2017年下半年英語四級模擬考試試題

積累知識，勝過積蓄金銀以下是小編為大家搜索整理的2017年下半年英語四級模擬考試試題，希望能給大家帶來幫助!更多精彩內容請及時關注我們應屆畢業生考試網!

　　Part I Writing.(30 minutes)

1、1.目前社會上有不少假冒偽劣商品;

2.舉例説明假冒偽劣商品對消費者個人、社會等的危害;

3.消除偽劣商品的方法。

　　Section A

36、Questions 36-46 are based on the following passage.

Wise buying is a positive way in which you can make your money go way you go about purchasing an article or a service can actually___36____you money or can add to the the___37____example of a hairdryer, If you are buying a hairdryer，you might think that you are making the___38____ buy if you choose one whose look you like and which is also the cheapest___39____ when you get it home you may find that it takes twice as long as a more expensive___40____to dry your cost of the electricity plus the cost of your time could well make your hairdryer the most expensive one of all.

So what principles should you___41____when you go out shopping?If you keep your car or any valuable____42___in excellent condition，you’11 be saving money in the long re you buy a new____43___，talk to someone who owns you it or borrow it to check it suits your particular re you buy an expensive___44____，or a service，do check the price and what is on se____45___three items or three estimates

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第(36)題__________。

37、第(37)題__________。

38、第(38)題__________。

39、第(39)題__________。

40、第(40)題__________。

41、第(41)題__________。

42、第(42)題__________。

43、第(43)題__________。

44、第(44)題__________。

45、第(45)題__________。

　　Section B

46、

Promote Learning and Skills for Young People and Adults

A) This goal places the emphasis on the learning needs of young people and adults in the context of lifelong calls for fair access to learning programs that are appropriate，and mentions life skills particularly.

ation is about giving people the opportunity to develop their potential，their personality and their does not merely mean learning new knowledge，but also developing abilities to make the most of e are called life skills——including the inner capacities and the practical skills we need.

of the inner capacities——often known as psych0—social skills——cannot be taught as are not the same as academic or technical must rather be modeled and promoted as part of learning，and in particular by e 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.

practical life skills are the kinds of manual skills we need for the physical tasks we would include vocational skills under the heading of life skills——the ability to lay clothes，catch fish or repair a e are skills by which people may earn their livelihood and which are often available to young people leaving fact，very often young people learn psycho-social skills as they learn more practical ning vocational skills can be a strategy for acquiring both practical and psycho-social skills.

need to increase our life skills at every stage of life，so learning them may be part of early child—hood primary and secondary education and of adult learning 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 ning to be： Personal abilities：such as managing stress and feelings，self-awareness，ning to live together：Social abilities：such as communication，negotiation，ning to do： Manual skills：practicing know-how required for work and tasks.

today’s world all these skills are necessary, in order to face rapid change in means that it is important to know how to go on learning as we require new skills for life and addition，we need to know how to cope with the flood of information and turn it in touseful also need to learn how to handle change in society and in our own lives.

skills are both concrete and abstract—practical skills can be learned directly, as a example, a learner can take a course in laying bricks and learn that r life skills，such as self-confidence，self-esteem，and skills for relating to others or thinking critically cannot be taught in such direct 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.

these life skills may be learnt when learning other 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 is easier to measure the development of practical skills，for instance by counting the number of students who register for vocational skills ver, this still may not tell us how effectively these skills are being used.

al skills cannot easily be measured by tests and scores，but become visible in Chang ress in this area has often been noted by teachers on reports which they make parents of their 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 kind of assessment is individual and may never appear in international tables and charts.

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 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 e 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 re that curricula and syllabuses address life skills and give learners the opportunity to make real-life applications of knowledge，skills and how life skills of all kinds apply in the world of work，for example，negotiating and communication skills，as well practical ugh initial and in-service teacher training，increase the use of active and participatory learning/teaching ine and adapt the processes and content of education so that there is a balance between academic input and life skills 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 cate for the links between primary and(ndary 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.

ing agencies should support research，exchange and onally and regionally,on ways of strengthening life skills ort innovative(創新的her training in order to combine life skills promotion into subjects across the curriculum and as a fundamental part of what school and education are gnize the links between primary and secondary education in ensuring that children develop strong life ort，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 sts education. policy makers and teachers to develop and use a life skills approach to cates for the links between a life skills approach to education and broader society and human development.

　　根據以上內容，回答46-56題。

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