2015同等学力英语阅读练习(9)

　　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.

　　1. 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.

　　2. 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.

　　3.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.

　　4. 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.

　　5.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.

　　6.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.

　　参考答案：

　　1. D　　第一段强调的重点不在于有残疾的人士就业率是否增长，也不在于他们的就业率到底是多少，更没有说他们找不到工作。而是讲，同正常人相比，他们很难找到工作。所以选D。

　　2. C　　根据第二段第三句可以得知，只有mechanisms是同其它两项employee和job opportunities都相关的因素。

　　3. A　　A项出现在原文第二段第一句话。B项和C项分别说的不完全。D项在该段中没有明确提到。所以A项正确。

　　4. C　　第三段主要在讲的是为帮助残疾人就业而制定的一些计划，并详细介绍了其中包括哪些方面。

　　5. C　　这里面A、B、D都是文章中明确提到了的内容，在原文中都可以找到出处，C是看似正确而在原文却查不到依据，所以C属于干扰选项，应予以排除。

　　6. C　　细节辨析题。首先注意该题问的是那个选项是没有提到的，我们看原文，文中使用的原句是"to teach people bow to find a job"而C项把"bow"换成了"how"，所以错误。

　　本文是一篇报告类文章。作者在第一段第一句话中先批驳了那种认为"天才儿童在其早年时就将才智耗尽了，因此，长大以后他的人生会是失败的人生"的论点，然后提出自己的看法，并通过引用一个调查实例证实了自己观点的正确性。