Part IV Reading Comprehension Reading in Depth (35 minutes)
22、Directions : There are 2 passages in this section. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A , B ,C and D. You should decide on the best choice and mark the corresponding letter on Answer Sheet 2 with a single line through the centre.
Passage One
Questions 22-27are based on the following passage.
　　It has been argued that where schools become bureaucratized( 官僚机构化), they become bound up with the techniques and implementation of the managerial process, and may concentrate on concern with position and self-advancement. In doing so, they may neglect the purpose for which they were set up. Thus, they do not facilitate(使便利) the development of those who are part of the school community, and tend to neglect the desires of children, parents and society at large.
　　It is because of such criticisms that there has been an increasing influence in political rhetoric(花言巧语) and legislation of free-market theories of organization and society. Such theories suggest that a much more market-oriented, competitive approach is required so that schools re-orient themselves towards their "clients". By doing so, it is claimed, not only do they once again address the needs of those with whom they should be primarily concerned, but such an approach also unleashes(发出)the benefits of individual responsibility, freedom of choice, and reward.
　　Though much of this sounds attractive, it has its roots as much in an economic body of thought as in social and political theory, and this must raise the question of whether it can be viably transferred to an educational context. Indeed, if by "educational" we mean the development of all within the school community, then free-market theory may miss the mark by concentrating on only one section, "the consumers". If teachers are seen as. part of this community, then their development is just as important.
　　If bureaucratic forms of management face the problem of explaining how their values can be objective when they are in fact the product of a particular value orientation, the forms of management derived from free-market theories, suggesting an openness to the adoption of different sets of values, are subject to the charge of relativism. In other words,free-market theories, granted that they are arguing that individuals should be allowed to pursue their own ends, must explain why any set of values, including their own, is preferable to another.
According to the author, criticism of schools arises from___________
A．a misunderstanding of schools officials
B．the high cost of education due to bureaucracy
C．concerns that schools deliberately neglect students
D．a perception of them as self-serving and bureaucratic
23、The "school community" (Line 4, Para. 3 ) the author refers to would probably include_________.
A．students
B．students and parents
C．students, parents and teachers
D．teachers and students
24、The transfer of free market ideas to the schools may fail because____________
A．schools have no real clients
B．they have no solid purpose in their aims
C．schools are totally different from the free market
D．they concentrate only on the consumer and do not include teachers
25、According to the passage, criticism of free market solutions in education arises from the fact that___________
A．their values are too subjective
B．the educational context is not a free market
C．they do not explain why their set of values are better than others
D．their values are too different from those within an educational context
26、"The charge of relativism" mentioned in the last paragraph is meant to show the values are__________
A．too narrow-minded
B．too self-serving
C．not specific enough
D．not strongly held
27、Questions 27-32are based on the following passage.
  Some people, believe that international sport creates goodwill between the nations and that if countries play games together they will learn to live together. Others say that the opposite is true : that international contests encourage false national pride and lead to misunderstanding and hatred. There is probably some truth in both arguments, but in recent years the Olympic Games have done little to support the view that sport encourages international brotherhood: Not only was there the tragic incident involving the murder of athletes, but the Games were also ruined by lesser incidents caused principally by minor national contests.
　　One country received its second medals with visible indignation(愤怒) after the hockey(曲棍球) final. There had been noisy scenes at the end of the hockey match, the losers objecting to the final decisions. They were convinced that one of their goals should not have been disallowed and that their opponent's victory was unfair. Their manager was in a rage when he said,“This wasn't hockey．Hockey and the International Hockey Federation are finished. " The President of the Federation said later that such behavior could result in the suspension (暂令停止参加) of the team for at least three years.
　　The American basketball team announced that they would not yield first place to Russia, after a disputable end to their contest. The game had ended in, disorder. It was thought at first that the United States had won, by a single point, but it was announced that there were three seconds still to play. A Russian player then threw the ball from one end of the court to the other, and another player popped it into the basket. It was the first time the USA had ever lost an Olympic basketball match. An appeal jury debated the matter for four and a half hours before announcing that the result would stand. The American players then voted not to receive the silver medals.
　　Incidents of this kind will continue as long as sport is played competitively rather than for the love of the .game．The suggestion that athletes should compete as individuals, or in non-national teams, might be too much to hope for. But in the present organization of the Olympics there is far too much that encourages aggressive patriotism.
According to the author, recent Olympic Games have_________
A．created goodwill between the nations
B．bred only false national pride
C．barely showed any international friendship
D．led to more and more misunderstanding and hatred
28、What did the manager mean by saying, "... Hockey and the International Hockey Federation are finished" ?
A．His team would no longer take part in international game
B．Hockey and the Federation are both ruined by the unfair decisions,
C．There should be no more hockey matches organized by the Federatio
D．The Federation should be dissolve
29、The basketball example implied that_________
A．too much patriotism was displayed An the incident
B．the announcement to prolong the match was wrong
C．the appeal jury was too hesitant in making the decision
D．the American team was fight in rejecting the silver medals
30、The author gives the two examples in paragraphs 2 and 3 to show__________
A．how false national pride led to undesirable incidents in international games
B．that sportsmen have been more obedient than they used to be
C．that competitiveness in the games discourages international friendship
D．that unfair decisions are common in Olympic Games
31、What conclusion can be drawn from the passage?
A．The organization of the Olympic Games must be improve
B．Athletes should compete as individuals in the Olympic Game
C．Sport should be played competitively rather than for the love of the gam
D．International contests are liable for misunderstanding between nation