大學(xué)英語(yǔ)四級(jí)(cet4)快速閱讀的技能和技巧

大學(xué)英語(yǔ)四級(jí)(cet4)快速閱讀的技能和技巧15分鐘做完，先看小標(biāo)題（現(xiàn)只看2-3個(gè)，多了也記不?。?，再通過(guò)1-7找出原句來(lái)做，特別注意：再讀文章。特別注意：比較容易定位的詞是：不能用中心思想詞定位，因?yàn)檎恼露颊f(shuō)的是它。時(shí)間、數(shù)字、地點(diǎn)、大寫字母的單詞容易定位。比較長(zhǎng)，難的名詞容易定位，好找。定位詞找2-3NNG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(lái)表述(4)改變?cè)牡臈l件、范圍、頻率、可能性等NG題:(l)無(wú)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轉(zhuǎn)自：全球?qū)W習(xí)網(wǎng)(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PromoteLearningandSkillsforYoungPeopleandAdultsThisgoalplacestheemphasisonthelearningneedsofyoungpeopleandadultsinthecontextlifelonglearning.Itcallsforfairaccesstolearningprogramsthatareappropriate,andmentionslifeskillsparticularly.Whythisgoal?Educationisaboutgivingpeopletheopportunitytodeveloptheirpotential,theirpersonalityandtheirstrengths.Thisdoesnotmerelymeanlearningnewknowledge,butalsodevelopingabilitiestomakethemostoflife.Thesearecalledlifeskills-includingtheinnercapacitiesandthepracticalweneed.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.Weneedtoincreaseourlifeskillsateverystageoflife,solearningthemmayhepartofearlychildhoodeducation,ofprimaryandsecondaryeducationandofadultlearninggroups.ItsimportanceinlearningLifeskillscanbeputintothecategoriesthattheJacquesDelorsreportsuggested;itspokeoffourpillarsofeducation,whichcorrespondtocertainkindsoflifeskills:Earningtoknow:Thinkingabilities:suchasproblem-solving,criticalthinking,decision-making,understandingconsequences.Learningtobe:Personalabilities:suchasmanagingstressandfeelings,self-awareness,self-confidence.LearningtolivetogetherSocialabilities:suchascommunication,negotiation,teamworkLearningtodo:Manualskills:practisingknow-howrequiredforworkandtasksIntoday'sworldalltheseskillsarenecessary,inordertofacerapidchangeinsociety.Thismeansthatitisimportanttoknowhowtogoonlearningaswerequirenewskillsforlifeandwork.Inaddition,weneedtoknowhowtocopewiththefloodofinformationandturnitintousefulknowledge.Wealsoneedtolearnhowtohandlechangeinsocietyandinourownlives.轉(zhuǎn)自：ItsnatureLifeskillsarebothconcreteandabstract-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.轉(zhuǎn)自：ProgresstowardsthisgoalItwouldrequiremeasuringtheindividualandcollectiveprogressinmakingthemostoflearningandoflife,orassessinghowfarhumanpotentialisbeingrealized,orestimatinghowwellpeoplecopewithchange.Itiseasiertomeasurethedevelopmentofpracticalskills,forinstancebycountingthenumberofstudentswhoregisterforvocabonalskillscourses.However,thisstillmaynottellushoweffectivelytheseskillsarebeingused.Thepsycho-socialskillscannoteasilybemeasuredbytestsandscores,butbecomevisibleinchangedbehavior.Progressinthisareahasoftenbeennotedbyteachersonreportswhichtheymaketotheparentsoftheirpupils.Theteachersexperienceoflife,ofteachingandofwhatcanbeexpectedfromeducationinthebroadestsenseserveasastandardbywhichthegrowthanddevelopmentofindividualscanbeassessedtosomeextent.Thiskindofassessmentisindividualandmayneverappearininternationaltablesandcharts.CurrentchallengesThecurrentchallengesrelatetothesedifficulties:Weneedtorecognizetheimportanceoflifeskills-bothpracticalandpsycho-social-aspartofeducationwhichleadstothefulldevelopmentofhumanpotentialandtothedevelopmentofsociety;Thelinksbetweenpsycho-socialskillsandpracticalskillsmustbemoreclearlyspelledout,sothateducatorscanpromotebothtogetherandfindeffectivewaystodothis;Sincelifeskillsaretaughtaspartofawiderangeofsubjects,teachersneedtohavetraininginhowtoputthemacrossandhowtomonitorlearners'growthintheseareas;Indesigningcurriculaandsyllabusesforacademicsubjects,theremustbeabalancebetweencontentteachingandattentiontotheaccompanyinglifeskills;Amoreconsciousanddeliberateefforttopromotelifeskillswillenablelearnerstobecomemoreactivecitizensinthelifeofsociety.Policyoptions-whatgovernmentsshoulddoRecognizeandactivelyadvocateforthetransformationalroleofeducationinrealizinghumanpotentialandinsocio-economicdevelopment;Ensurethatcurriculaandsyllabusesaddresslifeskillsandgivelearnerstheopportunitytomakereal-lifeapplicationsofknowledge,skillsandattitudes;Showhowlifeskillsofallkindsapplyintheworldofwork,forexample,negotiatingandcommunicationskills,aswellpracticalskills;Throughinitialandin-serviceteachertraining,increasetheuseofactiveandparticipatorylearning/teachingapproaches;Examineandadapttheprocessesandcontentofeducationsothatthereisabalancebetweenacademicinputandlifeskillsdevelopment;,Makesurethateducationinspectorslooknotonlyforacademicprogressthroughteachingandlearning,butalsoprogressinthecommunication,modelingandapplicationoflifeskills;Advocateforthelinksbetweenprimaryand(early)secondaryeducationbecauselearninglifeskillsneedseightornineyearsandrecognizethattheprospectofeffectivesecondaryeducationisanincentivetochildren,andtheirparents,tocompleteprimaryeducationsuccessfully.轉(zhuǎn)自：Policyoptions-whatfundingagenciesshoulddoSupportresearch,exchangeanddebate,nationallyandregionally,onwaysofstrengtheninglifeskillseducation;Supportinnovative(創(chuàng)新的)teachertraininginordertocombinelifeskillspromotionintosubjectsacrossthecurriculumandasafundamentalpartofwhatschoolandeducationareabout;Recognizethelinksbetweenprimaryandsecondaryeducationinensuringthatchildrendevelopstronglifeskills;Support,therefore,theearlyyearsofsecondaryeducationaspartbasiceducation.WhatUNESCOisdoingAssupporttogovernmentsandincooperationwithotherinternationalagencies,UNESCO:Workstodefinelifeskillsbetterandclarifywhatitmeanstoteachandlearnthem;Assistseducationalpolicymakersandteacherstodevelopandusealifeskillsapproacheducation;Advocatesforthelinksbetweenalifeskillsapproachtoeducationandbroadersocietyanddevelopment.轉(zhuǎn)自：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(lái)，再讀文章。Manyoftheinnercapacitieswhichcannotbetaughtassubjectsareoftenknownpsycho-socialskills.定位詞：長(zhǎng)單詞innercapacities或者psycho-socialskills文章第1個(gè)小標(biāo)題whythisgoal?下第二段首句。答案選Y。Vocationalskillsaremorefundamentalthanpsycho-socialskillsbecausevocationaldeterminepeople'slivelihood.定位詞：Vocationalskills或fundamental,2-3個(gè)，多了記不住。文章第1個(gè)小標(biāo)題whythisgoal?下第2段最后2句。原文各個(gè)部分都說(shuō)到，但是原文沒(méi)作比較，選NG。Onecantellhoweffectivelyavocationalskillisbeingusedbycountinghowmanystudentsregisterforthecourse.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progresstowardsthisgoal下首段第2句、3句。與原文表達(dá)相反，選N。轉(zhuǎn)自：Theprogressinpsycho-socialskillscanbemeasuredintermsofchangedbehaviors.定位詞：changedbehaviors.并且只能在第3小題后面找。文章第4個(gè)小標(biāo)題progresstowardsthisgoal下第2段第一句。與原文表達(dá)相反，選Y。Oneofthechallengesfacingthelearnersistopromotetheirlifeskillsmoreconsciouslydeliberately.定位詞：challeng