[外语类试卷]GRE（VERBAL）模拟试卷15及答案与解析.doc

1、GRE（ VERBAL）模拟试卷 15及答案与解析 SECTION 1 Directions: Each sentence below has one or two blanks, each blank indicating that something has been omitted. Beneath the sentence are five lettered or sets of words. Choose the word or set of words for each blank that best fits the meaning of the sentence as a wh

2、ole. 1 The hostile epistolary of that choleric politician were larded with_sympathy, strained sarcasm or pure spite. （ A） plangent （ B） ersatz （ C） acerbic （ D） keen （ E） erstwhile 2 His government may have appeared to have whitewashed its tone, if not its message, over the weekend, in order to_publ

3、ic concern. （ A） demonstrate （ B） mollify （ C） proclaim （ D） aggravate （ E） coerce 3 Adams was so_that his friends did not bother to_him, because they presupposed that he would pay scant attention. （ A） obstinate infuriate （ B） obedient refute （ C） refractory provoke （ D） intractable remonstrate （ E

4、） bizarre palliate 4 Henry James was to some degree interested in voyeuristically exploring his characters psychologies, though he was_this enterprise less by_than by sympathy. （ A） seduced into affection （ B） impelled to curiosity （ C） goaded into loath （ D） discouraged from apathy （ E） intrigued b

5、y self -pity 5 As has always been the case when tragedy has struck our community, the people of our town feel the obligation, and rightly so, to_in support of the victim and his family. （ A） entrench （ B） rally （ C） disseminate （ D） convoke （ E） apologize 6 The Court had made clear that the Federal

6、Government is one of_and enumerated powers, and thus none of them allow the government to_its citizens legal rights in their own jurisdictions. （ A） limited abrogate （ B） special contain （ C） judicial question （ D） essential challe nge （ E） expansive rescind 7 While we may be interested in the possi

7、bilities of social harmony and individual fulfillment that may be achieved through nontraditional education, one cannot help being_about accepting any such program as a_the worlds ills. （ A） concerned warning of （ B） cautious panacea for （ C） fastidious prescription for （ D） reticent renovation of （

8、 E） agitated postscript to SECTION 2 Directions: In each of the following questions, a related pair of words or phrases is followed by five lettered pairs of words or phrases. Select the lettered pair that best expresses a relationship similar to that expressed in the original pair. 8 LECTURE: HEARD

9、: （ A） drama : televised （ B） prose : synthesized （ C） novel: read （ D） aria : cherished （ E） ode : scanned 9 LAWYER : LICENSE: （ A） farmer : tractor （ B） official : rank （ C） teacher: certification （ D） constructor : outline （ E） curator : painting 10 CONSERVATORY : MUSIC : （ A） arsenal: guerrilla

10、（ B） apartment : resident （ C） inferno : reward （ D） observatory: heavens （ E） canteen : catering 11 PRODIGIOUS: PERSON: （ A） lunatic: preoccupation （ B） heathen: maverick （ C） patriotic : diffidence （ D） miraculous : occurrence （ E） pointed : cathedral 12 IMPORTANT: MOMENTOUS: （ A） terrific : affec

11、tionate （ B） supple : mellifluous （ C） commodious : solicitous （ D） relevant : crucial （ E） desperate : deprived 13 VERSE : DOGGEREL: （ A） writer : hack （ B） novice: partner （ C） semi-professional : choreographer （ D） charisma : politician （ E） academician : professor 14 ANECDOTE : AMUSEMENT: （ A） i

12、nstruction : pedantry （ B） panegyric : disease （ C） epigram : edification （ D） lecture : pith （ E） catharsis : tension 15 EPHEMERAL : ENDURE: （ A） hollow : inundate （ B） immanent: transcend （ C） pointed : prick （ D） raucous : polish （ E） dingy : glisten 16 ENLIGHTEN: IGNORANCE: （ A） condescend : sta

13、tus （ B） emancipate : liberty （ C） purify : imperfection （ D） remonstrate : coercion （ E） inspire : knowledge SECTION 3 Directions: Each passage in this group is followed by questions based on its content. After reading a passage, choose the best answer to each question. Answer all questions followi

14、ng a passage on the basis of what is stated or implied in the passage. 16 Many microorganisms survive such environmental stresses as heat, cold and desiccation not by rapid rates of mitosis, but by producing specialized cells designed to persist in a dormant state in hostile environments. Most fungi

15、, for Line example, yield single-celled spores, which, through wind distribution, can (5) survive for long periods of time before germinating and sprouting fungal filaments of their own. Other types of bacteria produce a special type of spore called an endospore, capable of withstanding such extreme

16、s as boiling and freezing temperatures, and even ultraviolet radiation. Though research results remain tentative, several factors may protect (10) endospores from environmental stress: they have a low water content, unusual proteins and a tough spore coat absent in mature bacterial cells. When garde

17、n fruits and vegetables, which may contain botulism endospores, are preserved by canning at boiling temperatures, we know that these spores survive the heat and sprout in the food, and as a result, the bacteria generate the botulism toxin (15) that can lead to food poisoning-proof of their magnifice

18、nt resilience. 17 The authors primary purpose in the passage is to （ A） describe the limits of biologists understanding of the phenomenon of cellular dormancy （ B） explain how certain organisms have adapted to withstand environmental adversity （ C） contrast the survival techniques of two organisms w

19、hich use dormancy to survive hostile environments （ D） explain why endospores are so adept at surviving the traditional canning process （ E） suggest which methods are effective for killing endospores at which are not 18 The passage mentions all of the following as environmental stresses that can be

20、survived by microorganisms that practice cellular dormancy EXCEPT （ A） Low temperatures （ B） Ultraviolet radiation （ C） Acidic environments （ D） High temperatures （ E） Drying processes 19 It may be inferred from the passage that, in contrast to their present view, microbiologists once believed that

21、（ A） only a single feature of endospore biology was responsible for their success （ B） potentially, a canning process could be developed that was capable of destroying all endospores （ C） ultraviolet radiation was a possible means of destroying microorganisms that practice cellular dormancy （ D） cel

22、lular mitosis was the root cause of the resilience of the microorganisms under discussion （ E） only single-celled organisms, like those of fungal spores, could practice cellular dormancy 20 The author would regard the notion that certain proteins are essential to the survival of environmentally resi

23、stant endospores as （ A） unlikely （ B） speculative （ C） incontrovertible （ D） irrelevant （ E） unscientific 20 Though one may question the degree to which the Civil War represents a milestone in womens pursuit of social, economic, and political equality, Leonards recent study has excelled that of her

24、 predecessor Ginzberg in Line debunking persistent myths about womens primary relation to the war as (5) weeping widows, self-sacrificing wives, patriotic fiances, and loyal daughters. Leonard asks if the wartime work of northern women influenced popular perceptions of womens abilities, and if home

25、front production were seen as contributing to the readiness of soldiers. Finding in the affirmative, she argues that home front activities generated respect for womens organizational talents (10) and opened up new work opportunities for women, while participation reinforced their self-reliance and s

26、elf-esteem. In contrast to her predecessors, who saw the war as transforming the ideology of benevolence, Leonard finds that womens war work drew heavily upon the antebellum ideology of womens nature and sphere. It was once (15) believed that wartime benevolence heightened changes emerging in the 18

27、50s by replacing the antebellum ideology of gender difference and female moral superiority with a new ideology of gender similarity and a more masculine ethos of discipline and efficiency. Leonard asserts instead that white, middle-class, Yankee, charitable women appropriated the antebellum moral de

28、finition of (20) womanhood and, in particular, womans unique moral responsibility for maintaining community and her natural selflessness and caretaking abilities, to expand the boundaries of womans proper place. With determination and courage, women brought forth positive changes in popular characte

29、rizations of middle-class womanhood that opened new doors for women in the professions (25) and in public life. A weak point of Leonards theory is her assessment of the themes of postwar histories of womens wartime service. Leonard views these works as extolling womens self-sacrifice and ability to

30、cooperate with men while downplaying womens demands for status and pay and ignoring the scope of (30) womens administrative genius. But other theorists, most notably Ginzberg, have argued that these same works may also be viewed as praising the efficiency of the new centralized and national charitab

31、le organizations, womens wage- earning capacity, and their subordination of feminine feeling and enthusiasm to (40) business-like and war-like routinization and order. Two sets of values-older notions of benevolence and new demands of public service-were at war in the North, a war that can be plotte

32、d through tensions about paying wages, centralizing corporate functions of benevolence, relating benevolence to government, and using funds for administrative-as opposed to strictly (45) charitable-purposes. It may well be that wartime masculinization of the ideology of benevolence pushed women furt

33、her from both the symbolic and the real centers of power for social change and hastened instead a class-based alliance for social welfare. But we can agree with Leonard that the war forced men to yield ground, sharing and sometimes even surrendering territory, power, and status in the public realm.

34、21 Which of the following is the most appropriate title for the passage? （ A） The Influence of Elizabeth Leonard on Historians of Feminism in the Civil War （ B） Leonards Explanation of How The Civil War Improved the Plight of Women （ C） Feminism in the Civil War: New Controversy About an Old Subject

35、 （ D） The Heritage of Benevolence: The Civil Wars Contribution to Womens Charitable Organizations （ E） Two Sets of Values, One Cause: How Women Contributed to the War Effort 22 According to the passage, Leonard asserts that womens activities during the Civil War had all of the following positive eff

36、ects EXCEPT （ A） They were lauded as aiding the war cause. （ B） They improved womens economic situation. （ C） They were considered proof of womens abilities to organize themselves. （ D） They created new occupational opportunities for women. （ E） They improved womens images of themselves. 23 It can b

37、e inferred from the passage that Leonard would agree with which of the following statements regarding the status of women during the Civil War? . Antebellum values were expanded, not replaced, in order to develop new definitions of womanhood. . Historians have paid insufficient attention to demands

38、for higher status women made during the war. . On the whole, the war was detrimental to the perception of women. （ A） only （ B） only （ C） and only （ D） and only （ E） , , and 24 The passage mentions that all of the following issues were at stake in the conflict between antebellum ideology and the val

39、ues born in the Civil War EXCEPT （ A） The question of whether benevolent organization funds should be used for non-charitable purposes （ B） The degree to which benevolent organizations were centralized in their administration and control （ C） The type of relationship that should exist between womens

40、 charitable organizations and government （ D） The question of the amount of money and the status women received in exchange for their work （ E） The determination of working conditions for those women associated with benevolent organizations 25 It can be inferred that Leonard would most likely consid

41、er which of the following hypothetical cases of Civil War women the LEAST supportive of her thesis? （ A） A widow who patriotically refused to remarry, even after her soldier husband was killed in battle （ B） A woman who shifted from working as a seamstress to running an army uniform factory （ C） A w

42、oman who dressed as a Southern soldier in order to cross enemy lines as a spy （ D） A woman who established a charity in order to collect money for prostheses for war amputees （ E） A woman who gave public speeches on the necessity of conserving for the war effort 26 Which of the following best descri

43、bes the organization of the passage? （ A） The author compares and contrasts the work of several historians and then discusses areas for possible new research. （ B） The author presents his thesis, draws on the work of several historians for evidence to support his thesis, and concludes by reiterating

44、 his thesis. （ C） The author describes some features of a historical study and then uses those features to put forth his own argument. （ D） The author summarizes a historical study, examines two main arguments from the study, and then shows how the arguments are potentially in conflict with one anot

45、her. （ E） The author presents the general argument of a historical study, describes the study in more detail, and concludes with a brief judgment of the studys value. 27 With which of the following criticisms of Leonards theory would the author of the passage be most likely to agree? （ A） It lays to

46、o much importance upon the antebellum ideology of womens nature and sphere. （ B） It fails to acknowledge that masculinization of womens war-time efforts may have been detrimental to the feminist cause. （ C） It tends to overemphasize the role of women in shifting their status over the course of the w

47、ar. （ D） It basis its thesis too exclusively on white, Yankee, middle-class women, ignoring every other social and racial class. （ E） It omits to articulate the precise antebellum moral definition of womanhood that is its theme. SECTION 4 Directions: Each question below consists of a word printed in

48、 capital letters followed by five lettered words or phrases. Choose the lettered word or phrase that is most nearly opposite in meaning to the word in capital letters. Since some of the questions require you to distinguish fine shades of meaning, be sure to consider all the choices before deciding w

49、hich one is best. 28 CRUX: （ A） peripheral element （ B） commencement （ C） conviction （ D） affliction （ E） gratuity 29 DAMPED: （ A） auditory （ B） ductile （ C） amplified （ D） focused （ E） changeable 30 EBULLIENCE: （ A） clumsiness （ B） measured self-control （ C） incapability （ D） meticulous plan （ E） infertility 31 CAPRICIOUS: （ A） profound （ B） direct （ C） faithful （ D） logical （ E） deficient 32 TORTUOUS: （ A） me