricula given to the learners will be related to life skills.
定位詞：curricula，government
文章第6個(gè)小標(biāo)題Policy options部分第二段，文章指出政府要確保生活技能，但沒提到兩者是否有關(guān)聯(lián)。NG
7. The function of UNESCO is to lead the governments and other international agencies to promote life skills.
定位詞：UNESC，有專有名詞、大寫字母單詞為首選定位詞。
文章最后一個(gè)小標(biāo)題What UNESCO is doing部分的第一段，原文是support作用，不是lead作用，選Y。
第8小題可能在第7小題前，甚至文章前部分，但第9、10小題一定在第8小題后。
8. The abilities that we can make the most of life consist of .
定位詞：abilities，make the most of life
文章第1個(gè)小標(biāo)題why this goal?下第1段第2、3句。答案填：the inner capacities, the practical skills we need
9. The learning to do skills are also called "manual skills", which are to .
定位詞：learning to do, manual skills
第二個(gè)小標(biāo)題Its importance in learning部分倒數(shù)第二段。答案：practise know-how required for work and tasks
注意原文為practising，答案要改為practise，用動(dòng)詞，就如同2006年12月四級(jí)真題原句是look back,答案要是looking back.
10. The government must examine and adapt the processes and content of education in order to gain a balance between .
定位在第6個(gè)小標(biāo)題policy options 下的第5段，答案： academic input and life skills development
特別注意：
做題順序，先看文章標(biāo)題，直到文章主要內(nèi)容，然后看第一小題，在小題部分的定位詞先圈出來，在回原文找。找到第一小題后，再看第二小題。看一個(gè)題，作一個(gè)；不要把文章看完再做題，或題看完再讀文章。
特別注意：比較容易定位的詞是：
A. 不能用中心思想詞定位，因?yàn)檎恼露颊f的是它。
B. 時(shí)間、數(shù)字、地點(diǎn)、大寫字母的單詞容易定位。
C. 比較長(zhǎng)，難的名詞容易定位，好找。
D. 定位詞找2—3個(gè)就行，多了也記不住。最好是位置不同的兩個(gè)詞。
一般判斷N和NG的標(biāo)準(zhǔn)如下:
NO題: (l)信息與原文相反 (2)將原文信息張冠李戴
(3)將原文中不確定的或未經(jīng)證實(shí)的內(nèi)容作為正確的或客觀的來表述
(4)改變?cè)牡臈l件、范圍、頻率、可能性等
NG題: (l)無中生有 (2)以個(gè)別代替整體，即將原文所舉例子的特殊現(xiàn)象推廣為普遍現(xiàn)象
(3)隨意比較原文中提到的兩個(gè)事物 (4)將原文具體化，即題目中涉及的范圍小于原文涉及的范圍
(5)原文中作者或某個(gè)人物的目標(biāo)、目的、愿望、誓言等內(nèi)容，在題目中作為客觀事實(shí)陳述
Promote Learning and Skills for Young People and Adults
This goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning. It calls for fair access to learning programs that are appropriate, and mentions life skills particularly.
Why this goal?
Education is about giving people the opportunity to develop their potential, their personality and their strengths. This does not merely mean learning new knowledge, but also developing abilities to make the most of life. These are called life skills-including the inner capacities and the practical skills we need.
Many of the inner capacities-often known as psycho-social skills-cannot be taught as subjects. They are not the same as academic or technical learning. They must rather be modeled and promoted as part of learning, and in particular by teachers. These skills have to do with the way we behave-towards other people, towards ourselves, towards the challenges and problems of life. They include skills in communicating, in making decisions and solving problems, in negotiating and expressing ourselves, in thinking critically and understanding our feelings. More practical life skills are the kinds of manual skills we need for the physical tasks we face. Some would include vocational skills under the heading of life skills-the ability to lay bricks, sew clothes, catch fish or repair a motorbike. These are skills by which people may earn their livelihood and which are often available to young people leaving school. In fact, very often young people learn psycho-social skills as they learn more practical skills. Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills.
We need to increase our life skills at every stage of life, so learning them may he part of early childhood education, of primary and secondary education and of adult learning groups.
Its importance in learning
Life skills can be put into the categories that the Jacques Delors report suggested; it spoke of four pillars of education, which correspond to certain kinds of life skills: Earning to know: Thinking abilities: such as problem-solving, critical thinking, decision-making, understanding consequences.
Learning to be: Personal abilities: such as managing stress and feelings, self-awareness, self-confidence.
Learning to live together Social abilities: such as communication, negotiation, teamwork
Learning to do: Manual skills: practising know-how required for work and tasks
In today's world all these skills are necessary, in order to face rapid change in society. This means that it is important to know how to go on learning as we require new skills for life and work. In addition, we need to know how to cope with the flood of information and turn it into useful knowledge. We also need to learn how to handle change in society and in our own lives.
Its nature
Life skills are both concrete and abstract-practical skills can be learned directly, as a subject. For example, a learner can take a course in laying bricks and learn that skill. Other life skills, such as self-confidence, self-esteem, and skills for relating to others or thinking critically cannot be taught in such direct ways. They should be part of any learning process, where teachers or instructors are concerned that learners should not just learn about subjects, but learn how to cope with life and make the most of their potential.
So these life skills may be learnt when learning other things. For example:
Learning literacy may have a big impact on self-esteem, on critical thinking or on communication skills;
Learning practical skills such as driving, healthcare or tailoring may increase self-confidence, teach problem- solving processes or help in understanding consequences.
Whether this is true depends on the way of teaching —what kinds of thinking, relationship-building and communication the teacher or facilitator models themselves and promotes among the learners.
Progress towards this goal
It would require measuring the individual and collective progress in making the most of learning and of life, or assessing how far human potential is being realized, or estimating how well people cope with change. It is easier to measure the development of practical skills, for instance by counting the number of students who register for vocabonal skills courses. However, this still may not tell us how effectively these skills are being used.
The psycho-social skills cannot easily be measured by tests and scores, but become visible in changed behavior. Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils. The teachers experience of life, of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extent. This kind of assessment is individual and may never appear in international tables and charts.
Current challenges
The current challenges relate to these difficulties:
We need to recognize the importance of life skills-both practical and psycho-social-as part of education which leads to the full development of human potential and to the development of society;
The links between psycho-social skills and practical skills must be more clearly spelled out, so that educators can promote both together and find effective ways to do this;
Since life skills are taught as part of a wide range of subjects, teachers need to have training in how to put them across and how to monitor learners' growth in these areas;
In designing curricula and syllabuses for academic subjects, there must be a balance between content teaching and attention to the accompanying life skills;
A more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of society. Policy options—what governments should do
Recognize and actively advocate for the transformational role of education in realizing human potential and in socio-economic development;
Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge, skills and attitudes;
Show how life skills of all kinds apply in the world of work, for example, negotiating and communication skills, as well practical skills;
Through initial and in-service teacher training, increase the use of active and participatory learning/teaching approaches;
Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development; ,Make sure that education inspectors look not only for academic progress through teaching and learning, but also progress in the communication, modeling and application of life skills;
Advocate for the links between primary and (early) secondary education because learning life skills needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children, and their parents, to complete primary education successfully.
Policy options—what funding agencies should do
Support research, exchange and debate, nationally and regionally, on ways of strengthening life skills education;
Support innovative (創(chuàng)新的) teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about;
Recognize the links between primary and secondary education in ensuring that children develop strong life skills;
Support, therefore, the early years of secondary education as part basic education.
What UNESCO is doing
As support to governments and in cooperation with other international agencies, UNESCO:
Works to define life skills better and clarify what it means to teach and learn them;
Assists educational policy makers and teachers to develop and use a life skills approach to education;
Advocates for the links between a life skills approach to education and broader society and human development.
做題順序，先看文章標(biāo)題，直到文章主要內(nèi)容，然后看第一小題，在小題部分的定位詞先圈出來，在回原文找。找到第一小題后，再看第二小題。看一個(gè)題，作一個(gè)；不要把文章看完再做題，或題看完再讀文章。
1. Many of the inner capacities which cannot be taught as subjects are often known as psycho-social skills.
定位詞：長(zhǎng)單詞inner capacities或者psycho-social skills
文章第1個(gè)小標(biāo)題why this goal?下第二段首句。答案選Y。
2. Vocational skills are more fundamental than psycho-social skills because vocational skills determine people's livelihood.
定位詞：Vocational skills或fundamental,定位詞每次只需要找2—3個(gè)，多了記不住。
文章第1個(gè)小標(biāo)題why this goal?下第2段最后2句。原文各個(gè)部分都說到，但是原文沒作比較，選NG。
3. One can tell how effectively a vocational skill is being used by counting how many students register for the course.
定位詞：effectively，vocational，register并且只能在第2小題后面找。
文章第4個(gè)小標(biāo)題progress towards this goal下首段第2句、3句。與原文表達(dá)相反，選N。
4. The progress in psycho-social skills can be measured in terms of changed behaviors.
定位詞：changed behaviors.并且只能在第3小題后面找。
文章第4個(gè)小標(biāo)題progress towards this goal下第2段第一句。與原文表達(dá)相反，選Y。
5. One of the challenges facing the learners is to promote their life skills more consciously and deliberately.
定位詞：challenges和consciously and deliberately
文章第5個(gè)小標(biāo)題current challenges部分最后一段，是原文的同義互換，選Y。
6. The government will ensure that all curricula given to the learners will be related to life skills.
定位詞：curricula，government
文章第6個(gè)小標(biāo)題Policy options部分第二段，文章指出政府要確保生活技能，但沒提到兩者是否有關(guān)聯(lián)。NG
7. The function of UNESCO is to lead the governments and other international agencies to promote life skills.
定位詞：UNESC，有專有名詞、大寫字母單詞為首選定位詞。
文章最后一個(gè)小標(biāo)題What UNESCO is doing部分的第一段，原文是support作用，不是lead作用，選Y。
第8小題可能在第7小題前，甚至文章前部分，但第9、10小題一定在第8小題后。
8. The abilities that we can make the most of life consist of .
定位詞：abilities，make the most of life
文章第1個(gè)小標(biāo)題why this goal?下第1段第2、3句。答案填：the inner capacities, the practical skills we need
9. The learning to do skills are also called "manual skills", which are to .
定位詞：learning to do, manual skills
第二個(gè)小標(biāo)題Its importance in learning部分倒數(shù)第二段。答案：practise know-how required for work and tasks
注意原文為practising，答案要改為practise，用動(dòng)詞，就如同2006年12月四級(jí)真題原句是look back,答案要是looking back.
10. The government must examine and adapt the processes and content of education in order to gain a balance between .
定位在第6個(gè)小標(biāo)題policy options 下的第5段，答案： academic input and life skills development