2021浙江考研英语考试真题卷（6）.docx

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1、2021浙江考研英语考试真题卷（6）本卷共分为1大题50小题，作答时间为180分钟，总分100分，60分及格。一、单项选择题（共50题，每题2分。每题的备选项中，只有一个最符合题意） 1.Text 4As thick-skinned elected officials go, FIFA President Joseph S. Blatter is right up there with Bill Clinton. The chief of the Zurich-based group that oversees World Cup soccer hasn’t been accuse

2、d of groping any interns, but that’s about all he hasn’t been accused of. Vote buying, mismanagement, cronyism - and that’s just for starters. Yet the 66- year-old Swiss shows no sign of abandoning his campaign for a second four-year term.Blatter, a geek of dispensing FIFA’S

3、hundreds of million in annual revenue to inspire loyalty, even stands a good chance of reelection. At least he did. Since mid-March, he has seen a credible challenger emerge in Issa Hayatou, president of the African Football Confederation. Hayatou, a 55-year-old from Cameroon, leads a group of FIFA

4、reformers that also includes FIFA Vice-President Lennart Johansson, a Swede who lost the presidential election Blatter in 1998. These contenders’ mission: to end what they call the culture of secrecy and lack of accountability that threatens FIFA with financial disaster.Representatives of the

5、world’s 204 national soccer associations meet in Seoul on May 29, and the rebels are given a chance of unseating Blatter. But even they concede that the FIFA honcho won’t be easy to dislodge. Blatter’s staying power seems incredible, given the array of misdeeds attributed to him an

6、d his circle. However, there are signs that FIFA’S troubles are bigger than Blatter is saying.The insurgents have already won one victory: They persuaded the rest of the executive board to order an audit of FIFA finances. But Blatter - who claims, through a spokesman, that the accusations are

7、a smear campaign - should not be underestimated. At least publicly, sponsors and member associations remain remarkably silent with the controversy. For example, there is no outward sign of outrage from German sports equipment maker Adidas-Salomon, which is spending much of its $ 625 million marketin

8、g budget on the World Cup. We don’t expect current developments within FIFA to have a negative impact on our expectations for the World Cup, says Michael Riehl, Adidas head of global sports marketing.The conventional wisdom is that fans don’t care about FIFA politics. Says Bernd Schiphor

9、st, president of Hertha BSC Berlin, a top-ranked German team: I’ve no fear that all these discussions are going to touch the event. Still, the Olympic bribery scandals and the doping affair in the Tour de France show that sleazy dealings can stain the most venerable athletic spectacle. For the

10、 Good of the Game is FIFA’S official motto. The next few months should show whether it rings true.The views of Michael Riehl and Bernd Schiphorst on sports scandals are（）Aidentical.Bcomplementary.Copposite.Dsimilar.2.Text 4As thick-skinned elected officials go, FIFA President Joseph S. Blatter

11、 is right up there with Bill Clinton. The chief of the Zurich-based group that oversees World Cup soccer hasn’t been accused of groping any interns, but that’s about all he hasn’t been accused of. Vote buying, mismanagement, cronyism - and that’s just for starters. Yet the 66

12、- year-old Swiss shows no sign of abandoning his campaign for a second four-year term.Blatter, a geek of dispensing FIFA’S hundreds of million in annual revenue to inspire loyalty, even stands a good chance of reelection. At least he did. Since mid-March, he has seen a credible challenger emer

13、ge in Issa Hayatou, president of the African Football Confederation. Hayatou, a 55-year-old from Cameroon, leads a group of FIFA reformers that also includes FIFA Vice-President Lennart Johansson, a Swede who lost the presidential election Blatter in 1998. These contenders’ mission: to end wha

14、t they call the culture of secrecy and lack of accountability that threatens FIFA with financial disaster.Representatives of the world’s 204 national soccer associations meet in Seoul on May 29, and the rebels are given a chance of unseating Blatter. But even they concede that the FIFA honcho

15、won’t be easy to dislodge. Blatter’s staying power seems incredible, given the array of misdeeds attributed to him and his circle. However, there are signs that FIFA’S troubles are bigger than Blatter is saying.The insurgents have already won one victory: They persuaded the rest of

16、 the executive board to order an audit of FIFA finances. But Blatter - who claims, through a spokesman, that the accusations are a smear campaign - should not be underestimated. At least publicly, sponsors and member associations remain remarkably silent with the controversy. For example, there is n

17、o outward sign of outrage from German sports equipment maker Adidas-Salomon, which is spending much of its $ 625 million marketing budget on the World Cup. We don’t expect current developments within FIFA to have a negative impact on our expectations for the World Cup, says Michael Riehl, Adid

18、as head of global sports marketing.The conventional wisdom is that fans don’t care about FIFA politics. Says Bernd Schiphorst, president of Hertha BSC Berlin, a top-ranked German team: I’ve no fear that all these discussions are going to touch the event. Still, the Olympic bribery scanda

19、ls and the doping affair in the Tour de France show that sleazy dealings can stain the most venerable athletic spectacle. For the Good of the Game is FIFA’S official motto. The next few months should show whether it rings true.By mentioning the doping affair in the Tour de France, the author i

20、s talking about（）AFIFA politics.Bsports scandals.CFIFA finances.Dfans' wisdom.3.In some early attempts by psychologists to describe the basic learning process, the terms ’stimulus’, ’response’ and ’reinforcement’ were introduced. In an educational setting, the

21、se (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 inst

22、ruction, 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

23、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, t

24、he 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 descr

25、iption 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 h

26、ave the effect of increasing the learner’s confidence, backing up his previously (19) knowledge, and showing him which items he has not (20) grasped.1（）AwrongBminusCnegativeDunworkable4.In some early attempts by psychologists to describe the basic learning process, the terms ’stimulus&rs

27、quo;, ’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 cor

28、rectly. 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 streng

29、thened 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 no

30、t 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) o

31、f 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) mis

32、understandings 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.2（）AincentiveBresponseCstimulusDreinf

33、orcement5.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

34、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 res

35、ponse. 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 reinforcemen

36、t 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 a

37、side, 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) th

38、e 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 hi

39、s previously (19) knowledge, and showing him which items he has not (20) grasped.3（）AabsolutelyBwhollyCpartlyDfully6.In some early attempts by psychologists to describe the basic learning process, the terms ’stimulus’, ’response’ and ’reinforcement’ were introduce

40、d. 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&rsqu

41、o;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 bon

42、d 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 w

43、ill 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 see

44、n 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 h

45、ave 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.4（）AAbove allBIn a wordCAs a resultDFor example7.In some early attempts by psychologists to describe the basic l

46、earning 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

47、 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 be

48、tween 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 informa

49、tion 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 s