题目内容

     Adam Smith was the first person to see the importance of the division of the labor. He gave us an
example of the process by which pins were made in England.
    One man draws out the wire, another strengthens it, a third cuts it, a fourth points it, and a fifth gives
it a head. Just to make the head requires two or three different operations. The work of making pins is
divided into about eighteen different operations, which in some factories are all performed by different
people, though in others the same man will sometimes perform two or three of them.
    Ten men, Smith said, in this way, turned out twelve pounds of pins a day or about 4,800 pins a
worker. But if all of them had worked separately and independently without division of labor, they
certainly could not have made twenty pins in a day and not even one.
    There can be no doubt that division of labor is an efficient way of organizing work.  Fewer people
can make more pins. Adam Smith saw this, but he also took it for granted that the division of labor is
itself responsible for economic growth and development and it accounts for the difference between
expanding economies and those that stand still. In fact, the division of labor adds nothing new, and it
only enables people to produce more of what they already have.
1. According to the passage, Adam Smith was the first person to ________.
A. take advantage of the physical labor
B. introduce the division of labor into England
C. understand the effects of the division of labor
D. explain the causes of the division of labor
2. Adam Smith saw that the division of labor ________.
A. enabled each worker to design pins more quickly
B. increased the possible output of per worker
C. increased the number of people employed in factories
D. improved the quality of pins produced
3. Adam Smith mentioned the number 4,800 in order to ________.
A. show the advantages of the old labor system
B. stress how powerful the individual worker was
C. show the advantages of the division of labor
D. stress the importance of increasing production
4. According to the writer, Adam Smith's mistake was in believing that the division of labor ________.
A. was an efficient way of organizing work
B. was an important development in methods of production
C. finally led to economic development
D. increased the production of existing goods
1-4: CBCC
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Individuals should pay for their higher education. A university education is of huge and direct benefit to the individual.

Graduates earn more than non-graduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only some people have it. So the individual, not the taxpayers, should pay for it. There are pressing calls on the resources of the government. Using taxpayers’ money to help a small number of people to earn high incomes in the future is not one of them.

    Full government funding is not very good for universities. Adam Smith worked in a Scottish university whose teachers lived off student fees. He knew and looked down upon 18th century Oxford, where the academics lived comfortably off the income received from the government. Guaranteed salaries, Smith argued, were the enemy of hard work; and when the academics were lazy and incompetent, the stduents were similarly lazy.

    If students have to pay for their education, they not only work harder, but also demand more from their teachers. And their teachers have to keep them satisfied. If that means taking teaching seriously, and giving less time to their own research interests, that is surely something to celebrate.

    Many people believe that higher education should be free because it is good for the economy. Many graduates clearly do contribute to national wealth, but so do all the businesses that invest and create jobs. If you believe that the government should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the government to invest.

     Therefore, it is the individual, not the government, who should pay for their university education.

The underlined word “them” in Paragraph 2 refers to             .

   A. taxpayers      B. pressing calls              C. college graduates  D. government resources

The author thinks that with full government funding             .

   A. teachers are less satified                               B. students are more demanding

C. students will become more competent             D. teachers will spend less time on teaching

The author mentions businesses in Paragraph 5 in order to             .

   A. argue against free university education      B. call on them to finance students’ studies 

C. encourage graduates to go into business   D. show their contribution to higher education

In the eighteenth—century one of the first modern economists, Adam Smith, thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.?
Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small—scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.?
During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working—class parents. But they lacked social training of the upper class, who despised them as the “new rich.”?
They often sent their sons and daughters to special school to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white collar” occupation, carrying with it a higher salary and a move up in the social scale.?
In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.
60．If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?
A．Officials and employees.   B．Peasants and farmers.
C．Doctors and teachers.       D．Tradesmen and landlords.
61．Who were the ‘new rich’ during the nineteenth and early twentieth centuries?
A．They were still the upper class people.
B．They were owners of large factories.
C．They were intelligent industrialists.
D．They were skilled workers who made their fortune.
62．According to the passage, what did those people do who intended to make their children move up in the social ladder?
A．They saved a lot of money for their children to receive higher education.
B．They tried to find marriage partners from the children of the upper class.
C．They made greater fortunes by their wits.
D．They worked even harder to acquire social training.
63．In the twentieth century class differences have been partly smoothed out by ____.
A．increased income and decreased taxation
B．taxation, social services and educational opportunities
C．education, the increase of income and industrial development
D．the decrease of the upper class population
C  61—65 DBC

The Cost of Higher Education
Individuals (个人) should pay for their higher education.
A university education is of huge and direct benefit to the individual. Graduates earn more than non-graduates. Meanwhile, social mobility is ever more dependent on having a degree. However, only some people have it. So the individual, not the taxpayers, should pay for it. There are pressing calls on the resources (资源) of the government. Using taxpayers' money to help a small number of people to earn high incomes in the future is not one of them.
Full government funding (资助) is not very good for universities. Adam Smith worked in a Scottish university whose teachers lived off student fees. He knew and looked down upon 18th-century Oxford, where the academics lived comfortably off the income received from the government. Guaranteed salaries, Smith argued, were the enemy of hard work; and when the academics were lazy and incompetent, the students were similarly lazy.
If students have to pay for their education, they not only work harder, but also demand more from their teachers. And their teachers have to keep them satisfied. If that means taking teaching seriously, and giving less time to their own research interests, that is surely something to celebrate.
Many people believe that higher education should be free because it is good for the economy (经济). Many graduates clearly do contribute to national wealth, but so do all the businesses that invest (投资) and create jobs. If you believe that the government should pay for higher education because graduates are economically productive, you should also believe that the government should pay part of business costs. Anyone promising to create jobs should receive a gift of capital from the government to invest. Therefore, it is the individual, not the government, who should pay for their university education.
【小题1】 The underlined word "them" in Paragraph 2 refers to ______.

A．taxpayers B．pressing callsC．college graduatesD．government resources
【小题2】The author thinks that with full government funding ______.
A．teachers are less satisfiedB．students are more demanding
C．students will become more competentD．teachers will spend less time on teaching
【小题3】The author mentions businesses in Paragraph 5 in order to ______.
A．argue against free university educationB．call on them to finance students' studies
C．encourage graduates to go into businessD．show their contribution to higher education

根据括号里的中文提示用单词的适当形式填空。（每空0.5分，共5分）
1. Animals become __________ (漠不关心的) to their young as soon as their young can look after themselves, but human beings find this difficult.
2. We should __________ (谴责) any attempts to break into company networks to obtain users’ information
3. The __________ (执行的) director of board assumes the responsibility of managing financial, productive and marketing affairs.
4. Our __________ (可持续的) levels of happiness are up to our life circumstances and our everyday activities.
5. Students from all over the world take a major step along their life's journey when they __________ (参与) in an advanced education.
6.Care must be taken that each task ends with a sensible state, because there is no __________ (保证) when the next step will be carried out.
7. In this book, Adam Smith's emphasis that the ________ (无形的) hand usually leads markets to allocate resources efficiently.
8. If you have a keen __________ (欣赏) for good art, you may have a strong interest in cultural activities or entertainment.
9. Getting the best out of digital __________ (广播电视) will probably mean replacing, or at least repositioning, the indoor or rooftop aerial.
10. The eruption of volcano __________ (伴随) by an earthquake caused great damage to the living things around.

In the eighteenth—century one of the first modern economists, Adam Smith, thought that the “whole annual produce of the land and labour of every country” provided revenue to “three different orders of people: those who live by rent, those who live by wages, and those who live by profit”. Each successive stage of the industrial revolution, however, made the social structure more complicated.?

Many intermediate groups grew up during the nineteenth century between the upper middle class and the working class. There were small—scale industrialists as well as large ones, small shopkeepers and tradesmen, officials and salaried employees, skilled and unskilled workers, and professional men such as doctors and teachers. Farmers and peasants continued in all countries as independent groups.?

During the nineteenth and early twentieth centuries the possession of wealth inevitably affected a person’s social position. Intelligent industrialists with initiative made fortunes by their wits which lifted them into an economic group far higher than that of their working—class parents. But they lacked social training of the upper class, who despised them as the “new rich.”?

They often sent their sons and daughters to special school to acquire social training. Here their children, mixed with the children of the upper classes, were accepted by them, and very often found marriage partners from among them. In the same way, a thrifty, hardworking labourer, though not clever himself, might save for his son enough to pay for an extended secondary school education in the hope that he would move in a “white collar” occupation, carrying with it a higher salary and a move up in the social scale.?

In the twentieth century the increased taxation of higher incomes, the growth of the social services, and the wider development of educational opportunity have considerably altered the social outlook. The upper classes no longer are the sole, or even the main possessors of wealth, power and education, though inherited social position still carries considerable prestige.

60．If you compare the first and second paragraph, what groups of people did Adam Smith leave out in his classification?

A．Officials and employees.   B．Peasants and farmers.

C．Doctors and teachers.       D．Tradesmen and landlords.

61．Who were the ‘new rich’ during the nineteenth and early twentieth centuries?

A．They were still the upper class people.

B．They were owners of large factories.

C．They were intelligent industrialists.

D．They were skilled workers who made their fortune.

62．According to the passage, what did those people do who intended to make their children move up in the social ladder?

A．They saved a lot of money for their children to receive higher education.

B．They tried to find marriage partners from the children of the upper class.

C．They made greater fortunes by their wits.

D．They worked even harder to acquire social training.

63．In the twentieth century class differences have been partly smoothed out by ____.

A．increased income and decreased taxation

B．taxation, social services and educational opportunities

C．education, the increase of income and industrial development

D．the decrease of the upper class population

C  61—65 DBC

 

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