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(創(chuàng)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.

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

　　47.The abilities to make the most of life consist of the inner capacities and the practical skills.

　　48.The progress in psycho—social skills can be measured by changed behavior.

　　49.Governments should examine and adapt the processes and content of education so as to balance the academic input and life skills development.

　　50.According to Jacques Delors，four pillars of education include learning to know, learning to be， learning to live together and learning to do.

　　51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.

　　52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.

　　53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.

　　54.Learning vocational skills can be an approach to acquiring both practical and psycho—social skills.

　　55.The abilities to manage stress and feelings，self-awareness，self-confidence are personal abilities.

　　答案解析：

　　【解析】J)。細(xì)節(jié)題。由句中關(guān)鍵詞progress in psycho-social skills定位至J)段第一句。原文提到心理社會(huì)技能不能輕易地通過測試和分?jǐn)?shù)來衡量，但是可以體現(xiàn)在發(fā)生了改變的行為方面。

　　49.Governments should examine and adapt the processes and content of education SO as to balance the academic input and life skills development.

　　政府應(yīng)該檢查和調(diào)整教育的過程和內(nèi)容，以便平衡知識(shí)的輸入和生活技能的發(fā)展。

　　【解析】L)。細(xì)節(jié)題。由句中關(guān)鍵詞government和examine and adapt可定位至L)段。Examine and adapt the processes and content of education SO that there is a balance between academic input and life skills development.(政府應(yīng)該)檢查和調(diào)整教育的過程和內(nèi)容，以便平衡知識(shí)的輸入和生活技能的發(fā)展。

　　50.According to Jacques Delors，foul,pillars of education include learning to know,learning to be，learning to live together and learning to do.Jacques Delors認(rèn)為教育的四大支柱是學(xué)習(xí)了解、學(xué)習(xí)生存、學(xué)習(xí)共存和學(xué)習(xí)動(dòng)手。

　　【解析】 E)。歸納題。根據(jù)句中關(guān)鍵詞Jacques Delors和foul.pillars of education可定位在E)段。此段主旨是教育的四大支柱與某些生活技能相呼應(yīng)。答題時(shí)可以通過跳讀來獲取信息，總結(jié)出教育的四大支柱為：學(xué)習(xí)了解、學(xué)習(xí)生存、學(xué)習(xí)共存和學(xué)習(xí)動(dòng)手。

　　51.The funding agencies should link primary education and secondary education to make sure that children develop strong life skills.

　　資助機(jī)構(gòu)應(yīng)該把初等教育和中等教育聯(lián)系起來，以確保孩子們發(fā)展出較強(qiáng)的生活技能。

　　【解析】 N)。細(xì)節(jié)題。由句中關(guān)鍵詞funding agencies可定位在N)段。原文提到資助機(jī)構(gòu)應(yīng)該認(rèn)識(shí)到初級教育和中等教育之間的聯(lián)系，以保證孩子們發(fā)展出良好的生活技能。原文是Recognize the links between primary and secondary education，而句中用的是link sth.with sth.的結(jié)構(gòu)。

　　52.Learning literacy may exert an influence on self-esteem，critical thinking and communication skills.識(shí)字能夠在自尊、批判性思考和溝通技能方面產(chǎn)生影響。

　　【解析】H)。細(xì)節(jié)題。由句中關(guān)鍵詞learning literacy可定位至H)段。原文提到讀書識(shí)字可能對自尊、批判性思維或溝通技能有很大影響。

　　53.One function of UNESCO is to help educational policy makers and teachers to develop and use a life skills approach to education.

　　聯(lián)合國教科文組織的一項(xiàng)功能就是幫助教育決策者和教師發(fā)揚(yáng)和使用生活技能來進(jìn)行教育。

　　【解析】 N)。細(xì)節(jié)題。由句中關(guān)鍵詞UNESC0可將答案定位在末段。原文提到“Assists educational policymakers and teachers to develop and use a life skills approach to education”。協(xié)助教育決策者和教師發(fā)揚(yáng)和使用生活技能的教育方法。句中中把a(bǔ)ssist換成help。

　　54.Learning vocational skills can be an approach to acquiring both practical and psycho-social skills.

　　學(xué)習(xí)職業(yè)技能是可以同時(shí)掌握實(shí)際技能和心理社會(huì)技能的一種途徑。

　　【解析】D)。細(xì)節(jié)題。根據(jù)句中關(guān)鍵詞learning vocational skills可將答案定位在D)段末句。學(xué)習(xí)職業(yè)技能是可以同時(shí)掌握實(shí)際技能和心理社會(huì)技能的一種策略。

　　55.The abilities to manage stress and feelings，self awareness，self-confidence are personal abilities.應(yīng)付壓力和情緒、自我了解、自信的能力是個(gè)人能力。

　　【解析】E)。細(xì)節(jié)題。由句中關(guān)鍵詞manage stress and feelings，self-awareness，self-confidence定位至E)段。原文提到處理壓力、控制情緒和自我了解、自信都屬于個(gè)人能力。