2020年大学英语四级阅读段落信息匹配训练(7)

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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

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。

【恒心】【每周一练】大学英语四级-信息匹配题及答案详解【第七周】【李炳璋提供】

【恒心】【每周一练】大学英语四级-信息匹配题及答案详解【第七周】【李炳璋提供】

【编者简介】。

全国唯一一位曾经连续三年命为人低调,和蔼亲切,耐心细致..............中过高考试题中一些理科和文科试题的人,高考研究专家﹑高考辅导名师,擅长高考专业﹑个性辅导,英语四六级专业﹑个性辅导。

本人!”始终坚信“金杯银杯不如大家的口碑,金奖银奖不如大家的夸奖.......................被广大学生亲切地誉为“提分帝”!让很多辅导过的高中生受益,使其在高考中取得较为理想的成绩!让一些大学生顺利通过英语四六级考试!曾经为2013届全国各个省市自治区直辖市的一些考生免费指导过填报志愿。

对各省的高考一些事情比较了解。

2013年本人所有亲自教授﹑多次辅导的学生均顺利考上一二本大学!2013年12月最新四六级试卷组成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.How to Make Attractive and Effective PowerPoint Presentations[A]Microsoft PowerPoint has dramatically changed the way in which academic and business presentations are made. This article outlines few tips on making more effective and attractive PowerPoint presentations.The Text[B]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 the number 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 submenu.[C] Font size for titles should be at least 36 to 40, while the text body should not be smaller than24. Use only two font styles per slide—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 fonts used 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 True Type 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 unless they normally appear capped. Upper and lower case lettering is more readable than all capital letters. Moreover, current styles indicate that usingall 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 Shift+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 Background[H] Keep the background consistent. 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 “bells and whistles”such as sound effects, “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 Clips[I] 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 originally 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 searching 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 instead of tables of data. The audience can then immediately pick up the relationships.The Presentation[K] 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 you’re done, PowerPoint automatically closes and you return 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”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 command [Ctrl]P to access the Pen tool during a slide show. Click with your mouse and drag to use the Pen tool to draw during your slide show. Toerase everything you’ve drawn, press the E key. To turn off the Pen tool, press [Esc] once.Miscellaneous[N] Master Slide Set-Up: The “master slide”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.注意:此部分试题请在答题卡 2 上作答。

四级阅读段落信息匹配题技巧及练习

四级阅读段落信息匹配题技巧及练习

段落信息匹配题1.这种题型可以放到最后做。

2.考生难以按照阅读题一贯遵循的“顺序原则”解题。

细节信息的排列绝对是“乱序的”,这就意味着从文章开头到结尾按顺序定位的方法是行不通的。

3.快速掌握文章脉络。

通过阅读中心句快速掌握文章脉络。

中心句一般出现在:1)首句;2)转折词如but ;3)因果关系联接词如as a result 引领的第二句;4)问句后面的答句。

在找到中心句后,读一下末句,可以更精确地掌控段意。

若无特别明显的中心句,首尾句的阅读也有助于理解段意。

阅读过程当中,有的信息点明确可直接先去选出答案。

这里我们也要明确要多看外文,掌握外文的行文思路。

4.一般而言文章组织有三大类。

一是按时间,如货物运输,这是最简单的。

二是按观点—原因—发展—瓶颈—措施—目标的布局来分析一件事物。

三是偏科普的夹杂很多不同派别的理论,这个相对而言比较难。

5.划出句子中的关键词。

由于人的短期记忆能力是有限的,在短时间内无法记下所有的句子。

因此需要寻找选项中的一些在最大程度上概括整个选项的关键词。

带着这些关键词去浏览全篇文章,找到它们所涉及的相关内容后,再研读细节,最终确定此句是否和该段匹配。

6.题干提供的信息表述中通常会出现一些具有特殊意义的指示性词汇,这类词汇虽然不是通常意义上的定位关键词,但其特殊含义可将考生的注意力指向原文的开头、结尾或是某个具有特殊特征的段落。

这些词通常包括如下三类:①能够指示开头段的词汇(如overview、introduction、initiation、main idea、definition等);②能够指示结尾段的词(如overview、future、solution、conclusion、suggestion、summary等);③能够帮助考生回原文定位的特殊词汇(如rate、ratio、proportion、percentage等词往往对应含“%”的段落;number、figure、statistical demographics等词往往对应数字集中的段落;financial、income、revenue、salary等词往往对应含诸如“$”“¥”等货币符号的段落)。

英语四级段落信息匹配题及答案

英语四级段落信息匹配题及答案

英语四级段落信息匹配题及答案导读:我根据大家的需要整理了一份关于《英语四级段落信息匹配题及答案》的内容,具体内容:如英语俨然也成为了一门必修必须掌握的学科,英语四级已经成为大学生们很基本的一门考试了,今天我在这里为大家分享一些英语四级段落信息匹配题,欢迎大家阅读!英语四级段落信息匹配题...如英语俨然也成为了一门必修必须掌握的学科,英语四级已经成为大学生们很基本的一门考试了,今天我在这里为大家分享一些英语四级段落信息匹配题,欢迎大家阅读!英语四级段落信息匹配题篇1Paper--More than Meets the EyeA) We are surrounded by so much paper and card that it is easy to forget just how complex it is. There are many varieties and grades of paper materials, and whilst it is fairly easy to spot the varieties, it is far more difficult to spot the grades.B) It needs to be understood that most paper and card is manufactured for a specific purpose, so that whilst the corn-flake packet may look smart, it is clearly not something destined for the archives. It is made to look good, but only needs a limited life span. It is also much cheaper to manufacture than high grade card.C) Paper can be made from an almost endless variety ofcellulose-based material which will include many woods, cottons and grasses or which papyrus is an example and from where we get the word "paper". Many of these are very specialized, but the preponderance of paper making has been from soft wood and cotton or rags, with the bulk being wood-based.Paper from WoodD) In order to make wood into paper it needs to be broken down into fine strands. Firstly by powerfulmachinery and then boiled with strong alkalies such as caustic soda, until a fine pulp of cellulose fibers is produced. It is from this pulp that the final product is made, relying on the bonding together of the cellulose into layers. That, in a very small nutshell, is the essence of paper making from wood. However, the reality is rather more complicated. In order to give us our white paper and card, the makers will addbleach and other materials such as china clay and additional chemicals.E) A further problem with wood is that it contains a material that is not cellulose. Something calledlignin. This is essential for the tree since it holds the cellulose fibres together, but if it is incorporated into the manufactured paper it presents archivists with a problem. Lignin eventually breaks down and releases acid products into the paper. This will weaken the bond between the cellulose fibers and the paper will become brittle and look ratherbrown and careworn. We have all seen this in old newspapers and cheap paperback books. It has been estimated that most paper back books will have a life of notgreater than fifty years. Not what we need for our archives.F) Since the lignin can be removed from the paper pulp during manufacture, the obvious question is "why is it left in the paper?" The answer lies in the fact that lignin makes up a considerable part of the tree. By leaving the lignin in the pulp a papermaker can increase his paper yield from a tree to some 95%. Removing it means a yield of only 35%. It is clearly uneconomic to remove the lignin for many paper and card applications.G) It also means, of course, that lignin-free paper is going to be more expensive, but that is nevertheless what the archivist must look for in his supplies. There is no point whatsoever in carefully placing our valuable artifacts in paper or card that is going to hasten their demise. Acid is particularly harmful to photographic materials, causing them to fade and is some cases simply vanish!H) So, how do we tell a piece of suitable paper or card from one that is unsuitable? You cannot do it by simply looking, and rather disappointingly, you cannot always rely on the label. "Acid-free" might be true inasmuch as a test on the paper may indicate that it is a neutral material at this time. But lignin can take years beforeit starts the inevitable process of breaking down, and in the right conditions it will speed up enormously.I) Added to this, as I have indicated earlier, paper may also contain other materials added during manufacture such as bleach, china clay, chemical whiteners and size. This looks like a bleak picture, and it would be but for the fact that there are suppliers who will guarantee the material that they sell. If you want to be absolutely sure that you are storing in, or printing on, the correct material then this is probably the only way.J) Incidentally, acids can migrate from material to material. Lining old shoe boxes with good quality acid-free paper will do little to guard the contents. The acid will get there in the end. Paper from RagK) Paper is also commonly made from cotton and rag waste. This has the advantage of being lignin-free, but because there is much less cotton and rag than trees, it also tends to be much more expensive than wood pulp paper. You will still need to purchase from a reliable source though, since even rag paper and card can contain undesirable additives.L) A reliable source for quality rag papers is a recognized art stockiest. Many water color artists insist on using only fine quality rag paper and board.M) The main lesson to learn from this information is that you cannot rely on purchasing archival materials from the high street. The only safe solution is to purchase from specialist suppliers. It may cost rather more, but in the end you will know that your important and valuable data and images have the best home possible.1. The corn-flake packet is cheaper than high grade card.2. There are a lot of materials which can be used for making paper, but the superiority ones are soft wood, cotton and rags.3. During the whole manufacturing process, the final product is made from a pulp of cellulose fibres.4. In order to make white paper and card, the makers will add bleach.5. Liguin is essential for the tree but it will make paper easy to break.6. Many paper producers will preserve lignin during manufacture, because leaving the lignin will make more paper from a tree.7. Acid is particularly harmful to photographic materials.8. If the lignin is removed from the paper, the paper will be more expensive.9. Although free of lignin, paper made from cotton and rag waste can also cost more money than wood pulp paper because there is much less cotton and rag than trees.10. What we can learn from "Paper from Rag" is that you had better buy archival materials from specialist suppliers.答案参考:1. B 根据题干中的信息提示词corn—flake packet,high grade card,可定位到文章第二段,该部分最后提到corn-flake packet在制造过程中比高等级的纸(high grade card)便宜.2. C 根据题干中的信息提示词soft wood,cotton and rags,可定位到文章第三段最后一句。

四级段落信息匹配题练习题

四级段落信息匹配题练习题

四级段落信息匹配题练习题下面是店铺整理的四级段落信息匹配题练习题,希望对大家有帮助。

四级段落信息匹配题练习题:Endangered PeoplesA) Today, it is not distance, but culture that separates the peoples of the world. The central question of our time may be how to deal with cultural differences. So begins the book, Endangered Peoples, by Art Davidson. It is an attempt to provide understanding of the issues affecting the world's native peoples. This book tells the stories of 21 tribes, cultures, and cultural areas that are struggling to survive. It tells each story through the voice of a member of the tribe .Mr. Davidson recorded their words. Art Wolfe and John Isaac took pictures of them. The organization called the Sierra Club published the book.B) The native groups live far apart in North America or South America, Africa or Asia. Yet their situations are similar. They are fighting the march of progress in an effort to keep themselves and their cultures alive. Some of them follow ancient ways most of the time. Some follow modern ways most of the time. They have one foot in ancient world and one foot in modern world. They hope to continue to balance between these two worlds. Yet the pressures to forget their traditions and join the modern world may be too great.C) Rigoberta Menchu of Guatemala, the Nobel Peace Prize winner in 1992, offers her thoughts in the beginning of the book Endangered Peoples. She notes that many people claim that native people are like stories from the past. They are ruins that have died. She disagrees strongly. She says native communities are not remains of the past. They have a future, and they havemuch wisdom and richness to offer the rest of the world.D) Art Davidson traveled thousands of miles around the world while working on the book. He talked to many people to gather their thoughts and feelings. Mr. Davidson notes that their desires are the same. People want to remain themselves~ he says. They want to raise their children the way they were raised. They want their children to speak their mother tongue, their own language. They want them to have their parents' values and customs. Mr. Davidson says the people's cries are the same: "Does our culture have to die? Do we have to disappear as a people?"E) Art Davidson lived for more than 25 years among native people in the American state of Alaska. He says his interest in native peoples began his boyhood when he found an ancient stone arrowhead. The arrowhead was used as a weapon to hunt food. The hunter was an American Indian, long dead. Mr. Davidson realized then that Indians had lived in the state of Colorado, right where he was standing. And it was then, he says, that he first wondered: "Where are they? Where did they go? "He found answers to his early question. Many of the native peoples had disappeared. They were forced off their lands. Or they were killed in battle. Or they died from diseases brought by new settlers. Other native peoples remained, but they had to fight to survive the pressures of the modern world.F) The Gwich'in are an example of the survivors. They have lived in what is now Alaska and Canada for 10,000 years. Now about 5,000 Gwich'in remain. They are mainly hunters. They hunt the caribou, a large deer with big horns that travels across the huge spaces of the far north. For centuries, they have used all parts of the caribou: the meat for food, the skins for clothes, thebones for tools. Hunting caribou is the way of life of the Gwich'in.G) One Gwich'in told Art Davidson of memories from his childhood. It was a time when the tribe lived quietly in its own corner of the world. He spoke to Mr. Davidson in these words: "As long as I can remember, someone would sit by a fire on the hilltop every spring and autumn. His job was to look for caribou. If he saw a caribou, he would wave his arms or he would make his fire to give off more smoke. Then the village would come to life! People ran up to the hilltop. The tribes seemed to be at its best at these gatherings. We were all filled with happiness and sharing!"H) About ten years ago, the modern world invaded the quiet world of the Gwich' in. Oil companies wanted to drill for oil in the Arctic National Wildlife Preserve. This area was the please where the caribou gave birth to their young. The Gwich'in feared the caribou would disappear. One Gwich' in woman describes the situation in these words: "Oil development threatens the caribou. If the caribou are threatened, then the people are threatened. Oil company official and American lawmakers do not seem to understand. They do not come into our homes and share our food. They have never tried to understand the feeling expressed in our songs and our prayers. They have not seen the old people cry. Our elders have seen parts of our culture destroyed. They worry that our people may disappear forever."I) A scientist with a British oil company dismisses (驳回,打消) the fears of the Gwich'in. He also says they have no choice. They will have to change. The Gwich' in, however, are resisting. They took legal action to stop the oil companies. But they won only a temporary ban on oil development in the Arctic National Wildlife Preserve. Pressures continue on other native people, as ArtDavidson describes in his book. The pressures come from expanding populations, dam projects that flood tribal lands, and political and economic conflicts threaten the culture, lands, and lives of such groups as the Quechua of Peru, the Malagasy of Madagascar and the Ainu of Japan.J) The organization called Cultural Survival has been in existence for 22 years. It tries to protect the rights and cultures of peoples throughout the world. It has about 12,000 members. And it receives help from a large number of students who work without pay. Theodore MacDonald is director of the Cultural Survival Research Center. He says the organization has three main jobs. It does research and publishes information. It works with native people directly. And it creates markets for goods produced by native communities.K) Late last year, Cultural Survival published a book called State of the Peoples: a Global Human Rights Report on Societies in Danger. The book contains reports from researchers who work for Cultural Survival, from experts on native peoples, and from native peoples themselves. The book describes the conditions of different native and minority groups. It includes longer reports about several threatened societies, including the Penan of Malaysia and the Anishina be of North American. And it provides the names of organizations similar to Cultural Survival for activists, researchers and the press.L) David May bury-Lewis started the Cultural Survival organization. Mr. May bury-Lewis believes powerful groups rob native peoples of their lives, lands, or resources. About 6,000 groups are left in the world. A native group is one that has its own langue. It has a long-term link to a homeland. And it has governed itself. Theodore MacDonald says Cultural Survivalworks to protect the rights of groups, not just individual people. He says the organization would like to develop a system of early warnings when these rights are threatened .Mr. MacDonald notes that conflicts between different groups within a country have been going on forever and will continue. Such conflicts, he says, cannot be prevented. But they do not have to become violent. What Cultural Survival wants is to help set up methods that lead to peaceful negotiations of traditional differences. These methods, he says, are a lot less costly than war.46. Rigoberta Menchu, the Nobel Peace Prize winner in 1992, writes preface for the book Endangered Peoples.47. The book Endangered Peoples contents not only words, but also pictures.48. Art Davidson's initial interest in native people was aroused by an ancient stone arrowhead he found in his childhood, which was once used by an American Indian hunter.49. The native groups are trying very hard to balance between the ancient world and the modern world.50. By talking with them, Art Davidson finds that the native people throughout the world desire to remain themselves.51. Most of the Gwich'in are hunters, who live on hunting caribou.52. Cultural Survival is an organization which aims at protecting the rights and cultures of peoples throughout the world.53. According to Theodore MacDonald, the Cultural Survival organization .would like to develop a system of early warnings when a society's rights are to be violated.54. The book State of the Peoples: a Global Human Rights Report on Societies in Danger describes the conditions ofdifferent native and minority groups.55. The Gwich' in tried to stop oil companies from drilling for oil in the Arctic National Wildlife Preserve for fear that it should drive the caribou away•共4页:•上一页•1•2•3•4•下一页。

英语四级阅读信息匹配精选训练及答案

英语四级阅读信息匹配精选训练及答案

英语四级阅读信息匹配精选训练及答案四级阅读信息匹配精选训练一:A One evening a few years ago I found myself in an anxiety. Nothing was really wrong my family and I were healthy, my career was busy and successful -- I was just feeling vaguely down and in need of a friend who could raise my spirits, someone who would meet me for coffee and let merant until the clouds lifted. I dialed my best friend, who now lives across the country in California, and got her voicemail. That's when it started to dawn on me -- lonesomeness was at the root of my dreariness. My social life had dwindled to almost nothing, but somehow until that moment I'd been too busy to notice. Now it hit me hard. My old friends, buddies since college or even childhood, know everything about me; when they left, they had taken my context with them.B Research has shown the long-range negative consequences of socialisolation on one's health. But my concerns were more short-term. I needed to feel understood right then in the way that only a girlfriend can understand you. I knew it would be wrong to expect my husband to replace my friends: He couldn't, and even if he could, to whom would I then complain about my husband? So I resolved to acquire new friends -- women like me who had kids and enjoyed rolling their eyes at the worlda little bit just as I did. Since I'd be making friends with more intention than I'd ever given the process, I realized Icould be selective, that I could in effect design my own social life. The down side, of course, was that I felt pretty frightened.C After all, it's a whole lot harder to make friends in midlife that it is when yon're younger -- a fact woman I've spoken with point out again and again. As Leslie Danzig, 41, a Chicago theater director and mother, sees it, whenyou're in your teens and 20s, you're more or less friends with everyone unless there's a reason not to be. Your college roommate becomes your best pal atleast partly due to proximity. Now there needs to be a reason to be friends. "There are many people I'm comfort-able around, but I wouldn't go so far as to call them friends. Comfort isn't enough to sustain a real friendship," Danzig says.D At first, finding new companions felt awkward. At 40 I couldn't run upto people the way my4-year-old daughters do in the playground and ask, "Will you be my friend? Every time you start anew relationship, you're vulnerable again," agrees Kathleen Hall, D Min, founder and CEO of the Stress Institute,in Atlanta. "You're asking, 'Would you like to come into my life?' It makes us self-conscious."E Fortunately, my discomfort soon passed. I realized that as a mature friend seeker my vulnerability risk was actually pretty low. If someone didn't take me up on my offer, so what: I wasn't in junior high, when I might have been rejected for having the wrong clothes or hair. At my age I have amassed enough self-esteem to realize that I have plenty to offer.F We're all so busy, in fact, that mutual interests -- say, in a project, class, or cause that we already make time for -- become the perfect catalysts for bringing us in contact with candidates for camaraderie. Michelle Mertes, 35, a teacher and mother of two in Wausau, Wisconsin, says anew friend she made at church came as a pleasant surprise. "In high school I chose friends based on their popular-ity and how being part of their circle might reflect on me. Now's it's our shared values and activities that count." Mertes says her pal, with whom she organized the church's youth programs, is nothing like her but their drive and organizational skills make them ideal friends.G Happily, as awkward as making new friends can be, self-esteem issues do not factor in -- or if they do, you can easily put them into perspective. Danzig tells of the mother of a child in her son's pre-school, a tall, beautiful woman who is married to a big-deal rock musician. "I said to my husband, she's too cool for me,'" she jokes. "I get intimidated by people. But once I got to know her, she turned out to be pretty laid-back and friendly." In the end there was no chemistry between them, so they didn't become good pals. "I realized that we weren't each other's type, but it wasn't about hierarchy." What midlife friendship is about, it seems, is reflecting the person you've become or are still becoming back at yourself, thus reinforcing the progress you've made in your life.H Harlene Katzman, 41, a lawyer in New York City, notes that her oldest friends knew her back when she was less sure of herself. As much as she loves them, she believes they sometimes respond to is-sues in light of who she once was. An old chum has the goods on you. With recently made friends, you can turn over a new leaf.I A new friend, chosen right, can also help you point your boat in the direction you want to go. Hanna Dershowitz, 39, an attorney and mother in Los Angeles, found that a new acquaintance from workwas exactly what she needed ina friend. In addition to liking and respecting Julia, Dershowitz had a feeling that the fit and athletic younger woman would help her to get in shape.J While you're busy making new friends, remember that you still need to nurture your old ones. We asked Marla Paul, author of The Friendship Crisis: Finding, Making, and Keeping Friends When You "re Not a Kid Anymore, for the best ways to maintain these important relationships. Keep in touch. Your friends should be a priority; schedule regular lunch dates or coffee catch-up sessions, no matter how busy you are. Know her business. Keep track of important events in a friend's life and show your support. Call or e-mail to let her know you're thinking of her. Speak your mind. Tell a friend politelyif something she did really upset you. If you can't be totally honest, then you need to reexamine the relationship. Accept her flaws. No one is perfect, so work around her quirks --she's chronically late, or she's a bit negative -- to cut down on frustration and fights. Boost her ego. Heartfelt compliments make everyone feel great, so tell her how much you love her new sweater or what a great job she did on a work project.46. Leslie Danzig thought making friends at one's middle age needed some reasons.47. A well-chosen new friend can help you go in the direction that you like.48. A few years ago the author felt lonely and depressed when she phoned her best friend in another city who was much wanted then but unavailable.49. According to Kathleen Hall, one might feel sensitive in the first curse of making new friends.50. Midlife friendship can help you realize your direction of life and reinforce the progress you've made in your life.51. In Mafia Paul's book, to be a better friend, you should keep track with your fiiends, care for your friend's job, express yourself, accept her flaws and compliment your friend for her/his good dressing and job.52. For the author, a girl friend might be the right person to under "stand her and erase her negative feeling.53. According to Michelle Metes, midlife friendship is based on the shared values and activities54. As a mature friend seeker, the author finds herself with enough confidence to offer and take rejection with grace.55. With newly made friends, you can have a chance to take on a new look in your life.Section B交友之道A数年前的一天晚上,我发现自己陷入了焦虑中。

2020年6月英语四六级阅读全面解析之段落信息匹配题

2020年6月英语四六级阅读全面解析之段落信息匹配题

2020年6月英语四六级阅读全面解析之段落信息匹配题2015-3-20信息来源:/【官方站】―,最权威的考研门户站!繁体版英语四六级考试中阅读题占据百分之三十五的比重,考生考完试常常也会感叹一句成也阅读败也阅读,改革后四六级考试的阅读题型也发生了相应变化,现在的四六级阅读题由段落信息匹配题、选词填空题、深度阅读题三个部分组成,每个题型又都具备自己独立的特点,因此文都四六级考试网老师就三种题型分别给予分析,希望有助于提高大家的复习效果,下面解析的是段落信息匹配题.段落信息匹配题特点分析1、做题时间10~15分钟2、四级真题显示需要将10道题目信息配对到9个段落中;3、六级真题显示需要将10道题目信息配对到15个段落中;4、考试说明提到,某段可能被用到两次,而某段可能完全不被涉及.5、这类题型的出题形式为:题干给出原文的若干条细节信息,要求考生找出文中分别有这些信息的段落(即题目当中会问道:whichparagraphcontainsthefollowinginformation).实际考试中,在时间和耐力的双重压迫下,考生却常常和正确答案失之交臂.解题技巧1.先看题目后看文章.尽管信息匹配题在考细节,但是题干涉及的细节信息往往反映文章的主旨或段落主题,所以,通过快速浏览题干中的若干条细节信息,考生可以迅速把握文章的主旨,从而能够在回头阅读原文时加快定位速度,节省阅读时间.2.先易后难,步步为营.采用由易到难的解题策略,可以提升考生的解题信心.对于那些能迅速找出定位信息返回的句子,考生不妨先做.而对于答题线索较少的题目,考生可留在最后再解答.以上就是段落信息匹配题的技巧解析,现在正是2015年6月英语四六级考试报名的阶段,报名工作已完成的考生们要加紧把握时间了哦,距离六月份考试仅剩不到三个月的时间了,早点开始复习以免后期慌乱,文都预祝大家考试顺利!版权声明本文版权属本网所有,任何媒体、网站或个人未经本网协议授权不得转载、链接、转贴或以其他方式复制发表.已经本站协议授权的媒体、网站,在下载使用时必须注明“稿件。

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

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。

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2020年大学英语四级阅读段落信息匹配训练(7)Endangered PeoplesA) Today, it is not distance, but culture that separates the peoples of the world. The central question of our time may be how to deal with cultural differences. So begins the book, Endangered Peoples, by Art Davidson. It is an attempt to provide understanding of the issues affecting the world's native peoples. This book tells the stories of 21 tribes, cultures, and cultural areas that are struggling to survive. It tells each story through the voice of a member of thetribe .Mr. Davidson recorded their words. Art Wolfe and John Isaac took pictures of them. The organization called the Sierra Club published the book.B) The native groups live far apart in North America or South America, Africa or Asia. Yet their situations are similar. They are fighting the march of progress in an effort to keep themselves and their cultures alive. Some of them follow ancient ways most of the time. Some follow modern ways most of the time. They have one foot in ancient world and one foot in modern world. They hope to continue to balance between these two worlds. Yet the pressures to forget their traditions and join the modern world may be too great.C) Rigoberta Menchu of Guatemala, the Nobel Peace Prize winner in 1992, offers her thoughts in the beginning of the book Endangered Peoples. She notes that many people claimthat native people are like stories from the past. They are ruins that have died. She disagrees strongly. She says native communities are not remains of the past. They have a future,and they have much wisdom and richness to offer the rest ofthe world.D) Art Davidson traveled thousands of miles around the world while working on the book. He talked to many people to gather their thoughts and feelings. Mr. Davidson notes that their desires are the same. People want to remain themselves~ he says. They want to raise their children the way they were raised. They want their children to speak their mother tongue, their own language. They want them to have their parents' values and customs. Mr. Davidson says the people's cries are the same: "Does our culture have to die? Do we have to disappear as a people?"E) Art Davidson lived for more than 25 years among native people in the American state of Alaska. He says his interestin native peoples began his boyhood when he found an ancient stone arrowhead. The arrowhead was used as a weapon to hunt food. The hunter was an American Indian, long dead. Mr. Davidson realized then that Indians had lived in the state of Colorado, right where he was standing. And it was then, he says, that he first wondered: "Where are they? Where didthey go? "He found answers to his early question. Many of the native peoples had disappeared. They were forced off their lands. Or they were killed in battle. Or they died from diseases brought by new settlers. Other native peoples remained, but they had to fight to survive the pressures ofthe modern world.F) The Gwich'in are an example of the survivors. Theyhave lived in what is now Alaska and Canada for 10,000 years. Now about 5,000 Gwich'in remain. They are mainly hunters.They hunt the caribou, a large deer with big horns that travels across the huge spaces of the far north. For centuries, they have used all parts of the caribou: the meat for food, the skins for clothes, the bones for tools. Hunting caribou is the way of life of the Gwich'in.G) One Gwich'in told Art Davidson of memories from his childhood. It was a time when the tribe lived quietly in its own corner of the world. He spoke to Mr. Davidson in these words: "As long as I can remember, someone would sit by a fire on the hilltop every spring and autumn. His job was to look for caribou. If he saw a caribou, he would wave his arms or he would make his fire to give off more smoke. Then the village would come to life! People ran up to the hilltop. The tribes seemed to be at its best at these gatherings. We were all filled with happiness and sharing!"H) About ten years ago, the modern world invaded the quiet world of the Gwich' in. Oil companies wanted to drill for oil in the Arctic National Wildlife Preserve. This area was the please where the caribou gave birth to their young. The Gwich'in feared the caribou would disappear. One Gwich'in woman describes the situation in these words: "Oil development threatens the caribou. If the caribou are threatened, then the people are threatened. Oil company official and American lawmakers do not seem to understand. They do not come into our homes and share our food. They have never tried to understand the feeling expressed in our songs and our prayers. They have not seen the old people cry. Our elders have seen parts of our culture destroyed. They worry that our people may disappear forever."。

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