Opinion polls are now beginning to show that, whoever is to blame and whatever happens from now on, high unemployment is probably here to stay. 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 be coming 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 crea- ting jobs for all, to the urgent practical task of helping many people to manage without full-time jobs.
Which of the ibllowing is NOT suggested as a possible means to cope with the current situation,9

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．

Opinion polls are now beginning to show that, whoever is to blame and whatever happens from now on, high unemployment is probably here to stay. 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 be coming 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 crea- ting jobs for all, to the urgent practical task of helping many people to manage without full-time jobs.
Which of the ibllowing is NOT suggested as a possible means to cope with the current situation,9

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．

Text 2
IQ stands for Intelligence Quotient, which is a measure of a person’s intelligence found by means of an intelligence test. Before marks gained in such a test can be useful as information about a person, they must be compared with some standard, or norm. It is not enough simply to know that a boy of thirteen has scored, say, ninety marks in a particular test. To know whether he is clever, average or dull, his marks must be compared with the average achieved by boys of thirteen in that test.
In 1906 the psychologist, Alfred Binet, devised the standard in relation to which intelligence has since been assessed.
He invented a variety of tests and put large numbers of children of different ages through them. He found at what age each test was passed by the average child. For instance, he found that the average child of seven could count backwards from 20 to 1 and the average child of three could repeat the sentence: We are going to have a good time in the country. Binet arranged the various tests in order of difficulty, and used them as a scale against which he could measure every individual. If, for example, a boy aged twelve could only do tests that were passed by the average boy of nine, Binet held that he was three years below average, and that he has a mental age of nine.
The concept of mental age provided Binet, and through him, other psychologists, with the required standard, which enables him to state scores in intelligence tests in terms of a norm. At first, it was usual to express the result of a test by the difference between the "mental" and the "chronological" age. Then the boy in the example given would be "three years retarded". Soon, however, the "mental ratio" was introduced, that is to say, the ratio of the mental age to the chronological age. Thus a ’boy of twelve with a mental age of nine has a mental ratio of 0.75.
The mental age was replaced by the "intelligence quotient" or "ID". The IQ is the mental ratio multiplied by 100. For example, a boy of twelve with a mental age of nine has an IQ of 75. Clearly, since the mental age of average child is equal to the chronological age, the average IQ is 100.

Binet used a large number of children in his tests because he wanted to find out（）

A:who was the bright B:who was the dull C:a norm D:what a bright child is

Standard English is the variety of English which is usually used in print and which is normally taught in schools and to non-native speakers learning the language. It is also the variety which is normally (1) by educated people and used in news broadcasts and other (2) situations. The difference between standard and nonstandard, it should be noted, has (3) in principle to do with differences between formal and colloquial (4) ; standard English has colloquial as well as formal variants.
(5) , the standard variety of English is based on the London (6) of English that developed after the Norman Conquest resulted in the removal of the Court from Winchester to London. This dialect became the one (7) by the educated, and it was developed and promoted (8) a model, or norm, for wider and wider segments of society. It was also the (9) that was carried overseas, but not one unaffected by such export. Today, (10) English is arranged to the extent that tile grammar and vocabulary of English are (11) the same everywhere in the world where English is used; (12) among local standards is really quite minor, (13) the Singapore, South Africa, and Irish varieties are really very (14) different from one another so far as grammar and vocabulary are (15) .Indeed, Standard English is so powerful that it exerts a tremendous (16) on all local varieties, to the extent that many of long-established dialects of England have (17) much of their vigor and there is considerable pressure on them to be (18) . This latter situation is not unique (19) English: it is also true in other countries where processes of standardization are (20) .But it sometimes creates problems for speakers who try to strike some kind of compromise between local norms and national, even supranational ones.

Read the following text. Choose the best word (s) for each numbered blank and mark A. B, C or D on ANSWER SHEET 1.9（）

A:basis B:norm C:rule D:variety

{{B}}第三篇{{/B}}

Alfred Binet used a large number of children in his tests because he wanted to find our______.

A:who were the most stupid B:the differences between them C:who were the cleverest students D:a norm

阅读下面的短文，文中有15处空白，每处空白给出了4个选项，请根据短文的内容从4个选项中选择1个最佳答案。

A:basis B:norm C:rule D:variety

Opinion polls are now beginning to show that, whoever is to blame and whatever happens from now on, high unemployment is probably here to stay. 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 be coming 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 crea- ting jobs for all, to the urgent practical task of helping many people to manage without full-time jobs.
Which of the ibllowing is NOT suggested as a possible means to cope with the current situation,9

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．