[外语类试卷]GRE（VERBAL）模拟试卷36及答案与解析.doc

1、GRE（ VERBAL）模拟试卷 36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 As we traveled to college for the first time, the family car was _ with books, clothing, appliances, and other necessities. （ A） keen （ B） indigent （ C） barren （ D） pallid （ E） laden 2 The _ of sediment in the river caused concern among environmentalists and industrialists alike; the water le

3、vels in the river were being reduced almost daily. （ A） accretion （ B） disposal （ C） catalyst （ D） alienation （ E） ethnology 3 Body language involves a combination of multiple facial (i) _ and various physical positions to convey its unique (ii) _ message. 4 Although the scientists recommendations m

4、ay have been _ , the students had trouble following his _ presentation and were, therefore, against his proposal. （ A） plausible organized （ B） absurd intricate （ C） realistic convoluted （ D） judicious dynamic （ E） ubiquitous empirical 5 Running a marathon is an _ task, taking months of both physica

5、l and mental preparation and training before actually running a grueling 26.2 miles. （ A） arduous （ B） ambiguous （ C） involuntary （ D） eloquent （ E） overt 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 phras

6、es. Select the lettered pair that best expresses a relationship similar to that expressed in the original pair. 6 PILOT : JET : （ A） actor : state （ B） gate : prison （ C） physician : health （ D） fence : landscape （ E） conductor : orchestra 7 FECKLESS : PURPOSE : （ A） constant : habit （ B） eccentric

7、: convention （ C） inherent : attribute （ D） innate : possession （ E） inimical : harm 8 HACKNEYED : ORIGINAL : （ A） fatuous : intelligent （ B） incongruous : impossible （ C） careless : inadvertent （ D） threatening : forceful （ E） beginning : inchoate 9 BANAL : ZEST : （ A） fortuitous : grace （ B） garru

8、lous : speech （ C） gregarious : money （ D） grievous : sincerity （ E） incongruous : harmony 10 IRASCIBLE : ANGERED : （ A） exigent : ignoble （ B） docile : trained （ C） exceptional : uncommon （ D） ethical : mistreated （ E） estimable : offended SECTION 3 Directions: Each passage in this group is followe

9、d by questions based on its content. After reading a passage, choose the best answer to each question. Answer all questions following a passage on the basis of what is stated or implied in the passage. 10 Mary Shelley herself was the first to point to her fortuitous immersion in the literary and sci

10、en- tific revolutions of her day as the source of her Line novel Frankenstein. Her extreme youth, as well as (5) her sex, have contributed to the generally held opinion that she was not so much an author in her own right as a transparent medium through which passed the ideas of those around her. “Al

11、l Mrs. Shelley did,“ writes Mario Praz, “was to provide (10) a passive reflection of some of the wild fantasies which were living in the air about her.“ Passive reflections, however, do not produce original works of literature, and Frankenstein, if not a great novel, was unquestionably an original (

12、15) one. The major Romantic and minor Gothic tradi- tion to which it should have belonged was to the literature of the overreacher: the superman who breaks through normal human limitations to defy the rules of society and infringe upon the realm of (20) God. In the Faust story, hypertrophy of the in

13、di- vidual will is symbolized by a pact with the devil. Byrons and Balzacs heroes; the Wandering Jew; the chained and unchained Prometheus: all are overreachers, all are punished by their own (25) excesses by a surfeit of sensation, of experi- ence, of knowledge and, most typically, by the doom of e

14、ternal life. But Mary Shelleys overreacher is different. Frankensteins exploration of the forbidden (30) boundaries of human science does not cause the prolongation and extension of his own life, but the creation of a new one. He defies mortality not by living forever, but by giving birth. 11 The au

15、thor quotes Mario Praz primarily in order to （ A） support her own perception of Mary Shelleys uniqueness （ B） illustrate recent changes in scholarly opinions of Shelley （ C） demonstrate Prazs unfamiliarity with Shelleys Frankenstein （ D） provide an example of the predominant critical view of Shelley

16、 （ E） contrast Prazs statement about Shelley with Shelleys own self-appraisal 12 The author of the passage concedes which of the following about Mary Shelley as an author? （ A） She was unaware of the literary and mythological traditions of the overreacher. （ B） She intentionally parodied the scienti

17、fic and literary discoveries of her time. （ C） She was exposed to radical artistic and scientific concepts that influenced her work. （ D） She lacked the maturity to create a literary work of absolute originality. （ E） She was not so much an author in her own right as an imitator of the literary work

18、s of others. 13 According to the author, Frankenstein parts from the traditional figure of the overreacher in （ A） his exaggerated will （ B） his atypical purpose （ C） the excesses of his method （ D） the inevitability of his failure （ E） his defiance of the deity SECTION 4 Directions: Each question b

19、elow consists of a word printed in 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

20、 all the choices before deciding which one is best. 14 ELATED: （ A） crestfallen （ B） inebriated （ C） punctual （ D） insulted （ E） lamented 15 RETICENCE: （ A） irascibility （ B） loquaciousness （ C） quiescence （ D） patience （ E） surrender 16 REVILE: （ A） compose （ B） awake （ C） deaden （ D） praise （ E） s

21、ecrete 17 PROPITIOUS: （ A） adjacent （ B） clandestine （ C） contentious （ D） unfavorable （ E） coy 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 following a passage o

22、n the basis of what is stated or implied in the passage. 17 The coastlines on the two sides of the Atlantic Ocean present a notable parallelism: the eastern- most region of Brazil, in Pernambuco, has a con- Line vexity that corresponds almost perfectly with the (5) concavity of the African Gulf of G

23、uinea, while the contours of the African coastline between Rio de Oro and Liberia would, by the same approxi- mation, match those of the Caribbean Sea. Similar correspondences are also observed in (10) many other regions of the Earth. This observation began to awaken scientific interest about sixty

24、years ago, when Alfred Wegener, a professor at the University of Hamburg, used it as a basis for formulating a revolutionary theory in geological (15) science. According to Wegener, there was origi- nally only one continent or land mass, which he called Pangea. Inasmuch as continental masses are lig

25、hter than the base on which they rest, he reasoned, they must float on the substratum of (20) igneous rock, known as sima, as ice floes float on the sea. Then why, he asked, might continents not be subject to drifting? The rotation of the globe and other forces, he thought, had caused the cracking a

26、nd, finally, the breaking apart of the (25) original Pangea, along an extensive line repre- sented today by the longitudinal submerged mountain range in the center of the Atlantic. While Africa seems to have remained static, the Americas apparently drifted toward the west until (30) they reached the

27、ir present position after more than 100 million years. Although the phenomenon seems fantastic, accustomed as we are to the con- cept of the rigidity and immobility of the conti- nents, on the basis of the distance that separates (35) them it is possible to calculate that the continental drift would

28、 have been no greater than two inches per year. 18 The primary purpose of the passage is to （ A） describe the relative speed of continental movement （ B） predict the future configuration of the continents （ C） refute a radical theory postulating continental movement （ D） describe the reasoning behin

29、d a geological theory （ E） explain how to calculate the continental drift per year 19 It can be inferred from the passage that evidence for continental drift has been provided by the （ A） correspondences between coastal contours （ B） proof of an original solitary land mass （ C） level of sima underly

30、ing the continents （ D） immobility of the African continent （ E） relative heaviness of the continental masses 20 The passage presents information that would answer which of the following questions? （ A） In what ways do the coastlines of Africa and South America differ from one another? （ B） How much

31、 lighter than the substratum of igneous rock below them are the continental masses? （ C） Is the rotation of the globe affecting the stability of the present-day continental masses? （ D） According to Wegeners theory, in what direction have the Americas tended to move? （ E） How does Wegeners theory ac

32、count for the apparent immobility of the African continent? 20 During the 1930s National Association for the Advancement of Colored People (NAACP) attor- neys Charles H. Houston, William Hastie, James Line M. Nabrit, Leon Ransom, and Thurgood Marshall (5) charted a legal strategy designed to end seg

33、rega- tion in education. They developed a series of legal cases challenging segregation in graduate and professional schools. Houston believed that the battle against segregation had to begin at the (10) highest academic level in order to mitigate fear of race mixing that could create even greater h

34、ostili- ty and reluctance on the part of white judges. After establishing a series of favorable legal precedents in higher education, NAACP attorneys (15) planned to launch an all-out attack on the sepa- rate-but-equal doctrine in primary and secondary schools. The strategy proved successful. In fou

35、r major United States Supreme Court decisions precedents were established that would enable the (20) NAACP to construct a solid legal foundation upon which the Brown case could rest: Missouri ex rel. Gaines v. Canada, Registrar of the University of Missouri (1938); Sipuel v. Board of Regents of the

36、University of Oklahoma (1948); (25) McLaurin v. Oklahoma State Regents for Higher Education (1950); and Sweatt v. Painter (1950). In the Oklahoma case, the Supreme Court held that the plaintiff was entitled to enroll in the University. The Oklahoma Regents responded by (30) separating black and whit

37、e students in cafeterias and classrooms. The 1950 McLaurin decision ruled that such internal separation was unconstitu- tional. In the Sweatt ruling, delivered on the same day, the Supreme Court held that the maintenance (35) of separate law schools for whites and blacks was unconstitutional. A year

38、 after Herman Sweatt entered the University of Texas law school, desegregation cases were filed in the states of Kansas, South Carolina, Virginia, and Delaware, (40) and in the District of Columbia asking the courts to apply the qualitative test of the Sweatt case to the elementary and secondary sch

39、ools and to declare the separate-but-equal doctrine invalid in the area of public education. (45) The 1954 Brown v. Board of Education deci- sion declared that a classification based solely on race violated the 14th Amendment to the United States Constitution. The decision reversed the 1896 Plessy v

40、. Ferguson ruling which had estab- (50) lished the separate-but-equal doctrine. The Brown decision more than any other case launched the “equalitarian revolution“ in American jurispru- dence and signalled the emerging primacy of equality as a guide to constitutional decisions; (55) nevertheless, the

41、 decision did not end state- sanctioned segregation. Indeed, the second Brown decision, known as Brown H and delivered a year later, played a decisive role in limiting the effec- tiveness and impact of the 1954 case by providing (60) southern states with the opportunity to delay the implementation o

42、f desegregation. 21 According to the passage, Houston aimed his leg-islative challenge at the graduate and professional school level on the basis of the assumption that （ A） the greatest inequities existed at the highest academic and professional levels （ B） the separate-but-equal doctrine applied s

43、olely to the highest academic levels （ C） there were clear precedents for reform in existence at the graduate school level （ D） the judiciary would feel less apprehension at desegregation on the graduate level （ E） the consequences of desegregation would become immediately apparent at the graduate s

44、chool level 22 Which of the following best describes the relation-ship between the McLaurin decision and the 1954 Brown v. Board of Education decision? （ A） The McLaurin decision superseded the Brown decision. （ B） The Brown decision provided a precedent for the McLaurin decision. （ C） The Brown dec

45、ision reversed the McLaurin decision. （ D） The McLaurin decision limited the application of the Brown decision. （ E） The McLaurin decision provided legal authority for the Brown decision. 23 Which of the following statements is most compatible with the principles embodied in Plessy v. Ferguson as de

46、scribed in the passage? （ A） Internal separation of whites and blacks within a given school is unconstitutional. （ B） Whites and blacks may be educated in separate schools so long as they offer comparable facilities. （ C） The maintenance of separate professional schools for blacks and whites is unco

47、nstitutional. （ D） The separate-but-equal doctrine is inapplicable to the realm of private education. （ E） Blacks may be educated in schools with whites whenever the blacks and whites have equal institutions. 24 The aspect of Houstons work most extensively discussed in the passage is its （ A） psycho

48、logical canniness （ B） judicial complexity （ C） fundamental efficiency （ D） radical intellectualism （ E） exaggerated idealism SECTION 4 Directions: Each question below consists of a word printed in capital letters followed by five lettered words or phrases. Choose the lettered word or phrase that is

49、 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 which one is best. 25 INCONGRUOUS: （ A） geometric （ B） prudent （ C） legitimate （ D） harmonious （ E） efficacious 26 APOSTATE: （ A） laggard （ B） loyalist （ C） martinet （ D） predecessor （ E） skeptic 27 ENSUE: （ A） litigate （ B） precede （ C） arbitrate （ D） accentuate （ E） delay GRE（ VERBAL）模拟试卷 36答案与解析 SECTION 1 Directions: Each sentence