单项选择题
1、听录音，回答题：


A．Children should be taught to be more careful.
B．Children shouldn't drink so much orange juice.
C．There is no need for the man to make such a fuss.
D．Timmy should learn to do things in the right way.


2、根据以上内容，回答题。
         New research shows girls who regularly have family meals are much less 36 to adopt all kinds of extreme weight control 37 , such as vomiting(催吐), using laxatives (泻药) or diet pills.
        A study surveying more than 2,500 American high school students found that gifts who ate five or more family meals a week had a much healthier relationship with food in later life.
        The research, published in international journal Archives of Pediatrics and Adolescent Medicine, polled students aged 13 to 17 in 1999 who were 38 up five years later. Regular family meals were found to have a protective effect 39 of the girls' age, weight, socio-economic status, dieting 40 or relationship with her family.
        Experts say doctors should encourage families to have dinner at the table instead of on the couch in front of the television to 41 against serious eating disorders.
        Belinda Dalton, director of eating disorders clinic The Oak House, said eating with family helped "no'mnalise (正常化) " young people's relationship with food.
        " When adolescents are feeling that they're not coping they turn to something that they can control and food is something 42 and accessible for them to control. Clearly, if they're sitting with their family on a regular basis then their family can be more in control of their eating," Ms Dalton said.
        "It's about, young people feeling connected with their family and that builds self-esteem and sense of worth and that can 43 very actively against someone developing an eating disorder. " An eating disorders expert, Kirsty Greenwood, said meal times were often difficult for sufferers. "It is 44 that they feel very ashamed of their eating habits and often won't eat with other people. Perhaps it's becausee they haven't 45 the importance of the family meal in their growing up," she said.
A．available
B．behaviors
C．examined
D．experienced
E．favorable
F．followed
G．habits
H．likely
I．potential
J．prohibit
K．protect
L．regardless
M．tendencies
N．typical
O．0. work

3、Questions are based onthe following passage.
　　A useful definition of an air pollutantis a compound added directly or indirectly by humans to the atmospherein suchquantities as to affect humans, animals, vegetation, or material adversely (有害地．. Air pollution requires avery flexibledefinition that permits continuous change. When the first air pollution lawswere established inEngland in the fourteenth century, air pollutants werelimited to compounds that could be seen or smelled—a farcry (悬殊的差别． from the extensive list of harmful substances known today. Astechnology has developed andknowledge of the health aspects of variouschemicals has increased, the list of air pollutants has lengthened. Inthefuture, even water vapor (水蒸气． might be consideredan air pollutant under certain conditions.
　　Many of the more important airpollutants, such as sulfur oxides, carbon monoxide, and nitrogen oxides,arefound in nature. As the Earth developed, the concentrations ( 浓度． of these pollutants were altered byvariouschemical reactions; they became components in biogeochemical (生物地球化学的． cycles. These serve as an airpurification scheme by allowing thecompounds to move from the air to the water or soil. On a global basis,nature'soutput of these compounds dwarfs that resulting from human activities. However,human productionusually occurs in a localized area, such as a city.
　　In this localized region, human outputmay be dominant and may temporarily overload the natural purificationscheme ofthe cycles. The result is an increased concentration of noxious ( 有害的． chemicals in the air. Theconcentrations atwhich the adverse effects appear will be greater than the concentrations thatthe pollutants wouldhave in the absence of human activities. The actualconcentration need not be large for a substance to be apollutant; in fact thenumerical value tells us little until we know how much of an increase thisrepresents over the concentration that would occur naturally in the area. Forexample, sulfur dioxide has detectable health effects at0.08 parts per million(ppm．, which is about 400 times its natural level.Carbon monoxide, however, has a naturallevel of 0.1 ppm and is not usually apollutant until its level reaches about 15 ppm.
It can be inferred from thefirst paragraph that _________
A．water vapor is an air pollutant in localized areas
B．the definition of air pollution will continue to change
C．a substance becomes an air pollutant only in cities
D．most air pollutants today can be seen or smelled


4、Questions are based on the following passage.
　　I don't ever want to talk about being a woman scientist again. There was a time in my life when people askedconstantly for stories about what it's like to work in a field dominated by men. I was never very good at telling thosestories because truthfully I never found them interesting. What I do fred interesting is the origin of the universe, theshape' of space-time and the nature of black holes.
　　At 19, when I began studying astrophysics, it did not bother me in the least to be the only woman in theclassroom. But while earning my Ph.D. at MIT and then as a post-doctor doing space research, the issue started tobother me. My every achievement--jobs, research papers, awards--was viewed through the lens of gender (性 别) politics. So were my failures. Sometimes, when I was pushed into an argument on left brain.versus (相对于)fight brain, or nature versus nurture (培育), I would instantly fight fiercely on my behalf and all womankind.
　　Then one day a few years ago, out of my mouth came a sentence that would eventually become my reply toany and all provocations: I don't falk about that anymore. It took me 10 years to get back the confidence I had at 19and to realize that I didn't want to deal with gender issues. Why should curing sexism be yet another terrible burdenon every female scientist? After all, I don't study sociology or political theory.
　　Today I research and teach at Barnard, a women's college in New York City. Recently, someone asked mehow many of the 45 students in my class were women. You cannot imagine my satisfaction at being able to answer:45. I know some 9fmY students worry how they will manage their scientific research and a desire for children. AndI don't dismiss those concerns. Still, I don't tell them "war" stories. Instead, I have given them this: the visual oftheir physics professor heavily pregnant doing physics experiments. And in turn they have given me the image of45 women driven by a love of science. And that's a sight worth talking about.
 Why doesn't the author want to talk about being a woman scientist again?
A．She feels unhappy working in male-dominated fields.
B．She is fed up with the issue of gender discrimination.
C．She is not good at telling stories of the kind.
D．She finds space research more important.


填空题
5、Questions are based on the following passage.
　　Psychologists take opposing views of how external rewards, from warm praise to cold cash, affect motivation and creativity. Behaviorists, who study the relation between actions and their consequences, argue that rewards can (36)__ performance at work and school. Cognitive (认识派的) researchers, who study various aspects of mental life, maintain that rewards often destroy creativity by encouraging dependence on (37) __ and gifts from others.
　　The latter view has gained many supporters, (38)___ among educators. But the careful use of small (39) __ rewards speaks creativity in grade school children, suggesting that properly presented inducements (刺激) indeed (40) inventiveness, according to a study in the June Journal of Personality and Social Psychology.
　　"If kids know they're working for a reward and can focus on a relatively (41) task, they show the most creativity," says Robert Eisenberger of the University of Delaware in Newark. "But it's easy to (42)___creativity by giving rewards for poor performance or creating too much anticipation for rewards.
　　A teacher who continually draws attention to rewards or who hands our high grades for (43)___achievement ends up with uninspired students, Eisenberger holds. As an example of the latter point, he notes growing efforts at major universities to tighten grading standards and (44) ___failing grades.
　　In early grades, the use of so-called token economies, in which students handle challenging problems and receive performance-based points toward valued rewards, shows (45) __ in raising efforts and creativity, the Delaware psychologist claims.
A． mental
B． promise
C． kill
D． avoid
E． hope
F． especially
G． aid
H． ordinary
I． approval
J． monetary
K． generally
L． improve
M． challenging
N． restore
O． excellent
<第(36)题__________

6、第(31)题__________。

7、Section C
Directions: in this section, you will hear a passage three times. When the passage is read for the first time, you should listen carefully for its general idea. When the passage is read for the second time, you are required to fill in the blanks with the exact words you have just heard. Finally, when the passage is read for the third time, you should check what you have written.
Underground tickets are available at all underground situations. Ticket prices for the underground 26 according to the distance you travel. The network is 27 five zones, a central zone and four outer zones. Generally, your 28 will increase, the more zones you travel through. You must buy your ticket before you start your journey, from a ticket office or machine. Keep your ticket for 29 and collection at your destination.
The easiest and most 30 way to travel around London is with a travel-card. This gives you the freedom of London’s trains, tubes and buses in whichever zones you choose. It’s 31 for the visitor because one ticket 32 travel on the trains of Network Southeast, with the underground, DockLand Light Railway and most of London buses. It’s more convenient than buying 33 tickets for each journey. Travel-cards are available from any train or tube station.
A one-day travel-card is ideal for a day’s shopping, 34 and all touring trips in London. You can travel anywhere you like within the vast 650-square-mile travel-card areas. No need to keep queuing for tickets or carry a pocketful of change for ticket machines. Just use whatever form of transport suits you best for any combination of trips.
Travel-card season tickets include 7-day, monthly and annual tickets. This is the modern, convenient and 35 for our daily journey to work. For travel-card season tickets, please bring a passport-size photograph with you.
26.


简答题
8、苏州街原称买卖街(Merchants Street)，乾隆时(Emperor Qianlong’s reign)仿江南水乡(SouthChina towns)而建，是专供清代帝后逛市游览的的一条水街，一八六零被英法联军(Angl0—FrenchAllied Forces)焚毁，一九九零年在遗址上复建。街全长三百余米，以水当街，以岸作市，沿岸设有茶馆、酒楼、药房、钱庄、帽店、珠宝铺、点心铺(grocery store)等六十多个铺面，集中展现了十八世纪中国江南的商业文化氛围。

9、假日经济的现象表明：中国消费者的消费观正在发生巨大变化。根据统计数据，中国消费者的消费需求正在从基本生活必需 品转向对休闲、舒适和个人发展的需求。 同时，中国人的消费观在蓬勃发展的假日 经济中正变得成熟。因此产品结构应做相 应调整，来适应社会的发展。另一方面，服务质量要改善，以满足人们提高生活质 量的要求。

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．