大學英語四級(cet4)快速閱讀的技能和技巧15分鐘做完，先看小標題（現只看2-3個，多了也記不住），再通過1-7找出原句來做，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，因為整篇文章都說的是它。時間、數字、地點、大寫字母的單詞容易定位。比較長，難的名詞容易定位，好找。定位詞找2-3NNG的標準如下: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證實的內容作為正確的或客觀的來表述(4)改變原文的條件、范圍、頻率、可能性等NG題:(l)無中生有(2)以個別代替整體，即將原文所舉例子的特殊現象推廣為普遍現象(3)隨意比較原文中提到的兩個事物(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自：全球學習網(5)原文中作者或某個人物的目標、目的、愿望、誓言等內容，在題目中作為客觀事實陳述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.轉自：Policyoptions-whatfundingagenciesshoulddoSupportresearch,exchangeanddebate,nationallyandregionally,onwaysofstrengtheninglifeskillseducation;Supportinnovative(創新的)teachertraininginordertocombinelifeskillspromotionintosubjectsacrossthecurriculumandasafundamentalpartofwhatschoolandeducationareabout;Recognizethelinksbetweenprimaryandsecondaryeducationinensuringthatchildrendevelopstronglifeskills;Support,therefore,theearlyyearsofsecondaryeducationaspartbasiceducation.WhatUNESCOisdoingAssupporttogovernmentsandincooperationwithotherinternationalagencies,UNESCO:Workstodefinelifeskillsbetterandclarifywhatitmeanstoteachandlearnthem;Assistseducationalpolicymakersandteacherstodevelopandusealifeskillsapproacheducation;Advocatesforthelinksbetweenalifeskillsapproachtoeducationandbroadersocietyanddevelopment.轉自：做題順序，先看文章標題，直到文章主要內容，然后看第一小題，在小題部分的定位詞先圈出來，再讀文章。Manyoftheinnercapacitieswhichcannotbetaughtassubjectsareoftenknownpsycho-socialskills.定位詞：長單詞innercapacities或者psycho-socialskills文章第1個小標題whythisgoal?下第二段首句。答案選Y。Vocationalskillsaremorefundamentalthanpsycho-socialskillsbecausevocationaldeterminepeople'slivelihood.定位詞：Vocationalskills或fundamental,2-3個，多了記不住。文章第1個小標題whythisgoal?下第2段最后2句。原文各個部分都說到，但是原文沒作比較，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個小標題progresstowardsthisgoal下首段第2句、3句。與原文表達相反，選N。轉自：Theprogressinpsycho-socialskillscanbemeasuredintermsofchangedbehaviors.定位詞：changedbehaviors.并且只能在第3小題后面找。文章第4個小標題progresstowardsthisgoal下第2段第一句。與原文表達相反，選Y。Oneofthechallengesfacingthelearnersistopromotetheirlifeskillsmoreconsciouslydeliberately.定位詞：challeng