2007年12月英语六级阅读专项训练（六）
[
07/10/14 10:29 | by admin ]
07/10/14 10:29 | by admin ]
The American economic system is organized around a basically private-enterprise， market-oriented economy in which consumers largely determine what shall be produced by spending their money in the marketplace for those goods and services that they want most. Private businessmen， striving to make profits， produce these goods and services in competition with other businessmen； and the profit motive， operating under competitive pressures， largely determines how these goods and services are produced. Thus， in the American economic system it is the demand of individual consumers，coupled with the desire of businessmen to maximize profits and the desire of individuals to maximize their incomes， that together determine what shall be produced and how resources are used to produce it.
An important factor in a market-oriented economy is the mechanism by which consumer demands can be expressed and responded to by producers. In the American economy， this mechanism is provided by a price system， a process in which prices rise and fall in response to relative demands of consumers and supplies offered by seller-producers. If the product is in short supply relative to the demand， the price will be bid up and some consumers will be eliminated from the market. If， on the other hand， producing more of a commodity results in reducing its cost， this will tend to increase the supply offered by seller-producers， which in turn will lower the price and permit more consumers to buy the product. Thus， price is the regulating mechanism in the America economic system.
The important factor in a private-enterprise economy is that individual are allowed to own productive resources （private property）， and they are permitted to hire labor， gain control over natural resources， and produce goods and services for sale at a profit. In the American economy， the concept of private property embraces not only the ownership of productive resources but also certain rights， including the right to determine the price of a product or to make a free contract with another private individual.
1.In Para. 1，“ the desire of individuals to maximize their incomes” means ___.
A.Americans never feel satisfied with their incomes.
B.Americans tend to overstate the amount of their incomes.
C.Americans want to have their incomes increased.
D.Americans want to increase the purchasing power of their incomes.
2.The first two sentences in the second paragraph clarity the idea to us that ___.
A.producers can satisfy the consumers by mechanized production.
B.consumers can express their demands through producers.
C.producers decide the prices of products.
D.supply and demand regulate prices.
3.The word “embraces” in Para. 3 probably parallels ___.
A.enfold
B.hug
C.comprehend
D.support
4.According to the passage， a private-enterprise economy is characterized by ___.
A.private property and rights concerned.
B.manpower and natural resources control.
C.ownership of productive resources
D.free contracts and prices.
5.The passage is mainly talking about ___.
A.how American goods are produced.
B.how American consumers buy their goods.
C.how American economic system works.
D.how American businessman make their profits.
答案：DDCAC
An important factor in a market-oriented economy is the mechanism by which consumer demands can be expressed and responded to by producers. In the American economy， this mechanism is provided by a price system， a process in which prices rise and fall in response to relative demands of consumers and supplies offered by seller-producers. If the product is in short supply relative to the demand， the price will be bid up and some consumers will be eliminated from the market. If， on the other hand， producing more of a commodity results in reducing its cost， this will tend to increase the supply offered by seller-producers， which in turn will lower the price and permit more consumers to buy the product. Thus， price is the regulating mechanism in the America economic system.
The important factor in a private-enterprise economy is that individual are allowed to own productive resources （private property）， and they are permitted to hire labor， gain control over natural resources， and produce goods and services for sale at a profit. In the American economy， the concept of private property embraces not only the ownership of productive resources but also certain rights， including the right to determine the price of a product or to make a free contract with another private individual.
1.In Para. 1，“ the desire of individuals to maximize their incomes” means ___.
A.Americans never feel satisfied with their incomes.
B.Americans tend to overstate the amount of their incomes.
C.Americans want to have their incomes increased.
D.Americans want to increase the purchasing power of their incomes.
2.The first two sentences in the second paragraph clarity the idea to us that ___.
A.producers can satisfy the consumers by mechanized production.
B.consumers can express their demands through producers.
C.producers decide the prices of products.
D.supply and demand regulate prices.
3.The word “embraces” in Para. 3 probably parallels ___.
A.enfold
B.hug
C.comprehend
D.support
4.According to the passage， a private-enterprise economy is characterized by ___.
A.private property and rights concerned.
B.manpower and natural resources control.
C.ownership of productive resources
D.free contracts and prices.
5.The passage is mainly talking about ___.
A.how American goods are produced.
B.how American consumers buy their goods.
C.how American economic system works.
D.how American businessman make their profits.
引用
答案：DDCAC
2007年12月英语六级阅读专项训练（五）
[ 07/10/04 15:40 | by admin ]
07/10/04 15:40 | by admin ]
【第一页】阅读正文&题目
【第二页】阅读答案&解析
【第二页】阅读答案&解析
引用
The first way we can approach language is as a phenomenon of the individual person. It is concerned with describing and explaining language as a matter of human behavior. People speak and write; they also evidently read and understand what they hear. They are not born doing so; they have to acquire these skills. Not everybody seems to develop them to the same degree. People may suffer accidents or diseases, which impair their performance. Language is thus seen as part of human psychology, a particular sort of behavior, the behavior, which has as its principal, function that of communication.
The trouble with the term “behavior” is that it is often taken to refer only to more or less overt, and describable, physical movements and acts. Yet part of language behavior-that of understanding spoken or written language, for example-has little or no physically observable signs. It is true we can sometimes infer that understanding has taken place by the changes that take place in the other person’s behavior. When someone has been prohibited from doing something, we may infer that he has understood the prohibition by observing that thereafter he never behaves in that way. We cannot, of course, be absolutely sure that his subsequent behavior is a result of his understanding; it might be due to a loss of interest or inclination. So behavior must be taken to include unobservable activity, often only to be inferred from other observable behavior.
Once we admit that the study of language behavior involves describing and explaining the unobservable, the situation becomes much more complicated, because we have to postulate some set of processes, some internal mechanism, which operates when we speak and understand. We have to postulate something we can call a mind. The study of language from this point of view can then be seen as a study of the specific properties, processes and states of the mind whose outward manifestations are observable behavior; what we have to know in order to perform linguistically.This approach to language, as a phenomenon of the individual, is thus principally concerned with explaining how we acquire language, and its relation to general human cognitive systems, and with the psychological mechanisms underlying the comprehension and production of speech; much less with the problem of what language is for, that is, its function as communication, since this necessarily involves more than a single individual.
The trouble with the term “behavior” is that it is often taken to refer only to more or less overt, and describable, physical movements and acts. Yet part of language behavior-that of understanding spoken or written language, for example-has little or no physically observable signs. It is true we can sometimes infer that understanding has taken place by the changes that take place in the other person’s behavior. When someone has been prohibited from doing something, we may infer that he has understood the prohibition by observing that thereafter he never behaves in that way. We cannot, of course, be absolutely sure that his subsequent behavior is a result of his understanding; it might be due to a loss of interest or inclination. So behavior must be taken to include unobservable activity, often only to be inferred from other observable behavior.
Once we admit that the study of language behavior involves describing and explaining the unobservable, the situation becomes much more complicated, because we have to postulate some set of processes, some internal mechanism, which operates when we speak and understand. We have to postulate something we can call a mind. The study of language from this point of view can then be seen as a study of the specific properties, processes and states of the mind whose outward manifestations are observable behavior; what we have to know in order to perform linguistically.This approach to language, as a phenomenon of the individual, is thus principally concerned with explaining how we acquire language, and its relation to general human cognitive systems, and with the psychological mechanisms underlying the comprehension and production of speech; much less with the problem of what language is for, that is, its function as communication, since this necessarily involves more than a single individual.
引用
36.What is the best title for this passage?
A) Language as Means of Communication.
B) Language and Psychology.
C) Language and the Individual.
D) Language as a Social Phenomenon.
37.According to the passage, which of the following statements is NOT true?
A) Language is often regarded as part of human psychology.
B) People develop language skills of different degrees as a result of different personal experiences.
C) Language is a special kind of psychological behavior that is born with an individual.
D) People learn to speak and write through imitation and training.
38.What does the term “behavior” in the second paragraph especially refer to in this passage?
A) It refers to observable and physical movements and acts.
B) It refers to the part of language behavior that involves understanding or interpretation.
C) It refers to both the overt and the unobservable language behaviors in communicating.
D) It refers to acts of speaking and writing.
39.What does “internal mechanism”(Line 3, Para. 3) mean?
A) Secret machine. B) Mental processes.C) Overt system. D) Mechanic operation.
40.What can you infer from the passage?
A) Its individualistic approach to language is meant to study the psychological processes of language acquisition.
B) The individualistic approach to language is mainly concerned with how language functions in society.
C) The study of language is sure to involve more than a single individual.
D) Psychological approach to language is concerned with the comprehension and production of speech.
A) Language as Means of Communication.
B) Language and Psychology.
C) Language and the Individual.
D) Language as a Social Phenomenon.
37.According to the passage, which of the following statements is NOT true?
A) Language is often regarded as part of human psychology.
B) People develop language skills of different degrees as a result of different personal experiences.
C) Language is a special kind of psychological behavior that is born with an individual.
D) People learn to speak and write through imitation and training.
38.What does the term “behavior” in the second paragraph especially refer to in this passage?
A) It refers to observable and physical movements and acts.
B) It refers to the part of language behavior that involves understanding or interpretation.
C) It refers to both the overt and the unobservable language behaviors in communicating.
D) It refers to acts of speaking and writing.
39.What does “internal mechanism”(Line 3, Para. 3) mean?
A) Secret machine. B) Mental processes.C) Overt system. D) Mechanic operation.
40.What can you infer from the passage?
A) Its individualistic approach to language is meant to study the psychological processes of language acquisition.
B) The individualistic approach to language is mainly concerned with how language functions in society.
C) The study of language is sure to involve more than a single individual.
D) Psychological approach to language is concerned with the comprehension and production of speech.
2007年12月英语六级阅读专项训练（四）
[ 07/10/04 15:37 | by admin ]
07/10/04 15:37 | by admin ]
【第一页】阅读正文&题目
【第二页】阅读答案&解析
【第二页】阅读答案&解析
引用
A strange thing about humans is their capacity for blind rage. Rage is presumably an emotion resulting from survival instinct, but the surprising thing about it is that we do not deploy it against other animals. If we encounter a dangerous wild animal - a poisonous snake or a wild cat - we do not fly into a temper. If we are unarmed, we show fear and attempt to back away; if we are suitably armed, we attack, but in a rational manner not in a rage. We reserve rage for our own species. It is hard to see any survival value in attacking one’s own, but if we take account of the long competition, which must have existed between our own subspecies and others like Neanderthal man - indeed others still more remote from us than Neanderthal man - human rage becomes more comprehensible.
In our everyday language and behavior there are many reminders of those early struggles. We are always using the words “us and them”. “Our” side is perpetually trying to do down the “other” side. In games we artificially create other subspecies we can attack. The opposition of “us” and “them” is the touchstone of the two-party system of “democratic” politics. Although there are no very serious consequences to many of these modern psychological representations of the “us and them” emotion, it is as well to remember that the original aim was not to beat the other subspecies in a game but to exterminate it.
The readiness with which humans allow themselves to be regimented has permitted large armies to be formed, which, taken together with the “us and them” blind rage, has led to destructive clashes within our subspecies itself. The First World War is an example in which Europe divided itself into two imaginary subspecies. And there is a similar extermination battle now in Northern Ireland. The idea that there is a religious basis for this clash is illusory, for not even the Pope has been able to control it. The clash is much more primitive than the Christian religion, much older in its emotional origin. The conflict in Ireland is unlikely to stop until a greater primitive fear is imposed from outside the community, or until the combatants become exhausted.
In our everyday language and behavior there are many reminders of those early struggles. We are always using the words “us and them”. “Our” side is perpetually trying to do down the “other” side. In games we artificially create other subspecies we can attack. The opposition of “us” and “them” is the touchstone of the two-party system of “democratic” politics. Although there are no very serious consequences to many of these modern psychological representations of the “us and them” emotion, it is as well to remember that the original aim was not to beat the other subspecies in a game but to exterminate it.
The readiness with which humans allow themselves to be regimented has permitted large armies to be formed, which, taken together with the “us and them” blind rage, has led to destructive clashes within our subspecies itself. The First World War is an example in which Europe divided itself into two imaginary subspecies. And there is a similar extermination battle now in Northern Ireland. The idea that there is a religious basis for this clash is illusory, for not even the Pope has been able to control it. The clash is much more primitive than the Christian religion, much older in its emotional origin. The conflict in Ireland is unlikely to stop until a greater primitive fear is imposed from outside the community, or until the combatants become exhausted.
引用
31.A suitable title for this passage would be____.
A) Why Human Armies Are Formed
B) Man’s Anger Against Rage
C) The Human Capacity for Rage
D) Early Struggles of Angry Man
32.According to the author, the surprising aspect of human anger is____.
A) its lengthy and complex development
B) a conflict such as is now going on in Northern Ireland
C) that we do not fly into a temper more often
D) that we reserve anger for mankind
33.The passage suggests that____.
A) historically, we have created an “us” versus “them” society
B) humans have had a natural disinclination toward formal grouping
C) the First World War is an example of how man has always avoided domination
D) the emotional origin of the war in Ireland is lost in time
34.From the passage we can infer that ____.
A) the artificial creation of a subspecies unlike us is something that never happens
B) games are psychologically unhealthy
C) any artificially created subspecies would be our enemy
D) the real or imagined existence of an opposing subspecies is inherent in man’s activities
35.The author believes that a religious explanation for the war in Northern Ireland is____.
A) founded in historical fact
B) deceptive
C) apparent
D) probably accurate
A) Why Human Armies Are Formed
B) Man’s Anger Against Rage
C) The Human Capacity for Rage
D) Early Struggles of Angry Man
32.According to the author, the surprising aspect of human anger is____.
A) its lengthy and complex development
B) a conflict such as is now going on in Northern Ireland
C) that we do not fly into a temper more often
D) that we reserve anger for mankind
33.The passage suggests that____.
A) historically, we have created an “us” versus “them” society
B) humans have had a natural disinclination toward formal grouping
C) the First World War is an example of how man has always avoided domination
D) the emotional origin of the war in Ireland is lost in time
34.From the passage we can infer that ____.
A) the artificial creation of a subspecies unlike us is something that never happens
B) games are psychologically unhealthy
C) any artificially created subspecies would be our enemy
D) the real or imagined existence of an opposing subspecies is inherent in man’s activities
35.The author believes that a religious explanation for the war in Northern Ireland is____.
A) founded in historical fact
B) deceptive
C) apparent
D) probably accurate
2007年12月英语六级阅读专项训练（三）
[ 07/10/04 15:34 | by admin ]
07/10/04 15:34 | by admin ]
【第一页】阅读正文&题目
【第二页】阅读答案&解析
【第二页】阅读答案&解析
引用
No one should be forced to wear a uniform under any circumstance. Uniforms are demanding to the human spirit and totally unnecessary in a democratic society. Uniforms tell the world that the person who wears one has no value as an individual but only lives to function as a part of a whole. The individual in a uniform loses all self-worth.
There are those who say that wearing a uniform gives a person a sense of identification with a larger, more important concept. What could be more important than the individual himself? If an organization is so weak that it must rely on cloth and buttons to inspire its members, that organization has no right to continue its existence. Others say that the practice of making persons wear uniforms, say in a school, eliminates all envy and competition in the matter of dress, such that a poor person who cannot afford good-quality clothing is not to be belittled by a wealthy person who wears expensive quality clothing. Those persons conveniently ignore such critical concepts as freedom of choice, motivation, and individuality. If all persons were to wear the same clothing, why would anyone strive to be better? It is only a short step from forcing everyone to drive the same car, have the same type of foods. When this happens, all incentive to improve one’s life is removed. Why would parents bother to work hard so that their children could have a better life than they had when they know that their children are going to be forced to have exactly the same life that they had?
Uniforms also hurt the economy. Right now, billions of dollars are spent on the fashion industry yearly. Thousands of persons are employed in designing, creating and marketing different types of clothing. If everyone were forced to wear uniforms, artistic personnel would be unnecessary. Sales persons would be superfluous as well; why bother to sell the only items that are available? The wearing of uniforms would destroy the fashion industry, which in turn would have a ripple effect on such industries as advertising and promotion. Without advertising, newspapers, magazines, and television would not be able to remain in business. One entire information and entertainment industry would collapse.
There are those who say that wearing a uniform gives a person a sense of identification with a larger, more important concept. What could be more important than the individual himself? If an organization is so weak that it must rely on cloth and buttons to inspire its members, that organization has no right to continue its existence. Others say that the practice of making persons wear uniforms, say in a school, eliminates all envy and competition in the matter of dress, such that a poor person who cannot afford good-quality clothing is not to be belittled by a wealthy person who wears expensive quality clothing. Those persons conveniently ignore such critical concepts as freedom of choice, motivation, and individuality. If all persons were to wear the same clothing, why would anyone strive to be better? It is only a short step from forcing everyone to drive the same car, have the same type of foods. When this happens, all incentive to improve one’s life is removed. Why would parents bother to work hard so that their children could have a better life than they had when they know that their children are going to be forced to have exactly the same life that they had?
Uniforms also hurt the economy. Right now, billions of dollars are spent on the fashion industry yearly. Thousands of persons are employed in designing, creating and marketing different types of clothing. If everyone were forced to wear uniforms, artistic personnel would be unnecessary. Sales persons would be superfluous as well; why bother to sell the only items that are available? The wearing of uniforms would destroy the fashion industry, which in turn would have a ripple effect on such industries as advertising and promotion. Without advertising, newspapers, magazines, and television would not be able to remain in business. One entire information and entertainment industry would collapse.
引用
26.The author’s primary purpose in writing this passage was to ____.
A）plead for the abolishment of uniforms
B）show that uniforms are not possible in a democratic society
C）advocate stronger governmental controls on the wearing of uniforms
D）convince the reader that uniforms have more disadvantages than advantages
27.Why does the author discuss forcing everyone to buy the same car or eat the same food?
A) To show that freedom of choice is absolute.
B) To show that the government has interfered too much in the lives of individual.
C) To suggest what would happen if uniforms became compulsory.
D) To predict the way the society will be in the next few generations.
28.Which of the following statements is NOT true according to the author?
A) The person who wears a uniform has no self-worth.
B) Wearing a uniform gives a person a sense of identification with a larger concept.
C) Uniforms will hurt one entire information and entertainment industry.
D) Envy and competition are incentive to improve one’s life.
29.The word “superfluous” (Para. 3) most probably means ____.
A) indispensable B) availableC) surplus D) supplementary
30.The next paragraph in this passage might discuss____.
A) the positive effects of wearing uniforms
B) more negative effects of wearing uniforms
C) alternative to wearing uniforms
D) the legal rights of those not wishing to wear uniforms
A）plead for the abolishment of uniforms
B）show that uniforms are not possible in a democratic society
C）advocate stronger governmental controls on the wearing of uniforms
D）convince the reader that uniforms have more disadvantages than advantages
27.Why does the author discuss forcing everyone to buy the same car or eat the same food?
A) To show that freedom of choice is absolute.
B) To show that the government has interfered too much in the lives of individual.
C) To suggest what would happen if uniforms became compulsory.
D) To predict the way the society will be in the next few generations.
28.Which of the following statements is NOT true according to the author?
A) The person who wears a uniform has no self-worth.
B) Wearing a uniform gives a person a sense of identification with a larger concept.
C) Uniforms will hurt one entire information and entertainment industry.
D) Envy and competition are incentive to improve one’s life.
29.The word “superfluous” (Para. 3) most probably means ____.
A) indispensable B) availableC) surplus D) supplementary
30.The next paragraph in this passage might discuss____.
A) the positive effects of wearing uniforms
B) more negative effects of wearing uniforms
C) alternative to wearing uniforms
D) the legal rights of those not wishing to wear uniforms
2007年12月英语六级阅读专项训练（二）
[ 07/10/04 15:31 | by admin ]
07/10/04 15:31 | by admin ]
【第一页】阅读正文&题目
【第二页】阅读答案&解析
21.What is the main idea of the passage?
A） Employment became widespread in the 17th and 18th centuries.
B） Unemployment will remain a major problem for industrialized nations.
C） The industrial age may now be coming to an end.
D） Some efforts and resources should be devoted to helping more people cope with the problem of unemployment.
22.Which of the following was NOT mentioned as a factor contributing to the spread of employment?
A） The enclosures of the 17th and 18th centuries.
B） The development of factories.
C） Relief from housework on the part of women.
D） Development of modern means of transportation.
23.It can be inferred from the passage that____.
A） most people who have been polled believe that the problem of unemployment may not be solved within a short period of time
B） many farmers lost their land when new railways and factories were being constructed
C） in preindustrial societies housework and community service were mainly carried out by women
D） some of the changes in work pattern that the industrial age brought have been reversed
24.What does the word “daunting” in the third paragraph mean?
A） Shocking B） InterestingC） Confusing D） Stimulating
25.Which of the following is NOT suggested as a possible means to cope with the current situation?
A） Create situations in which people work for themselves.
B） Treat employment as the norm.
C） Endeavor to revive the household and the neighborhood as centers of production.
D） Encourage people to work in circumstances other than normal working conditions.
【第二页】阅读答案&解析
引用
Opinion polls are now beginning to show that,whoever is to blame and whatever happens from now on,high unemployment is probably here to say.This means we shall have to find ways of sharing the available employment more widely.
But we need to go further. We must ask some fundamental questions about the future work. Should we continue to treat employment as the norm? Should we not rather encourage many ways for self-respecting people to work? Should we not create conditions in which many of us can work for ourselves, rather than for an employer? Should we not aim to revive the household and the neighborhood, as well as the factory and the office, as centers of production and work?
The industrial age has been the only period of human history in which most people’s work has taken the form of jobs. The industrial age may now becoming to an end, and some of the changes in work patterns which it brought may have to be reversed. This seems a daunting thought. But, in fact, it could offer the prospect of a better future for work. Universal employment, as its history shows, has not meant economic freedom.
Employment became widespread when the enclosures of the 17th and 18th centuries made many people dependent on paid work by depriving them of the use of the land, and thus of the means to provide a living for themselves. Then the factory system destroyed the cottage industries and removed work from people’s homes. Later, as transport improved first by rail and then by road, people commuted longer distances to their places of employment until, eventually, many people’s work lost all connection with their home lives and the places in which they live.
Meanwhile, employment put women at a disadvantage. In preindustrial times, men and women had shared the productive work of the household and village community. Now it became customary for the husband to go out to paid employment, leaving the unpaid work of the home and families to his wife. Tax and benefit regulations still assume this norm today, and restrict more flexible sharing of work roles between the sexes.
It was not only women whose work status suffered. As employment became the dominant form of work, young people and old people were excluded—a problem now, as more teenagers become frustrated at school and more retired people want to live active lives.
All this may now have to change.
The time has certainly come to switch some effort and resources away from the idealist goal creating jobs for all, to the urgent practical task of helping many people to manage without full-time jobs.
But we need to go further. We must ask some fundamental questions about the future work. Should we continue to treat employment as the norm? Should we not rather encourage many ways for self-respecting people to work? Should we not create conditions in which many of us can work for ourselves, rather than for an employer? Should we not aim to revive the household and the neighborhood, as well as the factory and the office, as centers of production and work?
The industrial age has been the only period of human history in which most people’s work has taken the form of jobs. The industrial age may now becoming to an end, and some of the changes in work patterns which it brought may have to be reversed. This seems a daunting thought. But, in fact, it could offer the prospect of a better future for work. Universal employment, as its history shows, has not meant economic freedom.
Employment became widespread when the enclosures of the 17th and 18th centuries made many people dependent on paid work by depriving them of the use of the land, and thus of the means to provide a living for themselves. Then the factory system destroyed the cottage industries and removed work from people’s homes. Later, as transport improved first by rail and then by road, people commuted longer distances to their places of employment until, eventually, many people’s work lost all connection with their home lives and the places in which they live.
Meanwhile, employment put women at a disadvantage. In preindustrial times, men and women had shared the productive work of the household and village community. Now it became customary for the husband to go out to paid employment, leaving the unpaid work of the home and families to his wife. Tax and benefit regulations still assume this norm today, and restrict more flexible sharing of work roles between the sexes.
It was not only women whose work status suffered. As employment became the dominant form of work, young people and old people were excluded—a problem now, as more teenagers become frustrated at school and more retired people want to live active lives.
All this may now have to change.
The time has certainly come to switch some effort and resources away from the idealist goal creating jobs for all, to the urgent practical task of helping many people to manage without full-time jobs.
引用
21.What is the main idea of the passage?
A） Employment became widespread in the 17th and 18th centuries.
B） Unemployment will remain a major problem for industrialized nations.
C） The industrial age may now be coming to an end.
D） Some efforts and resources should be devoted to helping more people cope with the problem of unemployment.
22.Which of the following was NOT mentioned as a factor contributing to the spread of employment?
A） The enclosures of the 17th and 18th centuries.
B） The development of factories.
C） Relief from housework on the part of women.
D） Development of modern means of transportation.
23.It can be inferred from the passage that____.
A） most people who have been polled believe that the problem of unemployment may not be solved within a short period of time
B） many farmers lost their land when new railways and factories were being constructed
C） in preindustrial societies housework and community service were mainly carried out by women
D） some of the changes in work pattern that the industrial age brought have been reversed
24.What does the word “daunting” in the third paragraph mean?
A） Shocking B） InterestingC） Confusing D） Stimulating
25.Which of the following is NOT suggested as a possible means to cope with the current situation?
A） Create situations in which people work for themselves.
B） Treat employment as the norm.
C） Endeavor to revive the household and the neighborhood as centers of production.
D） Encourage people to work in circumstances other than normal working conditions.
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