All schoolchildren should have "happiness" lessons up to the age of 18 to combat(fight) growing levels of depression, according to a senior Government adviser.

   Pupils should study subjects such as how to manage feelings, attitudes to work and money, channeling (引导) negative emotions and even how to take a critical view of the media, said Lord Layard, a professor of economics at the London School of Economics.

   The proposal comes only days after the Government said that lessons in manners—including respect for the elderly and how to say "please" and "thank you" should be taught in secondary schools to combat bad behavior.

   Lord Layard said, "Learning hard things takes an enormous amount of practice. To play the violin well takes10,000 hours of practice. How can we expect people to learn to be happy without massive amounts of practice and repetition?"

   It is believed that at least two percent of British children under 12 now struggle with significant depression. Among teenagers, the figure rises to five percent. AUNICEF study involving 21 developed countries showed that British children were the least satisfied with their lives, while the World Health Organization predicts that childhood psychiatric (精神)disorders will rise by 50 percent by 2020.

   In a speech at Cambridge University, Lord Layard said the Government's lessons in manners did not go far enough. "We need a commitment to producing a major specialism in this area, with a serious teacher training program," he said.

   However, happiness lessons have been criticized by academics. Frank Furedi, a sociology professor at Kent University and author of Therapy Culture, said, "In pushing emotional literacy, what some teachers are really doing is abandoning teaching. They are giving up and talking about emotions instead, so that children value all this non-discipline-led activity more than math, English or science. What is amazing about this is that time and time again, research says that it does not work. "

1. Frank Furedi believes that ______.

A. happiness lessons should be taught to children

B. happiness lessons are just a waste of time

C. formal teaching can go side by side with happiness lessons

D. formal teaching should not give way to happiness lessons

2. We can conclude from the passage that _______.

A. the British Government hasn't fully realized the problems with British students

B. Lord Layard thinks little of the Government's lessons in manners

   C. British students are not well-behaved enough

   D. lessons in manners have brought about positive changes in British students

3. Which of the following methods does Lord Layard use to show learning to be happy takes practice?

A. Comparison.    B. Description.     C. Argument.   D. Analysis.

4. What does Lord Layard think of the Government's lessons in manners?

A. They are quite enough to solve the present problem.

B. They can hardly meet the special demands of education.

C. They are only focused on a major specialism.

D. They will probably end up in failure.

5.What do we know about British children from the passage? 

A. They are the least happy among 21 developed countries.

B. They suffer depression at an earlier age.

C. They are the easiest to suffer childhood psychiatric disorders.

D. Their standard of living is the lowest among 21 developed countries.

—Our motherland needs       development all the way to the future.

—That’s really what we need.

A．timely      B．effective   C．further        D．natural

阅读下面短文，从短文后各题所给的四个选项（A、B、C和D）中，选出可以填入空白处的最佳选项。

While I was standing at the kitchen window, five-year-old Spencer, my oldest son, ran into the house    1  , “We need a doctor out here! We need a doctor! Hurry , Mom!” “What’s wrong?” I asked. Spencer anxiously told me he had found a dead bird that needed a doctor.

I seized a small plastic bag from the cupboard and took Spencer’s hand.   2    , that’s sort of thing mothers do! While my son led me out of the door and toward the bird, I explained that    3    the creature was indeed dead, a doctor could not    4    . When we arrived at the accident scene, it was obvious that the baby bird was dead. Spencer and I could see the nest high up in the tree. My son and I discussed the probable age of the baby bird, its inability to fly well, and exactly how the    5     had caused its death. “ I think his mommy and daddy really    6     him,” Spencer observed. I    7    my boy’s hand and tried to ease his    8     by saying I was sure they did, but that they would be OK because the little bird had gone to Heaven to be with God and Popo (my dead grandfather). I told Spencer that the bird’s mommy and daddy knew that their little one would be    9    and loved. I also told Spencer that Popo loved little birds and I was sure he was in Heaven holding and playing with the baby bird right then. I    10    the little creature’s body, slipped (悄悄放到) it into my plastic bag and   11    placed the bird in the rubbish bin.     12    else was said about the matter for the rest of the day. Spencer went right back to playing    13    he had never been interrupted, and I returned to my work in the kitchen.

At breakfast the next morning, Spencer sadly explained to his father that he had found a baby bird the day before that had fallen from its nest.

“It was dead, Daddy!”

Trying to   14    Spencer’s spirits and remind him that the little bird was really OK, I asked our son to tell Daddy where the baby bird was. Spencer,    15   solemn (郑重的) faced at his dad, said, “In the rubbish bin with Mama’s granddad, Popo.”

1. A. saying        B. screaming             C. declaring               D. telling

2. A. In all        B. At all                 C. Above all               D. After all

3. A. unless                B. if                         C. whether        D. though

4. A. come       B. save                 C. help            D. support

5. A. fall              B. tree                   C. fly                   D. drop

6. A. hate                B. lose                  C. miss                 D. love

7. A. picked up     B. turned to     C. got to                      D. reached for

8. A. excitement      B. regret                C. sadness              D. disappointment

9. A. enjoyed        B. played                 C. treated         D. cared for

10. A. put up                    B. picked up         C. set up          D. held up

11. A. gently              B. loudly                   C. strongly          D. firmly

12. A. Nothing             B. Nobody               C. Everything       D. Something

13. A. as usual     B. as if                   C. even though      D. though

14. A. break        B. rise                   C. show                D. lift

15. A. pointing    B. shouting                    C. looking                 D. aiming

—We need a person badly to think up such an idea .

    — _____ the new comer have a try ?

         A．Shall           B．May C．Should       D．Need

The energy crisis (危机) has made people aware of how the careless use of the earth’s energy has brought the whole world to the edge of disaster. The over – development of motor transport, with its increase of more cars, more traveling, has contributed to the near – destruction of our cities and the pollution not only of local air but also of the earth’s atmosphere.

Our present situation is unlike natural disasters of the past. Worldwide energy use has brought us to a state where long – range planning is vital. What we need is not a continuation of our present serious state, which endangers the future of our country, our children, and our earth, but a movement forward in order to work rapidly and effectively on planetary problems.

This country has been falling back under the continuing exposures of loss of morality (道德) and the revelation (揭露) that lawbreaking has reached into the highest place in the land. There is a strong demand for morality to turn for the better and for some devotion that is vast enough and yet personal enough to enlist the devotion of all. In the past it has been only in a way in defense of their own country and their own benefits that people have been able to devote themselves wholeheartedly.

This is the first time that we have been asked to defend ourselves and what we hold dear in cooperation with all the other people of this planet, who share with us the same endangered air and the same endangered oceans. There is a common need to reassess our present course, to change that course and to employ new methods through which the world can survive. This is a priceless opportunity.

To grasp it, we need a widespread understanding of nature if the crisis we and the world are facing is no passing inconvenience, no by-product（副产品）of the ambitions of the oil – producing countries, no environmentalists’ only fears, no byproduct of any present system of government. What we face is the result of the invention of the last four hundred years. What we need is transformed life style. This new life style can flow directly from science and technology, but its acceptance depends on a sincere devotion to finding a higher quality of life for the world’s children and future generation.

1. Which of the following has nearly destroyed our cities?

A. The loss of beliefs and ideas.                        B. More of law – breaking.

C. Natural disasters in many areas.                     D.  The rapid growth of motors.

2. By comparing past problems with present ones, the author draws our attention to the        .

A. seriousness of this crisis                                B. ineffectiveness of laws

C. similarity of the past to the present          D. hopelessness of the situation

3. Which of the following is used as an example to show the loss of morality?

A. Disregard for law.                                        B. Lack of devotion.

C. Lack of understanding.                                 D. Destruction of cities.

4. The author wrote the passage in order to        .

A. make a recommendation for a transformed life style

B. limit ambitions of the people of the whole world

C. demand devotion to nature and future generation

D. encourage awareness of the decline of morality