2017英語(yǔ)四級(jí)閱讀匹配模擬測(cè)試題及答案
Section B
Directions：In this section，you are going to read a passage with ten statements attached to it.Each statement contains information given in one of the paragraphs.Identify the paragraph from which the information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking the corresponding letter on Answer Sheet 2.
Promote Learning and Skills for Young People and Adults
A) 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.
B)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.
C)Many of the inner capacities——often known as psych0—social skills——cannot be taught as subjects.They are not the same as academic or technical learnin9.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.
D)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.
E)We need to increase our life skills at every stage of life，so learning them may be part of early child—hood education.of primary and secondary education and of adult learning groups.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—Learning 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：practicing know-how required for work and tasks.
F)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 in to useful knowledge.We also need to learn how to handle change in society and in our own lives.
G)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.
H)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 s ach as drivin9，healthcare or tailoring may increase self-confidence，teach problem—solving processes or help in understanding consequences.
I) Whether this is true depends on the way of teachin9—what kinds of thinkin9，relationship building and communication the teacher or facilitator models themselves and promotes among the learners.
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 vocational skills courses.However, this still may not tell us how effectively these skills are being used.
J)The psych0.social skills cannot easily be measured by tests and scores，but become visible in Chang behavior.Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils.The teacher’s 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.
K)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.
L) Governments should 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 learning/teaching 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.
M)Funding agencies should support research，exchange and debate.nationally and regionally, on ways of strengthening life skills education.Support innovative(創(chuàng)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.
N) As support to governments and in cooperation with other international agencies，UNESC0：Works to define life skills better and clarify what it means to teach and learn them.Assists education. 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.
46.The recognition of life skills as part of education will promote the development of human potential and society.
47.The abilities to make the most of life consist of the inner capacities and the practical skills.
48.The progress in psycho—social skills can be measured by changed behavior.
49.Governments should examine and adapt the processes and content of education so as to balance the academic input and life skills development.
50.According to Jacques Delors，four pillars of education include learning to know, learning to be， learning to live together and learning to do.
51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.
52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.
53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.
54.Learning vocational skills can be an approach to acquiring both practical and psycho—social skills.
55.The abilities to manage stress and feelings，self-awareness，self-confidence are personal abilities.
答案解析：
促進(jìn)年輕人和成年人的學(xué)習(xí)和技能
A)這個(gè)目標(biāo)以“終生學(xué)習(xí)”為背景，將重點(diǎn)放在年輕人和成年人的學(xué)習(xí)需要上。它提倡應(yīng)有公平的機(jī)會(huì)去學(xué)習(xí)適當(dāng)?shù)恼n程，還特別提到生活技能。
B)教育要給人們發(fā)展?jié)撃�、個(gè)性和優(yōu)勢(shì)提供機(jī)會(huì)�！�47】這并不僅僅意味著學(xué)習(xí)新知識(shí)，還指培養(yǎng)能力，充分地利用人生。內(nèi)在能力和我們需要的實(shí)用技能，這些都被稱為生活技能。
C)大部分的內(nèi)在能力——經(jīng)常被稱作“心理社會(huì)技能”——是不能作為學(xué)科來(lái)教授的。它與學(xué)術(shù)或技術(shù)的學(xué)習(xí)不同，但必須作為學(xué)習(xí)的一部分來(lái)塑造和促進(jìn)，尤其要由教師來(lái)做。這些技能應(yīng)該和我們的行為方式有關(guān)——我們?nèi)绾螌?duì)待他人，對(duì)待我們自己，對(duì)待生活的挑戰(zhàn)和問(wèn)題。它們包括溝通，決策和解決問(wèn)題，協(xié)商和自我表達(dá)，批判性思考和理解我們的情感等方面的技能。
D)更實(shí)際的生活技能是那些我們進(jìn)行體力勞動(dòng)時(shí)需要的手工技能，包括生活技能里的職業(yè)技能，例如鋪磚、縫紉、捕魚(yú)或是修理摩托車(chē)的能力。這些是人們謀生的技能，也是離開(kāi)學(xué)校的年輕人經(jīng)常可以學(xué)習(xí)到的技能。事實(shí)上，年輕人在學(xué)習(xí)更實(shí)際的技能時(shí)，通常也就是在學(xué)習(xí)心理社會(huì)技能�！�54】學(xué)習(xí)職業(yè)技能是可以同時(shí)掌握實(shí)際技能和心理社會(huì)技能的一種策略。
E)在生活的每個(gè)階段，我們都要提高自身的生活技能，因此，學(xué)習(xí)這些技能也許是早期兒童教育、中小學(xué)教育和成年教育的一部分。生活技能可被歸入 Jacques Delors報(bào)告所提出的分類;【50】該報(bào)告談糾了教育的四個(gè)支在，這和某些生活技能相呼應(yīng)：學(xué)習(xí)了解：思考能力，例如解決問(wèn)題、批判性思維、決策、理解推理。學(xué)習(xí)生存：【55】個(gè)人能力，例婦應(yīng)付壓力和情緒、自我了解、自信。學(xué)習(xí)共存：社會(huì)能力，例如溝通、談判、團(tuán)隊(duì)協(xié) 作。學(xué)習(xí)動(dòng)手：手工技能，具備完成工作和任務(wù)所需要的技能。
F)在當(dāng)今世界，為了面對(duì)社會(huì)的迅速變化，所有這些技能都是必要的。這表明，當(dāng)我們需要為生活和工作掌握新技能時(shí)，知道怎樣繼續(xù)學(xué)習(xí)是很重要的。另外，我們需要知道怎樣應(yīng)對(duì)潮水般的信息，并把它變成有用的知識(shí)。我們也需要學(xué)習(xí)如何應(yīng)對(duì)社會(huì)和我們自己生活中所發(fā)生的變化。
G)生活技能既是具體的，又是抽象的。實(shí)用技能可以作為一門(mén)學(xué)科直接學(xué)習(xí)，例如，學(xué)習(xí)者可以選修一門(mén)鋪磚的課程來(lái)學(xué)習(xí)這項(xiàng)技能。其他生活技能，例如自信、自尊，與他人相處的技能，或者批判性思維不可能以這樣直接的方式習(xí)得。它們應(yīng)該是所有學(xué)習(xí)過(guò)程的一部分。在這一過(guò)程里，教師或是講師應(yīng)該關(guān)心的是，學(xué)習(xí)者不僅在學(xué)習(xí)學(xué)科知識(shí)，而且還在學(xué)習(xí)如何應(yīng)對(duì)生活，充分發(fā)揮他們的.潛能。
H)因此，在學(xué)習(xí)其它東西時(shí)，就可以學(xué)習(xí)到這些生活技能。例如：【52】識(shí)字可能會(huì)對(duì)自尊、批判性思維或溝通技能有很大的影響，學(xué)習(xí)駕駛、保健或裁剪這類的實(shí)際技能可以增加自信，教導(dǎo)人們解決問(wèn)題的過(guò)程，或者有助于人們理解邏輯推論。
I) 這一切是否如此取決于教學(xué)方式——教師或輔導(dǎo)者自己的以及他在學(xué)生中提倡的思維模式，人際關(guān)系類型和溝通方式。它要求衡量個(gè)人或集體在充分利用學(xué)習(xí)和生活上所取得的進(jìn)步，或是評(píng)估人的潛能可以發(fā)揮到何種程度，或是估計(jì)人們應(yīng)對(duì)變化的能力。衡量實(shí)際技能的發(fā)展更容易一些，例如，通過(guò)
計(jì)算注冊(cè)學(xué)習(xí)職業(yè)技能課程的學(xué)生數(shù)量可知其發(fā)展。但是，這仍然不能告訴我們這些技能是否得到有效的利用。
J)【48】心理社會(huì)技能不能輕易她通過(guò)測(cè)試和分?jǐn)?shù)來(lái)衡量，但是可以體現(xiàn)在發(fā)生了改變的行為方面。這方面的進(jìn)步經(jīng)常在教師寫(xiě)給學(xué)生父母的報(bào)告里提到。教師的生活經(jīng)驗(yàn)、教學(xué)經(jīng)驗(yàn)和最廣泛意義上的教學(xué)期望值可以在一定程度上作為個(gè)人成長(zhǎng)和發(fā)展評(píng)估的標(biāo)準(zhǔn)。這種評(píng)估是針對(duì)個(gè)人的，決不會(huì)在國(guó)際表格和圖表里出現(xiàn)。
K)【46】目前的挑戰(zhàn)與以下這些困難有關(guān)：我們需要認(rèn)識(shí)到生活技能的重要性——包括實(shí)際技能和心理社會(huì)技能——它是教育的一部分，可以使人們的潛能得糾充分發(fā)揮并促進(jìn)社會(huì)的發(fā)展。心理社會(huì)技能和實(shí)際技能之間的聯(lián)系必須更清楚地被闡明，以便教育工作者能促進(jìn)這兩方面的發(fā)展，并為此找到有效的方法。既然生活技能是作為眾多學(xué)科的一部分來(lái)進(jìn)行教學(xué)，那么教師就需要接受培訓(xùn)，學(xué)會(huì)如何傳授技能，如何檢測(cè)學(xué)習(xí)者在這些領(lǐng)域的進(jìn)步。在設(shè)計(jì)學(xué)科的課程和教學(xué)大綱時(shí)，要平衡學(xué)科內(nèi)容教學(xué)和對(duì)相關(guān)生活技能的關(guān)注。更加有意識(shí)地努力提高生活技能，使學(xué)習(xí)者能夠成為社會(huì)生活中更加活躍的公民。
L)政府應(yīng)該對(duì)教育在實(shí)現(xiàn)人們潛能和社會(huì)經(jīng)濟(jì)發(fā)展方面所起到的改造作用給予認(rèn)可和積極提倡;確保課程和教學(xué)大綱涉及生活技能的培養(yǎng)，并讓學(xué)習(xí)者有機(jī)會(huì)在現(xiàn)實(shí)生活中運(yùn)用知識(shí)和技能，并表現(xiàn)自己的見(jiàn)解;展現(xiàn)各種生活技能在工作中是如何應(yīng)用的，例如，談判、溝通技巧和實(shí)用技巧;通過(guò)教師的初始教學(xué)培訓(xùn)和在職培訓(xùn)，增加積極參與式的學(xué)習(xí)方法/教學(xué)方法的運(yùn)用;【49】檢查和調(diào)整教育的過(guò)程和內(nèi)容，以便平衡知識(shí)的輸八和生活技能的發(fā)展;確保督教員不僅檢查在教與學(xué)中所取得的學(xué)習(xí)進(jìn)步，還要檢查在生活技能的溝通、塑造以及應(yīng)用上的進(jìn)步。由于學(xué)習(xí)生活技能需要花費(fèi)八到九年的時(shí)間，應(yīng)提倡把初級(jí)教育和(早期)中等教育聯(lián)系起來(lái)，并意識(shí)到，良好的中等教育能給孩子們帶來(lái)良好的前景，這對(duì)孩子和他們的家長(zhǎng)來(lái)說(shuō)都是一種讓孩子完成初級(jí)教育階段學(xué)習(xí)的激勵(lì)因素。
M)資助機(jī)構(gòu)應(yīng)該支持為加強(qiáng)生活技能方式雨進(jìn)行的全國(guó)性和地區(qū)性研究、交流和辯論;支持創(chuàng)新的教師培訓(xùn)，以便把提高生活技能作為學(xué)校教育的基本部分與課程科目結(jié)合起來(lái);認(rèn)識(shí)到初級(jí)教育和中等教育之間的聯(lián)系，以保證孩子們培養(yǎng)良好的生活技能。因此，中等教育的初期階段也是基礎(chǔ)教育的一部分，應(yīng)當(dāng)予以支持。
N)作為各國(guó)政府的支持者和其他國(guó)際組織的合作者，【53】聯(lián)舍國(guó)教群文組織努力給“生活技能。下更好的定義，闡明這些技能的教學(xué)意義;【51】協(xié)助教育決策者和教師發(fā)揚(yáng)和使用生活技能的教穿方法;提倡招生活技能的教育方法和更廣義上的社會(huì)和人類發(fā)展聯(lián)系在一起。
46.The recognition of life skills as part of education will promote the development of human potential and society.
將生活技能作為教育的一部分將會(huì)促進(jìn)個(gè)人潛力和社會(huì)的發(fā)展。
【解析】 K)。細(xì)節(jié)題。由句中關(guān)鍵詞life skills as part of education可定位至K)段第一句。原文提到我
們需要認(rèn)識(shí)到生活技能的重要性，它是教育的一部分，使人們的潛能和社會(huì)得到充分的發(fā)展。
47.The abilities to make the most of life consist of the inner capacities and the practical skills.
充分利用人生的能力包括內(nèi)在能力和實(shí)用技能。
【解析】 B)。細(xì)節(jié)題。根據(jù)句中關(guān)鍵詞the abilities to make the most of life和the inner capacities and the practical skills可定位在B)段后兩句。末句中的these代指the abilities to make the most of life。
48.The progress in psycho-social skills Can be measured by changed behavior.
心理社會(huì)技能的進(jìn)步能夠通過(guò)被改變的行為來(lái)衡量。
【解析】J)。細(xì)節(jié)題。由句中關(guān)鍵詞progress in psycho-social skills定位至J)段第一句。原文提到心理社會(huì)技能不能輕易地通過(guò)測(cè)試和分?jǐn)?shù)來(lái)衡量，但是可以體現(xiàn)在發(fā)生了改變的行為方面。
49.Governments should examine and adapt the processes and content of education SO as to balance the academic input and life skills development.
政府應(yīng)該檢查和調(diào)整教育的過(guò)程和內(nèi)容，以便平衡知識(shí)的輸入和生活技能的發(fā)展。
【解析】L)。細(xì)節(jié)題。由句中關(guān)鍵詞government和examine and adapt可定位至L)段。Examine and adapt the processes and content of education SO that there is a balance between academic input and life skills development.(政府應(yīng)該)檢查和調(diào)整教育的過(guò)程和內(nèi)容，以便平衡知識(shí)的輸入和生活技能的發(fā)展。
50.According to Jacques Delors，foul,pillars of education include learning to know,learning to be，learning to live together and learning to do.Jacques Delors認(rèn)為教育的四大支柱是學(xué)習(xí)了解、學(xué)習(xí)生存、學(xué)習(xí)共存和學(xué)習(xí)動(dòng)手。
【解析】 E)。歸納題。根據(jù)句中關(guān)鍵詞Jacques Delors和foul.pillars of education可定位在E)段。此段主旨是教育的四大支柱與某些生活技能相呼應(yīng)。答題時(shí)可以通過(guò)跳讀來(lái)獲取信息，總結(jié)出教育的四大支柱為：學(xué)習(xí)了解、學(xué)習(xí)生存、學(xué)習(xí)共存和學(xué)習(xí)動(dòng)手。
51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.
資助機(jī)構(gòu)應(yīng)該把初等教育和中等教育聯(lián)系起來(lái)，以確保孩子們發(fā)展出較強(qiáng)的生活技能。
【解析】 N)。細(xì)節(jié)題。由句中關(guān)鍵詞funding agencies可定位在N)段。原文提到資助機(jī)構(gòu)應(yīng)該認(rèn)識(shí)到初級(jí)教育和中等教育之間的聯(lián)系，以保證孩子們發(fā)展出良好的生活技能。原文是 Recognize the links between primary and secondary education，而句中用的是link sth.with sth.的結(jié)構(gòu)。
52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.識(shí)字能夠在自尊、批判性思考和溝通技能方面產(chǎn)生影響。
【解析】H)。細(xì)節(jié)題。由句中關(guān)鍵詞learning literacy可定位至H)段。原文提到讀書(shū)識(shí)字可能對(duì)自尊、批判性思維或溝通技能有很大影響。
53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.
聯(lián)合國(guó)教科文組織的一項(xiàng)功能就是幫助教育決策者和教師發(fā)揚(yáng)和使用生活技能來(lái)進(jìn)行教育。
【解析】 N)。細(xì)節(jié)題。由句中關(guān)鍵詞UNESC0可將答案定位在末段。原文提到“Assists educational policymakers and teachers to develop and use a life skills approach to education”。協(xié)助教育決策者和教師發(fā)揚(yáng)和使用生活技能的教育方法。句中中把a(bǔ)ssist換成help。
54.Learning vocational skills can be an approach to acquiring both practical and psycho-social skills.
學(xué)習(xí)職業(yè)技能是可以同時(shí)掌握實(shí)際技能和心理社會(huì)技能的一種途徑。
【解析】D)。細(xì)節(jié)題。根據(jù)句中關(guān)鍵詞learning vocational skills可將答案定位在D)段末句。學(xué)習(xí)職業(yè)技能是可以同時(shí)掌握實(shí)際技能和心理社會(huì)技能的一種策略。
55.The abilities to manage stress and feelings，self awareness，self-confidence are personal abilities.應(yīng)付壓力和情緒、自我了解、自信的能力是個(gè)人能力。
【解析】E)。細(xì)節(jié)題。由句中關(guān)鍵詞manage stress and feelings，self-awareness，self-confidence定位至E)段。原文提到處理壓力、控制情緒和自我了解、自信都屬于個(gè)人能力。
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