Promote learning and skills for young people and adults 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. Many of the inner capacities ― often known as psycho-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 asserting ourselves, in thinking critically and understanding our feelings. More practical life skills are the kinds of manual skills we need for the physical tasks we face. Some would include vocational (职业的) skills under the heading of life skills ― the ability to lay bricks, sew clothes, catch fish or mend 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. We need to increase our life skills at every stage of life, so learning them may be part of early childhood education, of primary and secondary education and of adult learning groups.Importance in learning Life skills can be put into the categories that the Jacques Delors report suggested. This report 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, such as practicing what are required for work and tasks. 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 into useful knowledge. We also need to learn how to handle change in society and in our own lives.Nature of life skills 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 facilitators are concerned that learners should not just learn about subjects, but learn how to cope with life and make the most of their potential. 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 such as driving, healthcare or tailoring may increase self- confidence, teach problem-solving processes or help in understanding consequences. Whether this is true depends on the mode of teaching ― what kinds of thinking, relationship-building and communication the teacher or facilitator exhibits and promotes among the learners.Progress towards this goal This goal 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. The psycho-social skills cannot easily be measured by tests and scores, but become visible in changed 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 grid through 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.Current challenges 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.Policy options ― what governments should do 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 as 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 in recognition that the prospect of effective secondary education is an incentive to children, and their parents, to complete primary education successfully.Policy options ― what funding agencies should do Support research, exchange and debate, nationally and regionally, on ways of strengthening life skills education; Support (创新的) teacher training initiatives in order to embed 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 of basic education.What is said about inner capacities in the passage A．They can be taught as subjects in schools.B．They are the same as technical learning.C．They have nothing to do with how we behave towards things around us.D．They must be modeled and promoted as part of learning.

10. I sent fitty dollars to "Project Hope", but I wish I could give _ .A. the same amount alsoB. one other fifty dollarsC. another fifty

The two cars parked side by side were nearly ___ in color, making it challenging to distinguish between them at first glance.A. technicalB. identicalC. criticalD. typical

4. The manager is going to _ a speech at the beginning.A. giveB. gives

(单选题 5.0分) What phenomenon is referred to as urban decay?A. Former promising cities become neglected.B. Former city buildings are gradually falling apart.C. Former city government no longer functions properly.D. Former promising cities are stricken by serious diseases.

--Hello! May I speak to Tang Hua? --Yes, __________ A. I'm Tang Hua B. My name is Tang Hua C. This is Tang Hua speaking D. Fang Hua is.

Two years ago， Rupert Murdoch's daughter， Elisabeth， spoke of the "disturbing lack of integrity across so many of our institutions"． Integrity had collapsed， she argued， because of a collective acceptance that the only "sorting mechanism" in society should be profit and the market． But "it's us， human beings who create the society we want， not profit"． Driving her point home， she continued： "It's increasingly apparent that the absence of purpose， of a moral language within government， media or business could become one of the most dangerous drivers for capitalism and freedom．" This same absence of moral purpose was wounding companies such as News International， she thought， making it more likely that it would lose its way as it had with widespread illegal telephone hacking． As the hacking trial concludes - finding guilty one ex-editor of the News of the World， Andy Coulson， for conspiring to hack phones， and finding his predecessor， Rebekah Brooks， innocent of the same charge -the wider issue of lack of integrity still stands． Journalists are known to have hacked the phones of up to 5，500 people． This is hacking on an industrial scale， as was acknowledged by Glenn Mulcaire， the man hired by the News of the World in 2001 to be the point person for phone hacking． Others await trial． This long story still unfolds． In many respects， the lack of moral purpose frames not only the fact of such widespread phone hacking but the terms on which the trial took place． One of the astonishing revelations was how little Rebekah Brooks knew of what went on in her newsroom， how little she thought to ask and the fact that she never inquired how the stories arrived． The core of her successful defence was that she knew nothing． In today's world， title has become normal that well-paid executives should not be accountable for what happens in the organizations that they run， and perhaps we should not be so surprised． For a generation， the collective doctrine（主义） has been that the sorting mechanism of society should be profit． The words that have mattered are efficiency， flexibility， shareholder value， business-friendly， wealth generation， sales， impact and， in newspapers， circulation． Words degraded to the margin have been justice， fairness， tolerance， proportionality and accountability． The purpose of editing the News of the World was not to promote reader understanding， to be fair in what was written or to betray any common humanity． It was to ruin lives in the quest for circulation and impact． Ms Brooks may or may not have had suspicions about how her journalists got their stories， but she asked no questions， gave no instructions-nor received traceable， recorded answers．（1）According to the first two paragraphs， Elisabeth was upset by ____ ．A． the consequences of the current sorting mechanismB． companies' financial loss due to immoral practicesC． governmental ineffectiveness on moral issuesD． the wide misuse of integrity among institutions（2）It can be inferred from Paragraph 3 that ____ ．A． Glem Mulcaire may deny phone hacking as a crimeB． more journalists may be found guilty of phone hackingC． Andy Coulson should be held innocent of the chargeD． phone hacking will be accepted on certain occasions（3）The author holds that the current collective doctrine shows ____ ．A． generally distorted valuesB． unfair wealth distributionC． an unpopular lifestyleD． a strict moral code（4）Which of the following is suggested in the last paragraph？ ____ A． The quality of writing is of primary importance．B． Common humanity is central to news reporting．C． Moral awareness matters in editing a newspaper．D． Journalists need stricter industrial regulations．

-------|||-Mr.Wang usually spends his spare time __ newspapers and books.-|||-A.read B.reads C.to read D.reading

Why should teachers try to be the best people they can be?They should try to be the best people they can be because children are watching how they act and________ every sort of situation.