2009年华中科技大学考博英语真题及详解Part I Cloze (0. 5 ×20 = 10 %)Directions:In this part you are asked to choose the best word for each blank in the passage. Write your answers on the answer sheet.The teacher of reading is involved, whether this is consciously realized or not, in the development of a literate society. And every teacher, 1 , needs to determine what level of literacy is 2 by society, what role he or she should take in 3 the desired standard of literacy, and what the implications of literacy are in a world context.The Unesco report presents a world 4 of literacy. Too often we limit our thoughts to the 5 small proportion of illiterates in our own country and fail to see it in its international 6 .The problems 7 developing nations are also facing industrialized nations. Literacy, as the report points out, is “inextricably intertwined with other aspects of national development... (and) ... national development as a whole is bound 8 with the world context”. Literacy is not a by-product of social and economical development—it is a 9 of that development. Literacy can help people to function more effectively in a changing 10 and ideally will enable the individual to change the environment so that it functions more effectively.Literacy programmes 11 in different countries have taken and are taking different 12 to the problem: for example the involvement of voluntary non-governmental organizations, which 13 the importance of seeing literacy not as a condition imposed on people but as a consequence of active participation14 society. People can learn from the attempts of other countries to provide as15 “literacy environment”.Who are the “illiterates” and how do we define them? At what point do we decide that illiteracy ends and literacy begins? Robert Hillerich 16 these questions. An illiterate, he finds, “may mean anything from one who has no formal schooling to one who has attended four years or less, to one who is unable to read or write at the level necessary to 17 successfully in his social position. “Literacy, he points out, is not something one either has or has not got: “Any definition of literacy must recognize this quality as a continuum, representing all 18 of development.”An educational definition—i, e. in terms of grades completed or skills mastered—is shown to be inadequate in 19 educationally defined mastery may bear only minimal relation to the language proficiency needed in coping with environmental demands. From a sociological/economic viewpoint the literacy needs of individuals vary greatly, and any definition must recognize the needs of the individual to engage effectively and to act 20 responsible participation.Such a broadened definition excludes assessment based on a “reading-level type”; assessment must, rather, be flexible to fit both purpose and population. 1. A. therefore B. in addition C. however D. neverthelessobtained3. A. achieving B. getting C. fulfilling D. accomplishing4. A. opinion B. idea C. point D. view5. A. relatively B. particularly C. possibly D. definitely6. A. situation B. context C. environment D. atmosphere7. A. facing B. confronting C. encountering D. meeting8. A. to B. in C. up D. across9. A. component B. element C. ingredient D. factor10. A. tendency B. environment C. inclination D. development11. A. instituted B. rooted C. deprived D. revealed12. A. ways B. methods C. approaches D. meansunderstates14. A. into B. within C. in D. inside15. A. adequate B. abundant C. over D. plenty16. A. demands B. addresses C. remains D. maintains17. A. perform B. do C. participate D. anticipate18. A. extents B. forms C. degrees D. standards19. A. that B. what C. which D. such20. A. in B. for C. against D. withPart II Reading comprehension (20 ×2 =40%)Directions: There are four passages in this part. After each passage, there are five questions. You are to choose the best answer for each question. Writeyour answers on the answer sheet.Passage OneIn the competitive model—the economy of many sellers each with a small share of the total market—the restraint on the private exercise of economic power was provided by other firms on the same side of the market. It was the eagerness of competitors to sell, not the complaints of buyers, that saved the latter from spoliation. It was assumed, no doubt accurately, that the nineteenth-century textile manufacturer who overcharged for his product would promptly lose his market to another manufacturer who did not. If all manufacturers found themselves in a position where they could exploit a strong demand, and mark up their prices accordingly, there would soon be an inflow of new competitors. The resulting increase in supply would bring prices and profits back to normal.As with the seller who was tempted to use his economic power against the customer, so with the buyer who was tempted to use it against his labor or suppliers, the man who paid less than the prevailing wage would lose his lab or force to those who paid the worker his full (marginal) contribution to the earnings of the firm. In all cases the incentive to socially desirable behavior was provided by the competitor. It was to the same side of the market—the restraint of sellers by other sellers and of buyers by other buyers, in other words to competition—that economists came to look for the self-regulatory mechanisms of the economy.They also came to look to competition exclusively and in formal; theory still do. The notion that there might be another regulatory mechanism in the economy had been almost completely excluded from economic thought. Thus, with the widespread disappearance of competition in its classical form and its replacementby the small group of firms if not in overt, at least in conventional or tacit, collusion, it was easy to suppose that since competition had disappeared, all effective restraint on private power had disappeared. Indeed, this conclusion was all but inevitable if no search was made for other restraints, and so complete was the preoccupation with competition that none was made.In fact, new restraints on private power did appear to replace competition. They were nurtured by the same process of concentration which impaired or destroyed competition. But they appeared not on the same side of the market but on the opposite side, not with competitors but with customers or suppliers. It will be convenient to have a name for this counterpart of competition and I shall call it countervailing power.To begin with a broad and somewhat too dogmatically stated proposition, private economic power is held in check by the countervailing power of those who are subject to it. The first begets the second. The long trend toward concentration of industrial enterprise in the hands of a relatively few firms has brought into existence not only strong sellers, as economists have supposed, but also strong buyers, a fact they have failed to see. The two develop together, not in precise step, but in such manner that there can be no doubt that the one is in response to the other.21. The word “spoliation” in the first paragraph probably means ______.A. lootB. spoil。