选词填空
1. 回答37-57题：


A．academic
B．access
C．accompany
D．clearly
E．comprehension
F．context
G．enables
H．encountered
I．enhances
J．entertaining
K．exposes
L．independenfly
M．specific
N．stick
O．survival


36.___________

2. 根据以下资料，回答57-20题：
        New evidence of a sick, deprived population working under harshconditions contradicts earlier images of wealth and abundance from the artrecords of the ancient Egyptian city of Tell el-Amarna, a study has found．Tell el-Amarna was the capital of ancient Egypt during the reign of the pharaoh (法老) Akhenaten, who abandoned most of Egypt's old gods in favor of the Aten sun disk andbrought in a new and more expressive style of art．Akhenaten, who ruled Egypt between 1379 and 1362BC, built and lived in Tell el-Amarna in central Egypt for 15 years．The city was largely abandoned shortlyafter his death and the ascendance of the famous boy king Tutankhamun to the throne．Studies on the remains of ordinary ancient Egyptians in a cemetery in Tell el-Amarna showed thatmany of them suffered from anem/a (贫血症 ), fractured bones, stunted growth and high juvenilemortality rates, according to professors Barry Kemp and Jerome Rose, who led the research．Rose, a professor of anthropology (人类学) in the University of Arkansas in the United States, saidadults buried in the cemetery were probably brought there from other parts of Egypt．"This means that wehave a period of deprivation in Egypt prior to the Amarna phase．So maybe things were not so good for theaverage Egyptian and maybe Akhenaten said we have to change to make things better," he said．Kemp, director of the Amarna Project which seeks in part to increase public knowledge of Tell el-Amarna and surrounding region, said little attention has been given to the cemeteries of ordinary ancient Egyptians．Rose displayed pictures showing spinal (脊柱) injuries among teenagers, probably because of accidents during construction work to build the city．The study showed that anemia ran at 74 percent among children and teenagers, and at 44 percentamong adults, Rose said．The average height of men was 159 cm (5 feet 2 inches) and 153 cm among women．"Adult heights are used as an indicator for overall standard of living," he said．"Short statures(身长) reflect a diet deficient in protein．．．People were not growing to their full potential．"


What is the findings of the study mentioned in the passage?
A．The ancient Tell el-Amarna was famous for its art records．
B．The artistic exhibition of ancient Tell el-Amarna was trustworthy．
C．The art records of Tell el-Amarna showed ancient Egyptians' real life．
D．Life was really tough for average Egyptians in ancient Tell el-Amarna．

3. Passage Two
Questions 20-2 are based on the passage you have just heard.


A．They like music.
B．They want to express something.
C．They sing for enjoyment.
D．They are in a good temper.

4. 听音频：
根据听力，回答2-36题：


A．Go fishing．
B．Entertain at home．
C．Work at home．
D．Have a lest．

词汇理解
5. Questions 36-46 are based onthe following passage.
　　If it were only necessary to decidewhether to teach elementary science to everyone on a mass basis or to findind thegifted few and take them as far as they can go, our task would be fairlysimple. The public school 36_________  ,however, has no suchchoice, for the job must be 37_________  on at the same time.Because we depend so  38_________  uponscience and technology for our progress,we must produce  39_________  in many fields. Because wc live in ademocraticnation, whose citizens make the policies for the nation, largenumbers of us must be educated to understand, tosupport, and when necessary,to  40_________  the work of experts. The public school musteducate both producars andusers of scientific services.
　　In education, there should be a goodbalance among the branches of knowledge that contribute to effectivethinkingand wise judgment. Such balance is 41_________   by too much emphasison any one field. This question ofbalance involves not only the relation of thenatural sciences, the social sciences, and the arts but also relative  42_________ "among the natural sciencestbemselves.
　　Similarly, wc must have a balance betweencurrent and  43_________  knowledge. The attention of the public is  44_________drawn to new possibilities inscientific fields and the discovery of new knowledge; these should not beallowed toturn our attention away from the sound,45_________ materials thatform the basis of courses for beginners.
A． awarded                             
B ． heavily                             
C． classical                            
D． display                              
E． established                         
F． system                              
G． involved
H．defeated
I．continually
J． specially
K．emphases
L． establishment
M． specialists
N． carded
O． judge

第(36)题__________.
writing
6. 1．目前社会上有不少假冒伪劣商品；
2．举例说明假冒伪劣商品对消费者个人、社会等的危害；
3．消除伪劣商品的方法。
7. 中国人认为人生来就得辛勤劳动。中国式的管理方式鼓励员工之间的合作，也鼓励普通员工和管理人员之间的合作，使员工有一种参与感和成就感的喜悦，使他们对自己的工作产生一种自豪感。大多数中国人想 从他们的工作中找到生活的意义和乐趣。美国人欣赏中国人对工作的敬业精神，他们认为中国人将工作视为 成为团体中一份子的必不可缺的条件。

8.

___________________________________
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9. 　　　　　　　　　　　　　　　　　　　　　　A letter of invitation
说明：假如你是英语系助理，请写信给著名教授Smith，邀请他来你校给英语系学生做讲座。注意写清邀请目的和讲座时间。

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{TSE}题。

The recognition of life skills as part of education will promote the development of human potential and society．