- 相關(guān)推薦
英語四級段落信息匹配練習題
引導語：應(yīng)屆畢業(yè)生培訓網(wǎng)為廣大考生整理了一些英語四級閱讀的段落匹配練習題，希望能夠幫助到大家，謝謝您的閱讀。
練習題一
Directions：In this section，you are going to read a passage with ten statements attached to it.Each statement contains information given in one of the paragraphs.Identify the paragraph from which the information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter Answer the questions by marking the corresponding letter on Answer Sheet 2.
Driver’s License Test Tips
A.This article will provide you with some simple tips for passing your driver’s license test.Adequate preparation is absolutely essential，without which any number of driver’s license test tips will be redundant.
B.Getting a driver’s license is a big step in anyone’s life.It gives an individual the luxury to drive a car anytime he or she pleases，as driving without passing a driver’s license test is against the law.
For some people，the stress can be too much to handle and as a result they may mess up on the driver’s license test.There are some simple driver’s license test tips that anyone can follow,to be assured of passing the test and getting their driver’s license.
C.The most important of all the tips for passing your driver’s license test is to be prepared.This can only be achieved by you through hours and hours of sincere and diligent practice.If you are not sufficiently prepared for your driver’s license test，all the driver’s license tips for passing your driver’slicense test will be utterly pointless and redundant.You can read as many drivers’license test tips as you want，but if you are not practicing enough，then all these driving test tips will be in vain.Enroll ing yourself in driving schools is advisable for this purpose.
D.Now，if you’re wondering how to prepare for your driving test，the first thing you need to know is what the driving test instructors and officials are going to be looking for.The following are the qualities that the instructors will be on the lookout for and also the parameters that the scoring will be conducted on.
E)Starting the vehicle：The instructor will be observing you right from the time you start the vehicle.
He will note if you tum your head to look back and if you follow all the safety regulations that are required to be followed while starting a vehicle.Here are some tips on learning to drive a car.
F)Control of the vehicle：He will pay close attention to how much control you actually have over the vehicle.Your abilities with the gas pedal，the brake，the steering wheel and other controls will be scrutinized.
G)Steering：Not many road test tips stress on the importance of steering.This quality is closely ana.
lyzed by the instructor and obviously if your steering is wayward(任性的)，the chances of passing the driver’s license test are very slim.
H)Driving in traffic：Keeping calm and avoiding panic attacks while driving in traffic is of utmost importance.Many people get extremely stressed and nervous，when they are in the midst of traffic and one of the very crucial tips to pass road test for driver’s license is to stay calm and composed when driving in traffic.Also read more on road safety and car safety.
I)Traffic signs and lane discipline：This is another area that the instructors will be rating you on.Your ability to observe lane discipline and your recognition of the various traffic signs plays a major role in your passing the test.Keep these driver’s license test tips in mind to pass the test in your veryfirst attempt.
J)Stopping：Stopping the car smoothly and at the right place is a critical skill to have.When the in. structor asks you to stop the car，the timing，the positioning and the technique of doing so are important driving test tips to bear in mind.
K)Backing up and distance judgment：Your backing up skills and your ability to judge the distances
between your vehicle and other entities will also be carefully scrutinized.If you cannot back up your vehicle satisfactorily ,parking would be very troublesome for you and a major source of hazard to you and to others around you.
L)Hill parking：One of the essential tips for passing your driver’s license test is to master the art of hill parking.This is not as easy as it seems and can become a major source of anxiety in a driver.If you can display good skills at hill parking，it proves that you have developed good control over the vehicle.
M)Arm signals and driving etiquette：Another aspect that you will be judged on is your efficiency at giving the right arm signals at the right time.Your respect for other drivers on the road and the amount of courtesy you show them also plays a part in your final rating on the driver’s license test.
Read more about defensive driving techniques and tips and defensive driving courses.
N)Drivers who are well aware and informed about all the rules and regulations that need to be followed have a beRer chance of clearing their driver’s license test.The primary goal of these driver，slicense test tips is to instill(慢慢灌輸)a responsible and mature frame of mind in every individ.
ual.These road test tips will be pointless unless you develop a calm demeanor and tmless you are aware of all the rules that must be followed while driving.
O)Here are a few more basic drivers’license test tips that you should keep in mind when vou，re leaming how to prepare for your driving test.Always use the restroom before your test begins.Not doing so will cause more anxiety during the test.Memorize all the traffic signs and their significance well in advance before the test.Use your rear view mirrors efficiently and regularly.Ensure that you are well on time for your test and are carrying all the required documents and paperwork.Get adequate sleep the previous night and do not give the test with an empty stomach.Stick to the permitted speed limit.Do not drive too fast and do not drive too slow either.
P)Passing a driver’s license test is not simple and unless you are well versed in driver education.You could face a lot of difficulties.At the end of the day,remember that the instructors also want you to pass the test，so do your best to stay calm and composed and believe in your ability to pass the test.
This cannot be reinstated enough，but the key to passing your driver’s license test is practice.
46.According to this article，the importance of steering is emphasized by not many road test tips.
47.Your timing，positioning and technique should be considered by yourself when you stoD your test car.
48.Some people may fail their driver’s license tests because they have too much stress.
49.Hill parking as one of the essential tips for your license test seems easV.
50.The tips in this article primarily aimed at instilling a responsible and mature frame of mind in you.
51.In order to pass your driver’s license test.you should practice.
52.Your driver’s license test begins in practice when you start your test car.
53.During the preparation process，a few more basic tips should be kept in mind.
54.You should sleep adequately the night before your test.
55.A lot of difficulties could be faced if you are not well versed in driver education.
48.Some people may fail their driver’S license tests because they have too much stress.
有些人可能沒有通過駕照考試，是因為壓力太大。
【解析】B)。細節(jié)題。根據(jù)句中的fail their driver’S license tests可將答案定位于文章B)段第三句話，有些人可能沒有通過駕照考試，是因為壓力太大。
49.Hill parking as one of the essential tips for your license test seems easy.
作為對你在駕照考試中的一個重要建議，斜坡停車看起來很簡單。
【解析】L)。細節(jié)題。根據(jù)句中hillparkin9可將答案定位于L)段第二句話，通過駕照考試的一個必要提示就是要掌握斜坡停車的技巧。這并不像看起來那么簡單，可能會成為駕駛中一件非常令人憂心的事。
50.The tips in this article primarily aimed at instilling a responsible and mature flame of mind in you.
文中指導的主要目的是將負責、成熟的心境慢慢灌輸給你。
【解析】N)。細節(jié)題。根據(jù)句中primarily aimed at可將答案定位于N)段第二句話，flame ofmind為“心 緒，心境，心情”，駕照考試指南的首要目標是將負責、成熟的心境慢慢灌輸給每一個人。
5 1.In order to pass your driver’S license test.you should practice.
為了通過駕照考試，你應(yīng)該進行練習。
【解析】C)。細節(jié)題。根據(jù)句中的practice可將答案定位于文章C)段第一句話，在所有的通過駕照考試的建議中，最重要的是考試準備。這只能通過一小時接一小時的認真和勤奮的練習才能夠?qū)崿F(xiàn)。
52.Your driver’S license test begins in practice when you start your test car.
當你發(fā)動了考試車時，實際上你的駕照考試就開始了。
【解析】 E)。推理題。根據(jù)句中begin可將答案定位于E)段第一句話，文中提到從你啟動車子的那 一刻起，教練就開始觀察你了。
53.During the preparation process，a few more basic tips should be kept in mind.
在準備的過程中，有一些最基本的建議應(yīng)該記在腦子里。
【解析】 O)。根據(jù)句中a fewmorebasic tips可將答案定位于O)段，keep inmind為固定搭配，指“牢記”。
這里有一些更加基本的駕照考試建議，在學習如何準備駕駛考試時，你應(yīng)該牢記于心。
54.You should sleep adequately the night before your test.
在考前那個晚上你應(yīng)該睡眠充足。
【解析】O)。根據(jù)句中sleep可將答案定位于O)段，文中使用的是adequate sleep，這里用的是副詞形式。
前一晚保證充足的睡眠，而且不要空著肚子去參加考試。
55.A lot of difficulties could be faced if you are not well versed in driver education.
如果你不精通駕駛教育，你會面臨很多困難。
【解析】P)。根據(jù)句中driver education和a lot ofdifficulties可將答案定位于本文P)段第一句話。Be Versedin指“精通于”。想通過駕照考試并不簡單，除非你很精通駕駛教育，否則你會面臨許多困難。
練習題二
Directions：In this section，you are going to read a passage with ten statements attached to it.Each smtement contains information given in one of the paragraphs.1ndentify 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.
Creative Book Report Ideas A.Are you at a loss for creative book report ideas for your students?If yes.then this article will help you make reading and reviewing books more creative for your class.In an age of PSPs，Xbox，anime and gaming arcades，reading has lost its foothold in the list of hobbies that children tend to cite.
Most of the reading that kids do today,comes in the form of compulsory books that they need to read for school and maybe that is the reason they find reading to be an insurmountable and boring task.If you want to inculcate the love for languages and literary masterpieces in your students and want them to devour books everyone should read，then a good way of going about the same would be to get them to start working on creative book report ideas.While working on creative ideas for book reports，your students will have to understand the book in a way that allows them to come up with new ways to present to the class，the essence of the book.
B.As a teachel while egging your students to activate their creative gray cells.you will have to help them out with basic ideas that they can work on.Depending on the age bracket that your students belong to，the creative book report ideas will vary.This is so，not just because of the varying attention spans that children of various age groups posses but also because of the amount of work that kids can put into the report.While a middle school student wiIl be comfortable handling a handy cam，a student from elementary school will be more fascinated if he is working with paints and puppets.So do you want to know how to write a book report creatively?In this article.we will list out for you，a couple of good creative book report ideas for elementary students and for middle school students.
C.A book report sandwich is a good creative idea for book reports.As a teacher you can get drawings of a sandwich on sheets of Paper that are of the color of the ingredients of your sandwich，for example，a cream sheet of paper to resemble mayonnaise，red to represent tomato and likewise.Ob.
viously,each ingredient should be cut in a way that when assembled together,it looks like a sandwich.Now,give each of your students one of these book sandwiches to create their book report.
It can start with the name of the book and the author’s name on the top slice of the sandwich.The second ingredient can have the summary of the book on it.Each subsequent ingredient can have a description of the main characters，the setting of the book，the plot，and then his or her views about the book.Once they are done with their book reports，they can staple the book sandwich together and then，you can create a class bulletin board with all the book report sandwiches on display.
D.One of the good techniques to retell a story,it is also one of the favorite creative book report ideas among students.The job that the student will have is to read the book and then pick a few objects at his/her home which will allow him/her to retell the story in a way that makes it interesting for his/ her audience.Every time he/she picks out an object from the bag to report the book he/she has read，there has to be a valid connection between the book and the object，which the student can first ask the audience to guess and then go ahead and explain it.This idea is spin—off on the normal show and tells and allows for an interactive book report session.
E.This is one of the creative ideas for book reports in which.as the teacher, you will have to divideyour class into groups and give them one book each.The students can then read the book and get together and write a play and act it out for the class.To give a deeper insight into the book，one of the students can play the role of the author and as a group，the students can try and recreate the thought Drocess of the author.The student playing the role of the author can then interrupt the play at lmportant iunctllres and talk about the reasons for these twists in the play and how he/she came up with these plot lines.
F.As a voung adult，your student’s fascination may go beyond the immediate concerns of the book.
He/she may want to understand the circumstances in which the book was written，the times then，the events happening in the world and get the author’s perspective about the book.Encourage your students to mink on those lines.Divide the class into pairs and give each pair one book to read.Let them then do the roles of the author and a journalist.You can have an interview session in front of the class.enabling them to dissect the book and get a peek into the author’s world.
G.In a technology—obsessed world，it maybe a very tiny minority of your class that does not get excited with the Drospect of shooting a film.One of the best creative book report ideas for middle school， you will need to divide the class into groups and give them at least two months to adapt the book that thev have been assigned，into a film.The movie should have a well—adapted screenplay,and allother prerequisites，like a lighting engineer,sound engineer, costume designer,etc.At the end of the given time，the film can be screened in front of the class and then discussed.
H.If you are on the lookout for good individual creative book report ideas，then this one could be for you.Assign every student a book and then ask them to start maintaining a diary,from the author’sDoint of vie w.Ask them to come up with imaginary incidents from the author’s life and use historical events to explain why the author wrote the book in a certain manner.Alternately, you can also ask your students to give a surrogate ending to the story.
I)、These are just few of the options that you could use to inspire your students to come up with creative book report ideas.As kids we tend to be more imaginative and creative .Encourage your students to mink om of the box and appreciate them for their efforts.This will help you have a class that is not only lively and inquisitive by nature but also a class that will cultivate a love for words.
46.11eachers can create a class bulletin board to display all the book report sandwiches after their students finish their reports.
47.Adopting the method of knowing your author,teachers can encourage students to think beyond the immediate concerns of the book.
48.Asking me students to write from their own point of view is suitable for teachers who are on the lookout for good individual creative book report ideas.
49.Retelling a story is one of the favorite creative book report ideas among students and it tells and allows for an interactive book report session.
50.Nowadays，most of book children read are those they need to read for school.
51.Teachers tend to be more imaginative and creative as kids.
52.While working on creative ideas for book reports，students will have to understand the book.
53.The creative book report ideas vary according to ages because children in different age groups have different attention span.
54.If teachers ask their students to shoot a film about a book，they should give them no fewer than two months.
55.Teachers have to divide their class into groups and give them one book each is a good creative book report ideas.
46.Teachers can create a class bulletin board to display all the book report sandwiches after their students finish their reports.
在學生完成他們的讀書報告后，老師可以設(shè)立一個班級布告板，把所有的三明治讀書報告展示出來。
【解析】C。細節(jié)題。由句中的sandwiches after可定位到C.段，文章指出一旦學生完成了讀書報告，他們可以把三明治書本裝訂起來，你可以在班上設(shè)立一個布告板，上面展示所有的三明治讀書報告。
47.Adopting the method of knowing your author,teachers can encourage students to think beyond the immediate concerns ofthe book.
采用了了解你的作者的方法，老師應(yīng)該鼓勵學生不只是思考目前書中的問題。
【解析】F。細節(jié)題。文章F)段開頭指出“As a young adult，your student’S fascination may go beyond the immediate concerns ofthe book.”。也就是說學生的興趣可能不只是在目前書本的內(nèi)容上。他/她可能想理解成書的背景、時代以及當時世界上發(fā)生的事情，還想了解作者對這本書的看法。老師要鼓勵學生按照這些思路去思考。
48.Asking the students to write from their own point of view is suitable for teachers who are on the lookout for good individual creative book report ideas.
讓學生們用自己的觀點寫，適合那些關(guān)注好的個人創(chuàng)意讀書報告想法的老師。
【解析】H。細節(jié)題。H)段第一句話指出“If you are on the lookout for good individual creative book reportideas，thenthis one couldbeforyou.”，onthelookout為固定搭配，指“尋找，注視，警惕”。
49.Retelling a story is one of the favorite creative book report ideas among students and it tells and allows for an interactive book report session.
復(fù)述故事是學生最喜歡的一種創(chuàng)意讀書報告形式，它允許有一個互動的讀書報告會。
【解析】D。細節(jié)題。文章D.段開頭和結(jié)尾指出，口頭復(fù)述故事是講故事的一個很好的技巧，同時也是學生最喜歡的創(chuàng)意讀書報告形式，它能夠允許我們有一個互動的讀書報告會。
50.Nowadays，most ofbook children read are those they need to read for school.
如今孩子們讀的書大部分是那些他們?yōu)榱藢W業(yè)不得不去讀的。
【解析】A。細節(jié)題。根據(jù)句子中的most ofbooks children read可定位到A.段第四句話，文章指出“Most of the reading that kids do today,comes in the form of compulsory books that they need to read for school”，本題是文中這句話的同義轉(zhuǎn)換。
51.Teachers tend to be more imaginative and creative as kids.
老師還是孩子的時候更有想象力和創(chuàng)造力。
【解析】I。細節(jié)題。根據(jù)本句中的as kids可定位到文章的I)段第二句話，文章指出“As kids we tend to be more imaginative and creative.”tend t0意為“趨向”。
52.While working on creative ideas for book reports，students will have to understand the book.
當制作創(chuàng)意讀書報告的時候，學生們必須理解全書。
【解析】A。細節(jié)題。文章A.段指出，在制作創(chuàng)意讀書報告的時候，學生們必須用一種方式去理解書本，這讓他們能夠以新的方式把書中的主旨展示給同學。
53.The creative book report ideas vary according to ages because children in different age groups have different attention span.
根據(jù)年齡段的不同，創(chuàng)意讀書報告也不同，因為不同年齡段的孩子注意力集中的時間不同。
【解析】 B。細節(jié)題。根據(jù)本句中的vary以及age groups可定位到B.段第二、三句話，文章提到了不同年齡組的人注意力集中的時間不一樣，可以完成的工作量不一樣，注意這里是年齡組不是年齡點
54.If teachers ask their students to shoot a film about a book，they should give them no fewer than two months.
如果老師要求學生把書拍成電影，老師應(yīng)該給他們至少兩個月的時間。
【解析】G。細節(jié)題。根據(jù)本句中的film以及two months可定位到小標題G)段第二句話，at least和no fewer than都表示“至少”。
55.Teachers divide their class into groups and give them one book each and the students can then read the book and get together and write a play and act it out for the class，which is a good creative book report ideas.
老師必須把班級中的學生分成若干組，并給每組一本書，學生可以一起去讀書，并寫一個劇本，然后在課上表演出來，這是一種創(chuàng)意讀書報告。
【解析】E。細節(jié)題。文章E)指出“This is one ofthe creative ideas for book reports in which.as the teacher,you will have to divide your class into groups and give them one book each.The students can then read the book and get together and write a play and act it out for the class.”。本句是文章的同義轉(zhuǎn)換。
練習題三
Directions: In this section, you are going to read a passage with ten statements attached to it. Eachstatement 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.
TV Linked to Lower Marks
A) The effect of television on children has been debated ever since the first sets were turned on. Now three new studies find that too much tube time can lower test scores, retard learning and even predict college performance. The reports appear in the July issue of the Archives of Pediatrics & Ado-lescent Medicine.
B) In the first report, researchers studied the effect that having a TV in a child's bedroom can have on third graders. "We looked at the household media environment in relation to academic achievementon mathematics, reading and language arts tests," said study author Dina L.G. Borzekowski, an as-sistant professor at Johns Hopkins Bloomberg School of Public Health.
C) Borzekowski and her colleague, Dr. Thomas Robinson of Stanford University, collected data on386 third graders and their parents about how much TV the children watched, the number of TV sets, computers and video game consoles in the household and where they were. They also collected data on how much time the children spent using the different media, as well as the time spent doing homework and reading. The researchers found that the media in the household, where it is and how it is used can have a profound effect on learning. "We found that the household media environment has a very close association with performance on the different test scores," Borzekowski said.
D) "A child who has a TV in his or her bedroom is likely to have a score that is eight points lower on a mathematics test compared to a child who doesn't have a TV in the bedroom," she noted. These children also scored lower on the reading and language arts tests. However, children who have ac-cess to a home computer are likely to have higher scores on each of the tests compared with children who don't have access to a home computer, Borzekowski noted.
E) The reasons why TV has this negative effect are not clear, Borzekowski said. "When there's TV in the bedroom, parents are less likely to have control over the content and the amount watched," Borzekowski said. "They are also unable to know how early or how late the set is on. This seems to be associated with kids' performance on academic tests." Borzekowski believes that content and the time the TV is on may be the primary reasons for its negative effect. "If the TV is in the family room, then parents can see the content of what children are watching," she said. "Parents can choose to sit alongside and watch, or turn the set off. A simple and straightforward, positive parenting strategy is to keep the TV out of the child's bedroom, or remove it if it's already there."
F) In the second report, Dr. Robert J. Hancox from the University of Ot ago in Dunedin, New Zealand, and colleagues found, regardless of your intelligence or social background, if you watch a lot of TV during childhood, you are a lot less likely to have a college degree by your mid-20s. In their study, the researchers followed 1,037 people born in 1972 and 1973. Every two years, between the ages of5 and 15, they were asked how much television they watched. The researchers found that those who watched the most television during these years had earned fewer degrees by the time they were 26."We found that the more television the child had watched, the more likely they were to leave school without any qualifications," Hancox said in a prepared statement. "Those who watched little television had the best chance of going on to university and earning a degree."
G) Hancox's team found that watching TV at an early age had the most effect on graduating from college. "An interesting finding was that although teenage viewing was strongly linked to leaving school without any qualifications, it was earlier childhood viewing that had the greatest impact on getting a degree," he said. "This suggests that excessive television in younger children has a long-lasting adverse effect on educational performance."
H) In the third paper, Frederick J. Zimmerman and Dr. Dimitri A. Christakis from the University of Washington report that, for very young children, watching TV can result in lower test scores in mathematics, reading recognition and reading comprehension. "We looked at how much television children watched before age 3 and then at ages 3 to 5," Zimmerman said. "We found that for children who watched a small amount of TV in the earlier years, there was co nsider able beneficial effect compared to children who watched a lot of TV."
I) For children aged 3 to 5, the effect was not as clear, Zimmerman said. "There were some beneficial effects of watching TV on reading, but no beneficial effects for math or vocabulary," he noted. "The worst pattern was to watch more than three hours of TV before age 3. Those kids had a significant disadvantage compared to the other kids." Parents should follow the American Academy of Pediatrics recommendation, which is no TV for children under 2, Zimmerman said. "Personally, I feel the cutoff should be children under 3, because there is just not any good content for children under 3."
J) One expert believes that TV can have both positive and negative effects, but it all depends on what children are watching. "Content matters," said Deborah L. Line barger, an assistant professor at the University of Pennsylvania, who co-authored an accompanying editorial. "Educational content has been found to be related to performance on school readiness tests, higher grades when they are teen-agers, whereas, non-educational content tends to be associated with lower academic performance."
K) Another expert agrees. "TV watching takes up space that could be used by more useful things," said Dr. Christopher P. Lucas, a clinical coordinator at the Early Childhood Evaluation and Treatment Program at the New York University Child Study Center. "TV is not necessarily toxic, but is some-thing that has to be done in moderation; something that balances the other needs of the child for healthy development."
L) Lucas puts the responsibility for how much TV kids watch and what they watch squarely on parents. "The amount of TV watching certainly has a link with the reduced amount of time reading or doing homework," he said. "The key is the amount of control parents have in limiting the amount of access. Get the TV out of the bedroom; be aware of what is being watched; limit the amount of TV watching."
46. According to Borzekowski, children having chances to use a family computer are likely to acquire better results on the different tests.
47. The reports issued in the Archives of Pediatrics & Adolescents Medicine find that watching too much TV leads to poor performance in school.
48. Watching more than three hours of TV before age 3 has bad effect on kids.
49. According to the second report, the chance for one to acquire a college degree depends on the amount of his TV watching during childhood.
50. In Deborah L. Lingbarger's opinion, educational content is helpful for teenagers to get better results on school readiness tests.
51. The environment of family media greatly affects children's test scores according to the first report.
52. Borzekowski believes that TV's negative effect on children's marks may mainly lie in what children watch on TV and how much time they spend on it.
53. Lucas thinks parents should take the responsibility to supervise kids' TV watching.
54. According to the recommendation from American Academy of Pediatrics, children under 2 should watch no TV.
55. Hancox thinks earlier childhood TV watching affects one's acquiring a college degree most.
SectionB
電視機與成績差有關(guān)
A.)自電視機問世以來，其對孩子的影響便一直頗具爭議�！�47】目前，有三項新的研究發(fā)現(xiàn)，看電視事假太長會導致學習成績下降，妨礙學習進步，甚至影響在大學的成績。這三項研究報告刊截在7月份的《兒科和青春期醫(yī)學檔案》雜志上。
B)在第一份報告中，研究人員研究在三年級學生的臥室里放置電視對他們的影響。其中的一位研究人員是約翰霍普金斯大學彭博公共衛(wèi)生學院的助理教授DinaL.G.Borzekowski，她表示：“我們研究的是家庭媒體環(huán)境對數(shù)學、閱讀和語言藝術(shù)等科目測試成績的影響。”
C)Borzekowski和她的同事，斯坦福大學的Thomas Robinson博士，調(diào)查了386位三年級學生及其父母，收集了大量關(guān)于孩子看電視花費的時間、家中的電視機、電腦和視頻游戲設(shè)備的數(shù)量及其擺放位置。他們還收集了一些關(guān)于孩子在不同媒體上所花的時間和在家庭作業(yè)與閱讀上所花的時間的數(shù)據(jù)。研究人員發(fā)現(xiàn)，家中媒體設(shè)備的擺放位置和使用方式對孩子的學習有重要的影響�！�51】Borzekowski表示：“我們發(fā)現(xiàn)家庭媒體環(huán)境與孩子不同的測驗分數(shù)的表現(xiàn)有密切的關(guān)系。”
D)她表示：“臥室有電視機的孩子，其數(shù)學成績比臥室沒有電視機的孩子很可能會低8分。”而且他們的閱讀和語言藝術(shù)考試成績也相對降低。可是Borzekowski又說，【46】可以使用家庭電腦的孩子比家中沒有電腦的孩子更有可能在這些科目的測試中取程更高的分數(shù)。
E)Borzekowsk表示目前關(guān)于電視會造成這種負面影響的原因尚不明確。她說：“如果孩子的臥室有電視機，家長便不太可能控制孩子們觀看的內(nèi)容和時間。他們也不可能知道孩子們多早或多晚打開電視機。這似乎與孩子的學習成績有關(guān)。”【52】 Bomekows】認為電視內(nèi)容和觀看的時間可能是導致電視機的負面影響的主要原因。“如果電視在客廳，那么家長便可以知道孩子所觀看的內(nèi)容，”她說。 “家長可以選擇坐在旁邊一起觀看，或者將電視機關(guān)掉。一個簡單、直接、有效地方式就是不要在孩子的臥室放電視機，如果已經(jīng)放了，那就搬出來吧。”
\
G)Hancox的研究團隊還發(fā)現(xiàn)兒童時期看電視對從大學畢業(yè)的影響最大。他說：“一項有趣的發(fā)現(xiàn)是，雖然少年時期看電視很可能會導致沒有畢業(yè)就離開學校，但是對能否取得學位影響最大的卻是童年時期看電視。這表明，在童年時期，過度看電視會對學業(yè)造成長期持續(xù)的不利影響。”
H)在第三份報告中，F(xiàn)rederick J.Zimmerman和來自華盛頓大學的Dimitri A.Christakis博士認為，對于幼兒來說，看電視會導致數(shù)學、閱讀認知和閱讀理解的分數(shù)降低。Zimmerman表示“我們研究了孩子在3歲以前和在3到5歲之間看電視所花的時間的數(shù)量，結(jié)果發(fā)現(xiàn)與花許多時間看電視的孩子相比，小時候很少看電視的孩子有相當大的優(yōu)勢。”
J)一位專家認為，電視有積極和消極的影響，而這完全取決于孩子所看的內(nèi)容。賓夕法尼亞大學的助理教授Deborah L.Linebarger曾參與編寫一篇補充社論，他認為：“內(nèi)容很重要。
【50】教育性的內(nèi)容與入學須備考試的成績有關(guān)，有助于青少年取得更好的成績，而非教育性的力容則往往導致學習成績下降。”
K)另外一位專家Christopher P.Lucas博士也同意這一觀點。他是紐約大學兒童研究中心幼兒評價與治療計劃的臨床協(xié)調(diào)員，他認為：“看電視會占據(jù)用于做其他更有用的事情的時間。電視不一定有害處，但是看電視應(yīng)該適度。為了孩子的健康發(fā)展，看電視要和孩子的其他需求保持平衡。”
L)【53】Lucae認為孩子看電視的時間和內(nèi)容該完全由父母負責監(jiān)督。他說：“看電視的時間太長，自然就會減少閱讀或做家庭作業(yè)的時間。關(guān)鍵在于家長要控制孩子看電視的時間。把電視從臥室里搬出來，要知道孩子觀看的內(nèi)容，限制看電視的時間。”
46.According to Borzekowski，children having chances to use a family computer are likely to acquire better re-suits on the different tests.Borzekowski發(fā)現(xiàn)能接觸使用家用電腦的孩子各項測試成績一般更好。
【解析】 D)。細節(jié)題。根據(jù)句中chancestouse afamily computer可將答案定位于D)段最后一句話�？墒荁orzekowski又說，可以使用家庭電腦的孩子比家中沒有電腦的孩子更有可能在這些科目的測試中取得更高的分數(shù).
47.The reports issued in the Archives of Pediatrics&Adolescents Medicine find that watching too much TV leads to poor perform ancein sch001.《兒科和青春期醫(yī)學檔案》雜志研究發(fā)現(xiàn)看電視時間太長會導致學習成績差。
【解析】 A)。細節(jié)題。根據(jù)句中the Archives of Pediatrics& Adolescents Medicine可將答案定位于Al段后兩句。目前，有三項新的研究發(fā)現(xiàn)，看電視時間太長會導致學習成績下降，妨礙學習進步，甚至影響在大學的成績。這三項研究報告刊載在7月份的《兒科和青春期醫(yī)學檔案》雜志上。
48.Watching more than three hours of TV before age 3 has bad effect on kids.
三歲前每天看電視三個小時以上會對孩子產(chǎn)生不好的影響。
【解析】I)。細節(jié)題。根據(jù)句中more than three hours of TV before age 3可將答案定位于I)段第三四句話。最糟糕的便是在3歲之前每天看3個小時以上的電視。與其他孩子相比，他們會有較大的劣勢。
49.According to the second report，the chance for one to acquire a college degree depends on the amount of his TV watching during childhood.
第二則報告顯示：一個人能否獲取大學學位取決于他少年期看電視的時間。
【解析】F)。歸納題。根據(jù)句中the chance for one to acquire a college degree可將答案定位于F)段。F段整段的中心意思就是少年期看電視越多越不容易獲得大學學位，反之亦然。
50.In Deborah L.Lingbarger’s opinion，educational content is helpful for teenagers to get better results on school readiness tests.Deborah L.Ling barger認為(電視上的)教育性內(nèi)容可以幫助青少年在入學預(yù)備考試中取得更好的成績。
【解析】 J)。細節(jié)題。根據(jù)句中educational content可將答案定位于J)段末句。內(nèi)容很重要。教育性的內(nèi)容與入學預(yù)備考試的成績有關(guān)，有助于青少年取得更好的成績，而非教育性的內(nèi)容則往往導致學習成績下降。
51. environment of family media greatly affects children’s test Scorcs according to the first report.
第一則報告發(fā)現(xiàn)，家庭媒體環(huán)境極大地影響孩子的測試成績。
【解析】C)。細節(jié)題。根據(jù)句中environment of family media可將答案定位于C)段末句。我們發(fā)現(xiàn)家庭媒體環(huán)境與孩子不同的測驗分數(shù)的表現(xiàn)有密切的關(guān)系。
52.Borzekowski believes that TV’s negative effect on children’s marks may mainly lie in what children watch on TV and how much time they spend on it.
Borzekowski認為電視給孩子的成績帶來負面影響，原因主要在于其收看內(nèi)容和時長。
【解析】 E)。細節(jié)題。根據(jù)句中TV’s negative effect可將答案定位于E)段，此段整段都在探討電視負面效應(yīng)的原因。其中一句尤為點題：Borzekowskibelieves that content and the lime the"IV is on may be the primary reasons for its negative effect.Borzekowski認為電視內(nèi)容和觀看的時間可能是導致電視機的負面影響的主要原因。What children watch on TV and how much time they spend on it是.content and the time的同類表述。
53•Lucas thinks parents should take the responsibility to supervise kids’TV watchin. Lucas認為父母有責任監(jiān)督孩子看電視。
【解析】 L)。細節(jié)題。根據(jù)句中parents should take the responsibility可將答案定位于L)段首句。Lucas認為孩予看電視的時間和內(nèi)容應(yīng)該完全由父母負責監(jiān)督。
54.According to the recommendation from American Academy of Peadialrics，children under 2 should watch TV.
美國小兒科協(xié)會建議不要讓兩歲以下孩子看電視。
【解析】 I)。細節(jié)題。根據(jù)句中Amcerican Academy of Peadiatrics和under2可將答案定位于I)段倒數(shù)第二句。Zimmerman表示家長應(yīng)該聽從美國小兒科學會的建議，不要讓2歲以下的孩子看電視。
55.Hancox thinks earlier childhood TV watching affects one’s acquiring a college degree most.
Hancox認為兒童早期看電視最影響一個人能否獲取大學學位。
【解析】 G)。細節(jié)題。根據(jù)句中earlier childhood和college degree可將答案定位于G)段第二句。一項有趣的發(fā)現(xiàn)是，雖然少年時期看電視很可能會導致沒有畢業(yè)就離開學校，但是對能否取得學位影響最大的卻是童年時期看電視。
練習題四
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 pangraph 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.
The Art of Friendship
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 social isolation 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 I could 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, when you'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 at least 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 up to 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 in a 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 (politely) if 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 activities
54. 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)數(shù)年前的一天晚上，我發(fā)現(xiàn)自己陷入了焦慮中。事實上，一切事情祁如常，我和家人都很健康;我工作忙碌，事業(yè)有成。我只是隱隱約約感到情緒很低落，急需一個朋友能給我打打氣，跟我喝杯咖啡，聽我盡情發(fā)泄直到煙消云散。我最好的朋友住在加州—這個國家的另一端。我撥通了她的電話，卻聽到要求留言的錄音。陰影從此開始籠罩著我，孤獨是我沮喪的根源。我的社交生活已經(jīng)減少到幾乎沒有，但不知何故，直到那一該，我才注意到這一點。現(xiàn)在，這種感覺卻狠雛地撞擊著我。戈的那些老朋友們，從大學甚至孩提時代就已深交的密友，對我了如指掌，但他們一離開，也把我生活的環(huán)境一并帶走了。
B)研究表明，缺少社交生活對人的健康會產(chǎn)生長期的消極后果。還好，我妁焦慮期持續(xù)時間相當短暫。l521在那時我需要被理解，是只有女性朋友才能理解的那種方式。我知道期望我的丈夫取代噴油的想法是 錯誤的：他不能，即使他能，我又和誰傾訴我對丈夫的抱怨呢?于是，我下定決心要結(jié)交新朋友，目標是像我一樣——有孩子而且關(guān)注這個世界的婦女。因為我這樣交友的目的性更明確，我逐漸意識到，我是可以進行選擇的，我實際上是可以設(shè)計我的社交生活的。當然它的消極一面就是我感到非常害怕。
C)畢竟，在中年時期交友要比年輕時困難得多一——這是個客觀存在的顯示，與我聊過的女性曾不止一次地指出這一點。41歲的Leslie Danzi9是芝加哥的一位戲劇導演，也是一位母親，1461她的看法是，在十幾歲、二十幾歲的時候，除了有特殊理由不能成為朋友的情況，人差不多可以跟所有人成為朋友。 你的大學室友，至少余因為走得比較近而成為你最好的朋友。一現(xiàn)在，我們則需要理由才能成為朋友。Danzi9說，“有很多人，我跟他們在一起的時候很舒服，但我不會因此稱他們?yōu)榕笥�。舒適度還不足以維持真正的友誼。”
D)一開始的時候，尋找新的伙伴的確讓入有點尷尬。四十歲了，我無法像我四歲的女兒那樣在操場上碰到人就問：“能跟我做朋友嗎?”�！�49】 每次建立一群新關(guān)系，你就會又變得脆弱了，”，KathleenHall，教牧學博士，亞特蘭大壓力研究所的創(chuàng)始人兼首席執(zhí)行官，贊同這一看法。她說： “你是在問：‘你愿意參與到我的生活中嗎?’這使我們局促不安。”
E)幸運的是，我的不適感很快就過去了。我意識到，作為一個尋找朋友的成年人，我變得脆弱的風險其實是非常低的。如果有人不愿意接受我的請求，那又如何呢?我不再是個初中生，那時我可能會因為穿不搭調(diào)的衣服或者發(fā)型不好看而被拒絕�！�54】到了我這個年紀。我已經(jīng)方足夠的自信，我以為我有足夠吸引對方的東西。
F)事實上，我們都很忙，以至于共同的興趣，譬如，我們?yōu)橹β档捻椖俊⒄n程或事業(yè)，就成為把我們與建立伙伴關(guān)系的候選人聯(lián)系在一起的理想的催化劑。35歲的MichelleMertes是盛斯康辛州沃索地區(qū)一名教師及兩個孩子的母親，她說在教會結(jié)交的新朋友對她來說是一份驚喜�！�53】 Mertes說，上中學對，我是根據(jù)他們的受歡迎程度以及成為她們?nèi)ψ拥囊粏T可能對或盧生的影響來選擇朋友的。現(xiàn)在，共同的價值觀和參加的勞動則成為我選擇朋友的關(guān)鍵因素。二她與一起組織教會的青年項目的好朋友，雖然性格不同，但她們的干勁和組織能力使她們成為彼此的理想好友。
G)令人高興的是，盡管結(jié)交新朋友是一件尷尬的事情，但自尊問題不是結(jié)交朋友需要考慮的因素—～否則，如果將自尊問題作為結(jié)交朋友的考慮因素，你也能很容易地洞察這一點。Danzig講述了她兒子所在的幼兒園的一個孩子的母親的故事。那位女士身材高大，美麗動八，嫁給了一位有名的搖滾音樂家。 “我曾跟我的丈夫說，‘對我來說她太酷了，”她開玩笑道。“周圍的人都告誡我要警惕。但是，當我跟她混熟了，才發(fā)現(xiàn)她原來是個非常悠閑而友好的人。”最終，她們之間因為沒有“化學反應(yīng)”，沒能成為好朋友。“我意識到，我們不是同一類人，但這跟社會地位沒有關(guān)系。”【50】現(xiàn)在看來：中年友誼似乎能反應(yīng)你所屬的類型(或正在成為的類型)，從而加強你在生活中取得的進展。
H)41歲的Harlene Katzman是紐約市的一名律師，她認為，在她無法確定自已是否變樣的時候，最老的朋友知道她原來的樣子。她依然非常愛她們，她相信她們有時對問題的反應(yīng)能夠反映出她曾經(jīng)的樣子，擁有老朋友對你而言大有益處�！�55】而跟新交的朋友在一起：紜可以翻開新的一頁。
I)【47】新朋友，如果選擇對了的話， 還可以幫助找到航行的方向。39歲的Hanna Dershowitz是洛杉磯的一名律師，也是一位母親。她發(fā)現(xiàn)，她在工作中新結(jié)交的一個人， Julia，正是她需要的好友。除了喜歡和尊重Julia，Dershowitz有一種感覺，這個健康且從事運動事業(yè)的年輕女性能幫助她保持身材。
J)當你忙著結(jié)交新朋友時，請記住，你仍需要與老朋友們培養(yǎng)感情。我們請Maria Paul，《友誼的危機：當你不再是孩童時，如何尋找朋友、結(jié)交朋友與保持友情》的作者，告訴我們維持這些重要關(guān)系的最佳途徑。保持聯(lián)系。朋友至上。無論你有多忙，都要抽空定期與朋友吃頓飯或者喝杯咖啡閑聊。了解她的事業(yè)。知道朋友生活中經(jīng)歷的重要事件，并適時表示你的支持，打電話或者發(fā)郵件讓她知道你時刻都在想著她。坦誠相待。如果朋友確實做了讓你懊惱的事情，一定要(委婉地)告訴她。如果你不能完全坦誠的話，就需要重新審視這段關(guān)系。包容她的缺點。人無完人，因此不要糾結(jié)于她的怪癖～她經(jīng)常遲到或者她有一點消極——以減少挫折和斗爭。滿足她的自尊。真心的贊美使人感覺良好，所以要告訴她，你多喜歡她的新毛衣，她做了多么偉大的工作。
46.Leslie Danzig thought making friends at one’S middle age needed some reasons.LeslieDanzig認為在中年交朋友需要一些理由。
【解析】C)。細節(jié)題。根據(jù)句子關(guān)鍵詞Leslie Danzi9和making friends al one’S middle age可定位至Cl段。該段中Danzi9說在十幾、二十幾歲的時候，基本上可以和所有人交朋友，但現(xiàn)在需要充分的理由才能交到朋友，舒適度不足以維持真正的友誼。可見她認為中年交友需要。一些理由。
47.A well—chosen new friend can help you go in the direction that you like.選擇得當?shù)男屡笥涯軒湍愠阆蛲姆较蚯斑M。
【解析】I)。細節(jié)題。根據(jù)句子關(guān)鍵詞a well—chosen new friend和：he direction that you like可定位至I)段。該段首句指出：新朋友，如果選擇對了的話，還可以幫助你找到航行的方向。
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.
數(shù)年前，作者給遠在他鄉(xiāng)的最好的朋友打電話，作者當時很需要她卻沒人接，因此感到很孤獨沮喪。
【解析】A)。歸納題。根據(jù)句子關(guān)鍵詞a few years a90和phoned her best friend可定位在A)段。句子是對整段的概括總結(jié)。
49.According to Kathleen Hall，one might feel sensitive in the first course ofmaking new friends.
KathleenHall覺得人們在剛開始結(jié)交新朋友的過程中會變得敏感，
【解析】 D)。細節(jié)題。由句子中的Kathleen Hall定位至D)段。該段最后一句提到，Kathleen Hall認為每次建立一種新關(guān)系，人就會變得脆弱、敏感。
50.Midlife friendship can help you realize your direction oflife and reinforze the progress yOU’ve made in your life.
中年友誼可以幫你認清生活前進的方向和鞏固進步。
【解析】 G)。細節(jié)題。根據(jù)句子關(guān)鍵詞midlife friendship和reinforce the progress可定位至G)段末句。現(xiàn)在看來，中年友誼似乎能反映出你所屬的類型(或正在成為的類型)，從而加強你在生活中取得的進展。5 1.In Maria Paul’S book，to be a better friend，you should keep track with yourfriends，care for your friend’s job，ex—press yourself,accept her flaws and compliment your friend for her/his good dressing and job.Maria Paul的書中寫到，要成為更好的朋友，你應(yīng)該和朋友保持聯(lián)系，關(guān)心朋友的工作，表達自己的思想，包容朋友的缺點，贊揚朋友。
【解析】J)。歸納題。根據(jù)句子中的MariaPaul’Sbook可定位至文章末段。該段列舉如何鞏固和朋友的關(guān)系。句子是對整段的概括總結(jié)。
52.For the author,a girl friend might be the fight person to understand her and erase her negative feelin9.
對作者來說，她需要一位女性朋友理解和化解自己的負面感受。
【解析】 B)。細節(jié)題。由句子中的the right person和understand等字眼定位至B)段。作者提到只有女性的朋友才能理解她的感受。
53.According to Michelle Mertes，midlife friendship is based on the shared values and activities
Michelle Mertes認為中年友誼的基石是共同的價值觀和參與的活動。
【解析】 F)。細節(jié)題。由句子中的MichelleMertes可定位至F)段。Mertes說：上中學時，我是根據(jù)她們的受歡迎程度以及成為她們?nèi)ψ拥囊粏T可能對我產(chǎn)生的影響來選擇朋友的�，F(xiàn)在，共同的價值觀和參加的活動則成為我選擇朋友的關(guān)鍵因素。
54.As a mature friend seeker,the author finds herself with enough confidence to offer and take rejecfion with grace.
作為一名成熟的交友者，作者發(fā)現(xiàn)自己有足夠的自信發(fā)出邀請和坦然接受拒絕。
【解析】 E)。細節(jié)題。根據(jù)句子關(guān)鍵詞a mature friend seeker和offe“'ejection可定位至E)段。該段中作者指出自己已經(jīng)成熟，能坦然接受對方的拒絕，也保有自信，相信自己有魅力。
55.With newly made friends，you Can have a chance to take on a new look in your life.
和新朋友一起，你有機會呈現(xiàn)新面貌。
【解析】 H)。細節(jié)題。根據(jù)句子關(guān)鍵詞takeon anewlook可定位至E段末句。而跟新交的朋友在一起，你可以翻開新的一頁。Take on anewlook和takeoveranewleaf是同類表述。
練習題五
Directions：In this section，you are going to read a passage with ten statements attached to it.Each statement contains information given in one of the paragraphs.Identify the paragraph from which the information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter. Answer the questions by marking the corresponding letter on Answer Sheet 2.
How to Use a Library
A)You’re driving your car home from work or sch001.And something goes wron9.The engine stalls out at lights，holds back as you go to pass.It needs a tune up and soon.Where do you go? The library.You can take out an auto repair manual that tells step by step how to tune up your make and model.Or your tennis game has fallen off.You’ve lost your touch at the net.Where do you go? The library for a few books on improving your tennis form.
B)“The library!”you say.“That’s where my teacher sends me to dough homework."Unfortunately, I’ve found that’s exactly the way many people feel.If you’re among them.you’re denying yourself the easiest way to improve yourself, enjoy yourself and even cope with life.My first suggestion for making the most of your library is to do what I did，read and read and read.For pleasure——and for understanding.
C)If it’s TV that keeps you from cultivating this delicious habit，I can offer a sure remedy.Take home from the library a stack of books that might look interestin9.Pile them on the TV set.Next time you are tempted to turn on a program you really don’t want to see，reach for a book instead.
D)Over the years，people collect a mental list of books they mean to read.If you don’t have such a list，here is the suggestion.Take from the library some of the books you might have enjoyed dramatized on TV, like Remargue’s All Quiet on the Western Front，Clavell’s Shegun，Tolkien’s The Hobbit，or Victor Hugo’s Les Mise Rables.If you like what you read、you can follow up with other satisfying books by the same authors.
E)Some people in their reading limit themselves to current talked—about best sellers.Oh，what they miss! The library is full of yesterday’s best sellers;and they still make compelling reading today. Some that I've enjoyed：A.B.Guthrie’s The Big Sky，Carl Van Doren’s Benjamin Franklin，Mari Sandoz’s.Old Jules，and Norman Mailer’s The Naked and the Dead.
F) How do you find these or any other books you’re looking for? It’s easy—with the card catalog. Every time I go to the library——and I go more than once a week——I invariably make a beeline to the card catalog before anything else.It’s the nucleus of any public library.The card catalog lists every book in the library by：1.author;2.title;3.subject.Let’s pick an interesting subject to look up.I have always been fascinated by astronomy.You’ll be surprised at the wealth of material you will find under “a strong my” to draw upon.And the absorbing books you didn’t know existed on it.
CAUTION：Always have a pencil and paper when you use the card catal09.
G) Once you jot down the numbers of the books you are interested in，you are ready to find them on the shelves.Libraries call the shelves “the stacks”.In many smaller libraries，which you’ll be using，the stacks will be open for you to browse.To me there is a special thrill in tracking down the books I want in the stacks !For invariably,I find books about which I knew nothin9，and these often turn out to be the very ones l need.You will find the same thing happening to you when you start to browse in the stacks.“A learned mind is the end product of browsing.”
CAUTION：If you take a book from the stack s to your work desk，do not try to return it to its proper place.That’s work for the experts.If you replace it incorrectly, the next seeker won’t be able to find it.
H)Some of the brightest and best.informed men and women in America are the librarians who specialize in providing reference help.Introduce yourself State your problem.And be amazed at how much he p you will receive.CAUTION：Don’t waste the time of this expert by asking silly questions you ought to solve yourself.Save the reference librarian for the really big ones.
I) You shot：ld also learn to use the Reader's Guide to Periodical Literature.This green—bound index is me of the most useful items in any library.It indexes all the articles in the major magazines，including newspaper magazine supplements.Thus it provides a guide to the very latest expert information of any subject that interests you.So if you want to do a really first—class job，find out which magazines your library subscribes to，then consult the Reader's Guide and track down recent articles on your subject.When you use this wonderful tool effectively, you show the mark of a real scholar.
J) Since you can take most books home，but not magazines，take full notes when using the latter. Many libraries today provide a reprographic machine that can quickly copy pages you need from magazines and books.Ask about it：If you are working on a project of some size which will require repeated library visits，keep a small notebook in which you record the identification numbers of the books you will be using frequently.This will save you valuable time，because you won’t have to consult the card catalog or search aimlessly through the stacks each time you visit for material you seek.Sol fie of the very best books in any library are the reference books，which may not be taken home.Learn what topics they cover and how best to use them，for these books are wonderful repositories (儲藏室、資料庫)of human knowledge.
K) Your library can give you help on any subject.It can even be your business and legal advisor.How many times have you scratched your head over how to get a tax rebate(折扣)on your summer job? You，11 find guides to that.Want to defend yourself in traffic coup? Find out how in legal books at the library.
L) Library Projects Can Be Fun and Rewardin9.Here are a few ideas：
1.What are your roots? Trace your ancestors.Many libraries specialize in genealogy.
2.Did George Washington sleep nearby? Or Billy the Kid? Your library’s collection of local history books can put you on the trail.
3.Cook a Polynesian feast.Or an ancient Roman banquet.Read how in the library’s cook books.
4.Take up photography.Check the library for consumer reviews of cameras before you buy.Take out books on lightin9，composition，or darkroom techniques or—you name it!
M)If you haven，t detected by now my enthusiasm for libraries，let me offer two personal notes.I'm particularly pleased that in recent years two beautiful libraries have been named after me：a small community library in Quakertown，Pennsylvania，and the huge research library located at the University of Northern Colorado in Greeley.And I like libraries so much that I married a librarian.
46.The nucleus of any public library is the car，d catalog.
47.Yesterday’s best sellers are still good for readin9，which shouldn’t be overlooked.
48.The author suggests that people should go to the library for answers when things go wrong
49.The Reader，s Guide is a green—bound index which provides a guide to very latest expert information of any subject that interests readers.
50.The sure remedy to kick the TV habit is to take home from the library interesting books to read.
51.There are various kinds of fun and rewarding projects available in different libraries.
52.A notebook will help readers to record the identification numbers of the frequently used books which can’t be taken home.
53.Readers should not try to return the book taken from the stacks to their desk to its proper place.
54.When asking for help，readers are suggested not asking the reference librarians silly questions they ought to solve themselves.
55.When asking for help，readers are suggested not asking the reference librarians silly questions they ought to solve themselves.
46.The nucleus of any public library is the card catalog.任何公共圖書館的核心都是卡片目錄。
【解析】 F)。細節(jié)題。根據(jù)句中的關(guān)鍵詞The nucleus ofany public library可將本句定位在F)段的前四句。怎樣找到這些，或其他你想找的書呢?很簡單——用卡片目錄。每次去圖書館的時候——我每周至少去一次——在做任何事之前，我每次都會徑直走向卡片目錄。它是所有公共圖書館的核心。
47.Yesterday’s best sellers are still good for readin9，which shouldn’t be overlooked.過去的暢銷書仍然值得一讀，不容錯過。
【解析】 E)。細節(jié)題。根據(jù)句中關(guān)鍵詞yesterday’s best sellers可定位在E)段的前三句。有些人讀書只限于當前受到熱評的暢銷書。哦，他們錯過了多少好東西呀!圖書館滿是從前的暢銷書;而且它們在今天仍深深吸引著讀者。
48.The author suggests that people should go to the library for answers when things go wrong.
作者建議遇到難題到圖書館尋求答案。
【解析】 A)。歸納題。根據(jù)句中關(guān)鍵詞go to the library和when things go wron9可定位在A)段。作者在本段列舉了幾個生活中的難題，建議大家到圖書館尋求答案。歸納起來就是：作者建議遇到難題到圖書館尋求答案。
49.The Reader’s Guide is a green—bound index which provides a guide to very latest expert information of any subject that interests readers.《讀者指南》是一本綠色封皮的索引書，可以指導你找到你感興趣的任何主題的最新專業(yè)信息。
【解析】 I)。細節(jié)題。根據(jù)句中關(guān)鍵詞The Reader’s Guide可定位在I)段的前半部分。還要學會使用《期刊文獻讀者指南》。這本綠色封面的索引是所有圖書館最有用的物品之一。它能查詢到各大主要雜志上
所有的文章，包括報紙雜志增刊上面的文章。因此，它能引導你找到任何你感興趣的話題的最新專業(yè)信息。
50.The sure remedy to kick the TV habit is to take home from the library interesting books to read.為戒掉看電視的習慣，一個穩(wěn)妥的補救方法就是從圖書館帶回家一些有趣的書來讀。
【解析】C)。細節(jié)題。根據(jù)句中關(guān)鍵詞kick the TV habit和sure remedy可定位在C)段的第一、二句。
作者建議為了戒掉看電視的習慣，可以從圖書館帶書回家讀。
51.There are various kinds of fun and rewarding projects available in different libraries. 不同圖書館有各種有趣有益的專題。
【解析】L)。歸納題。根據(jù)句中關(guān)鍵詞fun and rewarding projects可定位在L)段，此段列舉了形形色色的圖書館專題，歸納得出結(jié)論：不同圖書館有各種有趣有益的專題。
52.A notebook will help readers to record the identification numbers of the frequently used books which can’t be taken home.
筆記本可以幫助讀者記錄無法借走的常用書籍編碼。
【解析】 J)。細節(jié)題。根據(jù)句中關(guān)鍵詞notebook和the identification numbers可定位在J)段的第四句。
如果你正在做一個有一定規(guī)模的項目，需要你一次次地去圖書館，那就帶上一個小筆記本，你可以在上面記下你常用到的書目的標識號。
53.Readers should not try to return the book taken from the stacks to their desk to its Proper place.讀者不要試圖把從書架拿到他們桌子上的書放回到合適位置。
【解析】G)。細節(jié)題。根據(jù)句中關(guān)鍵詞retum the book taken from the stacks可定位在G)段CAUTION部分。使用書庫時要注意不要把你取的書放回到你認為正確的地方，這項工作是由專業(yè)人士來做的，免得放錯了別人就找不到了。
54.When asking for help，readers are suggested not asking the reference librarians silly questions they ought to Solve the mselves.尋求幫助時，讀者最好不要問參考咨詢館員那些需要自己解決的無聊問題。
【解析】 H)。細節(jié)題。根據(jù)句中關(guān)鍵詞the reference librarians可定位在H)段CAUTION部分。注意：不要問這些專業(yè)人員那些必須你自己解決的傻問題，不要浪費他們的時間。
55.Your library not only helps your business，but also becomes your legal advisor.
你的圖書館很重要，因為它不僅能有助于你的商務(wù)，還可以成為你的法律顧問。
【解析】K)。根據(jù)句中關(guān)鍵詞help your business和legal advisor可定位在K)段第一、二句。你的圖書館可以在任何方面給你幫助。它甚至可以成為你的商務(wù)和法律顧問。
練習題六
Directions：In this section，you are going to read a passage with ten statements attached to it.Each statement contains information given in one of the paragraphs.Identify the paragraph from which the information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking the corresponding letter on Answer Sheet 2.
Promote Learning and Skills for Young People and Adults
A) This goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning.It calls for fair access to learning programs that are appropriate，and mentions life skills particularly.
B)Education is about giving people the opportunity to develop their potential，their personality and their strengths.This does not merely mean learning new knowledge，but also developing abilities to make the most of life.These are called life skills——including the inner capacities and the practical skills we need.
C)Many of the inner capacities——often known as psych0—social skills——cannot be taught as subjects.They are not the same as academic or technical learnin9.They must rather be modeled and promoted as part of learning，and in particular by teachers.These skills have to do with the way we behave—towards other people，towards ourselves，towards the challenges and problems of life.
They include skills in communicating，in making decisions and solving problems，in negotiating and expressing ourselves，in thinking critically and understanding our feelings.
D)More practical life skills are the kinds of manual skills we need for the physical tasks we face.Some would include vocational skills under the heading of life skills——the ability to lay bricks.sew clothes，catch fish or repair a motorbike.These are skills by which people may earn their livelihood and which are often available to young people leaving school.In fact，very often young people learn psycho-social skills as they learn more practical skills.Learning vocational skills can be a strategy for acquiring both practical and psycho-social skills.
E)We need to increase our life skills at every stage of life，so learning them may be part of early child—hood education.of primary and secondary education and of adult learning groups.Life skills can be put into the categories that the Jacques Delors report suggested;it spoke of four pillars of education，which correspond to certain kinds of life skills—Learning to know：Thinking abilities：such as problem—solving，critical thinking，decision making，understanding consequences.Learning to be： Personal abilities：such as managing stress and feelings，self-awareness，self-confidence.Learning to live together：Social abilities：such as communication，negotiation，teamwork.Learning to do： Manual skills：practicing know-how required for work and tasks.
F)In today’s world all these skills are necessary, in order to face rapid change in society.This means that it is important to know how to go on learning as we require new skills for life and work.In addition，we need to know how to cope with the flood of information and turn it in to useful knowledge.We also need to learn how to handle change in society and in our own lives.
G)Life skills are both concrete and abstract—practical skills can be learned directly, as a subject.For example, a learner can take a course in laying bricks and learn that skill.Other life skills，such as self-confidence，self-esteem，and skills for relating to others or thinking critically cannot be taught in such direct ways.They should be part of any learning process，where teachers or instructors are concerned that learners should not just learn about subjects，but learn how to cope with life and make the most of their potential.
H)So these life skills may be learnt when learning other things.For example：Learning literacy may have a big impact on self-esteem，on critical thinking or on communication skills;Learning practical skills s ach as drivin9，healthcare or tailoring may increase self-confidence，teach problem—solving processes or help in understanding consequences.
I) Whether this is true depends on the way of teachin9—what kinds of thinkin9，relationship building and communication the teacher or facilitator models themselves and promotes among the learners.
It would require measuring the individual and collective progress in making the most of learning and of life，or assessing how far human potential is being realized，or estimating how well people cope with change.It is easier to measure the development of practical skills，for instance by counting the number of students who register for vocational skills courses.However, this still may not tell us how effectively these skills are being used.
J)The psych0.social skills cannot easily be measured by tests and scores，but become visible in Chang behavior.Progress in this area has often been noted by teachers on reports which they make to the parents of their pupils.The teacher’s experience of life，of teaching and of what can be expected from education in the broadest sense serve as a standard by which the growth and development of individuals can be assessed to some extent.This kind of assessment is individual and may never appear in international tables and charts.
K)The current challenges relate to these difficulties：We need to recognize the importance of life skills both practical and psycho-social as part of education which leads to the full development of human potential and to the development of society.The links between psycho—social skills and practical skills must be more clearly spelled out，so that educators can promote both together and find effective ways to do this.Since life skills are taught as part of a wide range of subjects，teachers need to have training in how to put them across and how to monitor learners’growth in these areas.
In designing curricula and syllabuses for academic subjects，there must be a balance between content teaching and attention to the accompanying life skills.A more conscious and deliberate effort to promote life skills will enable learners to become more active citizens in the life of society.
L) Governments should recognize and actively advocate for the transformational role of education in realizing human potential and in socio—economic development.Ensure that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge，skills and attitudes.Show how life skills of all kinds apply in the world of work，for example，negotiating and communication skills，as well practical skills.Through initial and in-service teacher training，increase the use of active and participatory learning/teaching approaches.Examine and adapt the processes and content of education so that there is a balance between academic input and life skills development.Make sure that education inspectors look not only for academic progress through teaching and learning，but also progress in the communication， modeling and application of life skills.Advocate for the links between primary and(early)secondary education because learning life skills needs eight or nine years and recognize that the prospect of effective secondary education is an incentive to children，and their parents，to complete primary education successfully.
M)Funding agencies should support research，exchange and debate.nationally and regionally, on ways of strengthening life skills education.Support innovative(創(chuàng)新的)teacher training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are about.Recognize the links between primary and secondary education in ensuring that children develop strong life skills.Support，therefore，the early years of secondary education as part basic education.
N) As support to governments and in cooperation with other international agencies，UNESC0：Works to define life skills better and clarify what it means to teach and learn them.Assists education. policy makers and teachers to develop and use a life skills approach to education.Advocates for the links between a life skills approach to education and broader society and human development.
46.The recognition of life skills as part of education will promote the development of human potential and society.
47.The abilities to make the most of life consist of the inner capacities and the practical skills.
48.The progress in psycho—social skills can be measured by changed behavior.
49.Governments should examine and adapt the processes and content of education so as to balance the academic input and life skills development.
50.According to Jacques Delors，four pillars of education include learning to know, learning to be， learning to live together and learning to do.
51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.
52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.
53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.
54.Learning vocational skills can be an approach to acquiring both practical and psycho—social skills.
55.The abilities to manage stress and feelings，self-awareness，self-confidence are personal abilities.
Section B
促進年輕人和成年人的學習和技能
A)這個目標以“終生學習”為背景，將重點放在年輕人和成年人的學習需要上。它提倡應(yīng)有公平的機會去學習適當?shù)恼n程，還特別提到生活技能。
B)教育要給人們發(fā)展?jié)撃堋�性和優(yōu)勢提供機會。【47】這并不僅僅意味著學習新知識，還指培養(yǎng)能力，充分地利用人生。內(nèi)在能力和我們需要的實用技能，這些都被稱為生活技能。
C)大部分的內(nèi)在能力——經(jīng)常被稱作“心理社會技能”——是不能作為學科來教授的。它與學術(shù)或技術(shù)的學習不同，但必須作為學習的一部分來塑造和促進，尤其要由教師來做。這些技能應(yīng)該和我們的行為方式有關(guān)——我們?nèi)绾螌Υ�，對待我們自己，對待生活的挑�?zhàn)和問題。它們包括溝通，決策和解決問題，協(xié)商和自我表達，批判性思考和理解我們的情感等方面的技能。
D)更實際的生活技能是那些我們進行體力勞動時需要的手工技能，包括生活技能里的職業(yè)技能，例如鋪磚、縫紉、捕魚或是修理摩托車的能力。這些是人們謀生的技能，也是離開學校的年輕人經(jīng)�？梢詫W習到的技能。事實上，年輕人在學習更實際的技能時，通常也就是在學習心理社會技能�！�54】學習職業(yè)技能是可以同時掌握實際技能和心理社會技能的一種策略。
E)在生活的每個階段，我們都要提高自身的生活技能，因此，學習這些技能也許是早期兒童教育、中小學教育和成年教育的一部分。生活技能可被歸入 Jacques Delors報告所提出的分類;【50】該報告談糾了教育的四個支在，這和某些生活技能相呼應(yīng)：學習了解：思考能力，例如解決問題、批判性思維、決策、理解推理。學習生存：【55】個人能力，例婦應(yīng)付壓力和情緒、自我了解、自信。學習共存：社會能力，例如溝通、談判、團隊協(xié) 作。學習動手：手工技能，具備完成工作和任務(wù)所需要的技能。
F)在當今世界，為了面對社會的迅速變化，所有這些技能都是必要的。這表明，當我們需要為生活和工作掌握新技能時，知道怎樣繼續(xù)學習是很重要的。另外，我們需要知道怎樣應(yīng)對潮水般的信息，并把它變成有用的知識。我們也需要學習如何應(yīng)對社會和我們自己生活中所發(fā)生的變化。
G)生活技能既是具體的，又是抽象的。實用技能可以作為一門學科直接學習，例如，學習者可以選修一門鋪磚的課程來學習這項技能。其他生活技能，例如自信、自尊，與他人相處的技能，或者批判性思維不可能以這樣直接的方式習得。它們應(yīng)該是所有學習過程的一部分。在這一過程里，教師或是講師應(yīng)該關(guān)心的是，學習者不僅在學習學科知識，而且還在學習如何應(yīng)對生活，充分發(fā)揮他們的潛能。
H)因此，在學習其它東西時，就可以學習到這些生活技能。例如：【52】識字可能會對自尊、批判性思維或溝通技能有很大的影響，學習駕駛、保健或裁剪這類的實際技能可以增加自信，教導人們解決問題的過程，或者有助于人們理解邏輯推論。
I) 這一切是否如此取決于教學方式——教師或輔導者自己的以及他在學生中提倡的思維模式，人際關(guān)系類型和溝通方式。它要求衡量個人或集體在充分利用學習和生活上所取得的進步，或是評估人的潛能可以發(fā)揮到何種程度，或是估計人們應(yīng)對變化的能力。衡量實際技能的發(fā)展更容易一些，例如，通過
計算注冊學習職業(yè)技能課程的學生數(shù)量可知其發(fā)展。但是，這仍然不能告訴我們這些技能是否得到有效的利用。
J)【48】心理社會技能不能輕易她通過測試和分數(shù)來衡量，但是可以體現(xiàn)在發(fā)生了改變的行為方面。這方面的進步經(jīng)常在教師寫給學生父母的報告里提到。教師的生活經(jīng)驗、教學經(jīng)驗和最廣泛意義上的教學期望值可以在一定程度上作為個人成長和發(fā)展評估的標準。這種評估是針對個人的，決不會在國際表格和圖表里出現(xiàn)。
K)【46】目前的挑戰(zhàn)與以下這些困難有關(guān)：我們需要認識到生活技能的重要性——包括實際技能和心理社會技能——它是教育的一部分，可以使人們的潛能得糾充分發(fā)揮并促進社會的發(fā)展。心理社會技能和實際技能之間的聯(lián)系必須更清楚地被闡明，以便教育工作者能促進這兩方面的發(fā)展，并為此找到有效的方法。既然生活技能是作為眾多學科的一部分來進行教學，那么教師就需要接受培訓，學會如何傳授技能，如何檢測學習者在這些領(lǐng)域的進步。在設(shè)計學科的課程和教學大綱時，要平衡學科內(nèi)容教學和對相關(guān)生活技能的關(guān)注。更加有意識地努力提高生活技能，使學習者能夠成為社會生活中更加活躍的公民。
L)政府應(yīng)該對教育在實現(xiàn)人們潛能和社會經(jīng)濟發(fā)展方面所起到的改造作用給予認可和積極提倡;確保課程和教學大綱涉及生活技能的培養(yǎng)，并讓學習者有機會在現(xiàn)實生活中運用知識和技能，并表現(xiàn)自己的見解;展現(xiàn)各種生活技能在工作中是如何應(yīng)用的，例如，談判、溝通技巧和實用技巧;通過教師的初始教學培訓和在職培訓，增加積極參與式的學習方法/教學方法的運用;【49】檢查和調(diào)整教育的過程和內(nèi)容，以便平衡知識的輸八和生活技能的發(fā)展;確保督教員不僅檢查在教與學中所取得的學習進步，還要檢查在生活技能的溝通、塑造以及應(yīng)用上的進步。由于學習生活技能需要花費八到九年的時間，應(yīng)提倡把初級教育和(早期)中等教育聯(lián)系起來，并意識到，良好的中等教育能給孩子們帶來良好的前景，這對孩子和他們的家長來說都是一種讓孩子完成初級教育階段學習的激勵因素。
M)資助機構(gòu)應(yīng)該支持為加強生活技能方式雨進行的全國性和地區(qū)性研究、交流和辯論;支持創(chuàng)新的教師培訓，以便把提高生活技能作為學校教育的基本部分與課程科目結(jié)合起來;認識到初級教育和中等教育之間的聯(lián)系，以保證孩子們培養(yǎng)良好的生活技能。因此，中等教育的初期階段也是基礎(chǔ)教育的一部分，應(yīng)當予以支持。
N)作為各國政府的支持者和其他國際組織的合作者，【53】聯(lián)舍國教群文組織努力給“生活技能。下更好的定義，闡明這些技能的教學意義;【51】協(xié)助教育決策者和教師發(fā)揚和使用生活技能的教穿方法;提倡招生活技能的教育方法和更廣義上的社會和人類發(fā)展聯(lián)系在一起。
46.The recognition of life skills as part of education will promote the development of human potential and society.
將生活技能作為教育的一部分將會促進個人潛力和社會的發(fā)展。
【解析】 K)。細節(jié)題。由句中關(guān)鍵詞life skills as part of education可定位至K)段第一句。原文提到我
們需要認識到生活技能的重要性，它是教育的一部分，使人們的潛能和社會得到充分的發(fā)展。
47.The abilities to make the most of life consist of the inner capacities and the practical skills.
充分利用人生的能力包括內(nèi)在能力和實用技能。
【解析】 B)。細節(jié)題。根據(jù)句中關(guān)鍵詞the abilities to make the most of life和the inner capacities and the practical skills可定位在B)段后兩句。末句中的these代指the abilities to make the most of life。
48.The progress in psycho-social skills Can be measured by changed behavior.
心理社會技能的進步能夠通過被改變的行為來衡量。
【解析】J)。細節(jié)題。由句中關(guān)鍵詞progress in psycho-social skills定位至J)段第一句。原文提到心理社會技能不能輕易地通過測試和分數(shù)來衡量，但是可以體現(xiàn)在發(fā)生了改變的行為方面。
49.Governments should examine and adapt the processes and content of education SO as to balance the academic input and life skills development.
政府應(yīng)該檢查和調(diào)整教育的過程和內(nèi)容，以便平衡知識的輸入和生活技能的發(fā)展。
【解析】L)。細節(jié)題。由句中關(guān)鍵詞government和examine and adapt可定位至L)段。Examine and adapt the processes and content of education SO that there is a balance between academic input and life skills development.(政府應(yīng)該)檢查和調(diào)整教育的過程和內(nèi)容，以便平衡知識的輸入和生活技能的發(fā)展。
50.According to Jacques Delors，foul,pillars of education include learning to know,learning to be，learning to live together and learning to do.Jacques Delors認為教育的四大支柱是學習了解、學習生存、學習共存和學習動手。
【解析】 E)。歸納題。根據(jù)句中關(guān)鍵詞Jacques Delors和foul.pillars of education可定位在E)段。此段主旨是教育的四大支柱與某些生活技能相呼應(yīng)。答題時可以通過跳讀來獲取信息，總結(jié)出教育的四大支柱為：學習了解、學習生存、學習共存和學習動手。
51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.
資助機構(gòu)應(yīng)該把初等教育和中等教育聯(lián)系起來，以確保孩子們發(fā)展出較強的生活技能。
【解析】 N)。細節(jié)題。由句中關(guān)鍵詞funding agencies可定位在N)段。原文提到資助機構(gòu)應(yīng)該認識到初級教育和中等教育之間的聯(lián)系，以保證孩子們發(fā)展出良好的生活技能。原文是 Recognize the links between primary and secondary education，而句中用的是link sth.with sth.的結(jié)構(gòu)。
52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.識字能夠在自尊、批判性思考和溝通技能方面產(chǎn)生影響。
【解析】H)。細節(jié)題。由句中關(guān)鍵詞learning literacy可定位至H)段。原文提到讀書識字可能對自尊、批判性思維或溝通技能有很大影響。
53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.
聯(lián)合國教科文組織的一項功能就是幫助教育決策者和教師發(fā)揚和使用生活技能來進行教育。
【解析】 N)。細節(jié)題。由句中關(guān)鍵詞UNESC0可將答案定位在末段。原文提到“Assists educational policymakers and teachers to develop and use a life skills approach to education”。協(xié)助教育決策者和教師發(fā)揚和使用生活技能的教育方法。句中中把assist換成help。
54.Learning vocational skills can be an approach to acquiring both practical and psycho-social skills.
學習職業(yè)技能是可以同時掌握實際技能和心理社會技能的一種途徑。
【解析】D)。細節(jié)題。根據(jù)句中關(guān)鍵詞learning vocational skills可將答案定位在D)段末句。學習職業(yè)技能是可以同時掌握實際技能和心理社會技能的一種策略。
55.The abilities to manage stress and feelings，self awareness，self-confidence are personal abilities.應(yīng)付壓力和情緒、自我了解、自信的能力是個人能力。
【解析】E)。細節(jié)題。由句中關(guān)鍵詞manage stress and feelings，self-awareness，self-confidence定位至E)段。原文提到處理壓力、控制情緒和自我了解、自信都屬于個人能力。
【英語四級段落信息匹配練習題】相關(guān)文章：
英語六級段落匹配專項練習題06-20
英語六級段落匹配題專項練習題06-20
2016大學英語四級閱讀匹配練習題及答案08-31
英語六級段落匹配專項訓練題06-01
英語六級信息匹配解題方法01-17
英語四級閱讀理解練習題06-20
專業(yè)四級英語閱讀理解練習題06-20
英語四級仔細閱讀練習題06-20
大學英語四級考試翻譯練習題06-20