There are various ways in which individual economic units can interact with one another. Three basic ways may be described as the market system, the administered system, and the traditional system.

　　In a market system individual economic units are free to interact among each other in the marketplace. It is possible to buy commodities from other economic units or sell commodities to them. In a market, transactions may take place via barter or money exchange. In a barter economy, real goods such as automobiles, shoes, and pizzas are traded against each other. Obviously, finding somebody who wants to trade my old car in exchange for a sailboat may not always be an easy task. Hence, the introduction of money as a medium of exchange eases transactions considerably. In the modern market economy, goods and services are bought or sold for money.

　　An alternative to the market system is administrative control by some agency over all transactions. This agency will issue commands as to how much of each good and service should be produced, exchanged, and consumed by each economic unit. Central planning may be one way of administering such an economy. The central plan, drawn up by the government, shows the amounts of each commodity produced by the various firms and allocated to different households for consumption. This is an example of complete planning of production, consumption, and exchange for the whole economy.

　　In a traditional society, production and consumption patterns are governed by tradition; every person’s place within the economic system is fixed by parentage, religion, and custom. Transactions take place on the basis of tradition, too. People belonging to a certain group or caste（阶级） may have an obligation to care for other persons, provide them with food and shelter, care for their health, and provide for their education. Clearly, in a system where every decision is made on the basis of tradition alone, progress may be difficult to achieve. An inactive society may result.

1.What is the main purpose of the passage?

　 A. To outline contrasting types of economic systems.

　 B. To explain the science of economics.

　 C. To argue for the superiority of one economic system.

　 D. To compare barter and money-exchange markets.

2.In the second paragraph, the underlined word “real” could best be replaced by _______.

　 A. valuable         B. concrete         C. absolute            D. reliable

3.According to the passage, a barter economy can generate ______.

 A. rapid speed of transactions             B. misunderstandings

　 C. inflation                             D. difficulties for the traders

4.According to the passage, who has the greatest degree of control in the administered system?

　 A. Individual households.                    B. Small businesses.

　 C. Major corporations.                   D. The government.

5.Which of the following is not mentioned by the author as a criterion（标准）for determining a person’s position in a traditional society?

　 A. Family background                 B. Age

　 C. Religious beliefs.                        D. Custom

There are various ways in which individual economic units can interact with one another. Three basic ways may be described as the market system, the administered system, and the traditional system.

　　In a market system individual economic units are free to interact among each other in the marketplace. It is possible to buy commodities from other economic units or sell commodities to them. In a market, transactions may take place via barter or money exchange. In a barter economy, real goods such as automobiles, shoes, and pizzas are traded against each other. Obviously, finding somebody who wants to trade my old car in exchange for a sailboat may not always be an easy task. Hence, the introduction of money as a medium of exchange eases transactions considerably. In the modern market economy, goods and services are bought or sold for money.

　　An alternative to the market system is administrative control by some agency over all transactions. This agency will issue commands as to how much of each good and service should be produced, exchanged, and consumed by each economic unit. Central planning may be one way of administering such an economy. The central plan, drawn up by the government, shows the amounts of each commodity produced by the various firms and allocated to different households for consumption. This is an example of complete planning of production, consumption, and exchange for the whole economy.

　　In a traditional society, production and consumption patterns are governed by tradition; every person’s place within the economic system is fixed by parentage, religion, and custom. Transactions take place on the basis of tradition, too. People belonging to a certain group or caste（阶级） may have an obligation to care for other persons, provide them with food and shelter, care for their health, and provide for their education. Clearly, in a system where every decision is made on the basis of tradition alone, progress may be difficult to achieve. An inactive society may result.

1.What is the main purpose of the passage?

　 A. To outline contrasting types of economic systems.

　 B. To explain the science of economics.

　 C. To argue for the superiority of one economic system.

　 D. To compare barter and money-exchange markets.

2. In the second paragraph, the underlined word “real” could best be replaced by _______.

　 A. valuable         B. concrete         C. absolute            D. reliable

3.According to the passage, a barter economy can generate ______.

　 A. rapid speed of transactions               B. misunderstandings

　 C. inflation                             D. difficulties for the traders

4. According to the passage, who has the greatest degree of control in the administered system?

　 A. Individual households.                    B. Small businesses.

　 C. Major corporations.                   D. The government.

5.Which of the following is not mentioned by the author as a criterion（标准）for determining a person’s position in a traditional society?

　 A. Family background                 B. Age

　 C. Religious beliefs.                        D. Custom

　There is a story of a country where the rate of inflation（通货膨胀率）is so high that clever people pay for a taxi ride before the trip instead of after. This story may or may not be true. But inflation was almost that serious in Germany from July 1920 until December 1923. Prices went up so fast that by the end of 1923 they were 50 billion percent higher－a rise of almost 25000 / 40 a month.

　　There was so much paper money, and it had so little value, that people carried bags full of money around to pay for things. One woman told the story of standing outside a shop with a basket full of 500 000 mark notes（马克）. She wanted to buy just one piece of meat, and she hoped she had enough money. But when she was looking, a thief robbed（抢夺） her. He didn't take her money, though, he threw it away and took the basket in stead.

　　At first workers demanded to be paid every day. But as the situation be came worse, they had to be paid twice a day. But they had to run out and spend the money at once, or it would lose its value. People bought anything that was for sale, but food was almost impossible to find. Farm workers re fused to take money. They wanted to be paid in potatoes instead.

　　New policies（政策）ended the inflation in 1923, when the government introduced a new money. But about half of the German people lost every thing in those three and a half years.

　　1．People paid for a taxi ride before the trip because they________

　　　　A. did not want to carry so much money with them

　　　　B. had so much paper money that they wanted to spend them quickly

　　　　C. wanted to save money

　　　　D. were afraid of the taxi driver

　　2．According to the passage, in Germany the prices in 1920 were ________.

　　　　A. higher than those in 1923

　　　　B. lower than those in 1923

　　　　C. the highest in history

　　　　D. the lowest in history

　　3．The thief stole the basket instead of the money in it because he thought _________

　　　　A. he couldn't buy a piece of meat with the money

　　　　B. the basket was more valuable than the money

　　　　C. the basket was what he needed most

　　　　D. the money was of no value

　　4．The farm workers demanded to be paid in potatoes because they be lieved that _______

　　　　A. the money could not buy potatoes

　　　　B. the money might lose its value

　　　　C. the potato was too expensive

　　　　D. the potato was valuable

    But, curiously, one of the rarest coins in the world is not made of gold, but of the relatively cheaper silver. In 1840, the United States mint struck 19, 570 silver dollars. That is what its records show. Today only six of this original number remain and these are unlikely ever to the auction market. So what happened to some 19, 564 large silver coins, not the easiest sort of things to lose? One of the more romantic theories is that they were part of the payment to Napoleon for the American territory then known as Louisiana. But they never reached France. Somewhere in the Gulf of Mexico, the ship transporting them was sunk, either by a storm or by pirates. The probable answer to the mystery is that they were melted down—since the silver value was greater than the actual value of the coin. What really happened to the rest will probably always remain a mystery. What .is known is that whoever can come up with one will find himself instantly rich.

　　 1. It can be inferred from the passage that——.

　　　　  A. money buys as much as it did before

　　    B. money does not buy as much as it did before

　　　　  C. paper money buys more than metal money

　　　　  D. metal money buys more than paper money

　　 2. Which of the following is true of a coin?

　　　　  A. The longer it is held, the less valuable it becomes.

　　　　  B. The more it wears out, the more valuable it becomes.

　　　　  C. The less it gets scratched, the less it values.

　　　　  D. The longer it lasts, the more it values.

　　 3. Coins becomes more valuable because

  　　　　A. they make purses and pockets untidy

　　　　  B. the price of metal goes up

　　　　  C. they fall more readily into a category for collections due to their duration

　　　　  D. both B and C

　　 4. What really happened to some 19, 564 large silver coins?

　　　　  A. They were melted down.　　　　 B. They were sunk in the Gulf of Mexico.

　　　　  C. It is still mystery.　　 　　    　　  D. They were stolen by pirates.