1、GRE（ VERBAL）模拟试卷 35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 intern, while _ , proved too unskilled to be permitted to work on his own _ project. （ A） reckless unsupervised （ B） enthusiastic dedicated （ C） competent autonomous （ D） excitable subsidiary （ E） responsible obscure 2 I put a bandage on the childs finger to _ the flow of blood from his c
3、ut. （ A） irrigate （ B） expose （ C） stanch （ D） pluck （ E） obviate 3 France and Spain, while actually very _ , share a common reputation for a more _ way of life than that experienced by the average harried American. （ A） similar tranquil （ B） genteel guarded （ C） informal substantial （ D） dissimilar
4、 serene （ E） diverse traditional 4 Both discipline-based and affection-based parenting methods stand the chance of undermining their own assumptions: Overreliance on external discipline through punishment may (i) _ the childs independent moral development, while an overly (ii) _ parenting style may
5、provide the child with the false impression that no one elses needs matter. 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
6、 expressed in the original pair. 5 AGITATOR : FIREBRAND : （ A） miser : spendthrift （ B） renegade : turncoat （ C） anarchist : backslider （ D） maverick : scapegoat （ E） reprobate : hothead 6 DISPASSIONATE : PARTISANSHIP : （ A） enthusiastic : zealousness （ B） disconsolate : sorrow （ C） intemperate : mo
7、deration （ D） volatile : immobility （ E） ardent : involvement 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 on the basis of what is stated or i
8、mplied in the passage. 6 How is a newborn star formed? For the answer to this question, we must look to the familiar physical concept of gravitational instability. It is a Line simple concept, long-known to scientists, having (5) been first recognized by Isaac Newton in the late 1600s. Let us envisi
9、on a cloud of interstellar atoms and molecules, slightly admixed with dust. This cloud of interstellar gas is static and uniform. (10) Suddenly, something occurs to disturb the gas, causing one small area within it to condense. As this small area increases in density, becoming slightly denser than t
10、he gas around it, its gravita- tional field likewise increases somewhat in (15) strength. More matter now is attracted to the area, and its gravity becomes even stronger; as a result, it starts to contract, in the process increasing in den- sity even more. This in turn further increases its gravity,
11、 so that it accumulates still more matter (20) and contracts further still. And so the process continues, until finally the small area of gas gives birth to a gravitationally bound object, a newborn star. 7 It can be inferred from the passage that the author views the information contained within it
12、 as （ A） controversial but irrefutable （ B） speculative and unprofitable （ C） uncomplicated and traditional （ D） original but obscure （ E） sadly lacking in elaboration 8 The author provides information that answers which of the following questions? . How does the small areas increasing density affec
13、t its gravitational field? . What causes the disturbance that changes the cloud from its original static state? . What is the end result of the gradually increas-ing concentration of the small area of gas? （ A） only （ B） only （ C） and only （ D） and only （ E） , and 8 This passage is adapted from The
14、American Republic: Constitution, Tendencies, and Destiny by O. A. Brownson, 1866. The ancients summed up the whole of human wisdom in the maxim “Know Thyself,“ Line and certainly there is for an individual no more important and no more difficult knowledge, than knowledge of himself. Nations are only
15、 individuals on a larger scale. They have a life, an individuality, a reason, a conscience, and instincts of their own, (5) and have the same general laws of development and growth, and, perhaps, of decay, as the individual man. Equally important, and no less difficult than for the individual, is it
16、 for a nation to know itself, understand its own existence, its own powers and faculties, rights and duties, constitution, instincts, tendencies, and destiny. A nation has a spiritual as well as a material existence, a moral as well as a physical existence, and is (10) subjected to internal as well
17、as external conditions of health and virtue, greatness and grandeur, which it must in some measure understand and observe, or become lethargic and infirm, stunted in its growth, and end in premature decay and death. Among nations, no one has more need of full knowledge of itself than the United Stat
18、es, and no one has, to this point, had less. It has hardly had a distinct (35) consciousness of its own national existence, and has lived the naive life of the child, with no severe trial, till the recent civil war, to throw it back on itself and compel it to reflect on its own constitution, its own
19、 separate existence, individuality, tendencies, and end. The defection of the slaveholding States, and the fearful struggle that has followed for national unity and integrity, have (20) brought the United States at once to a distinct recognition of itself, and forced it to pass from thoughtless, car
20、eless, heedless, reckless adolescence to grave and reflecting manhood. The nation has been suddenly compelled to study itself, and from now on must act from reflection, understanding, science, and statesmanship, not from instinct, impulse, passion, or caprice, knowing well what it does, and (25) why
21、 it does it. The change that four years of civil war have wrought in the nation is great, and is sure to give it the seriousness, the gravity, and the dignity it has so far lacked. 9 Which of the following statements best summarizes the main point of the first paragraph? （ A） Understanding ones own
22、strengths and weaknesses is a difficult yet important task, not only for individuals, but for nations as a whole. （ B） The spirituality of individuals should be dictated by the nations government. （ C） The comparing of a nation to a person is inaccurate and leads only to confusion and misrepresentat
23、ion. （ D） The United States was founded upon a principle of law that originated from the ancient world. （ E） A nations moral existence is governed by external conditions only. 10 The authors argument is developed primarily by the use of （ A） an example of one nations success （ B） an analogy between
24、man and nation （ C） a critique of the United States Constitution （ D） a warning against civil war （ E） a personal account of self-realization 11 The editors of the magazine are often criticized for the _ of their opinion column, which frequently _ from one side of an issue to the other. （ A） monoton
25、y continues （ B） ingenuity settles （ C） unpredictability scuttles （ D） inconsistency vacillates （ E） rigidity dithers 12 DEPLORABLE: （ A） eligible （ B） miserable （ C） irreproachable （ D） reprehensible （ E） intractable 13 CIRCUMSPECT: （ A） intricate （ B） reckless （ C） dissonant （ D） formative （ E） pr
26、udent 14 RESERVOIR : LAKE : （ A） dam : river （ B） hub : wheel （ C） canal : waterway （ D） bank : stream （ E） window : door 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 mos
27、t 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. 15 ABATE: （ A） abdicate （ B） augment （ C） annihilate （ D） lessen （ E） contradict 16 PLACA
28、TE: （ A） to pacify （ B） to infuriate （ C） to percolate （ D） to promulgate （ E） to manipulate 17 SKEPTICISM: （ A） intricacy （ B） qualmishness （ C） credulity （ D） disbelief （ E） narcissism 18 WARY: （ A） waning （ B） vigilant （ C） arbitrary （ D） cautious （ E） foolhardy 19 ABROGATE: （ A） to institute （ B
29、） to annul （ C） to abate （ D） to abuse （ E） to bargain for 20 ASSIMILATE: （ A） to ascertain （ B） to befuddle （ C） to suffocate （ D） to dissipate （ E） to incorporate into SECTION 2 Directions: In each of the following questions, a related pair of words or phrases is followed by five lettered pairs of
30、 words or phrases. Select the lettered pair that best expresses a relationship similar to that expressed in the original pair. 21 INOCULATION : IMMUNITY : （ A） talisman : charm （ B） serum : antidote （ C） exposure : weathering （ D） indoctrination : disloyalty （ E） invasion : fortification 22 CALLOW :
31、 MATURITY : （ A） incipient: fruition （ B） eager : anxiety （ C） youthful : senility （ D） apathetic : disinterest （ E） pallid : purity 23 DAMPEN : ENTHUSIASM : （ A） moisten : throat （ B） test : commitment （ C） distract : attention （ D） reverse : direction （ E） mute : sound 24 BURST : SOUND : （ A） ebb
32、: tide （ B） tinder : fire （ C） blast : wind （ D） glimmer : light （ E） shard : pottery 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 on the basi
33、s of what is stated or implied in the passage. 24 With Merediths The Egoist we enter into a critical problem that we have not yet before faced in these studies. That is the problem offered by a Line writer of recognizably impressive stature, whose (5) work is informed by a muscular intelligence, who
34、se language has splendor, whose “view of life“ wins our respect, and yet for whom we are at best able to feel only a passive appreciation which amounts, practically, to indifference. We should (10) be unjust to Meredith and to criticism if we should, giving in to the inertia of indifference, simply
35、avoid dealing with him and thus avoid the problem along with him. He does not “speak to us,“ we might say; his meaning is not a “meaning (15) for us“; he “leaves us cold.“ But do not the chal- lenge and the excitement of the critical problem as such lie in that ambivalence of attitude which allows u
36、s to recognize the intelligence and even the splendor of Meredith s work, while, at the (20) same time, we experience a lack of sympathy, a failure of any enthusiasm of response? 25 According to the passage, the work of Meredith is noteworthy for its elements of （ A） sensibility and artistic fervor
37、（ B） ambivalence and moral ambiguity （ C） tension and sense of vitality （ D） brilliance and linguistic grandeur （ E） wit and whimsical frivolity 26 All of the following can be found in the authors discussion of Meredith EXCEPT （ A） an indication of Merediths customary effect on readers （ B） an enume
38、ration of the admirable qualities in his work （ C） a selection of hypothetical comments at Meredith s expense （ D） an analysis of the critical ramifications of Merediths effect on readers （ E） a refutation of the claim that Meredith evokes no sympathy 27 It can be inferred from the passage that the
39、author finds the prospect of appraising Merediths work critically to be （ A） counterproductive （ B） overly formidable （ C） somewhat tolerable （ D） markedly unpalatable （ E） clearly invigorating 28 It can be inferred from the passage that the author would be most likely to agree with which of the fol
40、lowing statements about the role of criticism? （ A） Its prime office should be to make our enjoyment of the things that feed the mind as conscious as possible. （ B） It should be a disinterested endeavor to learn and propagate the best that is known and thought in the world. （ C） It should enable us
41、to go beyond personal prejudice to appreciate the virtues of works antipathetic to our own tastes. （ D） It should dwell upon excellencies rather than imperfections, ignoring such deficiencies as irrelevant. （ E） It should strive both to purify literature and to elevate the literary standards of the
42、reading public. 28 The Quechua world is submerged, so to speak, in a cosmic magma that weighs heavily upon it. It possesses the rare quality of being as it were Line interjected into the midst of antagonistic forces, (5) which in turn implies a whole body of social and aesthetic structures whose inn
43、ermost meaning must be the administration of energy. This gives rise to the social organism known as the ayllu, the agrarian community that regulates the procure- (10) ment of food. The ayllu formed the basic struc- ture of the whole Inca empire. The central idea of this organization was a kind of c
44、losed economy, just the opposite of our economic practices, which can be described as (15) open. The closed economy rested on the fact that the Inca controlled both the production and con- sumption of food. When one adds to this fact the religious ideas noted in the Quechua texts cited by the chroni
45、cler Santa Cruz Pachacuti, one (20) comes to the conclusion that in the Andean zone the margin of life was minimal and was made possible only by the system of magic the Quechua constructed through his religion. Adversities, moreover, were numerous, for the harvest might (25) fail at any time and bri
46、ng starvation to millions. Hence the whole purpose of the Quechua admin- istrative and ideological system was to carry on the arduous task of achieving abundance and staving off shortages. This kind of structure pre- (30) supposes a state of unremitting anxiety, which could not be resolved by action
47、. The Quechua could not do so because his primordial response to problems was the use of magic, that is, recourse to the unconscious for the solution of (35) external problems. Thus the struggle against the world was a struggle against the dark depths of the Quechuas own psyche, where the solution w
48、as found. By overcoming the unconscious, the outer world was also vanquished. (40) These considerations permit us to classify Quechua culture as absolutely static or, more accurately, as the expression of a mere state of being. Only in this way can we understand the refuge that it took in the germin
49、ative center of the (45) cosmic mandala as revealed by Quechua art. The Quechua empire was nothing more than a man- dala, for it was divided into four zones, with Cuzco in the center. Here the Quechua ensconced himself to contemplate the decline of the world as (50) though it were caused by an alien and autonomous force. 29 The term “mandala“ as used in the last paragraph most likely means （ A） an agrarian community （ B） a kind of superstition （ C） a closed economic pattern （ D） a p
