GRE阅读应对高难度文章题目技巧

GRE阅读应对高难度文章题目技巧（通用5篇）

篇1：GRE阅读应对高难度文章题目技巧

GRE阅读如何应对百变高难度文章题目?5个步骤让困难阅读难度骤降

五步解题法一：解剖文章首段

积极主动地解读文章的第1段，阅读时尽量记住作者提出的问题(现象或观点)，和一些关于文章内容的概念和词汇，如这篇文章讲的是生物化学，日本企业文化还是黑人运动。搞清楚文章的论题和作者想表达的内容。

五步解题法二：揣摩作者思路

在脑子里或者在草稿纸上画一个文章的结构思路题。了解各个段落的目的和主题。GRE阅读理解考察的是考生的答题能力而非阅读能力。考生不必完全掌握整篇文章，了解文章中的每一个细节，当然考试中一般也没有那么多时间。相反，考生应该只读文章段落的第1句，而快速浏览其余部分。当读完这篇文章时，就能对文章的结构思路有总体的把握。

五步解题法三：注意语气过渡词

在快速阅读文章时，考生应特别留意段落开头或者结尾可能出现的语气词和过渡词。这样做有助于对作者思路的把握，从而快速掌握文章大意。

五步解题法四：总结文章大意

在回答问题前，花几秒钟总结一下文章的思路和主题，不要急着看题。理清思路后再开始读题。

五步解题法五：开始答题

根据自己对文章的整体思路来答题。将问题(或选项)定位到文章中具体的某个段落甚至具体的句子。如果时间充足的话可以看完题后先不看选项，根据自己对文章的了解找到答案，然后再跟选项做比较，找出正确答案。

GRE阅读理解的五步解题法就介绍到此，考生如果在面对GRE阅读题时底气不足略有困难，不妨尝试使用这种方法，也许会对你的解题有所帮助。

GRE阅读题目解析:英国河流引入鲈鱼

P57

Sportfishers introduced the Zander, a type of perch, to Britain’s rivers and canals in the 1970s. Because zander eat large numbers of smaller fish, they have had a devastating effect on native fish populations. To protect the native fish, a government program removed a significant proportion of the zander from Britain’s waterways last year. Surprisingly, this year the loss of native fish to zander has been greater than before.

4. Which of the following, if true, would most help to explain the greater effect of zander on the native fish population?

A. The climate in Britain is very similar to the climate in regions to which zander are native.

B. Most of the zander removed were fully grown, and fully grown zander eat large numbers of smaller zander.

C. Every year a large number of zander are caught by sportfisher in Britain’s waterway.

D. Previous government program designed to remove nonnative species from Britain’s waterways have failed.

E. Zander are just one of several nonnative fish that prey on the other fish found in Britain’s waterway.

P57

1

Sportfishers introduced the Zander, a type of perch, to Britain’s rivers and canals in the 1970s.

1970 年代，S 在英国的河流及运河中引入了 Z，一种鲈鱼。

(Sportfishers 没有查到，可能是一群人，一个协会之类的组织，或者机构或公司，不重要，模糊了。

Zander 梭鲈，一种欧洲很常见的鲈鱼，主要用途是吃。

Whole baked zander served in a restaurant in Balatonfüred, Hungary.

(en.wikipedia.org/wiki/Zander))

2

Because zander eat large numbers of smaller fish, they have had a devastating effect on native fish populations.

因为 z 吃大量小于，所以它们对本土鱼类有破坏作用。

3

To protect the native fish, a government program removed a significant proportion of the zander from Britain’s waterways last year.

为了保护本土鱼，一个政府项目去年从英国水体中，除掉了相当大比例的 z 。

4

Surprisingly, this year the loss of native fish to zander has been greater than before.

结果令人震惊，去年被 z 吃掉的本土鱼数量比以前还大。

4. Which of the following, if true, would most help to explain the greater effect of zander on the native fish population?

A. The climate in Britain is very similar to the climate in regions to which zander are native.

B. Most of the zander removed were fully grown, and fully grown zander eat large numbers of smaller zander.

C. Every year a large number of zander are caught by sportfisher in Britain’s waterway.

D. Previous government program designed to remove nonnative species from Britain’s waterways have failed.

E. Zander are just one of several nonnative fish that prey on the other fish found in Britain’s waterway.

选 B

找一项能够解释，为什么杀掉了大比例的 z，其他鱼被 z 吃的情况反而恶化了。

B 被杀掉的 z 大多已经长成，而成年 z 会吃掉大量的未成年 z 。满足题设。

A 天气。看到天气就知道这是陪太子读书项。

C 每年 sportfisher 都钓大量的 z，这不能解释为什么去年 z 吃的本土鱼反常地多，按这种说法，去年除了民间钓 z 还有政府 removal program，情况应该好转才对。

D 无关项。之前的项目有没有 failed 不重要，去年项目是成功的，removed a significant proportion of the zander 。

E 捕食本地鱼的外来鱼，z 只是其中一种。本来挺像的，可惜文章中明确说了，去年吃本地鱼更凶的恰好还是 z，而不是其他种外来鱼。

GRE阅读题目解析:埃及狮身人面像

P59

The Great Sphinx is a huge statue in Egypt that has a lion’s body with a man’s head. The face of the Sphinx has long been claimed to be that of pharaoh Khafre, who lived around 2600 B.C., but it cannot be: erosion patterns recently discovered on the lion’s legs can only have been caused by heavy rains, and the Sahara has not had heavy rains in over 10,000 years.

6. Which of the following, if true, most seriously weakens the argument?

A. The face of the Sphinx bears a resemblance to the faces on certain stylized statues dating from both before and after the reign of Khafre.

B. Other erosion patterns that appear on the body of the Sphinx are of a sort that could be caused by wind and sand alone

C. Other than the Sphinx, there are no surviving sculptures that have been claimed to portray the face of Khafre.

D. In the last 10,000 years the climate of Egypt has been so dry that even rains that are not heavy have been extremely infrequent.

E. The face of the Sphinx is small relative to the rest of the head, indicating that the face may have been recarved long after the Sphinx was built.

P59

1

The Great Sphinx is a huge statue in Egypt that has a lion’s body with a man’s head.

狮身人面像是埃及的一座巨大雕像，由狮身和人头组成。

2

The face of the Sphinx has long been claimed to be that of pharaoh Khafre, who lived around 2600 B.C., but it cannot be: erosion patterns recently discovered on the lion’s legs can only have been caused by heavy rains, and the Sahara has not had heavy rains in over 10,000 years.

斯芬克斯的脸一直被认为就是法老 K 的脸，他生活在公元前 2600 年左右，但这不可能：最近在狮身腿部发现的侵蚀图样，只可能是大雨冲刷造成的，而撒哈拉地区已经至少 10000 年没下过大雨了。

6. Which of the following, if true, most seriously weakens the argument?

A. The face of the Sphinx bears a resemblance to the faces on certain stylized statues dating from both before and after the reign of Khafre.

B. Other erosion patterns that appear on the body of the Sphinx are of a sort that could be caused by wind and sand alone

C. Other than the Sphinx, there are no surviving sculptures that have been claimed to portray the face of Khafre.

D. In the last 10,000 years the climate of Egypt has been so dry that even rains that are not heavy have been extremely infrequent.

E. The face of the Sphinx is small relative to the rest of the head, indicating that the face may have been recarved long after the Sphinx was built.

选 E

还是削弱题，先找结论。

文段的结论很好找，即 but it cannot be，完整地说 the face of Sphinx cannot be that of Khafre .

请注意，题目让我们削弱的是 斯芬克斯的脸不可能是 K 的脸，可没让我们削弱 斯芬克斯是 K 让奴隶造的。有的同学卡在此题，因为他们觉得斯芬克斯怎么看也不是 K 造的啊，作者说的很有道理啊，没法削弱啊，哪个选项都不满足题设。搞清这一点，难度瞬间降低，E 提供了一种可能，斯芬克斯的确不是 K 造的，但可能有人(不管这个人是 K 还是他的儿子)重刻了斯芬克斯的脸，使它看起来像 K 。审好题很重要。

A 斯芬克斯的脸与很多某种风格的雕像类似，它们有的比 K 早，有的比 K 晚。

B 斯芬克斯身上的其他侵蚀图样是单纯被风沙造成的。

C 除了斯芬克斯，没有任何一座现存的雕像声称用了 K 的脸。

D 过去 10000 年埃及如此干燥，以至于小雨都极罕见。

E 斯芬克斯的脸比头的其他部分小，意味着脸可能是雕像建成很久以后改刻上去的。

篇2：GRE阅读应对高难度文章题目技巧

GRE阅读学术文章应对心得：了解文章措辞风格

对于GRE阅读考试来说，学术化就是最大的纲，也是它迥异于托福雅思的纲，我曾在另文中指出，雅思托福的命题目的是生活化，而对于GRE来说，学术化代表着措辞的规范和温和。对于考生的意义在于，文章的整体是温和的，文章里面出现的极端的言辞都是要注意的，文章里面的事实都是与我们学术生活共时的，对于过去的追忆和反现实的虚拟状态，都是非常明显的潜在出题点。尤其是虚拟语气，往往表示应然而非然之状态，很有可能出现负评价，以态度题的方式考察。而一切过分极端的言辞，如绝对的说法，大多数，比较级尤其是强烈比较级，在文章里的出现要注意，还有一种也是强烈的对比的标志，就是以大写字母标注的时间，指明某时之前或之后，我们称之为时间强对比。以上总结之，即是三大关系，强对比，因果以及转折。表示这些关系的连词，一律要注意，最好做出标记。而对于题目来说，考生要注意以上说法是在哪里出现，如果文章有这些强烈的措辞，那么题目当中对应这些段落的选项也有，就很可能是对的，如果选项出现而文章的相应位置没有，则该选项必错。

GRE阅读学术文章应对心得：预见作者的态度

主题题，态度题如何解决呢?首先我们需要了解GRE考试的评价体系。对于激进的(进化论)左的(马列)上纲上线的，通常不与支持，对于以政治干涉学术，尤其反对。对于歧视弱者，损害弱者尤其反对，弱者恒强。Should, must, should have 等词也是负评价，应然不然。选项中极端的，进行人生攻击的，模棱两可的，谄媚的，马上排除，因为这是学术考试。选项过分极端的副词，也要小心，如表示绝对的言辞。

GRE阅读备考时如何应对学术文章?

诸生读此类文章最大误区在于试图读懂，更有甚者，寻求文章之背景，遍寻译文，以期充分理解每个GRE词汇，虽有燃膏继晷之功，难有吴甲吞楚之效，盖此种文章，非为考生读懂而设计。更有甚者，仿阅读之结构，言辞，图作文之高分，则更加南辕北辙，缘木求鱼而已。请杀鸡诸位谨记：这是考试，你只有13-15分钟做题，文章不是用来读懂的，对待难句最好的办法是考虑怎么不读，少读，而不是分析。学术文章特点就是规范，层次清晰，主题明确。我们一定要读出套路，尤其是文章观点的数量，这个直接关系到主题题怎么出。我们要把每段的层次的连词标记出来，我们还要知道每个层次的主题词是什么，周围有没有否定词(改善题)，有没有褒贬的词(态度题，应用题)至于例子，也可以考虑不读或者少读，因为GRE阅读词汇重点考观点，例子是事实，事实记得越多，混淆信息越多，做题越慢，准确率越低。对于例子，只要记住位置就可以，题目考到再看，不考坚决不看。以观点记例子，以观点分层次，以观点分逻辑关系。

GRE阅读备考如何审题破题?

首先记住，先文后题。道理很简单，你直接读题，根本读不懂。所以很重要的是搞明白两个问题，这个题目对应文章那个层次，考的是观点还是例子。

关于如何准备GRE阅读中的学术类文章小编就介绍到这里想，希望你看完之后能够在GRE阅读备考中好好把握这类文章的阅读思路，这样才能够在GRE阅读考试的过程中更好的应对。

GRE阅读练习每日一篇

Of Homer’s two epic poems, the Odyssey has always been more popular than the Iliad, perhaps because it includes more features of mythology that are accessible to readers. Its subject (to use Maynard Mack’s categories) is “life-as-spectacle,” for readers, diverted by its various incidents, observe its hero Odysseus primarily from without; the tragic Iliad, however, presents “life-as-experience”: readers are asked to identify with the mind of Achilles, whose motivations render him a not particularly likable hero. In addition, the Iliad, more than the Odyssey, suggests the complexity of the gods’ involvement in human actions, and to the extent that modern readers find this complexity a needless complication, the Iliad is less satisfying than the Odyssey, with its simpler scheme of divine justice. Finally, since the Iliad presents a historically verifiable action, Troy’s siege, the poem raises historical questions that are absent from the Odyssey’s blithely imaginative world.

17. The author uses Mack’s “categories” (lines 4-5) most probably in order to

(A) argue that the Iliad should replace the Odyssey as the more popular poem

(B) indicate Mack’s importance as a commentator on the Iliad and the Odyssey

(C) suggest one way in which the Iliad and the Odyssey can be distinguished

(D) point out some of the difficulties faced by readers of the Iliad and the Odyssey

(E) demonstrate that the Iliad and the Odyssey can best be distinguished by comparing their respective heroes

18. The author suggests that the variety of incidents in the Odyssey is likely to deter the reader from

(A) concentrating on the poem’s mythological features

(B) concentrating on the psychological states of the poem’s central character

(C) accepting the explanation that have been offered for the poem’s popularity

(D) accepting the poem’s scheme of divine justice

(E) accepting Maynard Mack’s theory that the poem’s subject is “life-as-spectacle”

19. The passage is primarily concerned with

(A) distinguishing arguments

(B) applying classifications

(C) initiating a debate

(D) resolving a dispute

(E) developing a contrast

20. It can be inferred from the passage that a reader of the Iliad is likely to have trouble identifying with the poem’s hero for which of the following reasons?

(A) The hero is eventually revealed to be unheroic.

(B) The hero can be observed by the reader only from without.

(C) The hero’s psychology is not historically verifiable.

(D) The hero’s emotions often do not seem appealing to the reader.

(E) The hero’s emotions are not sufficiently various to engage the reader’s attention.

Flatfish, such as the flounder, are among the few vertebrates that lack approximate bilateral symmetry (symmetry in which structures to the left and right of the body’s midline are mirror images). Most striking among the many asymmetries evident in an adult flatfish is eye placement: before maturity one eye migrates, so that in an adult flatfish both eyes are on the same side of the head. While in most species with asymmetries virtually all adults share the same asymmetry, members of the starry flounder (starry flounder: (美洲)箭齿鲽,星斑川鲽) species can be either left-eyed (both eyes on the left side of head) or right-eyed. In the waters between the United States and Japan, the starry flounder populations vary from about 50 percent left-eyed off the United States West Coast, through about 70 percent left-eyed halfway between the United States and Japan, to nearly 100 percent left-eyed off the Japanese coast.

Biologists call this kind of gradual variation over a certain geographic range a “cline (cline: n.[生]渐变群(一种生态特征))” and interpret clines as strong indications that the variation is adaptive, a response to environmental differences. For the starry flounder this interpretation implies that a geometric difference (between fish that are mirror images of one another) is adaptive, that left-eyedness in the Japanese starry flounder has been selected for, which provokes a perplexing questions: what is the selective advantage (selective advantage: 选择有利性) in having both eyes on one side rather than on the other?

The ease with which a fish can reverse the effect of the sidedness of its eye asymmetry simply by turning around has caused biologists to study internal anatomy, especially the optic nerves, for the answer. In all flatfish the optic nerves cross, so that the right optic nerve is joined to the brain’s left side and vice versa. This crossing introduces an asymmetry, as one optic nerve must cross above or below the other. G. H. Parker reasoned that if, for example, a flatfish’s left eye migrated when the right optic nerve was on top, there would be a twisting of nerves, which might be mechanically disadvantageous. For starry flounders, then, the left-eyed variety would be selected against, since in a starry flounder the left optic nerve is uppermost.

The problem with the above explanation is that the Japanese starry flounder population is almost exclusively left-eyed, an natural selection never promotes a purely less advantageous variation. As other explanations proved equally untenable, biologists concluded that there is no important adaptive difference between left-eyedness and right-eyedness, and that the two characteristics are genetically associated with some other adaptively significant characteristic. This situation is one commonly encountered by evolutionary biologists, who must often decide whether a characteristic is adaptive or selectively neutral. As for the left-eyed and right-eyed flatfish, their difference, however striking, appears to be an evolutionary red herring (red herring: n.熏青鱼, 转移注意力的话).

21. According to the passage, starry flounder differ from most other species of flatfish in that starry flounder

(A) are not basically bilaterally symmetric

(B) do not become asymmetric until adulthood

(C) do not all share the same asymmetry

(D) have both eyes on the same side of the head

(E) tend to cluster in only certain geographic regions

22. The author would be most likely to agree with which of the following statements about left-eyedness and right-eyedness in the starry flounder?

I. They are adaptive variations by the starry flounder to environmental differences.

II. They do not seem to give obvious selective advantages to the starry flounder.

III. They occur in different proportions in different locations.

(A) I only

(B) II only

(C) I and III only

(D) II and III only

(E) I, II, and III

23. According to the passage, a possible disadvantage associated with eye migration in flatfish is that the optic nerves can

(A) adhere to one another

(B) detach from the eyes

(C) cross

(D) stretch

(E) twist

24. Which of the following best describes the organization of the passage as a whole?

(A) A phenomenon is described and an interpretation presented and rejected.

(B) A generalization is made and supporting evidence is supplied and weighed.

(C) A contradiction is noted and a resolution is suggested and then modified.

(D) A series of observations is presented and explained in terms of the dominant theory.

(E) A hypothesis is introduced and corroborated in the light of new evidence.

25. The passage supplies information for answering which of the following questions?

(A) Why are Japanese starry flounder mostly left-eyed?

(B) Why should the eye-sidedness in starry flounder be considered selectively neutral?

(C) Why have biologists recently become interested in whether a characteristic is adaptive or selectively neutral?

(D) How do the eyes in flatfish migrate?

(E) How did Parker make his discoveries about the anatomy of optic nerves in flatfish?

26. Which of the following is most clearly similar to a cline as it is described in the second paragraph of the passage?

(A) A vegetable market in which the various items are grouped according to place of origin

(B) A wheat field in which different varieties of wheat are planted to yield a crop that will bring the maximum profit

(C) A flower stall in which the various species of flowers are arranged according to their price

(D) A housing development in which the length of the front struts supporting the porch of each house increases as houses are built up the hill

(E) A national park in which the ranger stations are placed so as to be inconspicuous, and yet as easily accessible as possible

27. Which of the following phrases from the passage best expresses the author’s conclusion about the meaning of the difference between left-eyed and right-eyed flatfish?

(A) “Most striking” (line 4)

(B) “variation is adaptive” (line 19)

(C) “mechanically disadvantageous” (lines 3738)

(D) “adaptively significant” (lines 48-49)

(E) “evolutionary red herring” (line 54)

篇3：GRE阅读应对高难度文章题目技巧

GRE阅读长篇文章文体特征介绍

GRE阅读文章一般为议论文体，而议论文与其他文体的最大差别在于，写作目的是传达作者对于某个问题的观点。大家在读GRE阅读文章的过程中第一要务，必须要判断当前的句子到底是表达的作者观点，还是表述事实信息，而前者的优先级要远远高于后者。请注意，最重要的信息是作者的观点，而不是从其他张三李四王二麻子嘴里说出来的话。

我们不难发现，表达观点的句子往往简单，很多时候用一些褒贬形容词就可以说清楚，而表述事实的句子往往复杂，涉及到实验现象与数据、历史年代与事件等。对于复杂的事实信息，我们知道它们的作用比知道它们到底是什么内容更重要。

GRE阅读长篇文章技巧：弄清主题

弄清楚这篇文章的主角(即被讨论对象)到底是什么，一篇GRE阅读文章的主角不一定是一个具体的人或者事物，也可以是某种抽象的机制。主角其实就一个，而龙套往往有一大堆。在篇幅上，主角较龙套往往也不占优势，龙套作为论证手段，有其存在的必要性。

然而,作为龙套的那一大堆细节重要性是较低的，不是阅读的重点，也不是命题的重点。大家在阅读的过程中，一旦发现有些复杂的内容所描述的对象其实是龙套，那么这些内容一概略读。这个问题在GRE阅读名篇《伊斯兰宗教法》中体现得非常明显，有兴趣的读者可以体会一下。

GRE阅读长篇文章技巧：找到观点

大多数文章的作者为了阐述自身的观点，会在文中引入对立面。首先，这种对立面可以体现为反派的观点，我们经常称之为老观点。这种老观点本身是次要的，而文章中用于支持老观点的细节就更加次要。所以，这些内容只需略读;其次，这种对立面也可以体现为文章在论述过程中用到的让步成分。有些让步成分内容复杂，语言困难，而且没有什么常规逻辑连词引导，因此难以识别。

而一旦考生纠缠于此，那么大量的时间就无谓地浪费掉了。对于这种情况，小站教育总结出的方法是：首先考生通过文首的主题段落或句子判断文章的方向(比如，作者认为某种思想到底好还是不好)，在随后的阅读过程中，一旦发现文章当中的任何内容所表述的方向与主题方向相反，那么这种内容一概略读。

GRE阅读文章多为学术论文

一篇完整的学术论文一般包含下列几个部分。一、引言部分：在这一部分主要告诉读者研究对象所处的学科类别与话题范围，研究的背景(如可行性与必要性)，以及对其他类似研究成果的介绍。

二、主体部分：该部分阐述作者自己的研究方法与理论，以及用于支持自己理论的相关实验现象或历史资料等。

三、延伸部分：在文章的尾部往往会出现话题的延伸，这种延伸的内容与主体部分并不一样，有的情况下会给主体部分的理论加一些限制补充的意见，使得在逻辑上更加严密;也有的情况下作者会提及今后进一步研究的方向。ETS在对原始论文进行压缩时，为了节省篇幅，正常情况下会只取原论文的主体部分。

上述诸点考虑，与其说是GRE阅读文章中的技巧，还不如说是一种基本功。道理上大家都能明白，但要把这些道理灵活地运用到实战中，还需要大量的训练。每当我们的阅读进程被文章中某一块难啃的骨头(难词、难句、难的原理)阻碍的时候，我们首先想到的不是到底怎样去啃，而是啃这块骨头的价值几何，这种文字价值甄别能力一旦练成，近则有益于高效突破GRE阅读题，远则有益于提高大家的文献快速阅读能力。

GRE长难句练习及解析：出版的书信全集

But those of us who hoped， with Kolb， that Kolb’s newly published complete edition of Proust’s correspondence for 1909 would document the process in greater detail are disappointed.

译文：但是我们当中的那些希望(也算上Kolb本人)Kolb新出版的19书信的全集能够更加详细的记录下这一过程的人都大失所望。

解释：该句考察的也是复杂修饰和插入语。首先是受who引导的定语从句的影响，主语those of us与谓语的距离很远是造成该句子你难以读懂的原因之一;修饰主语those of us的定语从句who hoped之中又套了一个of引导的宾语从句，宾语从句的主语complete edition又被一前一后的两个定语所修饰，让整个句子显得错综复杂难以理解是造成句子难懂的原因之二;再者，本就是从句套从句的句子当中又加入了一个小小的插入语with Kolb，这个句子虽小，但是却打断了定语从句前后完整的连接，这可谓是造成整个句子难理解的原因之三。

解法：放眼一望，不难看出本句是从句中套从句，还连带有插入语。为了避免干扰，考试可以直接跳过who引导的定于从句和with引导的成对出现逗号的插入语，直接定位到后面的句子谓语部分，化繁为简：But those of us are disappointed. 如此以来，此题志在必得。

GRE长难句练习及解析：放弃写小说

Fallois proposed that Proust had tried to begin a novel in 1908， abandoned it for what was to be a long demonstration of Saint-Beuve‘s blindness to the real nature of great writing， found the essay giving rise to personal memories and fictional developments， and allowed these to take over in a steadily developing novel.

译文：Fallois提出，Proust曾试图于19开始写一部小说，后又因为某一原因——即Saint-Beuve长期以来所展现出的对伟大文学作品真正本质的盲目无知——而放弃了它，发现该文章引发了某些个人的回忆和小说虚构情节的发展，最终让这些内容以一部稳定发展的小说这一形式取而代之。

解释：本句主要考察的是句子的复杂修饰。从that引导的宾语从句开始，以列举的方式描述其动机的变化。但是因为abandoned之后的状语 for…的结构复杂、用词抽象，并且for后面是what 引导的宾语从句中套的另外一个宾语从句，如此以来这个复杂的结构就隔断了句子前后的整体逻辑，干扰到考生对整句话的理解，所以这个结构不太容易被看出来。

解法：看到句子比较长又比较难理解，就先找句子的主谓结构，然后就不难发现该句子的大致结构为Proust had tried to…， abandoned…，found…，and allowed.。。之后再逐一解决各个小分句后面的部分，各个击破，最后整个句子的意思就迎刃而解了。

篇4：GRE阅读提速不同文章各有技巧

GRE语文到底有多少阅读题?

按照GRE考试的题目类型和分布情况来说，GRE语文每个部分的20道题目中，通常会有10道左右的阅读题，而这些题目会根据给出的文章长短分配，一般长篇阅读会包含3-4道题，而短篇阅读和逻辑阅读则只会附带1-2道题，以1道题居多。

GRE长篇阅读提速技巧分析

首先，每场GRE考试中，只会出现一篇长篇阅读文章，字数在400字以上。也就是说，除非考生在五个语文+数学的部分中遭遇到三个语文二个数学，而不计分的那个语文部分又罕见地出现了第二篇长阅读文章，一般来说考生在整场考试中只需要面对一篇长阅读文章。一篇长阅读会有四道附属题目。因此，针对长篇阅读，建议考生把它留到最后解决。这么做的原因有二：首先，考试中始终保持思路的流畅和头脑的清醒十分重要，而完成长篇阅读则很容易让你的思维变得混乱，影响之后的做题;其次，从效率上来说，由于所有题目的分值都完全相同，而做长篇阅读显然会花费超过平均1.5分钟的时间，因此得分效率是最低的，所以留到最后解决才是上策。

GRE逻辑阅读如何提升速度?

除了长篇阅读文章外，阅读类题型中的逻辑阅读题也常常会成为时间杀手。这类阅读文章本身长度一般，而且只会附带一道题目，但由于其对逻辑思维能力的考察要求，文章本身往往在逻辑上极其复杂，提问方法也常常千奇百怪，考生需要在对全文都有充分理解的基础上才能做好题目，可以说难度极高，也常会花费大家大量时间。因此，在面对此类逻辑阅读题时，如果考生没有把握在平均时间内做完，建议也可以留到稍后单独解决，或直接通过排除法结合猜测快速选出可能的答案，毕竟只为了一道题目浪费太多时间，是十分不划算的。

GRE短篇阅读也要提升解题速度

短篇阅读是GRE考试中比较受考生欢迎的一类阅读题，由于其文章篇幅较短，无论从阅读量还是理解要求上都比较低，题目也往往相对简单，因此考生可以快速而准确地完成短篇阅读。当然，即使是看似简单的短篇阅读，也偶尔会有难题出没。但无论如何，还是建议大家在看到短篇阅读题时优先解决，快速地积累分数。

GRE阅读：复述题型的介绍

复述题是最简单的题型，但也是GRE阅读部分出现得最多的题型。只要你能定位原文，问题就迎刃而解。题目问的内容中都已经在原文直接提到，只是用同义词或者不同的语言组织改 写而已。常见的改写方式有形容词与副词之间的改写，动词与动名词之间的改写。技巧在于 寻找词根。 复述改写题提问的是文章中的某个细节，如组织结构词(原因，特点)，学科术语，行业术 语，比喻，符号或者具体的数字。只要你能准确定位，这些题都比较简单，因为只是对原文 的复述或改写：

According to the passage/author...

The author states that...

The author mentions which one of the following as...

一般说来，这些题都会告诉你很直接的定位线索，如“在文章中的第几行”或者和文章结构密切相连的词或短语。 你也许记得我前面告诉你的“跳过阅读理解文章中的细节部分而将重点放在文章的主题，范 围和作者的用意上。”这看起来好像和非常细节的复述改写题相矛盾。事实上，文章中有很 多很多细节，而这么多的细节当中只有很少的一部分在以后问题中问及。奇怪的是这些被考 到的细节你很快就能在文章中定位，因为有一部分你在阅读时已经记住;问题会告诉你在文章中的哪一行;或者为了回答这些问题你必须自己找到这些细节。

GRE阅读：高分备考方法

在N次的感悟及扫遍所有市面上见到和见不到的出国考试GRE阅读题的基础上，创出一套以此法为依托的“葵花宝典”，最终实现了上面所言之境界。集中突破法，顾名思义，就是在短时间里集中突破思维的极限达到出题人的高度去审视每道题背后的东西，从而提前迅速地围追堵截，实现阅读飞跃。

突破原则：10—15天，以NO题为蓝本，《难句》一书，再辅以LSAT武火锤炼。但是前提是你现在已经做完所有的NO题一遍，且已经达到第三阶段的要求与现象，即在规定的时间内错题在3—5以内，规定时间是在15—18分钟内。

篇5：GRE阅读应对长难句技巧

GRE阅读长难句应对策略：备考练习的选择

由于GRE长难句可以说是GRE阅读部分的一大难点，所以建议大家找一些针对性比较强的复习材料进行专项训练。比如《杨鹏长难句解读》就是很值得推荐的教材。这本书是针对GRE考试中常见长难句的必备学习教材，十分详细透彻的分析了长难句相关的各种出题点和解题思路技巧，搭配大量习题帮助考生解决阅读长难句问题，建议在阅读方面有困难的同学都可以找来参考学习一下。

GRE阅读长难句应对策略：精简句子结构

GRE阅读理解的考查重点不在词汇上，而是句子结构和句与句、段与段之间的逻辑关系。其中复杂修饰成分是干扰考生选择答案的很大障碍，非常浪费时间，容易造成理解上的偏差，打断阅读思路。在阅读过程中，如果能将这些复杂修饰成分进行调整、删减、压缩，使之变得简单，阅读速度和准确率都会有所提高的。

GRE阅读长难句应对策略：抓住句子主干

从广义上来说，从句、分词、不定式、插入语、介词短语等都可以看作GRE阅读的复杂修饰成分，带有这些复杂修饰成分的句子都比较长，读起来拗口。在遇到这类句子时，建议大家不必详细梳理，先抓住句子主干。有些成分对考生做题没有任何影响，倘若浪费太多时间去分析句子的某一处，无异于浪费了宝贵的考试时间。这个步骤，其实就是一个去粗取精，去伪存真的过程。

以上内容就是关于GRE阅读考试中长难句的一些应对策略和技巧介绍，需要明确的一点是，GRE阅读的长难句是必然会在考试中出现的。所以掌握好解决长难句的方法必不可少，上文的内容可以给大家带来一些提示，祝各位考生都能在GRE考试中取得满意的成绩。

GRE阅读：高分备考的重点

一：有一定的词汇量

GRE阅读所需掌握的单词要少的多，这些词往往都是些GRE阅读专属词汇，且重复率很高，只需集中背记一下就可以解决基本问题。

二：选答案有方法、有技巧

GRE阅读的答案的确是有一些特点的。有一些答案一看就是正确答案，说得客观严谨、小心翼翼，有的一看就是错的，这里面包含一些特定的规律。

三：对句子有基本的理解能力

GRE阅读有很多阅读技巧，但它只是一种锦上添花的东西，要在你对文章的大意甚至对一些具体的内容有一定的理解的基础上才能发挥作用，而这个基础就体现在对句子的理解上。

四：熟悉考点和题型

GRE阅读考了很多年，已经呈现出了明确、固定的出题点和试题类型，考生应该对它们有充分的了解。

五：智慧读原文

要靠读懂全文来做对题，对中国考生来说是一件很难的事情，即使把文章全部翻译成中文，也很难在如此短的时间内逐字逐句理解全文，更何况是生词连篇、复杂难懂的英文，所以我们要靠快速读文法，学会抓重点。

六：考点详细读，非出题点略读

这句话非常简单，然而，很多考生往往很难做到这一点，有的考生是不知道什么有用，不知道哪儿是出题点，也就不知道哪里详读哪里略读，只好全文都一样重点的读，其实也就等于全文都没读好。

GRE阅读：如何锻炼自己的逻辑能力

一、新GRE阅读逻辑阅读指南。

通过对旧有GRE练习题和两次改革后的样题比较，我们可以很清楚的发现，GRE阅读的文字内容，复杂程度有所降低。而逻辑复杂程度持续增加。这反映了对于影响研究生阶段学术成功的基本能力的更为深入的把握。实际上现行GRE考试阅读文章难度，略高于北美研究生所需阅读文章难度，采用这种形式的文章，主要目的是模拟较高难度下研究生阅读的情景，以期能够测出学生的潜力，这个思路有点类似于我们常说的压力面试。而在多年的跟踪研究后，也意识到，恰当准确把握文章内部的复杂逻辑的能力，同研究生阶段的成绩关系更大些。加之旧有的`文章形式命题难度大，劳民伤财，所以开始推出新的GRE阅读考试。

下面，我们以一篇样题为例看一下是如何考察文章内部的复杂逻辑：

Policymakers must confront the dilemma that fossil fuels continue to be an indispensable source of energy even though burning them produces atmospheric accumulations of carbon dioxide that increase the likelihood of potentially disastrous global climate change. Currently, technol.y that would capture carbon dioxide emitted by power plants and sequester it harmlessly underground or undersea instead of releasing it into the atmosphere might double the cost of generating electricity. But because sequestration does not affect the cost of electricity transmission and distribution, delivered prices will rise less, by no more than 50 percent. Research into better technol.ies for capturing carbon dioxide will undoubtedly lead to lowered costs.

1. The passage implies which of the following about the current cost of generating electricity?

It is higher than it would be if better technol.ies for capturing carbon dioxide were available.

It is somewhat less than the cost of electricity transmission and distribution.

It constitutes at most half of the delivered price of electricity.

It is dwelt on by policymakers to the exclusion of other costs associated with electricity delivery.

It is not fully recovered by the prices charged directly to electricity consumers.

对黑色部分文字的逻辑进行提炼我们发现，得出这样一个逻辑推理链条。

环保技术(technol.y that would capture carbon dioxide emitted by power plants and sequester it harmlessly underground or undersea instead of releasing it into the atmosphere)增加一倍发电成本(double the cost of generating electricity)。环保技术不改变传输成本(the cost of electricity transmission and distribution)。最终价格(delivered prices)增加不超过50%。

最终价格=发电成本+传输成本使用环保技术后，发电成本增加了原来的一倍，但是最终价格增长不超过50%，可以得出结论，发电成本，最多占最终价格的50%。

以上文字同传统GRE考试文章比起来，语言难度不大。难度来自于逻辑复杂，尤其是在有较大的时间压力的情况下，能够快速清晰的得出结论，并不容易。

二、新GRE阅读逻辑阅读强化建议。

针对新GRE的准备思路国内大学生，在逻辑思维方面训练不多，新GRE的考试正好考到了学生的弱点。如果准备新GRE考试，建议加强两方面训练。

1、英文阅读过程中，快速归纳逻辑链条的能力。很多学生阅读仍然停留在翻译的阶段，这在新GRE中会带来很大麻烦。

2、增强逻辑思维训练，GRE本质来讲，是对英语为母语者的能力考试。考察逻辑思维的敏捷程度，严谨程度，是这个考试的本质。