距离2023年6月英语四级考试愈加近啦，@沪江英语四六级公众号建议各位同学在考试前多进行模考训练，熟知考试步骤。今天为大伙带来的是2023年6月英语四级长篇阅读真题模拟（1），都快快来训练吧。
2023年6月英语四级长篇阅读真题模拟（1）
Section B
Directions：In this section，you are going to read a passage with ten statements attached to it.Each statement contains information given in one of the paragraphs.Identify the paragraph from which the information is derived.You may choose a paragraph more than once.Each paragraph is marked with a letter.Answer the questions by marking the corresponding letter on Answer Sheet 2.
Promote Learning and Skills for Young People and Adults
A) This goal places the emphasis on the learning needs of young people and adults in the context of lifelong learning.It calls for fair access to learning programs that are appropriate，and mentions life skills particularly.
B) Education is about giving people the opportunity to develop their potential，their personality and their strengths.This does not merely mean learning new knowledge，but also developing abilities to make the most of life.These are called life skills——including the inner capacities and the practical skills we need.
C) Many of the inner capacities——often known as psych0—social skills——cannot be taught as subjects.They are not the same as academic or technical learnin9.They must rather be modeled and promoted as part of learning，and in particular by teachers.These skills have to do with the way we behave—towards other people，towards ourselves，towards the challenges and problems of life. They include skills in communicating，in making decisions and solving problems，in negotiating and expressing ourselves，in thinking critically and understanding our feelings.
D) More practical life skills are the kinds of manual skills we need for the physical tasks we face.Some would include vocational skills under the heading of life skills——the ability to lay 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 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 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 andsecondary 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 ally and regionally, on ways of strengthening life skills education.Support innovativeteacher 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.
译文：
Section B
促进青年和成年人的学习和技能
A) 这个目的以“终生学习”为背景，将重点放在青年和成年人的学习需要上。它倡导应有公平的机会去学习适合的课程，还特别提到生活技能。
B) 教育要给大家进步潜能、个性和优势提供机会。【47】这并不只意味着学习新常识，还指培养能力，充分地借助生活。内在能力和大家需要的实用技能，这类都被叫做生活技能。
C) 大多数的内在能力——常常被称作“心理社会技能”——是不可以作为学科来教授的。它与学术或技术的学习不同，但需要作为学习的一部分来塑造和促进，特别要由教师来做。这类技能应该和大家的行为方法有关——大家怎么样对待别人，对待大家自己，对待生活的挑战和问题。它们包含交流，决策和解决问题，协商和自我表达，批判性考虑和理解大家的情感等方面的技能。
D) 更实质的生活技能是那些大家进行体力劳动时需要的手工技能，包含生活技能里的职业技能，比如铺砖、缝纫、捕鱼或是维修摩托车的能力。这类是大家谋生的技能，也是离开学校的青年常常可以学习到的技能。事实上，青年在学习更实质的技能时，一般也就是在学习心理社会技能。【54】学习职业技能是可以同时学会实质技能和心理社会技能的一种方案。
E) 在生活的每一个阶段，大家都要提升自己的生活技能，因此，学习这类技能或许是早期儿童教育、中小学教育和成年教育的一部分。生活技能可被归入 Jacques Delors报告所提出的分类;【50】该报告谈纠了教育的四个支在，这和某些生活技能相呼应：学习知道：考虑能力，比如解决问题、批判性思维、决策、理解推理。学习存活：【55】个人能力，例妇应对重压和情绪、自我知道、自信。学习共存：社会能力，比如交流、谈判、团队协 作。学习动手：手工技能，拥有完成工作和任务所需要的技能。
F) 在当今世界，为了面对社会的飞速变化，所有这类技能都是必要的。这表明，当大家需要为生活和工作学会新技能时，了解如何继续学习是非常重要的。另外，大家需要了解如何应付潮水般的信息，并把它变成有用的常识。大家也需要学习怎么样应付社会和大家自己日常所发生的变化。
G) 生活技能既是具体的，又是抽象的。实用技能可以作为一门学科直接学习，比如，学习者可以选修一门铺砖的课程来学习这项技能。其他生活技能，比如自信、自尊，与别人相处的技能，或者批判性思维不可能以如此直接的方法习得。它们应该是所有学习过程的一部分。在这一过程里，教师或是讲师应该关心的是，学习者不只在学习学科常识，而且还在学习怎么样应付生活，充分发挥他们的潜能。
H) 因此，在学习其它东西时，就能学习到这类生活技能。比如：【52】识字或许会对自尊、批判性思维或交流技能有非常大的影响，学习驾驶、保健或裁剪这种的实质技能可以增加自信，教会大家解决问题的过程，或者能够帮助大家理解逻辑推论。
I) 这所有是不是这样取决于教学方法——教师或辅导者我们的与他在学生中倡导的思维模式，人际关系种类和交流方法。它需要衡量个人或集体在充分借助学习和生活上所获得的进步，或是评估人的潜能可以发挥到何种程度，或是估计大家应付变化的能力。衡量实质技能的进步更容易一些，比如，通过计算注册学习职业技能课程的学生数目可知其进步。但，这仍然不可以告诉大家这类技能是不是得到有效的借助。
J)【48】心理社会技能否随便她通过测试和分数来衡量，但可以体目前发生了改变的行为方面。这方面的进步常常在教师写给学生爸爸妈妈的报告里提到。教师的生活经验、教学经验和最广泛意义上的教学期望值可以在一定量上作为个人成长和进步评估的规范。这种评估是针对个人的，决不会在国际表格和图表里出现。
K)【46】现在的挑战与以下这类困难有关：大家需要认识到生活技能的重要程度——包含实质技能和心理社会技能——它是教育的一部分，可以使大家的潜能得纠充分发挥并促进社会的进步。心理社会技能和实质技能之间的联系需要更了解地被说明，以便教育工作者能促进这两方面的进步，并为此找到好办法。既然生活技能是作为海量学科的一部分来进行教学，那样教师就需要同意培训，掌握怎么样传授技能，怎么样测试学习者在这类范围的进步。在设计学科的课程和教学大纲时，要平衡学科内容教学和对有关生活技能的关注。愈加有意识地努力提升生活技能，使学习者可以成为社会日常愈加活跃的公民。
L) 政府应该对教育在达成大家潜能和社会经济进步方面所起到的改造用途给予认同和积极倡导;确保课程和教学大纲涉及生活技能的培养，并让学习者有机会在现实日常运用常识和技能，并表现我们的见解;展示各种生活技能在工作中是怎么样应用的，比如，谈判、交流方法和实用方法;通过教师的初始教学培训和在职培训，增加积极参与式的学习技巧/教学办法的运用;【49】检查和调整教育的过程和内容，以便平衡常识的输八和生活技能的进步;确保督教员不只检查在教与学中所获得的学习进步，还要检查在生活技能的交流、塑造与应用上的进步。因为学习生活技能需要花费八到九年的时间，应倡导把初级教育和中等教育联系起来，并意识到，好的中等教育能给孩子们带来好的前景，这对孩子和他们的父母来讲都是一种让孩子完成初级教育阶段学习的勉励原因。
M) 资助机构应该支持为加大生活技能方法雨进行的全国性和区域性研究、交流和辩论;支持革新的教师培训，以便把提升生活技能作为学校教育的基本部分与课程科目结合起来;认识到初级教育和中等教育之间的联系，以保证孩子们培养好的生活技能。因此，中等教育的初期阶段也是基础教育的一部分，应当予以支持。
N) 作为各国政府的支持者和其他国际组织的合作者，【53】联舍国教群文组织努力给“生活技能。下更好的概念，说明这类技能的教学意义;【51】帮助教育决策者和教师发扬和用生活技能的教穿办法;倡导招生活技能的教育办法和更广义上的社会和人类进步联系在一块。
参考答案：
46.The recognition of life skills as part of education will promote the development of human potential and society.
将生活技能作为教育的一部分将会促进个人潜力和社会的进步。
【分析】 K)。细节题。由句中关键字life skills as part of education可定位至K)段第一句。原文提到大家需要认识到生活技能的重要程度，它是教育的一部分，使大家的潜能和社会得到充分的进步。
47.The abilities to make the most of life consist of the inner capacities and the practical skills.
充分借助生活的能力包含内在能力和实用技能。
【分析】 B)。细节题。依据句中关键字the abilities to make the most of life和the inner capacities and the practical skills可定位在B)段后两句。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.
心理社会技能的进步可以通过被改变的行为来衡量。
【分析】J)。细节题。由句中关键字progress in psycho-social skills定位至J)段第一句。原文提到心理社会技能否随便地通过测试和分数来衡量，但可以体目前发生了改变的行为方面。
49.Governments should examine and adapt the processes and content of education SO as to balance the academic input and life skills development.
政府应该检查和调整教育的过程和内容，以便平衡常识的输入和生活技能的进步。
【分析】L)。细节题。由句中关键字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.检查和调整教育的过程和内容，以便平衡常识的输入和生活技能的进步。
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觉得教育的四大支柱是学习知道、学习存活、学习共存和学习动手。
【分析】 E)。总结题。依据句中关键字Jacques Delors和s of education可定位在E)段。此段主旨是教育的四大支柱与某些生活技能相呼应。答卷时可以通过跳读来获得信息，概要出教育的四大支柱为：学习知道、学习存活、学习共存和学习动手。
51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.
资助机构应该把初等教育和中等教育联系起来，以确保孩子们进步出较强的生活技能。
【分析】 N)。细节题。由句中关键字funding agencies可定位在N)段。原文提到资助机构应该认识到初级教育和中等教育之间的联系，以保证孩子们进步出好的生活技能。原文是 Recognize the links between primary and secondary education，而句中用的是link sth.的结构。
52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.识字可以在自尊、批判性考虑和交流技能方面产生影响。
【分析】H)。细节题。由句中关键字learning literacy可定位至H)段。原文提到念书识字可能对自尊、批判性思维或交流技能有非常大影响。
53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.
联合国教科文组织的一项功能就是帮助教育决策者和教师发扬和用生活技能来进行教育。
【分析】 N)。细节题。由句中关键字UNESC0可将答案定位在末段。原文提到“Assists educational policymakers and teachers to develop and use a life skills approach to education”。帮助教育决策者和教师发扬和用生活技能的教育办法。句中中把assist换成help。
54.Learning vocational skills can be an approach to acquiring both practical and psycho-social skills.
学习职业技能是可以同时学会实质技能和心理社会技能的一种渠道。
【分析】D)。细节题。依据句中关键字learning vocational skills可将答案定位在D)段末句。学习职业技能是可以同时学会实质技能和心理社会技能的一种方案。
55.The abilities to manage stress and feelings，self awareness，self-confidence are personal abilities.应对重压和情绪、自我知道、自信的能力是个人能力。
【分析】E)。细节题。由句中关键字manage stress and feelings，self-awareness，self-confidence定位至E)段。原文提到处置重压、控制情绪和自我知道、自信都是个人能力。
以上就是@沪江英语四六级公众号为大伙带来的“2023年6月英语四级长篇阅读真题模拟（1）”，期望考生们都能四级备考顺利，获得出色的成绩!
