大学英语四级(cet4)快速阅读的技能和技巧

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找出原句来做，特别注意：再读文章。特别注意：比较容易定位的词是：不能用中心思想词定位，因为整篇文章都说的是它。时间、数字、地点、大写字母的单词容易定位。比较长，难的名词容易定位，好找。定位词找2-3NNG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.转自：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.转自：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.转自：Policyoptions-whatfundingagenciesshoulddoSupportresearch,exchangeanddebate,nationallyandregionally,onwaysofstrengtheninglifeskillseducation;Supportinnovative(创新的)teachertraininginordertocombinelifeskillspromotionintosubjectsacrossthecurriculumandasafundamentalpartofwhatschoolandeducationareabout;Recognizethelinksbetweenprimaryandsecondaryeducationinensuringthatchildrendevelopstronglifeskills;Support,therefore,theearlyyearsofsecondaryeducationaspartbasiceducation.WhatUNESCOisdoingAssupporttogovernmentsandincooperationwithotherinternationalagencies,UNESCO:Workstodefinelifeskillsbetterandclarifywhatitmeanstoteachandlearnthem;Assistseducationalpolicymakersandteacherstodevelopandusealifeskillsapproacheducation;Advocatesforthelinksbetweenalifeskillsapproachtoeducationandbroadersocietyanddevelopment.转自：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，再读文章。Manyoftheinnercapacitieswhichcannotbetaughtassubjectsareoftenknownpsycho-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。Vocationalskillsaremorefundamentalthanpsycho-socialskillsbecausevocationaldeterminepeople'slivelihood.定位词：Vocationalskills或fundamental,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。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：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progresstowardsthisgoal下第2段第一句。与原文表达相反，选Y。Oneofthechallengesfacingthelearnersistopromotetheirlifeskillsmoreconsciouslydeliberately.定位词：challeng