英语四级长篇阅读段落信息匹配题练习7.docx
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英语四级长篇阅读段落信息匹配题练习7
英语四级长篇阅读段落信息匹配题练习(7)
SectionB
Directions:
Inthissection,youaregoingtoreadapassagewithtenstatementsattachedtoit.Eachstatementcontainsinformationgiveninoneoftheparagraphs.Identifytheparagraphfromwhichtheinformationisderived.Youmaychooseaparagraphmorethanonce.Eachparagraphismarkedwithaletter.AnswerthequestionsbymarkingthecorrespondingletteronAnswerSheet2.
PromoteLearningandSkillsforYoungPeopleandAdults
A) Thisgoalplacestheemphasisonthelearningneedsofyoungpeopleandadultsinthecontextoflifelonglearning.Itcallsforfairaccesstolearningprogramsthatareappropriate,andmentionslife skillsparticularly.
B)Educationisaboutgivingpeopletheopportunitytodeveloptheirpotential,theirpersonalityandtheirstrengths.Thisdoesnotmerelymeanlearningnewknowledge,butalsodevelopingabilitiestomakethemostoflife.Thesearecalledlifeskills——includingtheinnercapacitiesandthepracticalskillsweneed.
C)Manyoftheinnercapacities——oftenknownaspsych0—socialskills——cannotbetaughtassubjects.Theyarenotthesameasacademicortechnicallearnin9.Theymustratherbemodeledandpromotedaspartoflearning,andinparticularbyteachers.Theseskillshavetodowiththewaywebehave—towardsotherpeople,towardsourselves,towardsthechallengesandproblemsoflife.
Theyincludeskillsincommunicating,inmakingdecisionsandsolvingproblems,innegotiatingandexpressingourselves,inthinkingcriticallyandunderstandingourfeelings.
D)Morepracticallifeskillsarethekindsofmanualskillsweneedforthephysicaltasksweface.Somewouldincludevocationalskillsundertheheadingoflifeskills——theabilitytolaybricks.sewclothes,catchfishorrepairamotorbike.Theseareskillsbywhichpeoplemayearntheirlivelihoodandwhichareoftenavailabletoyoungpeopleleavingschool.Infact,veryoftenyoungpeoplelearnpsycho-socialskillsastheylearnmorepracticalskills.Learningvocationalskillscanbeastrategy foracquiringbothpracticalandpsycho-socialskills.
E)Weneedtoincreaseourlifeskillsateverystageoflife,solearningthemmaybepartofearlychild—hoodeducation.ofprimaryandsecondaryeducationandofadultlearninggroups.LifeskillscanbeputintothecategoriesthattheJacquesDelorsreportsuggested;itspokeoffourpillarsofeducation,whichcorrespondtocertainkindsoflifeskills—Learningtoknow:
Thinkingabilities:
suchas problem—solving,criticalthinking,decisionmaking,understandingconsequences.Learningtobe:
Personalabilities:
suchasmanagingstressandfeelings,self-awareness,self-confidence.Learningtolivetogether:
Socialabilities:
suchascommunication,negotiation,teamwork.Learningtodo:
Manualskills:
practicingknow-howrequiredforworkandtasks.
F)Intoday’sworldalltheseskillsarenecessary,inordertofacerapidchangeinsociety.Thismeansthatitisimportanttoknowhowtogoonlearningaswerequirenewskillsforlifeandwork.Inaddition,weneedtoknowhowtocopewiththefloodofinformationandturnitintousefulknowledge.Wealsoneedtolearnhowtohandlechangeinsocietyandinourownlives.
G)Lifeskillsarebothconcreteandabstract—practicalskillscanbelearneddirectly,asasubject.Forexample,alearnercantakeacourseinlayingbricksandlearnthatskill.Otherlifeskills,suchasself-confidence,self-esteem,andskillsforrelatingtoothersorthinkingcriticallycannotbetaughtinsuchdirectways.Theyshouldbepartofanylearningprocess,whereteachersorinstructorsare concernedthatlearnersshouldnotjustlearnaboutsubjects,butlearnhowtocopewithlifeandmakethemostoftheirpotential.
H)Sotheselifeskillsmaybelearntwhenlearningotherthings.Forexample:
Learningliteracymayhaveabigimpactonself-esteem,oncriticalthinkingoroncommunicationskills;Learningpractical skillssachasdrivin9,healthcareortailoringmayincreaseself-confidence,teachproblem—solving processesorhelpinunderstandingconsequences.
I)Whetherthisistruedependsonthewayofteachin9—whatkindsofthinkin9,relationshipbuildingandcommunicationtheteacherorfacilitatormodelsthemselvesandpromotesamongthelearners.
Itwouldrequiremeasuringtheindividualandcollectiveprogressinmakingthemostoflearningandoflife,orassessinghowfarhumanpotentialisbeingrealized,orestimatinghowwellpeoplecopewithchange.Itiseasiertomeasurethedevelopmentofpracticalskills,forinstancebycountingthenumberofstudentswhoregisterforvocationalskillscourses.However,thisstillmaynottellushoweffectivelytheseskillsarebeingused.
J)Thepsych0.socialskillscannoteasilybemeasuredbytestsandscores,butbecomevisiblein Chang behavior.Progressinthisareahasoftenbeennotedbyteachersonreportswhichtheymaketotheparentsoftheirpupils.Theteacher’sexperienceoflife,ofteachingandofwhatcanbeexpectedfromeducationinthebroadestsenseserveasastandardbywhichthegrowthanddevelopmentofindividualscanbeassessedtosomeextent.Thiskindofassessmentisindividualandmay neverappearininternationaltablesandcharts.
K)Thecurrentchallengesrelatetothesedifficulties:
Weneedtorecognizetheimportanceoflifeskills bothpracticalandpsycho-social aspartofeducationwhichleadstothefulldevelopmentofhumanpotentialandtothedevelopmentofsociety.Thelinksbetweenpsycho—socialskillsand practicalskillsmustbemoreclearlyspelledout,sothateducatorscanpromotebothtogetherand findeffectivewaystodothis.Sincelifeskillsaretaughtaspartofawiderangeofsubjects,teachersneedtohavetraininginhowtoputthemacrossandhowtomonitorlearners’growthintheseareas.
Indesigningcurriculaandsyllabusesforacademicsubjects,theremustbeabalancebetweencontentteachingandattentiontotheaccompanyinglifeskills.Amoreconsciousanddeliberateefforttopromotelifeskillswillenablelearnerstobecomemoreactivecitizensinthelifeofsociety.
L)Governmentsshouldrecognizeandactivelyadvocateforthetransformationalroleofeducationinrealizinghumanpotentialandinsocio—economicdevelopment.Ensurethatcurriculaandsyllabusesaddresslifeskillsandgivelearnerstheopportunitytomakereal-lifeapplicationsofknowledge,skillsandattitudes.Showhowlifeskillsofallkindsapplyintheworldofwork,forexample,negotiatingandcommunicationskills,aswellpracticalskills.Throughinitialandin-serviceteachertraining,increasetheuseofactiveandparticipatorylearning/teachingapproaches.Examineand adapttheprocessesandcontentofeducationsothatthereisabalancebetweenacademicinputandlifeskillsdevelopment.Makesurethateducationinspectorslooknotonlyforacademicprogress throughteachingandlearning,butalsoprogressinthecommunication,modelingandapplicationof lifeskills.Advocateforthelinksbetweenprimaryand(early)secondaryeducationbecauselearninglifeskillsneedseightornineyearsandrecognizethattheprospectofeffectivesecondaryeducation isanincentivetochildren,andtheirparents,tocompleteprimaryeducationsuccessfully.
M)Fundingagenciesshouldsupportresearch,exchangeanddebate.nationallyandregionally, onways ofstrengtheninglifeskillseducation.Supportinnovative(创新的)teachertraininginordertocombinelifeskillspromotionintosubjectsacrossthecurriculumandasafundamentalpartofwhatschoolandeducationareabout.Recognizethelinksbetweenprimaryandsecondaryeducationinensuringthatchildrendevelopstronglifeskills.Support,therefore,theearlyyearsofsecondary educationaspartbasiceducation.
N)Assupporttogovernmentsandincooperationwithotherinternationalagencies,UNESC0:
Workstodefinelifeskillsbetterandclarifywhatitmeanstoteachandlearnthem.Assistseducation.policymakersandteacherstodevelopandusealifeskillsapproachtoeducation.Advocatesforthelinksbetweenalifeskillsapproachtoeducationandbroadersocietyandhumandevelopment.
46.Therecognitionoflifeskillsaspartofeducationwillpromotethedevelopmentofhumanpotentialandsociety.
47.Theabilitiestomakethemostoflifeconsistoftheinnercapacitiesandthepracticalskills.
48.Theprogressinpsycho—socialskillscanbemeasuredbychangedbehavior.
49.Governmentsshouldexamineandadapttheprocessesandcontentofeducationsoastobalancetheacademicinputandlifeskillsdevelopment.
50.AccordingtoJacquesDelors,fourpillarsofeducationincludelearningtoknow,learningtobe,learningtolivetogetherandlearningtodo.
51.Thefundingagenciesshouldlinkprimaryeducationandsecondaryeducationtomakesurethatchildrendevelopstronglifeskills.
52.Learningliteracymayexertaninfluenceonself-esteem,criticalthinkingandcommunicationskills.
53.OnefunctionofUNESCOistohelpeducationalpolicymakersandteacherstodevelopandusealifeskillsapproachtoeducation.
54.Learningvocationalskillscanbeanapproachtoacquiringbothpracticalandpsycho—socialskills.
55.Theabilitiestomanagestressandfeelings,self-awareness,self-confidencearepersonalabilities
SectionB
促进年轻人和成年人的学习和技能
A)这个目标以“终生学习”为背景,将重点放在年轻人和成年人的学习需要上。
它提倡应有公平的机会去学习适当的课程,还特别提到生活技能。
B)教育要给人们发展潜能、个性和优势提供机会。
【47】这并不仅仅意味着学习新知识,还指培养能力,充分地利用人生。
内在能力和我们需要的实用技能,这些都被称为生活技能。
C)大部分的内在能力——经常被称作“心理社会技能”——是不能作为学科来教授的。
它与学术或技术的学习不同,但必须作为学习的一部分来塑造和促进,尤其要由教师来做。
这些技能应该和我们的行为方式有关——我们如何对待他人,对待我们自己,对待生活的挑战和问题。
它们包括沟通,决策和解决问题,协商和自我表达,批判性思考和理解我们的情感等方面的技能。
D)更实际的生活技能是那些我们进行体力劳动时需要的手工技能,包括生活技能里的职业技能,例如铺砖、缝纫、捕鱼或是修理摩托车的能力。
这些是人们谋生的技能,也是离开学校的年轻人经常可以学习到的技能。
事实上,年轻人在学习更实际的技能时,通常也就是在