Text 4
The United States is said to have a mixed economy because privately owned businesses and government both play important roles. Indeed， some of the most enduring debates of American economic history focus on the relative roles of the public and private sectors.
The American free enterprise system emphasizes private ownership. Private businesses produce most goods and services， and almost twothirds of the nation‘s total economic output goes to individuals for personal use （the remaining onethird is bought by government and business）。 The consumer role is so great， in fact， that the nation is sometimes characterized as having a “consumer economy.”
This emphasis on private ownership arises， in part， from American beliefs about personal freedom. From the time the nation was created， Americans have feared excessive government power， and they have sought to limit government‘s authority over individuals—including its role in the economic realm. In addition， Americans generally believe that an economy characterized by private ownership is likely to operate more efficiently than one with substantial government ownership
When economic forces are unfettered， Americans believe， supply and demand determine the prices of goods and services. Prices， in turn， tell businesses what to produce； if people want more of a particular goods than the economy is producing， the price of the goods rises. That catches the attention of new or other companies that， sensing an opportunity to earn profits， start producing more of that goods. On the other hand， if people want less of the goods， prices fall and less competitive producers either go out of business or start producing different goods.
There are limits to free enterprise， however. Americans have always believed that some services are better performed by public rather than private enterprise. For instance， in the United States， government is primarily responsible for the administration of justice， education， the road system， and national defense.
In this mixed economy， individuals can help guide the economy not only through the choices they make as consumers but through the votes they cast for officials who shape economic policy. In recent years， consumers have voiced concerns about product safety， environmental threats posed by certain industrial practices， and potential health risks citizens may face； government has responded by creating agencies to protect consumer interests and promote the general public welfare.
36. In Line 1, Para. 4, the expression “economic forces are unfettered” means .
[A] prices are determined by consumers
[B] supply and demand are allowed to operate freely
[C] conomic regulations are not enforced
[D] the economy is growing
37. The last paragraph tells us that .
[A] a mixed economy is guided by both individual citizens and the government
[B] the role of the government in a mixed economy is more important than that of the consume
[C] individual Americans can influence the economy in multiple ways
[D] the government does not regard the concerns of individual citizens
38. According to the text, the U.S. is sometimes called a “consumer economy” because .
[A] most goods and services are produced by consumers
[B] privately owned business plays a major role in the economy
[C] individual consumption plays a major role in the economy
[D] consumers’ rights are very important in the U.S.
39. This text is mainly about.
[A] how average Americans view their economic system
[B] the role of the government in the American economy
[C] how supply and demand determine prices in the American economy
[D] the roles of the public and private sectors in the American economy
40. From the first sentence of the third paragraph, we learn that .
[A] American political beliefs have influenced its economic system
[B]Americans fear excessive governmental control of the economy
[C] private ownership is important because of American beliefs in personal freedom
[D] personal freedom is the basis for private ownership in the U.S.
Part B
Sample One
Directions：
In the following text， some sentences have been removed. For Questions 4145， choose the most suitable one from the list AG to fit into each of the numbered blanks. There are two extra choices， which do not fit in any of the blanks. Mark your answers on ANSWER SHEET 1. （10 points）
Here I want to try to give you an answer to the question： What personal qualities are desirable in a teacher？ Probably no two people would draw up exactly the same lists. But I think the following would be generally accepted.
First，（41）But it does rule out such types as the overexcitable， melancholy， frigid， sarcastic， cynical， frustrated， and overbearing： I would say too， that it excludes all of dull or purely negative personality.
Secondly，（42）Closely related with this is the capacity to be tolerant-not， indeed， of what is wrong， but of the frailty and immaturity of human nature which induce people， and again especially children， to make mistakes.
Thirdly，（43）This does not mean being a saint. It means that he will be aware of his intellectual strengths， and limitations， and will have thought about and decided upon the moral principles by which his life shall be guided. There is no contradiction in my going on to say that a teacher should be a bit of an actor. That is part of the technique of teaching， which demands that every now and then a teacher should be able to put on an act—to enliven a lesson， correct a fault， or award praise. Children， especially young children， live in a world that is rather larger than life.
On the other hand，（44）He must be pretty resilient， teaching makes great demands on nervous energy. And he should be able to take in his stride the innumerable petty irritations any adult dealing with children has to endure.
Finally，（45）There are three principle objects of study： the subject， or subjects， which the teacher is teaching； the methods by which they can best be taught to the particular pupils in the classes he is teaching； and by far the most important the children， young people， or adults to whom they are to be taught. The cardinal principle of British education is education of the whole person， and that it is best acquired through full and active cooperation between two persons， the teacher and the learner.
[A]it is not merely desirable but essential for a teacher to have a genuine capacity for sympathy—in the literal meaning of that word; a capacity to tune in to the minds and feelings of other people
[B]a teacher must be capable of infinite patience. This, I may say, is largely a matter of selfdiscipline and selftraining, because none of us were born like that.
[C]the teacher’s personality should be pleasantly live and attractive. This does not rule out people who are physically plain, or even ugly, because many such have great personal charm.
[D]A teacher must remain mentally alert, He must be quick to adapt himself to any situation, however improbable (they happen!) and able to improvise, if necessary at less than a moment’s notice
[E]A teacher should be humorous sometimes like a best friend sitting down across from you in your living room having a chat about what’s going on in your life.
[F]I think a teacher should have the kind of mind, which always wants to go on learning. Teaching is a job at which one will never be perfect; there is always something more to learn about it.
[G]I hold it essential for a teacher to be both intellectually and morally honest.
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