Directions: There are 5 passages in this part. Each passage is followed by 6 questions or unfinished statements. For each of them there are 4 choices marked A, B, C and D. Choose the best one and mark  the corresponding letter with a single bar across the square brackets on your machine-scoring ANSWER SHEET.

　　Passage One

　　The study of history by way of a fat textbook and become quickly immersed in a vast sea of names, dates, events, and statistics. The students' skills are then tested by examinations that require them to show how much of the data they remember. From this experience a number of conclusions seem obvious: the study of history is the study of "facts" about the past; the more "facts" you know, the better you are as a student of history. But in this way students may become confused upon discovering that historians often disagree sharply. They discover that historians dealing with the same event may come to quite different conclusions about it.

　　Obviously, there is no easy solution to this problem. Historians disagree because each historian views the past from a particular perspective. Once students grasp this, they have taken the first step toward being able to evaluate the work of various historians. But before they can take this first step, students must consider a problem they have more or less taken for granted. They must ask themselves what history really is.

　　The word history has several meanings. In its broadest sense, it denotes the whole of the human past. More restricted is the notion that history is the recorded past, that is, that part of human life which has left some sort of record such as folk tales, artifacts, or written documents. Finally, history may be defined as that which historians write about the past.

　　31. What is the meaning of the word "fat" in Line 1？

　　A. Big.              B. Hard.             C. Thick.           D. Well-filled.

　　32. What do most history teachers require their students to do, according to the first paragraph?

　　A. They ask their students to read a lot of history books.

　　B. They make their students show interest in names, dates, events, and statistics.

　　C. They ask their students to take many examinations.

　　D. They make students get involved in many names, dates, events and statistics, and keep them in mind.

　　33. Why do students become confused?

　　A. They can not understand the "fact" about the past.

　　B. They are confused by their teachers.

　　C. They find the descriptions and explanations of the same historical events are different from one historian to another.

　　D. They don't know that the quite different conclusions may come out from the same event.

　　34. Why do historians disagree with each other?

　　A. They stand in different places.

　　B. They just pick up the most important facts they believe.

　　C. They are not good friends.

　　D. Both B and C.

　　35. What does "a problem" in Line 4 para.2 refer to?

　　A. the connotation of the history itself

　　B. The historian has different views towards the past.

　　C. The history's meaning is various.

　　D. The students have the ability to judge the history book.

　　36. Which of the following statements is NOT perfectly true?

　　A. There is no way to solve the problem of disagreements among historians.

　　B. If the students want to evaluate the work of various historians, they should first know what history really is.

　　C. History is of course written by historians.

　　D. The concept of history in students' mind is different from that in historians' mind.

　　Passage Two

　　Persons with disabilities typically face extraordinary obstacles in finding employment. This is evident in their significantly higher levels off unemployment and underemployment than the general population. Employment levels vary by type of disability, but the Harris Survey of 2004 reported that 35% of persons with severe disabilities are employed up slightly from the 31% employment rate found by the same survey in 2000, but very low compared to the employment rate of about 78% or 80% of the general population.

　　Employment involves matching potential employees with job opportunities. To the extent that employment does not occur, the root of the problem may lie with the employee, with the job opportunities, or with the mechanisms that match the two sides together. The strategies that vocational programs for persons with disability typically use to address the problem off unemployment among persons with disabilities already, recognize many of the causes that contribute to a high rate of unemployment, but there is one major cause they overlook.

　　On the job opportunity side of the relationship, employment programs offer solutions to address specific problems that deny persons with disabilities an equal opportunity to get the job. These may include education programs to counter negative employer or coworker stereotypes, workplace assessments to identify accessibility concerns in the physical layout and organization of the workplace, workplace supports to encourage employee integration with coworkers, and financial incentives and legal initiatives to counter externalities that would give employers a disincentive to hire an employee with a disability.

　　On the employee end of the relationship, job training, teaching off specific work skills, and technological assistance are mainstays of many disability vocational programs. These solutions address perceived deficits in the skills and talents of the potential employees who these programs serve, based on the assumption that consumers would be employed if they had stronger marketable skills. These factors are what some sociologists and labor market economists refer to as human capital.

　　In matching employees with employers, existing programs often teach consumers how to write a resume, improve interview skills, teach people bow to find a job and assist in locating job opportunities. Some programs also try to teach typical office "culture". While they may not be directly relevant to the job function, these elements make employment more likely and in the case of office culture, can improve success at the job. These factors are what some sociologists call cultural capital. One major factor in the matching aspect of employment that very few, if any, vocational programs for persons with disabilities seem to include is what sociologists call social capital. Social capital is the set or network of social relationships by which most people find employment.

　　37. What did the author want to tell us in the first paragraph?

　　A. Persons with disabilities can't find a job.

　　B. 35% of persons with severe disabilities are employed.

　　C. Persons with disabilities' employment rate of 2004 are higher than the year 2000.

　　D. Disabled persons' employment rate are very low compared to the employment rate of the general

　　population.

　　38. Which factor does relate to the other two when the author mentions the factors of employment?

　　A. Employee.                      B. Job opportunities.

　　C. Mechanisms.                    D. The extent of the employment.

　　39.According to the second paragraph, which of the following is true?

　　A. Matching potential employees with job opportunities is one part of employment.

　　B. The root of the problem that employment does not occur may lie with the employees.

　　C. Persons with disabilities' lower employment rate may lie with the mechanisms.

　　D. Persons with disabilities' lower employment rate is a social problem.

　　40. Read the third paragraph carefully and find out which of the following is a good method for an employer

　　to hire employees with disabilities?

　　A. The employer must be a kind hearted person.

　　B. The disabled employee can suit for the job.

　　C. There must be a employment program for disabled persons.

　　D. The employee was not a severe disabled person.

　　41.Which of the following is not mentioned in paragraph 4?

　　A. Disabled people should go to have job training.

　　B. Disabled people should learn some specific work skills.

　　C. Disabled people should have human capital.

　　D. Disabled people should get technological assistance.

　　42.Which of the following are not mentioned in the last paragraph for matching employees with employers?

　　A. To teach disabled persons how to write a resume.

　　B. To improve their interview skills.

　　C. To teach people how to find a job.

　　D. Through the social capital.

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