单选集填空
单选集填空
The world religion is derived from the Latin noun religion, which denotes both (1) observance of ritual obligations and an inward spirit of reverence. In modern usage, religion covers a wide spectrum of (2) that reflects the enormous variety of ways the term can be (3) . At one extreme, many committed believers (4) only their own tradition as a religion, understanding expressions such as worship and prayer to refer (5) to the practices of their tradition. They may (6) use vague or idealizing terms in defining religion, (7) , true love of God, or the path of enlightenment. At the other extreme, religion may be equated with (8) , fanaticism, or wishful thinking.
By defining religion as a sacred engagement with what is taken to be a spiritual reality, it is possible to consider the importance of religion in human life without making (9) about what is really is or ought to be. Religion is not an object with a single, fixed meaning, or (10) a zone with clear boundaries. It is an aspect of human (11) that may intersect, incorporate, or transcend other aspects of life and society. Such a definition avoid the drawbacks of (12) the investigation of religion to Western or biblical categories (13) monotheism or church structure, which are not (14) .
Religion in this understanding includes a complex of activities that cannot be (15) to any single aspect of human experience. It is a part of individual life but also of (16) dynamics. Religion includes not only patterns of language and thought. It is sometimes an (17) part of a culture. Religious experience may be expressed (18) visual symbols, dance and performance, elaborate philosophical systems, legendary and imaginative stories, formal (19) , and detailed rules of some ways. There are as many forms of religious expression as there are human cultural (20) .
A:in line with B:in terms of C:in regard to D:in exchange for
In some early attempts by psychologists to describe the basic learning process, the terms ’stimulus’, ’response’ and ’reinforcement’ were introduced. In an educational setting, these (1) could be defined as follows. When a teacher gives an (2) , or sets a problem, or asks a question, the pupil (3) in some way, and the teacher then tells the pupil if he has responded correctly. The teacher’s first action is called the (4) . The pupil’s action, carrying out the instruction, or solving the problem, or answering the question, is (5) the response. When the teacher tells the pupil his response is (6) , the bond between the stimulus and the response is strengthened and reinforcement is positive. If the response is incorrect, the bond is weakened, and reinforcement is (7)
Some psychologists laid great (8) on the importance of reinforcement for continued learning. They (9) that if a learner is not given information about his responses (feedback) he may not continue to respond. (10) , if his homework is not marked regularly, he will stop doing it. If in class, the answers he gives to the teacher’s questions are (11) or brushed aside, he will stop trying to give any.
Educational psychologists are, (12) , moving away from this simple, early (13) of the basic learning process. The effects of feedback, for example, are seen to be more (14) than this description suggests. Feedback does not merely positively or negatively (15) the stimulus-response bond. It may (16) confirm previously learned meanings and associations, correct mistakes, (17) misunderstandings and show how well or badly different parts of the material have been learned. Thus (18) may have the effect of increasing the learner’s confidence, backing up his previously (19) knowledge, and showing him which items he has not (20) grasped.
A:words B:terms C:phrases D:jargons
In some early attempts by psychologists to describe the basic learning process, the terms ’stimulus’, ’response’ and ’reinforcement’ were introduced. In an educational setting, these (1) could be defined as follows. When a teacher gives an (2) , or sets a problem, or asks a question, the pupil (3) in some way, and the teacher then tells the pupil if he has responded correctly. The teacher’s first action is called the (4) . The pupil’s action, carrying out the instruction, or solving the problem, or answering the question, is (5) the response. When the teacher tells the pupil his response is (6) , the bond between the stimulus and the response is strengthened and reinforcement is positive. If the response is incorrect, the bond is weakened, and reinforcement is (7)
Some psychologists laid great (8) on the importance of reinforcement for continued learning. They (9) that if a learner is not given information about his responses (feedback) he may not continue to respond. (10) , if his homework is not marked regularly, he will stop doing it. If in class, the answers he gives to the teacher’s questions are (11) or brushed aside, he will stop trying to give any.
Educational psychologists are, (12) , moving away from this simple, early (13) of the basic learning process. The effects of feedback, for example, are seen to be more (14) than this description suggests. Feedback does not merely positively or negatively (15) the stimulus-response bond. It may (16) confirm previously learned meanings and associations, correct mistakes, (17) misunderstandings and show how well or badly different parts of the material have been learned. Thus (18) may have the effect of increasing the learner’s confidence, backing up his previously (19) knowledge, and showing him which items he has not (20) grasped.
A:words B:terms C:phrases D:jargons
Section Ⅰ Use of English Directions: Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. ( 10 Points) In some early attempts by psychologists to describe the basic learning process, the terms ’stimulus’, ’response’ and ’reinforcement’ were introduced. In an educational setting, these (1) could be defined as follows. When a teacher gives an (2) , or sets a problem, or asks a question, the pupil (3) in some way, and the teacher then tells the pupil if he has responded correctly. The teacher’s first action is called the (4) . The pupil’s action, carrying out the instruction, or solving the problem, or answering the question, is (5) the response. When the teacher tells the pupil his response is (6) , the bond between the stimulus and the response is strengthened and reinforcement is positive. If the response is incorrect, the bond is weakened, and reinforcement is (7) Some psychologists laid great (8) on the importance of reinforcement for continued learning. They (9) that if a learner is not given information about his responses (feedback) he may not continue to respond. (10) , if his homework is not marked regularly, he will stop doing it. If in class, the answers he gives to the teacher’s questions are (11) or brushed aside, he will stop trying to give any. Educational psychologists are, (12) , moving away from this simple, early (13) of the basic learning process. The effects of feedback, for example, are seen to be more (14) than this description suggests. Feedback does not merely positively or negatively (15) the stimulus-response bond. It may (16) confirm previously learned meanings and associations, correct mistakes, (17) misunderstandings and show how well or badly different parts of the material have been learned. Thus (18) may have the effect of increasing the learner’s confidence, backing up his previously (19) knowledge, and showing him which items he has not (20) grasped.
Read the following text. Choose the best word (s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1.20（）A:words B:terms C:phrases D:jargons
The world religion is derived from the Latin noun religion, which denotes both (1) observance of ritual obligations and an inward spirit of reverence. In modern usage, religion covers a wide spectrum of (2) that reflects the enormous variety of ways the term can be (3) . At one extreme, many committed believers (4) only their own tradition as a religion, understanding expressions such as worship and prayer to refer (5) to the practices of their tradition. They may (6) use vague or idealizing terms in defining religion, (7) , true love of God, or the path of enlightenment. At the other extreme, religion may be equated with (8) , fanaticism, or wishful thinking.
By defining religion as a sacred engagement with what is taken to be a spiritual reality, it is possible to consider the importance of religion in human life without making (9) about what is really is or ought to be. Religion is not an object with a single, fixed meaning, or (10) a zone with clear boundaries. It is an aspect of human (11) that may intersect, incorporate, or transcend other aspects of life and society. Such a definition avoid the drawbacks of (12) the investigation of religion to Western or biblical categories (13) monotheism or church structure, which are not (14) .
Religion in this understanding includes a complex of activities that cannot be (15) to any single aspect of human experience. It is a part of individual life but also of (16) dynamics. Religion includes not only patterns of language and thought. It is sometimes an (17) part of a culture. Religious experience may be expressed (18) visual symbols, dance and performance, elaborate philosophical systems, legendary and imaginative stories, formal (19) , and detailed rules of some ways. There are as many forms of religious expression as there are human cultural (20) .
A:in line with B:in terms of C:in regard to D:in exchange for
Usually the primary purpose of textbook writing is to inform. In textbooks, authors wellinformed in a particular subject or discipline identify the terms, facts, and opinions considered essential to an understanding of the field. While authors’ personal interests play a role in what terms or facts are selected and how they are interpreted, the writing bears a primary or central goal which is not to persuade you to see things from the same perspective. In fact, textbook authors frequently give equal time to opposing points of view so that readers can draw their own conclusion.
However, as you turn from your textbooks to the pages of newspapers and magazines, you may encounter writers with other primary goals. Some write to entertain; others write simply to air a personal preference. However, a good portion of the writers you encounter, particularly on the editorial (社论) pages, write in the hope that you will share or at least seriously consider adopting their opinion. They write, in short, with the-desire to persuade. To achieve that goal, they may well give you an argument. That doesn’t mean they force you or threaten you. It means they offer a conclusion--the opinion they want you to share--along with some reasons why you should share it. Critical readers try, first of all, to recognize those writers who wish to persuade. Then they analyze the arguments these writers provide.
Authors who give you arguments frequently offer a value judgement--"While zoos may be fun for people, they are not so pleasant for animals. "Or they claim that some event, action, or behavior should or should not take place--"If the name of the accused is published, the name of the accuser should be published as well." Or else they insist that some belief or attitude should or should not be shared--"People must stop believing that the earth can absorb repeated environmental damage and continue to sustain life."
A:authors B:personal interests C:terms or facts D:opinions
When buyer and seller discuss the terms of the contract，terms of shipment are (1) ．Terms of shipment include methods of transport，time for shipment，partial shipment and transshipment，port or place of loading and unloading， (2) ，etc．when the traders discuss the time of shipment in the contract，they should take the following into account：The (3) should consider whether he can get the goods ready before the shipment date and whether the ship is available if the goods are ready．The time of shipment should be stipulated in a clear and (4) way．Sometimes，the L/C simply stipulates an expiry date without a shipment date，which means these two dates are (5) ．
A:shipping documents B:teams of payment C:trade terms D:insurance policy
terms of shipment
trade terms
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