大學(xué)英語四級(jí)快速閱讀技巧

1、15分鐘做完，先看小標(biāo)題（現(xiàn)只看23個(gè)，多了也記不?。?，再通過17 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?？匆粋€(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23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

2、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 l

3、earning 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 t

4、heir 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

5、 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 i

6、nclude 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 sk

7、ills 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

8、 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 lea

9、rning 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, deci

10、sion-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

11、 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

12、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

13、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 c

14、ope 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

15、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. Prog

16、ress 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, fo

17、r 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 a

18、rea 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

19、 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

20、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

21、 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 an

22、d deliberate effort to promote life skills will enable learners to become more active citizens in the life of society. Policy optionswhat governments should do Recognize and actively advocate for the transformational role of education in realizing human potential and in socio-economic development; E

23、nsure 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; Thro

24、ugh 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 no

25、t 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 o

26、f effective secondary education is an incentive to children, and their parents, to complete primary education successfully. Policy optionswhat funding agencies should do Support research, exchange and debate, nationally and regionally, on ways of strengthening life skills education; Support innovati

27、ve (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, therefo

28、re, 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

29、 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?？匆粋€(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 capaciti

30、es 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：Vocatio

31、nal skills或fundamental,定位詞每次只需要找23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 goa

32、l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