大学英语四级(cet4)快速阅读的技能和技巧
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 (创新的) 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.
做题顺序，先看文章标题，直到文章主要内容，然后看小题，在小题部分的定位词先圈出来，在回原文找。找到小题后，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. Many of the inner capacities which cannot be taught as subjects are often known as psycho-social skills.
定位词：长单词inner capacities或者psycho-social skills
文章第1个小标题why this goal?下第二段首句。答案选Y。
2. Vocational skills are more fundamental than psycho-social skills because vocational skills determine people's livelihood.
定位词：Vocational skills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why this goal?下第2段后2句。原文各个部分都说到，但是原文没作比较，选NG。
3. One can tell how effectively a vocational skill is being used by counting how many students register for the course.
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progress towards this goal下首段第2句、3句。与原文表达相反，选N。
4. The progress in psycho-social skills can be measured in terms of changed behaviors.
定位词：changed behaviors.并且只能在第3小题后面找。
文章第4个小标题progress towards this goal下第2段句。与原文表达相反，选Y。
5. One of the challenges facing the learners is to promote their life skills more consciously and deliberately.
定位词：challenges和consciously and deliberately
文章第5个小标题current challenges部分后一段，是原文的同义互换，选Y。
6. The government will ensure that all curricula given to the learners will be related to life skills.
定位词：curricula，government
文章第6个小标题Policy options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. The function of UNESCO is to lead the governments and other international agencies to promote life skills.
定位词：UNESC，有专有名词、大写字母单词为定位词。
文章后一个小标题What UNESCO is doing部分的段，原文是support作用，不是lead作用，选Y。
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. The abilities that we can make the most of life consist of .
定位词：abilities，make the most of life
文章第1个小标题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 .
定位词：learning to do, manual skills来源：考试大的美女编辑们
第二个小标题Its importance in learning部分倒数第二段。答案：practise know-how required for work and tasks
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个小标题policy options 下的第5段，答案： academic input and life skills development
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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 (创新的) 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.
做题顺序，先看文章标题，直到文章主要内容，然后看小题，在小题部分的定位词先圈出来，在回原文找。找到小题后，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. Many of the inner capacities which cannot be taught as subjects are often known as psycho-social skills.
定位词：长单词inner capacities或者psycho-social skills
文章第1个小标题why this goal?下第二段首句。答案选Y。
2. Vocational skills are more fundamental than psycho-social skills because vocational skills determine people's livelihood.
定位词：Vocational skills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why this goal?下第2段后2句。原文各个部分都说到，但是原文没作比较，选NG。
3. One can tell how effectively a vocational skill is being used by counting how many students register for the course.
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progress towards this goal下首段第2句、3句。与原文表达相反，选N。
4. The progress in psycho-social skills can be measured in terms of changed behaviors.
定位词：changed behaviors.并且只能在第3小题后面找。
文章第4个小标题progress towards this goal下第2段句。与原文表达相反，选Y。
5. One of the challenges facing the learners is to promote their life skills more consciously and deliberately.
定位词：challenges和consciously and deliberately
文章第5个小标题current challenges部分后一段，是原文的同义互换，选Y。
6. The government will ensure that all curricula given to the learners will be related to life skills.
定位词：curricula，government
文章第6个小标题Policy options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. The function of UNESCO is to lead the governments and other international agencies to promote life skills.
定位词：UNESC，有专有名词、大写字母单词为定位词。
文章后一个小标题What UNESCO is doing部分的段，原文是support作用，不是lead作用，选Y。
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. The abilities that we can make the most of life consist of .
定位词：abilities，make the most of life
文章第1个小标题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 .
定位词：learning to do, manual skills来源：考试大的美女编辑们
第二个小标题Its importance in learning部分倒数第二段。答案：practise know-how required for work and tasks
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个小标题policy options 下的第5段，答案： academic input and life skills development
相关推荐：点击进入查看新信息 论坛交流 在线试题
