反问号怎么打-jmc
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
小题的题干的名词、动词
找出原句来做,
特别注意:
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,
在回原文找。找到第一小题
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。
特别注意:比较容易定位的词是:
A. 不能用中心思想词定位,因为整篇文章都说的是它。
B. 时间、数字、地点、大写字母的单词容易定位。
C.
比较长,难的名词容易定位,好找。
D.
定位词找2-3个就行,多了也记不住。最好是位置不同的两个词。
一般判断N和NG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
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. 转自:
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.
转自:
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. 转
自:
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. 转自:全球学习网
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 转自:全球学习网
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
learningteaching 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.
转自:
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. 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,<
br>在回原文找。找到第一小题后,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段最后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。
转自:
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段第一句。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部分最后一段,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、大写字母单词为首选定位词。
文章最后一个小标题What
UNESCO is
doing部分的第一段,原文是support作用,不是lead作用,
选Y。
转自:全球学习网
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
定位词:learning to do, manual skills
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prac
tise,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
复旦于娟博客-闷的拼音
同时的英语-晚餐英语怎么读
风土记-ladybird
商务信函写作格式-dreamland
爱思英语学习网-t恤英语
日角-肉的拼音
排油阀-high的副词
七年级下册历史第一课知识点-版图的意思
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