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GRE 雅思商务英语成人英语三级专四专八大学英语三级大学英语六级大学英语四级

Organic Food for ThoughtA．Feeding 30 million schoolchildren is a difficult task. As a result, many of today's schoolcafeterias' offerings end up as appealing as a tray of lukewarm airplane food. And if there'sone point of agreement on the state of school lunches, it's that local school districts andthe federal government are overtasked. The US Department of Agriculture's NationalSchool Lunch Programme (NSLP) helps feed millions of American schoolchildren. Criticscharge that the programme is underfunded and misspends money on meals that are overlyprocessed, too rich in fat and not nutritious. The challenge is how to change this on anational and local level.B．Help has historically trickled in courtesy of local entrepreneurs and nearby natural-foodadvocates who supplied some schools with organic and farm-fresh foods. Now, a newcampaign supported by national corporations hopes to make more sweeping changesacross the country. Whole Foods and a loose coalition of organic-food manufacturersand advocates say that creating a healthier national food policy is the start.C．In August, Whole Foods launched a fundraising campaign to reform the country's schoollunch programmes and has so far raised more than $440,000 that will support an onlineeffort to help school districts create healthy and affordable meal options. According tothe supermarket chain's chief operating officer Walter Robb, some of that money willalso help raise awareness about the Child Nutrition Act (CAN). CAN determines schoolfood policy and financial resources as well as funds the NSLP. Advocates for healthierlunches say that the Nutrition Act will be reauthorised by the President and Congress(although it may be delayed several months beyond its September 30 deadline, whiledebate about health-care legislation continues). School lunch programmes now get$9.3 billion in federal funding, or about $2.68 for each eligible child. Subtract labourand other administrative costs and some child-nutrition advocates estimate that only $1goes toward food. That's not enough, said Robb. "It's a Sisyphean ( 永远做不完的 )situation. We're at a tipping point. We need to raise exposure and do something right now."D．For Ann Cooper, the former director of nutrition services for California's BerkleyUnified School District, help from either the public or private sector is much needed.Cooper, a chef and author, created thelunchbox.org, funded by Whole Foods. The site'smission is "to help your community transition step by step to a school programme thatwill improve the health and well-being of our children." It features recipes for schools,information about food safety, and promotes community activism. "I hope we'rebuilding a trend," Cooper said of her partnership with Whole Foods. "More companiesare doing this, maybe it's part altruistic ( 利他的 ) , part capitalistic. But if a companycan make money feeding kids and make them healthier, that's the bottom line."E. That's what the executives of Revolution Foods, a $10-million-a-year business basedin Oakland, said they've been doing since introducing organic meals to four NorthernCalifornia schools in 2006. Three years later, the company supplies 200 schoolcafeterias and has expanded into Denver and Washington, D.C., and sells some of itsproducts in Whole Foods stores. CO0 and co-founder Kirsten Tobey said that 80 to 85percent of Revolution's lunches go to low-income students who are receiving reducedrates or free meals.F. Not everyone thinks that the current wave of corporate interest is purely about thechildren. Marion Nestle, a professor of nutrition, food studies, and public health atNew York University, is skeptical about the Whole Foods initiative, calling it a public-relations ploy. "I think most schools know exactly what to do. They just don't have themoney to do it," Nestle said. And even Whole Foods' customers are skeptical aboutthe plan. In a comment on the Whole Foods official blog, "The Whole Story", onecommenter wrote: "There is a massive problem with our school meals. I agree. But Idoubt Whole Foods is going to make much contribution to this problem with fleecing (诈取) their customers for website funding."G. The premium supermarket chain could indeed use some good public relations (PR)these days. Whole Foods took a PR hit on August 11, when CEO John Mackey wrote anopinion piece in The Wall Street Journal opposing the public option in President BarackObama's health-care plan. The piece caused an uproar among some of the market'scustomers who saw Mackey's views as out of step with Whole Foods' progressivestance. Some customers threatened to organise a nationwide boycott via Twitter andFacebook, but protests were mostly limited to a handful of store demonstrations.H. Still, almost everyone is in agreement that school lunches need help. The debate is abouthow best to go about making things better. On one side there is the hyperlocal approach. InJuly, Kaiser Permanente, an Oakland, Calif-based managed-care organisation, donated $3,000to help fund a summer lunch programme for 300 students in Rancho Cordova, Calif. JackRozance, the physician-in-chief for Kaiser Permanente in Sacramento, was informed by acolleague that while year-round lunches were federally funded, there was no money to paystaff to serve those meals. The Kaiser money made up for the shortfall in an "economicallydepressed" community, according to Rozance. And in Michigan, Blue Cross Blue Shieldallocated $2,200 to a Grand Rapids charter school for a salad bar, healthy snacks, and an in-class "smart eating programme." They also gave $15,000 to a Traverse City, Mich., elementaryschool that will be preparing "cook from scratch" meals instead of serving prepared foods.I. Then there are companies like Whole Foods that think a national campaign would do themost to increase federal subsidies, ban trans-fats from school cafeterias, and infuse menuswith more locally grown foods. But solutions aren't borne out of an either-or mentality, saysNYU's Nestle: "The implementation of change needs to come both on the small scale andat the national policy level." "Because of their size and influence, national companies canexert the kind of pressure that could affect federal policy," she said. On a local level, smallgrants could fund approaches tailored for individual school districts. "Unfortunately, thereare barriers at every level to overcome." 答案解析
As war spreads to many corners of the globe, children sadly have been drawn into the centre of conflicts. In Afghanistan, Bosnia, and Colombia, however, groups of children have been taking part in peace education __1__. The children, after learning to resolve conflicts, took on the __2__ of peacemakers. The Children's Movement for Peace in Colombia was even nominated (提名) for the Nobel Peace Prize in 1998. Groups of children __3__ as peacemakers studied human rights and poverty issues in Colombia, eventually forming a group with five other schools in Bogotá known as The Schools of Peace. The classroom __4__ opportunities for children to replace angry, violent behaviors with __5__, peaceful ones. It is in the classroom that caring and respect for each person empowers children to take a step __6__ toward becoming peacemakers. Fortunately, educators have access to many online resources that are __7__ useful when helping children along the path to peace. The Young Peacemakers Club, started in 1992, provides a Website with resources for teachers and __8__ on starting a Kindness Campaign. The World Centres of Compassion for Children International call attention to children's rights and how to help the __9__ of war. Starting a Peacemakers' Club is a praiseworthy venture for a class and one that could spread to other classrooms and ideally affect the culture of the __10__ school.A. acting B. assuming C. comprehensive D. cooperative E. entireF. especially G. forward H. images I. information J. offersK. projects L. respectively M. role N. technology O. victims 答案解析
When we think of green buildings, we tend to think of new ones-the kind of high-tech, solar-paneled masterpieces that make the covers of architecture magazines. But theUShas more than 100 million existing homes, and it would be __1__ wasteful to tear them all down and __2__ them with greener versions. An enormous amount of energy and resources went into the construction of those houses. And it would take an average of 65 years for the __3__ carbon emissions from a new energy-efficient home to make up for the resources lost by destroying an old one. So in the broadest __4__, the greenest home is the one that has already been built. But at the same time, nearly half of US carbon emissions come from heating, cooling and __5__ our homes, offices and other buildings. "You can't deal with climate change without dealing with existing building," says Richard Moe, the president of the National Trust. With some __6__, the oldest homes tend to be the least energy-efficient. Houses built before 1939 use about 50% more energy per square foot than those built after 2000, mainly due to the tiny cracks and gaps that __7__ over time and let in more outside air. Fortunately, there are a __8__ number of relatively simple changes that can green older homes, from __9__ ones like Lincoln's Cottage to your own postwar home. And efficiency upgrades (升级) can save more than just the earth; they can help __10__property owners from rising power costs. A. accommodations B. clumsy C. doubtfully D. exceptions E. expandF.historic G. incredibly H. powering I. protect J. reducedK. replace L. sense M. shifted N. supplying O. vast 答案解析
In families with two working parents, fathers may have more impact on a child's language development than mothers, a new study suggests. Researchers __1__ 92 families from 11 child care centers before their children were a year old, interviewing each to establish income, level of education and child care arrangements. Overall, it was a group of well-educated middle-class families, with married parents both living in the home. When the children were 2, researchers videotaped them at home in free-play sessions with both parents, __2__ all of their speech. The study will appear in the November issue of The Journal of Applied Development of Psychology. The scientists measured the __3__ number of utterances (话语) of the parents, the number of diffe-rent words they used, the complexity of their sentences and other __4__ of their speech. On average, fathers spoke less than mothers did, but they did not differ in the length of utterances or proportion of questions asked. Finally, the researchers __5__ the children's speech at age 3, using a standardized language test. The only predictors of high scores on the test were the mother's level of education, the __6__ of child care and the number of different words the father used. The researchers are __7__ why the father's speech, and not the mother's, had an effect. "It's well __8__ that the mother's language does have an impact," said Nadya Pancsofar, the lead author of the study. It could be that the high-functioning mothers in the study had __9__ had a strong influence on their children's speech development, Ms. Pancsofar said, "or it may be that mothers are __10__ in a way we didn't measure in the study." A. already B. analyzed C. aspects D. characters E. contributingF. describing G. established H. quality I. quoted J. recordingK. recruited L. total M. unconscious N. unsure O. yet 答案解析
As is known to all, the organization and management of wages and salaries are very complex. Generally speaking, the Accounts Department is __1__ for calculations of pay, while the Personnel Department is interested in discussions with the employees about pay. 　　If a firm wants to __2__ a new wage and salary structure, it is essential that the firm should decide on a __3__ of job evaluation and ways of measuring the performance of its employees. In order to be __4__, that new pay structure will need agreement between Trade Unions and employers. In job evaluation, all of the requirements of each job are defined in a detailed job description. Each of thsoe requirements is given a value, usually in "points", which are __5__ together to give a total value for the job. For middle and higher management, a special method is used to evaluate managers on their knowledge of the job, their responsibility, and their __6__ to solve problems. Because of the difficulty in measuring management work, however, job grades for managers are often decided without __7__ to an evaluation system based on points. 　　In attempting to design a pay system, the Personnel Department should __8__ the value of each job with these in the job market. __9__, payment for a job should vary with any differences in the way that the job is performed. Where it is simple to measure the work done, as in the works done with hands, monetary encouragement schemes are often chosen, for __10__ workers, where measurement is difficult, methods of additional payments are employed. A. compare　　 B. responsible　　 C. useful　　 D. added　　 E. findF. reference　　 G. indirect　　 H. method　　 I. successful　 J. combined　　K. Necessarily　　 L. capacity　　 M. ability　　N. Basically　　 O. adopt 答案解析
二、Part Ⅱ　Listening Comprehension (25 minutes)Section ADirections: In this section, you will hear three news reports. At the end of each news report, you will hear two or three questions. Both the news report and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.Questions 1 to 2 are based on the news report you have just heard.Your browser does not support the audio element. 答案解析
一般来说，选择作为替代物的期货品种最好是该现货商品或资产的替代品，相互替代性越强，交叉套期保值交易的效果就会越好。( ) 答案解析
A.Millions of school-leavers in the rich world are about to bid a tearful goodbye to their parents and start a new life at university. Some are inspired by a pure love of learning. But most also believe that spending three or four years at university--and accumulating huge debts in the process--will boost their chances of landing a well-paid and secure job.　　B.Their elders have always told them that education is the best way to equip themselves to thrive in a globalised world. Blue-collar workers will see their jobs outsourced and automated, the familiar argument goes. School dropouts will have to cope with a life of cash-strapped (资金紧张的) insecurity. But the graduate elite will have the world at its feet. There is some evidence to support this view. A recent study from Georgetown University's Centre on Education and the Workforce argues that"obtaining a post-secondary credential ( 证书) is almost always worth it." Educational qualifications are tightly correlated with earnings: an American with a professional degree can expect to pocket $3.6m over a lifetime; one with merely a high- school diploma can expect only $1.3m. The gap between more- and less-educated earners may be widening. A study in 2002 found that someone with a bachelor's degree could expect to earn 75% more over a lifetime than someone with only a high-school diploma. Today the disparity is even greater.　　C.But is the past a reliable guide to the future? Or are we at the beginning of a new phase in the relationship between jobs and education? There are good reasons for thinking that old patterns are about to change--and that the current recession-driven downturn (衰退) in the demand for Western graduates will morph (改变) into something structural. The strong wind of creative destruction that has shaken so many blue-collar workers over the past few decades is beginning to shake the cognitive elite as well.　　D.The supply of university graduates is increasing rapidly. The Chronicle of Higher Education calculates that between 1990 and 2007 the number of students going to university increased by 22% in North America, 74% in Europe, 144% in Latin America and 203% in Asia. In 2007 150m people attended university around the world, including 70m in Asia. Emerging economies—specially China--are pouring resources into building universities that can compete with the elite of America and Europe. They are also producing professional- services firms snch as Tata Consulting Services and Infosys that take fresh graduates and turn them into world-class computer programmers and consultants. The best and the brightest of the rich world must increasingly compete with the best and the brightest from poorer countries who are willing to work harder for less money.　　E. At the same time, the demand for educated labor is being reconfigured (重新配置) by technology, in much the same way that the demand for agricultural labor was reconfigured in the 19th century and that for factory labor in the 20th. Computers can not only perform repetitive mental tasks much faster than human beings. They can also empower amateurs to do what professionals once did: why hire a flesh-and-blood accountant to complete your tax return when Turbotax (a software package ) will do the job at a fraction of the cost? And the variety of jobs that computers can do is multiplying as programmers teach them to deal with tone and linguistic ambiguity.　　F.Several economists, including Paul Krugman, have begun to argue that post-industrial societies will be characterized not by a relentless rise in demand for the educated but by a great "hollowing out", as mid-level jobs are destroyed by smart machines and high-level job growth slows. David Autor, of the Massachusetts Institute of Technology (MIT), points out that the main effect of automation in the computer era is not that it destroys blue-collar jobs but that it destroys any job that can be reduced to a routine. Alan Blinder of Princeton University, argues that the jobs graduates have traditionally performed are if anything more "offshorable" than low-wage ones. A plumber or lorry-driver's job cannot be outsourced to India. A computer programmer's can.　　G. A university education is still a prerequisite for entering some of the great industries, such as medicine, law and academia (学术界), that provide secure and well-paying jobs. Over the 20th century these industries did a wonderful job of raising barriers to entry--sometimes for good reasons (nobody wants to be operated on by a barber) and sometimes for self-interested ones. But these industries are beginning to bend the roles. Newspapers are fighting a losing battle with the blogosphere. Universities are replacing tenure-track professors with non-tenured staff. Law firms are contracting out routine work such as"discovery" (digging up documents relevant to a lawsuit) to computerized-search specialists such as Blackstone Discovery. Even doctors are threatened, as patients find advice online and treatment in Walmart's new health centers.　　H.Thomas Malone of MIT argues that these changes--automation, globalizafion and deregulation--may be part of a bigger change: the application of the division of labor to brain-work. Adam Smith's factory managers broke the production of pins into 18 components. In the same way, companies are increasingly breaking the production of brain-work into ever tinier slices. TopCoder chops up IT projects into bite-sized chunks and then serves them up to a worldwide workforce of freelance coders.　　I.These changes will undoubtedly improve the productivity of brain-workers. They will allow consumers to sidestep (规避 ) the professional industries that have extracted high rents for their services. And they will empower many brain-workers to focus on what they are best at and contract out more tedious tasks to others. But the reconfiguration of brain-work will also make life far less cozy and predictable for the next generation of graduates. 答案解析
A.Millions of school-leavers in the rich world are about to bid a tearful goodbye to their parents and start a new life at university. Some are inspired by a pure love of learning. But most also believe that spending three or four years at university--and accumulating huge debts in the process--will boost their chances of landing a well-paid and secure job.　　B.Their elders have always told them that education is the best way to equip themselves to thrive in a globalised world. Blue-collar workers will see their jobs outsourced and automated, the familiar argument goes. School dropouts will have to cope with a life of cash-strapped (资金紧张的) insecurity. But the graduate elite will have the world at its feet. There is some evidence to support this view. A recent study from Georgetown University's Centre on Education and the Workforce argues that"obtaining a post-secondary credential ( 证书) is almost always worth it." Educational qualifications are tightly correlated with earnings: an American with a professional degree can expect to pocket $3.6m over a lifetime; one with merely a high- school diploma can expect only $1.3m. The gap between more- and less-educated earners may be widening. A study in 2002 found that someone with a bachelor's degree could expect to earn 75% more over a lifetime than someone with only a high-school diploma. Today the disparity is even greater.　　C.But is the past a reliable guide to the future? Or are we at the beginning of a new phase in the relationship between jobs and education? There are good reasons for thinking that old patterns are about to change--and that the current recession-driven downturn (衰退) in the demand for Western graduates will morph (改变) into something structural. The strong wind of creative destruction that has shaken so many blue-collar workers over the past few decades is beginning to shake the cognitive elite as well.　　D.The supply of university graduates is increasing rapidly. The Chronicle of Higher Education calculates that between 1990 and 2007 the number of students going to university increased by 22% in North America, 74% in Europe, 144% in Latin America and 203% in Asia. In 2007 150m people attended university around the world, including 70m in Asia. Emerging economies—specially China--are pouring resources into building universities that can compete with the elite of America and Europe. They are also producing professional- services firms snch as Tata Consulting Services and Infosys that take fresh graduates and turn them into world-class computer programmers and consultants. The best and the brightest of the rich world must increasingly compete with the best and the brightest from poorer countries who are willing to work harder for less money.　　E. At the same time, the demand for educated labor is being reconfigured (重新配置) by technology, in much the same way that the demand for agricultural labor was reconfigured in the 19th century and that for factory labor in the 20th. Computers can not only perform repetitive mental tasks much faster than human beings. They can also empower amateurs to do what professionals once did: why hire a flesh-and-blood accountant to complete your tax return when Turbotax (a software package ) will do the job at a fraction of the cost? And the variety of jobs that computers can do is multiplying as programmers teach them to deal with tone and linguistic ambiguity.　　F.Several economists, including Paul Krugman, have begun to argue that post-industrial societies will be characterized not by a relentless rise in demand for the educated but by a great "hollowing out", as mid-level jobs are destroyed by smart machines and high-level job growth slows. David Autor, of the Massachusetts Institute of Technology (MIT), points out that the main effect of automation in the computer era is not that it destroys blue-collar jobs but that it destroys any job that can be reduced to a routine. Alan Blinder of Princeton University, argues that the jobs graduates have traditionally performed are if anything more "offshorable" than low-wage ones. A plumber or lorry-driver's job cannot be outsourced to India. A computer programmer's can.　　G. A university education is still a prerequisite for entering some of the great industries, such as medicine, law and academia (学术界), that provide secure and well-paying jobs. Over the 20th century these industries did a wonderful job of raising barriers to entry--sometimes for good reasons (nobody wants to be operated on by a barber) and sometimes for self-interested ones. But these industries are beginning to bend the roles. Newspapers are fighting a losing battle with the blogosphere. Universities are replacing tenure-track professors with non-tenured staff. Law firms are contracting out routine work such as"discovery" (digging up documents relevant to a lawsuit) to computerized-search specialists such as Blackstone Discovery. Even doctors are threatened, as patients find advice online and treatment in Walmart's new health centers.　　H.Thomas Malone of MIT argues that these changes--automation, globalizafion and deregulation--may be part of a bigger change: the application of the division of labor to brain-work. Adam Smith's factory managers broke the production of pins into 18 components. In the same way, companies are increasingly breaking the production of brain-work into ever tinier slices. TopCoder chops up IT projects into bite-sized chunks and then serves them up to a worldwide workforce of freelance coders.　　I.These changes will undoubtedly improve the productivity of brain-workers. They will allow consumers to sidestep (规避 ) the professional industries that have extracted high rents for their services. And they will empower many brain-workers to focus on what they are best at and contract out more tedious tasks to others. But the reconfiguration of brain-work will also make life far less cozy and predictable for the next generation of graduates. 答案解析
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(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. 答案解析
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(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. 答案解析
Section CDirections: In this section, you will hear three passages. At the end of each passage, you will hear three or four questions. Both the passage and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D ). Then mark the corresponding letter on Answer Sheet 1 with a single line through the centre.Questions 16 to 18 are based on the passage you have just heard. 答案解析
Section BDirections:In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D ). Then mark the corresponding letter on Answer Sheet 1with a single line through the centre.Questions 8 to 11 are based on the conversation you have just heard. 答案解析
Section BDirections:In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversation and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D ). Then mark the corresponding letter on Answer Sheet 1with a single line through the centre.Questions 8 to 11 are based on the conversation you have just heard. 答案解析
Section CDirections:There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter onAnswer Sheet 2with a single line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.　　Recently I attended several meetings where we talked about ways to retain students and keep younger faculty members from going elsewhere.　　It seems higher education has become an industry of meeting-holders whose task it is to "solve" problems real or imagined. And in my position as a professor at three different colleges, the actual problems in educating our young people and older students have deepened, while the number of people hired--not to teach but to hold meetings--has increased significantly. Every new problem creates a new job for an administrative fixer. Take our Center for Teaching Excellence. Contrary to its title, the center is a clearing house (信息交流中心 ) for using technology in classrooms and in online courses. It's an administrative sham (欺诈) of the kind that has multiplied over the last 30 years.　　I offer a simple proposition in response: Many of our problems class attendance, educational success, student happiness and well-being--might be improved by cutting down the bureaucratic (官僚的）mechanisms and meetings and instead hiring an army of good teachers, if we replaced half of our administrative staff with classroom teachers, we might actually get a majority of our classes back to 20 or fewer students per teacher. This would be an environment in which teachers and students actually knew each other.　　The teachers must be free to teach in their own way the curriculum should be flexible enough so that they can use their individual talents to achieve the goals of the course. Additionally, they should be allowed to teach, and be rewarded for doing it well. Teachers are not people who are great at and consumed by research and happen to appear in a classroom. Good teaching and research are no exclusive, but they are also not automatic companions. Teaching is an art and a craft, talent and practice; it is not something that just anyone can be good at. It is utterly confusing to me that people do not recognize this, despite the fact that pretty much may one who has been a student can tell the difference between their best and worst teachers. 答案解析
Section CDirections:There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A), B), C) and D). You should decide on the best choice and mark the corresponding letter onAnswer Sheet 2with a single line through the centre.Passage OneQuestions 46 to 50 are based on the following passage.　　Recently I attended several meetings where we talked about ways to retain students and keep younger faculty members from going elsewhere.　　It seems higher education has become an industry of meeting-holders whose task it is to "solve" problems real or imagined. And in my position as a professor at three different colleges, the actual problems in educating our young people and older students have deepened, while the number of people hired--not to teach but to hold meetings--has increased significantly. Every new problem creates a new job for an administrative fixer. Take our Center for Teaching Excellence. Contrary to its title, the center is a clearing house (信息交流中心 ) for using technology in classrooms and in online courses. It's an administrative sham (欺诈) of the kind that has multiplied over the last 30 years.　　I offer a simple proposition in response: Many of our problems class attendance, educational success, student happiness and well-being--might be improved by cutting down the bureaucratic (官僚的）mechanisms and meetings and instead hiring an army of good teachers, if we replaced half of our administrative staff with classroom teachers, we might actually get a majority of our classes back to 20 or fewer students per teacher. This would be an environment in which teachers and students actually knew each other.　　The teachers must be free to teach in their own way the curriculum should be flexible enough so that they can use their individual talents to achieve the goals of the course. Additionally, they should be allowed to teach, and be rewarded for doing it well. Teachers are not people who are great at and consumed by research and happen to appear in a classroom. Good teaching and research are no exclusive, but they are also not automatic companions. Teaching is an art and a craft, talent and practice; it is not something that just anyone can be good at. It is utterly confusing to me that people do not recognize this, despite the fact that pretty much may one who has been a student can tell the difference between their best and worst teachers. 答案解析
6月5日，某投机者以95.40的价格卖出10张9月份到期的3个月欧元利率(EURIBOR)期货合约，6月20日该投机者以95.30的价格将上述合约平仓。在不考虑交易成本的情况下，该投机者的交易结果是（　　）欧元。(每张合约为100万欧元) 答案解析
假如基差从+10美分/蒲式耳变为+5美分/蒲式耳，或者从+4美分/蒲式耳变为-2美分/蒲式耳均属于走弱的情形。() 答案解析
Section BDirections:In this section, you will hear two long conversations. At the end of each conversation, you will hear four questions. Both the conversations and the questions will be spoken only once. After you hear a question, you must choose the best answer from the four choices marked A), B), C) and D). Then mark the corresponding letter onAnswer Sheet 1with a single line through the centre.Questions 8 to 11 are based on the conversation you have just heard. 答案解析
1982年2月，美国芝加哥期货交易所推出了价值线指数期货合约的交易，成为世界上第一个股指期货品种。( ) 答案解析