2020年6月英语四级模拟题：长篇阅读匹配
2020年四级阅读段落信息匹配训练(5).doc
2020 年四级阅读段落信息匹配训练 (5) Promote Learning and Skills for Young People and AdultsA)This goal places the emphasis on the learning needsof young people and adults in the context of lifelonglearning.It calls for fair access to learning programs thatare appropriate ，and mentions life skills particularly.B)Education is about giving people the opportunity todevelop their potential，their personality and theirstrengths.This does not merely mean learning new knowledge，but also developing abilities to make the most of life.Theseare called life skills——including the inner capacities andthe practical skills we need.C)Many of the inner capacities——often known as psych0—social skills——cannot be taught as subjects.They are notthe same as academic or technical learnin9.They must ratherbe modeled and promoted as part of learning，and inparticular by teachers.These skills have to do with the waywe behave—towards other people，towards ourselves，towardsthe 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 manualskills we need for the physical tasks we face.Some wouldinclude vocational skills under the heading of life skills——the ability to lay bricks.sew clothes，catch fish or repaira motorbike.These are skills by which people may earn theirlivelihood and which are often available to young peopleleaving 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 oflife ，so learning them may be part of early child —hood education.of primary and secondary education and of adultlearning groups.Life skills can be put into the categoriesthat the Jacques Delors report suggested;it spoke of fourpillars of education ，which correspond to certain kinds oflife skills —Learning to know ：Thinking abilities ：such as problem —solving ，critical thinking ，decision making ，understanding consequences.Learning to be ： Personalabilities ：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, inorder to face rapid change in society.This means that it isimportant to know how to go on learning as we require newskills 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 insociety and in our own lives.G)Life skills are both concrete and abstract—practical skills can be learned directly, as a subject.For example, alearner can take a course in laying bricks and learn thatskill.Other life skills ，such as self-confidence ，self-esteem ，and skills for relating to others or thinking criticallycannot be taught in such direct ways.They should be part ofany learning process ，where teachers or instructors areconcerned that learners should not just learn about subjects ，but learn how to cope with life and make the most of theirpotential.H)So these life skills may be learnt when learning otherthings.For example ：Learning literacy may have a big impacton self-esteem ，on critical thinking or on communicationskills;Learning practical skills s ach as drivin9 ，healthcareor 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 andcommunication the teacher or facilitator models themselvesand promotes among the learners.It would require measuring the individual and collectiveprogress 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 tomeasure the development of practical skills ，for instance by counting the number of students who register for vocationalskills courses.However, this still may not tell us howeffectively these skills are being used.J)The psych0.social skills cannot easily be measured bytests and scores ，but become visible in Changbehavior.Progress in this area has often been noted byteachers on reports which they make to the parents of theirpupils.The teacher ’s experience of life ， of teaching and of whatcan be expected from education in the broadest sense serve as astandard by which the growth and development of individuals can be assessed to some extent.This kind of assessment is individual andmay never appear in international tables and charts.K)The current challenges relate to these difficulties ：We need to recognize the importance of life skills bothpractical and psycho-social as part of education which leadsto the full development of human potential and to thedevelopment of society.The links between psycho—socialskills and practical skills must be more clearly spelled out ，so that educators can promote both together and findeffective ways to do this.Since life skills are taught aspart of a wide range of subjects，teachers need to havetraining in how to put them across and how tomonitor learners ’growth in these areas.In designing curricula and syllabuses for academicsubjects ，there must be a balance between content teachingand attention to the accompanying life skills.A more consciousand deliberate effort to promote life skills will enable learnersto become more active citizens in the life of society.L)Governments should recognize and actively advocatefor the transformational role of education in realizing humanpotential and in socio —economic development.Ensure thatcurricula and syllabuses address life skills and givelearners the opportunity to make real-life applications ofknowledge，skills and attitudes.Show how life skills of allkinds apply in the world of work ，for example ，negotiating and communication skills ，as well practical skills.Throughinitial and in-service teacher training ，increase the use of active and participatory learning/teaching approaches.Examineand adapt the processes and content of education so thatthere is a balance between academic input and life skills development.Make sure that education inspectors look not onlyfor academic progress through teaching and learning ，but also progress in the communication ， modeling and application oflife skills.Advocate for the links between primaryand(early)secondary education because learning life skillsneeds eight or nine years and recognize that the prospect ofeffective 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 strengtheninglife skills education.Support innovative( 创新的 )teacher training in order to combine life skills promotion intosubjects across the curriculum and as a fundamental part ofwhat school and education are about.Recognize the linksbetween primary and secondary education in ensuring thatchildren develop strong life skills.Support ，therefore ，the early years of secondary education as part basic education.N) As support to governments and in cooperation withother international agencies ，UNESC0：Works to define lifeskills better and clarify what it means to teach and learnthem.Assists education. policy makers and teachers to developand use a life skills approach to education.Advocates for thelinks between a life skills approach to education and broadersociety and human development.46.The recognition of life skills as part of educationwill promote the development of human potential and society.47.The abilities to make the most of life consist of theinner capacities and the practical skills.48.The progress in psycho —social skills can be measured by changed behavior.ernments 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 include learning to know, learning to be together and learning to do. ，four pillars of education， learning to live51.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 onself-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 awareness，self-confidence are personal abilities. ，self-促动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。
英语四级长篇阅读段落信息匹配题练习及答案解析（11）
英语四级长篇阅读段落信息匹配题练习及答案解析（11）英语四级长篇阅读段落信息匹配题练习及答案解析(11)Jaguars Don't Live Here AnymoreA)Earlier this month, the United States Fish and Wildlife Service announced it would appoint" critical habitat" for the endangered jaguar. Jaguars--the world's third-largest wild cats, weighing up to 250 pounds, with distinctive black rosettes ( 玫瑰花色) on their fur--are a separate species from the smaller, tawny (黄褐色的) mountain lions, which still roam large areas of the American West in the United States and take the first steps toward mandating (批准) a jaguar recovery plan. This is a policy reversal and, on the surface, it may appear to be a victory for the conservation community and for jaguars, the largest wild cats in the Western Hemisphere.B) But as someone who has studied jaguars for nearly three decades, I can tell you it is nothing less than a slap in the face to good science. What's more, by changing the rules for animal preservation, it stands to weaken the Endangered Species Act.C)The debate on what to do about jaguars started in 1997, when, at the urging of many biologists ( including me), the Fish and Wildlife Service put the jaguar on the United States endangered species list, because there had been occasional sightings of the cats crossing north over the United States-Mexico border. At the same time, however, the agency ruled that it would not be "prudent" (谨慎的) to declare that the jaguar has critical .habitat--a geographic area containing features the species needs to survive--in the United States. Determining an endangered species' critical habitat is a first step towarddeveloping a plan for helping that species recover.D)The 1997 decision not to determine critical habitat for thejaguar was the right one, because even though they cross the border from time to time, jaguars don't occupy any territory in our country--andthat probably means the environment here is no longer ideal for them.E)In prehistoric times, these beautiful cats inhabited significant areas of the western United States, but in the past 100 years, there have been few, if any, resident breeding populations here. The last time a female jaguar with a cub ( 幼兽) was sighted in this country was inthe early 1900s.F)Two well-intentioned conservation advocacy groups, the Center for Biological Diversity and Defenders of Wildlife, sued the Fish andWildlife Service to change its ruling. Thus in 2006, the agency reassessed the situation and again determined that no areas in theUnited States met the definition of critical habitat for the jaguar. Despite occasional sightings, mostly within 40 miles of the Mexican border, there were still no data to indicate jaguars had taken up residence inside the United States.G ) After this second ruling was made, an Arizona rancher ( 牧场主), with support from the state Game and Fish Department, set infrared-camera (红外摄像机) traps togather more data, and essentially confirmed the Fish and Wildlife Service's findings. The cameras did capture transient jaguars, including one male jaguar, nick named Macho, B, who roamed the Arizona borderlands for more than a decade. But Macho B, now dead, might have beenthe sole resident American jaguar, and hisextensive travels indicated he was not having an easy time surviving in this dry, rugged region.1H) Despite the continued evidence, the two conservation advocacy groups continued to sue the government. Apparently, they want jaguars to repopulate the United State seven if jaguars don't wan! to. Last March,a federal district judge in Arizona ordered the Fish and WildlifeService to revisit its 2006 determination on critical habitat.I)The facts haven't changed: there is still no area in the United States essential to the conservation of the jaguar. But, having asserted this twice already, the service, nowunder a new president, has bent to the tiresome litigation (诉讼). On Jan. 12, Fish and Wildlife officials, claimed to have evaluated new scientific information that had become available after the July 2006 ruling. They determined that it is now prudent to appoint critical habitat for the jaguar in the United States.J)This means that Fish and Wildlife must now also formulate a recovery plan for the jaguar. And since jaguars have not been able to reestablish themselves naturally over the past century, the government will likely have to go to significant expense to attempt to bring them back--especially if the cats have to be reintroduced.K)So why not do everything we can, at whatever cost, to bring jaguars back into the United States? To begin with, the American Southwest is, at best, marginal habitat for the animals. More important, there are better ways to help jaguars. South of our border, from Mexico to Argentina, thousands of jaguars liveand breed in their true criticalhabitat. Governments and conservation groups (including the one I head) are already working hard to conserve jaguar populations and connect them to one another through an initiative called the Jaguar Corridor.L).The jaguars that now and then cross into the United States most likely come from the northernmost population of jaguars, in Sonora, Mexico. Rather than demand jaguars return to our country, we should help Mexico and other jaguar-range countries conserve the animals' true habitat itM )The recent move by the Fish and Wildlife Service means that the rare federal funds devoted to protecting wild animals will be wasted on efforts that cannot help save jaguars. It also stands to weaken the Endangered Species Act, because if critical habitat is redefined as any place where a species might ever have existed, and where you or I might want it to exist again, then the door is open for many other sense less efforts to bring back long-lost creatures.N)The Fish and Wildlife officials whose job is to protect the country's wild animals need to grow a stronger backbone--stick withtheir original, correct decision and save their money for more useful preservation work. Otherwise, when funds are needed to preserve all those small, ugly, non-charismatic endangered species at the back of the line, there may be no money left.1. It is still a fact that there is no suitable place for jaguarsto live safely in the United States.2. The United States Fish and Wildlife Service should be more determined and saving for the conservation work.3. Jaguars were regarded as endangered species because oftheir rare appearance at the United States-Mexico border.4. Money was not spent effectively in helping save jaguars in the recent move by the Fish and Wildlife Service.5. It can be inferred that the United States is not the best choice for jaguars to live from the evidence that they don't settle anywhere here.6. South of the United States' border, from Mexico to Argentina, is the true critical habitat for jaguars.7. The number of jaguars breeding populations in significant areas of the western United States has deceased in the past century.8. It is necessary for the government to invest lots of funds in order to help jaguars to reestablish.9. It didn't indicate that jaguars had settled down in the United States even though they were seen within 40 miles of the Mexican border at times.10. Fish and Wildlife officials were sure enough to appointcritical habitat for the jaguar in the United States.1.I)。
四级长篇阅读匹配题做题技巧
四级长篇阅读匹配题做题技巧
四级长篇阅读匹配题是四级考试中的重要题型，也是考生普遍认为比较难的题型之一。
这种题型要求考生在阅读完一篇较长的文章后，根据文章内容和所给选项，将选项与文章中的相应段落匹配起来。
对于许多考生来说，这种题型比较考验阅读理解的能力和语言表达的能力。
以下是一些四级长篇阅读匹配题做题技巧，供考生参考。
1. 通读全文，了解文章大意
在做题之前，先通读全文，了解文章的主题和大意，这有助于考生更好地理解文章的细节和各段落的主旨。
2. 抓住关键词
在阅读文章的过程中，要注意抓住关键词，这有助于考生更好地理解文章的内涵和细节。
3. 不要被选项的形式所迷惑
在做题的时候，不要被选项的形式所迷惑，而是要看清选项所表达的意思，然后再回到文章中去找到相应的段落。
4. 注意选项的排列顺序
有时候，选项不是按照文章的顺序排列的，这就需要考生在做题的时候注意选项的排列顺序，以免将其匹配到错误的段落。
5. 排除干扰项
在做题的时候，有时候会出现一些干扰项，这些选项与文章内容相关度较低，不应该被选作答案。
考生要学会排除这些干扰项，准确地找到与文章内容相关的答案。
6. 注意时间分配
在考试的时候，要注意时间的分配，不要花太多时间在一道题上，以免影响后面的答题。
总之，在做四级长篇阅读匹配题的时候，考生应该认真阅读文章，抓住关键词，注意选项的排列顺序和干扰项的排除，合理分配时间，这样才能更好地完成这种题型。
在备考的时候，要多做一些练习题，提高自己的阅读理解和语言表达能力，为考试打下坚实的基础。
四级 长篇阅读(匹配题)方法篇
长篇阅读考察的核心是“找匹配”，即要把文后的选项句与文中的来源段落匹配起来。
这种考法其实并不要求你一定要把选项句和文章都完全看懂，而是要能敏锐地意识到选项句中的信息在文中的出现与对应。
由于这个部分的做题时间可能相对紧张，因此做题步骤和要点很重要。
下面我们来整理一下。
一、阅读文章标题、题注等，获取全文话题长篇阅读的文章与选词填空和仔细阅读文章最不同的，在于长篇阅读的文章有标题。
有些可能还有小标题、题注（大标题下、正文之前的一两句话，常为斜体）。
在正式开始看选项、看文章之前，记得把大小标题、题注信息快速阅读一下，看完它们，你就能了解文章的话题了；之后的阅读和解题也有了大方向。
二、阅读选项，标注选项定位词然后，我们先将文后的十个选项句阅读一遍。
注意，这一步的目的并不是要记住十个句子所有的信息，我们也不可能把十个句子都背下来。
但是我们希望能在每个句子中都挑选出一至两组定位词，方便我们待会扫读文章时快速注意到句子的出现和对应。
毫无疑问地，定位词应该要具有如下特点：1.稳定：这个词最好要在文中能以原样重现2.醒目：这个词最好要容易在文中被发现、识别3.独特：这个词最好不要在文中出现太多次下面我们总结常见的几类选项句中效果较好的定位词。
1.数字、时间例如：Since the mid-1970s, the enrollment of overseas students has increased atanannual rate of 3.9 percent. (四级大纲样题-47)这句话中的时间概念mid-1970s和数字3.9 percent就是很好的定位词。
在文中肯定会重现，而且容易识别。
这样，当之后在扫读文章，看到某段中出现这两个概念时，就可以初步确定这个句子的来源。
2.人名、地名、机构等大写专有名词、合成词等例如：Around the world, governments encourage the model of linkinguniversity-based science and industrial application. (四级大纲样题-53)这句话中的合成词university-based science就是很好的定位词，本身是比较专业的概念不易被替换，合成词的形式也使得其比较容易被发现。
四级长篇阅读段落信息匹配题及答案解析(8)
四级长篇阅读段落信息匹配题及答案解析(8)导读：本文四级长篇阅读段落信息匹配题及答案解析(8)，仅供参考，如果觉得很不错，欢迎点评和分享。
Section BDirections: 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.A Grassroots RemedyA) Most of us spend our lives seeking the natural world. To this end, we walk the dog, play golf, go fishing, sit in the garden, drink outside rather than inside the pub, have a picnic, live in the suburbs, go to the seaside, buy a weekend place in the country. The most popular leisure activity in Britain is going for a walk. And when joggers (慢跑者) jog, they don't run the streets. Every one of the minstinctively heads to the park or the river. It is my profound belief that not only do we all need nature, but we all seek nature, whether we know we are doing so or not.B) But despite this, our children are growing up nature-deprived ( 丧失) , I spent my boyhood climbing trees on Stratham Common, south London. These days, children are robbed of these an cientfreedoms, due to problems like crime, traffic, the loss of the open spaces and odd new perceptions about what is best for children, that is to say, things that can be bought, rather than things that can be found.C) The truth is to be found elsewhere. A study in the U.S. families had moved to better housing and the children were assessed for ADHD --attention deficit hyperactivity disorder ( 多动症) .Those whose accommodation had more natural views showed an improvement of 19%; those who had the same improvement in material surroundings but no nice view improved just 4%.D) A study in Sweden indicated that kindergarten children who could play in a natural environment had less illness and greater physical ability than children used only to a normal playground. A U.S. study suggested that when a school gave children access to a natural environment, academic levels were raised across the entire school.E) Another study found that children play differently in a natural environment. In playgrounds, children create a hierarchy (等级) based on physical abilities, with the tough ones taking the lead. But when a grassy area was planted with bushes, the children got much more into fantasy play, and the social hierarchy was now based on imagination and creativity.F) Most bullying (持枪凌弱) is found in schools where there is a tarmac (柏油碎石) play ground; the least bullying is in a natural area that the children are encouraged to explore. This reminds mean pleasantly of Sunny hill School in Stratham, with its harsh tarmac, where I used to hang about incomers fantasizing about wildlife. The children are frequently discouraged from involvement with natural spaces, for health and safety reasons, for fear that they might get dirty or that they might cause damage. So, instead, the damage is done to the children themselves: not to their bodies but to their souls.G) One of the great problems of modem childhood is ADHD, now increasingly and expensively treated with drugs. Yet one study after another indicates that contact with nature gives huge benefits to ADHD children. However, we spend money on drugs rather than on green places.H) The life of old people is measurably better when they have access to nature. The increasing emphasis for the growing population of old people is in quality rather than quantity of years. And study after study finds that a garden is the single most important thing in finding that quality.I) In wider and more difficult areas of life, there is evidence to indicate that natural surroundingsim prove all kinds of things. Even problems with crime and aggressive behavior are reduced when there is contact with the natural world. Dr. William Bird, researcher from the Royal Society for the Protection of birds, states in his study, "A natural environment can reduce violent behavior because its restorative process helps reduce anger and impulsive behavior." Wild places need encouraging for this reason, no matter how small their contribution.J) We tend to look on nature conservation as some kind of favor that human beings are granting to the natural world. The error here is far too deep: not only do humans need nature for themselves, but the very idea that humanity and the natural world are separable things is profoundly damaging. Human beings are a species of mammals (哺乳动物) . For seven million years they lived on the planet as part of nature. Our ancestral selves miss the natural world and long for contact with nonhuman life. Anyone who has patted a dog, stoked a cat, sat under a tree with a pint of beer, given or received a bunch of flowers or chosen to walk through the parkon a nice day, understands that. We need the wild world. It is essential to our well-being, our health, our happiness. Without the wild world we are not more but less civilized. Without other living things around us we are less than human.K) Five Ways to Find Harmony with the Natural World Walk: Break the rhythm of permanently being under a roof. Get off a stop earlier, make a circuit of the park at lunchtime, walk the child to and from school, get a dog, feel yourself moving in moving air, look, listen, absorb.Sit: Take a moment, every now and then, to be still in an open space. In the garden, anywhere that's not in the office, anywhere out of the house, away from the routine. Sit under a tree, look at water, feel refreshed, ever so slightly renewed.Drink: The best way to enjoy the natural world is by oneself; the second best way is in company. Take a drink outside with a good person, a good gathering: talk with the sun and the wind with bird-song for background.Learn: Expand your boundaries. Leam five species of bird, five butterflies, five trees, five bird songs. That way, you see and hear more: and your mind responds gratefully to the greater amount of wildness in your life.Travel: The places you always wanted to visit: by the seaside, in the country, in the hills. Take a week-end break, a day-trip, get out these and do it: for the scenery, for the way through the woods, for the birds, for the bees. Go somewhere special and bring specialness home. It lasts forever, after all.46. The study in Sweden shows that more access to nature makes children less likely to fall ill.47. The author's profound belief is that people instinctively seek nature indifferent ways.48. It can be very helpful to provide more green spaces for children with ADHD.49. Elderly people will enjoy a life of better quality when they contact more with nature.50. Nowadays, people think things that can be bought are best for children, rather than things that can be found.51. Dr. William Bird suggests in his study that access to nature contributes to the reduction of violence.52. According to a study in the U. S. Children with ADHD whose accommodation had more natural views showed much better improvement.53. Children who have chances to explore natural areas are less likely to be involved in bullying.54. We can find harmony with the natural world in various ways, among which there are walking,sitting, drinking, learning and traveling.55. It is extremely harmful to think that humanity and the natural world can be separated.Section B大自然疗法A)【47】我们中的大多数人都套花时间寻求与大自然亲近。
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)Section BDirections：In this section，you are going to read a passage with ten statements attac hed to it．Each statement contains information given in one of the paragraphs．Identify th e paragraph from which the information is derived．You may choose a paragraph more th an once．Each paragraph is marked with a letter．Answer the questions by marking the c orresponding letter on Answer Sheet 2．Promote Learning and Skills for Young People and AdultsA) This goal places the emphasis on the learning needs of young people and adults i n the context of lifelong learning．It calls for fair access to learning programs that are ap propriate，and mentions life skills particularly．B)Education is about giving people the opportunity to develop their potential，their pe rsonality and their strengths．This does not merely mean learning new knowledge，but als o developing abilities to make the most of life．These are called life skills——including t he 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，towa rds 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 t asks 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 lea ving school．In fact，very often young people learn psycho-social skills as they learn mor e 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 sugg ested；it spoke of four pillars of education，which correspond to certain kinds of life skill s—Learning to know：Thinking abilities：such as problem—solving，critical thinking，dec ision making，understanding consequences．Learning to be：Personal abilities：such as ma naging stress and feelings，self-awareness，self-confidence．Learning to live together：Soci al abilities：such as communication，negotiation，teamwork．Learning to do：Manual skil ls：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 soc iety．This means that it is important to know how to go on learning as we require new s kills for life and work．In addition，we need to know how to cope with the flood of inf ormation 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, a s a subject．For example, a learner can take a course in laying bricks and learn that skil l．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 le arning process，where teachers or instructors are concerned that learners should not just le arn 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：Learni ng literacy may have a big impact on self-esteem，on critical thinking or on communicati on skills；Learning practical skills s ach as drivin9，healthcare or tailoring may increase s elf-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，relat ionship building and communication the teacher or facilitator models themselves and prom otes 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 estimat ing how well people cope with change．It is easier to measure the development of practic al skills，for instance by counting the number of students who register for vocational skill s 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 re ports 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 exten t．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 import ance of life skills both practical and psycho-social as part of education which leads to t he full development of human potential and to the development of society．The links bet ween psycho—social skills and practical skills must be more clearly spelled out，so that e ducators can promote both together and find effective ways to do this．Since life skills ar e taught as part of a wide range of subjects，teachers need to have training in how to pu t them across and how to monit or 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 citiz ens 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 tha t 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 app ly in the world of work，for example，negotiating and communication skills，as well prac tical 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 developmen t．Make sure that education inspectors look not only for academic progress through teachi ng and learning，but also progress in the communication，modeling and application of li fe skills．Advocate for the links between primary and(early)secondary education because le arning life skills needs eight or nine years and recognize that the prospect of effective sec ondary education is an incentive to children，and their parents，to complete primary educ ation successfully．M)Funding agencies should support research，exchange and debate．nationally and reg ionally,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 betwee n primary and secondary education in ensuring that children develop strong life skills．Sup port，therefore，the early years of secondary education as part basic education．N) As support to governments and in cooperation with other international agencies，U NESC0：Works to define life skills better and clarify what it means to teach and learn th em．Assists education. policy makers and teachers to develop and use a life skills approac h to education．Advocates for the links between a life skills approach to education and br oader society and human development．46．The recognition of life skills as part of education will promote the development o f human potential and society．47．The abilities to make the most of life consist of the inner capacities and the prac tical 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 co mmunication skills．53．One function of UNESCO is to help educational policy makers and teachers to d evelop and use a life skills approach to education．54．Learning vocational skills can be an approach to acquiring both practical and psy cho—social skills．55．The abilities to manage stress and feelings，self-awareness，self-confidence are pe rsonal abilitiesSection B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。
英语四级长篇阅读匹配试题及答案
英语四级长篇阅读匹配试题及答案英语四级长篇阅读匹配试题及答案 1There are three kinds of goals: short-term,medium-range and long-term goals. Short-range goals are those that usually deal with current activities,which we can apply on a daily basis.Such goals can be achieved in a week or less,or two weeks,or possible months.It should be remembered that just as a building is no stronger than its foundation ,out long-term goals cannot amount to very munch without the achievement of solid short-term goals.Upon completing our short-term goals,we should date the occasion and then add new short-term goals that will build on those that have been completed. The intermediate goals bukld on the foundation of the short-range goals.They might deal with just one term of school or the entire school year,or they could even extend for several years.Any time you move a step at a time,you should never allow yourself to become discouraged or overwhelmed. As you complete each step,you will enforce the belief in your ability to grow adn succeed.And as your list of completion dates grow,your motivation and desire will increase.Long-range goals may be related to our dreams of the future. They might cover five years or more. Life is not a static thing.We should never allow a long-term goal to limit us or our course of action. 1.Our long-term goals mean a lot______.A.if we complete our short-range goalsB.if we cannot reach solid short-term goalsC.if we write down the datesD.if we put forward some plans2.New short-term goals are bulid upon______.A.two yearsB.long-term goalsC.current activitiesD.the goals that have been completed3.When we complete each step of our goals ,______.A.we will win final successB.we are overwhelmedC.we should build up confidence of successD.we should strong desire for setting new goals 4.Once our goals are drawn up,_______.A.we should stick to them until we complete themB.we may change our goals as we have new ideas and opportunitiesC.we had better wait for the exciting news of successD.we have made great decision5.It is implied but not stated in the passage that ______.A.those who habe long-term goals will succeedB.writing down the dates may discourage youC.the goal is only a guide for us to reach our desinationD.every should have a goal答案：adcbc英语四级长篇阅读匹配试题及答案 2If the population of the earth goes on increasing at its present rate, there will eventually not be enough resources left to sustain life on the planet.By the middle of the 21st century,if present trends continue, we will have used up all the oil that drives our cars,for example.Even if scientists develop new ways of feeding the human race,the crowded conditions on earth will make it necessary for lus to look for open space somewhere else. But none of the other planets in our solar system are capable of supporting life at present. One possible solution to the problem, however,has recently been suggested by American scientist, Professor Carl Sagan. Sagan believes that before the earths resources are compleetely exhausted it will be possible to change the atmophere of Venus and so create a new world almost as large as earth itself. The difficult is that Venus is much hotter than the earth and there is only a tiny amount of water there. Sagan proposes that algae organisms that can live in extremely hot or cold atmospheres and at the same time produce oxygen,should be bred in condition similar to those on Venus.As soon as this has been done, the algae will be placed in small rockets. Spaceship will then fly to Venus and fire the rockets into the atmosphere .In a fairly short time, the alge will break down the carbon dioxide into oxygen andcarbon. When the algae have done theri work, the atmosphere will become cooler,but befor man can set foot on Venus it will be neccessary for the oxygen to produce rain. The surface of the planet will still be too hot for man to land on it but the rain will eventually fall and in a few years something like earth will be reproduced on Venus. -1.Inte long run, the most insoluble problem caused by population growth on earth will probably be the lack of ______.a.foodb.oilc.spaced.resources2.Carl Sagan believes that Venus might be colonized from earth because _____ a.it might be possible to change its atmosphere b.its atmosphere is the same as the earthsc.there is a good supply of water on Venusd.the days on Venus are long enough3.On Venus there is a lot of ________.a.waterb.carbon dioxidec.carbon monoxided.oxygen4.Algae are plants that can____.a.live in very hot temperaturesb.live in very cold temperaturesc.manufacture oxygend.all of the above5. Man can land on Venus only when_______. a.the algae have done their work -b.the atmosphere becomes coolerc.thereis oxygend.it rains there答案：cabdd英语四级长篇阅读匹配试题及答案 3Like a needle climbing up a bathroom scale, the number keeps rising. In 1991, 15% of Americans were obese(肥胖的); by 1999, that proportion had grown to 27%. Youngsters, who should have age and activity on their side, are growing larger as well: 19% of Americans under 17 are obese. Waistbands have been popping in other western countries too, as physical activity has declined and diets have expanded. By and large, people in the rich world seem to have lost the fight against flab(松弛).Meanwhile, poorer nations have enjoyed some success in their battles against malnutrition and famine. But, according to research presented at the annual meeting of the American Association for the Advancement of Science, it is more a case of being out of the frying pan and into the fire. The most striking example actually in the poor world comes from the Pacific islands, home of the world’s most obese communities. In 1966, 14% of the men on this island were obese while 100% of men under the age of 30 in 1996 were obese.This increase in weight has been uneven as well as fast. As a result, undernourished and over-nourished people frequently live cheek by jowl(面颊). The mix can even occur within a single household. A study of families in Indonesia found that nearly 10% contained both the hungry and the fat. This is a mysterious phenomenon, but might have something to do with people of different ages being given different amounts of food to eat.The prospect of heading off these problems is bleak. In many affected countries there are cultural factorsto contend with, such as an emphasis on eating large meals together, or on food as a form. ofhospitality.Moreover, there is a good measure of disbelief on the part of policymakers that such a problem Could existin their countries. Add to that reluctance on the part of governments to spend resources on promoting dietand exercise while starvation is still a real threat, and the result is a recipe for inaction. Unless something is done soon, it might not be possible to turn the clock back.英语四级阅读模拟试题：Choose correct answers to the question:1.The first sentence of the passage most probably implies that ______.A.many Americans are obsessed with the rising temperature in their bathroomB.more people are overweighed in the United StatesC.people are doing more physical exercises with the help of scalesD.youngsters become taller and healthier thanks to more activities2.As physical exercise declines and diet expands, ______.A.other western countries has been defeated by fatB.obesity has become an epidemic(流行病)of the rich worldC.waistbands begin to be popular in other western countriesD.western countries can no longer fight against obesity3.Which is NOT the point of the example of the Pacific Islands?A.The poor community has shaken off poverty and people are well-fed now.B.Obesity is becoming a problem in the developing world too.C.Excessive weight increase will cause no less harm than the food shortage.D.The problem of overweight emerges very fast.4.Of tackling obesity in the poor world, we can learn from the passage that____A.the matter is so complex as to go beyond our capacityB.no matter what we do, the prospect will always be bleakC.it is starvation, the real threat, that needs to be solvedD.we should take immediate actions before it becomes incurable5.What is the main idea of this passage?A.Obesity is now a global problem that needs tackling.B.The weights increase fast throughout the whole world.C.Obesity and starvation are two main problems in the poor world.D.Obesity has shifted from the rich world to the poor world.英语四级阅读参考答案1.[B] 推理判断题。
四级长篇阅读段落信息匹配题练习及答案-2.doc
级长篇阅读段落信息匹配题练习及答案（2）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.长篇阅读How to Make Attractive and Effective Pow er Point PresentationsA) Microsoft PowerPoint has dramatically changed the way in which academicand business presentations are made・ This article outlines few tips on making more effective and attractive PowerPoint presentations.The TextB) Keep the wording clear and simple. Use active, visual language. Cut unnecessary words—a good rule of thumb is to cut paragraphs down to sentences, sentences into phrases, and phrases into key words. Limit thenumber of words and lines per slide. Try the Rule of Five-five words per line, five lines per slide. If too much text appears on one slide, use the AutoFit feature to split it between two slides・ Click within the placeholder to display the AutoFit Options button (its symbol is two horizontal lines with arrows above and below), then click on the button and choose Split Text between Two Slides from the submen u.C) Font size for titles should be at least 36 to 40, while the text body should not be smaller than 24. Use only two font styles per slide一one for the title and the other for the text. Choose two fonts that visually contrast with each other. Garamond Medium Condensed and Impact are good for titles, while Garamond or Tempus Sans can be used for the text body.D) Embed the fonts in your presentation, if you are not sure whether the fontsused in the presentation are present in the computer that will be used for the presentation. To embed the fonts: (1) On the File menu, click Save As. (2) On the toolbar, click Tools, click Save Options, select the Embed TrueType Fonts check box, and then select Embed characters in use only.E) Use colors sparingly; two to three at most. You may use one color for all the titles and another for the text body・ Be consistent from slide to slide. Choose a font color that contrasts well with the background.F) Capitalizing the first letter of each word is good for the title of slides and suggests a more formal situation than having just the first letter of the first word capitalized. In bullet point lines, capitalize the first word and no other words uniess they no rmally appear capped. Upper and lower case letteri ng is more readable than all capital letters・ Moreover, current styles indicate that using all capital letters means you are shouting. If you have text that is in the wrong case, select the text, and then click Shift+ F3 until it changes to the case style that you like. Clicking Shifts F3 toggles the text case between ALL CAPS, lower case, and Initial Capital styles・G) Use bold or italic typeface for emphasis. Avoid underlining, it clutters up the presentation. Don't center bulleted lists or text・ It is confusing to read.Left align unless you have a good reason not to. Run “spell check^, on your show when finished.The BackgroundH) Keep the backgro und con sistent. Simple, light textured backgrounds work well. Complicated textures make the content hard to read・ If you are planning to use many clips in your slides, select a white background. If the venue of your presentation is not adequately light-proof, select a dark-colored background and use any light color for text. Minimize the use of Fells and whistles 5,such as sound effects, u flying words" and multiple transitions・ Don't use red in any fonts or backgrounds・ It is an emotionally overwhelming color that is difficult to see and read.The ClipsI) Animations are best used subtly; too much flash and motion can distract and annoy viewers ・ Do not rely too heavily on those images that were orig in ally loaded on your computer with the rest of Office. You can easily find appropriate clips on any topic through Google Images・ While searching for images, do not use long search phrases as is usually done while searchi ng the web ・use specific words.J) When importing pictures, make sure that they are smaller than two megabytes and are in a .jpg format. Larger files can slow down your show. Keep graphs, charts and diagrams simple, if possible・ Use bar graphs and pie charts in stead of tables of data ・ The audience can the n immediately pick up the relatio nships.The PresentationK) If you want your presentation to directly open in the slide show view, save it as a slide show file using the following steps. Open the presentation you want to save as a slide show. On the File menu, click Save As. In the Save as type list, click PowerPoint Show. Your slide show file will be saved with a ppt file extension. When you double-click on this file, it will automatically start your presentation in slide show view. When yoifre done, PowerPoint automatically closes and you retur n to the desktop .If you want to edit the slide show file, you can always open it from PowerPoint by clicking Open on the File menu.L) Look at the audience, not at the slides, whenever possible. If using a laser pointer, don't move it too fast. For example, if circling a number on the slide, do it slowly. Never point the laser at the audience. Black out the screen (use "B n on the keyboard) after the point has been made, to put the focus on you. Press the key again to continue your presentation.M) You can use the shortcut comma nd [Ctrl] P to access the Pen tool duri ng a slide show. Click with your mouse and drag to use the Pen tool to draw during your slide show. To erase everything yoifve drawn, press the E key. To turn off the Pen tool, press [Esc] once.MiscellaneousN) Master Slide Set・Up: The u master slide51 will allow you to make changes that are reflected on every slide in your presentation. You can change fonts, colors, backgrounds, headers, and footers at the “master slide" level. First, go to the “View” menu. Pull down the “Master” menu. Select the “slide master” menu. You may now make changes at this level that meet your presentation needs・对应题目:1. The ways in which academic and business presentations are made have been changed by Microsoft PowerPoint・2. When making the PowerPoint, the wording of the text should not be complicated.3. In each slide, the font styles for the title and the text should contrast with each other.4. A more formal situation is capitalizing the first letter of the first word.5. Centering bulleted lists or text can not help to read・6. Sound effects should be used as less frequently as possible.7. When importing pictures, make sure that they are smaller than two megabytes.8. When making the presentation, you should look at the audience as possible as you can.9. Pressing the E key can help you to erase everything you f ve drawn.10. In order to meet your pr esentation needs, you can make changes at the “slide master" level.答案参考：1. A A段讲到了微软的PowerPoint对学术及商业陈述形式的改变，可以肓接定位到文章的首段。
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2020年6月英语四级模拟题：长篇阅读匹配2020年6月英语四级模拟题：长篇阅读匹配Being Objective on Climate Changest week，Craig Rucker,a climate-change skeptic and the executive director of a nonprofit organization called the Committee for a Constructive Tomorrow(CFACT)，tweeted a quotation supposedly taken from a 1922 edition of the Washington Post：“Within a few years it is predicted due to ice melt the sea will rise＆make most coastal cities uninhabitable．”The intent，of course，was to poke fun at current headlines about climate change．B.Rucker’s organization is a member ofthe Cooler Heads Coalition，an umbrella organization operated by the Competitive Enterprise Institute，a nonprofit that prides itself on its opposition to environmental ists．Rucker himself is part of a network of bloggers，op-cd writers，and policy-shop executives who argue that climate change iseither a hoax or all example of left-wing hysteria．Surfacing old newspaper clips is one of their favorite games．They also make substantive arguments about climate policy,but the sniping may be more effective．There is no strongerrhetorical tool than ridicule．C.In this case，Ruckcr’s ridicule seems misplaced．After spending a few minutes poking around online，1 was able to find both the Washington Post article and the longer SourCe material that it came from—a weather report issued by the U．S．consul in Bergen，Norway,and sent to the State Department on october 1 0，1 922．The report didn’t sayanything about coasts being inundated．This isn’t surprising．Scientists wete smart back then，too,and they knew that melting sea ice wouldn’t appreciably raise sea levels．any more than a melting ice cube raises the level of water in a glass．D.Rucker ultimately corrected his tweet once commenters pointed out the misquote．Through Twitter,he informed me that he had taken the line from a Washington Times op—ed by Richard Rahn，a senior fellow at the Cato Institute．When I contacted Rahn’s office．a press representative acknowledged that Rahn had copied the quote from other bloggers and columnists；the fabricated sentence appears in articles at reason．corn and texasgopvote．corn．The fabricated line seems to have been inserted around 2020．but the original article has been circulating online since 2007．E. The statement about rising sea levels aside，1 922 really was a strange period in the Svalbard archipelago．the area described by the weather report．The islands lie halfway between Norway and the North Pole,at a latitude that puts them several hundred miles farther north thanBarrow,alaska．“The Arctic seems to be warming up．”the report read．In August of that year,a geologist near the island of Spitsbergen sailed as far north as eighty-one degrees．twenty．nine minutes in ice-free water．This was highly unusual．The previous several summers had likewise been warrn．Seal populations had moved farther north，and formerly unseen stretches of coast were now accessible．F.What are we to take from this historical evidence?A central tenet for Rucker and his colleagues is mat today’ssea．ice retreat。
warming surface temperatures，and similar observations are short-lived anomalies of a kind that often happened in the past—and that overzealous scientists and gullible media are quick to drum up crises where none exist．Favorite examples include numerous newspaper articles from the nineteen．seventies that predicted the advent of a new ice age．In fact．it's possible to find articles from nearly every decade of the past century that seem to imply information about the climate that turned out to be premature or wrong．G.The 1922 article has been quoted repeatedly byRucker’s comrades-in-arms since its 2007 rebirth in the Washington Times．For nearly that long，scientists have been objecting．Gavin Schmidt，a climate modeler and the deputy director of the NASA Goddard Institute for Space Studies，points out that what was an anomaly in 1922 is now the norm：the waters near Spitsbergen are clear of ice at the end of every summer．More important，long-term temperature and sea-ice records indicate that the dramatic sea-ice retreat in the early nineteen．twenties was short-lived．It also occurred locally around svalbard—the u nusual conditions didn’t even encompass the whole Norwegian Sea，let alone the rest of the Arctic．H. 0ver the weekend，after retracting his previous tweet，Rucker posted a link to a blog item about a different article．this one a 1932 New York Times story．The eighty-year-old headline reads，“The Next Great Deluge Forecast By Science：Melting Polar Ice Caps to Raise the Level of theSeas and Flood the Continents．”That one sounded juicy,and，indeed，this time the text was correct：that really is whatthe headline said．Ironically,the lcad researcher cited in the piece was a German scientist named Alfred Wegener,who has sometimes been considered a hero of climate-change deniersfor a completely different reason．Wegener is known for proposing the phenomenon of continental drift starting around the First Wbrid War,The idea was ridiculed before gaining acceptance in the nineteen-sixties，onceample evidence had been amassed．Wegener’s lifcstory,then，is used to support the idea that the small number of researchers in the field who downplay the risk of anthropogenic climate change will one day prevail．I.In reality,the potential for anthropogenic global warming was being discussed earlier than continental drift．and took even longer to gain wide acceptance．The versatile Professor Wegener was a geophysicist and polar researcher who spent much of his career studying meteorology in Greenland，and trying to unlock the secrets of theEarth’s past．His elevated place in the current climate-change debate isabstracted from history．J.In any case，it’s not clear that the bloggers linking to the 1932 article read much beyond the headline．Thcarticle does discuss a collapse of the ice sheets that would raise sea levels by more than a hundred feet—but it saysthat event lies thirty to forty thousand years in the future．There’s nothing wrong with examining old newspaper articles for clues about climate conditions in the past．Legitimate climate researchers look at historical documents of all kinds．However,a good-faith effort to arriveat the truth would not rely on cherry-picking catchy headlines．It would require considering the context and looking at all the evidence．At the very least．it wouldn’t allow for deliberate distortions．A prediction that the ice caps might melt by the year 42，000 is hardly all example of climate alarmism．46．Unlike melting ice in the glass，the melting sea ice cannot easily raise sea level．47．Rucker maintains that the climate．change is just a terrible fantasy of the left-wing or even a totallydistrustful matter．48．It is fair to search for every piece of evidence to approach the truth without distortion．49．As for Rucker,the clear purpose of tweeting this quotation is to laugh at the articles about climate change．50．The various unusual phenomena about climate change are merely non-exist alarms claimed by the scientists and media，would be short-lived．51．The drastic sea-ice melt occurred around Svalbard was only local and limited．52．It is normal for the waters at northern latitude 8 1 degrees，29 minutes to be covered with ice．53．It is embraced that the number of climate-change researchers will be multiplied one day．54．It is ironic for the leading figure of climate-change opponents to quote this piece．55．In reality,the universal information in articlesabout climate change is eventually proved to be unbelievable．。