北京導(dǎo)航名師點(diǎn)撥大學(xué)英語四級快速閱讀技巧

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1—7 小題的題干的名詞、動詞找出原句來做，

特別注意：

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，在回原文找。找到第一小題后，再看第二小題�？匆粋�(gè)題，作一個(gè)；不要把文章看完再做題，或題看完再讀文章。

特別注意：比較容易定位的詞是：

A. 不能用中心思想詞定位，因?yàn)檎�篇文章都說的是它。

B. 時(shí)間、數(shù)字、地點(diǎn)、大寫字母的單詞容易定位。

C. 比較長，難的名詞容易定位，好找。

D. 定位詞找2—3個(gè)就行，多了也記不住。最好是位置不同的兩個(gè)詞。

一般判斷N和NG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(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

(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

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.

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.