单项选择题
1、听录音，回答题：


A．She copied another course guide.
B．She decided to skip class.
C．She went to the library instead.
D．She shared a friend's course guide.

2、 Questions are based on the following passage.
People's tastes in recreation differ widely. At a recent festival of pop-music in the Isle of Wight, crowds of teenagers flocked to listen to their favorite singers and musicians. They went with single railway tickets and slept in the open, a very risky thing to do in the climate of Britain, even in August. They were packed together like sardines for four days. There were innumerable thieves, a gang of roughs tried several times to break things up, and police were everywhere. At the end of the festival many young fans found themselves broke, with no money left, and they had difficulty in getting back home. Most people would consider these conditions a nightmare of discomfort; the fans appeared to enjoy it all enormously.
Even in the overcrowded United Kingdom there are large tracts of open un-spoilt country, where people with more traditional tastes can go for quiet, and for the sense of freedom they derive from contact with nature. In the national parks especially, modem development of housing and industry is strictly controlled. Visitors may walk for miles through landscape of the greatest beauty and wildness, and often of considerable historic or scientific interest. Along the coasts of some of the maritime counties, public pathways have been created; these paths stretch for many miles along cliffs that look out on the Atlantic Ocean or the English Channel. Another path,lying inland, goes along the range of mountains in the north of England. It is called the Pennine Way. Here, the long-distance walker and the nature-lover can find much to enjoy, without feeling disturbed by large numbers of their fellows.
Yet few people make full use of the national parks established for everyone's benefit. The commonest thing nowadays is for family groups to motor out to a beautiful spot and park their cars in a lay-by ( 英国的路旁停车带). A picnic basket is produced, along with a folding table and chairs, a kettle and a portable stove. They then
settle down to a picnic in the lay-by beside the car. Apparently their idea of enjoyment is to get into the fresh air and amongst the country sights and sounds without having to walk a yard. They seem almost to like to hear and to smell the traffic.
In Britain it is very risky to __________
A．go with a single railway ticket
B．listen to pop-music at the festival
C．sleep in the open
D．pack together in crowds


3、 请根据以下内容回答题

The passage centers on__________.
A．successful advertisements
B．unpredictable weather in the Atlantic Ocean
C．strange occurrences in the Bermuda Triangle
D．different explanations for the disappearances in the Bermuda Triangle


4、阅读下列材料，回答第题：


What's the present urbanization rate in China?


填空题
5、根据材料回答题：



The letter in the congratulations packet intends to __
A) persuade parents to go hack to school 
B) tell how to avoid parents' responsibility
C) persuade parents to become teachers 
D) sell colorful animal picture books


6、She__________(本来应该优先考虑质量)rather than to quantity of the product．

7、阅读以下材料，完成题：

请在（47）题处填上答案：

8、Due to the child-centric nature of our society,
A．parents are worried when their kids swear at them
B．people think it improper to criticize kids in public
C．people are reluctant to point our kids' wrongdoings
D．many conflicts arise between parents and their kids

9、Questions are based on the following passage.
As warspreads to many comers of the globe, children sadly have been drawn into thecenter of conflicts. InAfghanistan, Bosnia, and Colombia, however, groups ofchildren have been taking part in peace education ____36____.The children,after learning to resolve conflicts, took on the ____37 ____ of peacemakers.The Children's Movement forPeace in Colombia was even nominated (提名)for the Nobel Peace Prize in 1998. Groups of children____38____  aspeacemakers studied humanrights and poverty issues in Colombia, eventually forming a group with fiveotherschools in Bogota  known as TheSchools of Peace.
Theclassroom ____39____ opportunities for children to replace angry, violentbehaviors with ____40____, peaceful ones. Itis in the classroom that caringand respect for each person empowers children to take a step ____41____towardbecomingpeacemakers. Fortunately, educators have access to many onlineresources that are ____42 ____usefulwhen helpingchildren along the path to peace. The Young Peacemakers Club, startedin 1992, provides a Website with resourcesfor teachers and ____43____ on starting a Kindness Campaign.The World Centers of Compassion for ChildrenInternational call attention tochildren's rights and how to help the ____44____of war. Starting a Peacemakers'Club is apraiseworthy venture for a class and one that could spread to otherclassrooms and ideally affect the culture ofthe ____45____ school.
__________
A．acting
B．assuming
C．comprehensive
D．cooperative
E．entire
F．especially
G．forward
H．images
I．information
J．offers
K．projects
L．respectively
M．role
N．technology
O．victims
第(36)题 __________

简答题
10、 　　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 learning．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 touseful 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 t．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 commmunication， 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(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 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．
根据以上内容，回答题。
The recognition of life skills as part of education will promote the development of human potential and society．