GRE阅读备考注意要点解读

GRE阅读备考注意要点解读（共8篇）

GRE阅读备考注意要点解读篇1

新GRE数学复习注意事项之一对于GRE数学试题常见词语的记忆

即便是再简单的数学题目，如果看不懂题意，还是照样不会做。这个主要体现在很长的应用题上面，而几乎每年都会出现这一类纯粹是考理解的题目，题目本身的数学知识极其简单，关键是需要考生能够把题目抽象成数学模型。鉴于市面上数学资料本身就不多，在这里还是推荐一下陈向东的那本数学辅导书，里面的附录里面有数学常见词语的总结，考前多看一下就没有问题了。当然网络上面的资料也有很多，找一些关于词语的总结方面的东西背一下也就没有问题了。

GRE写作高分备考攻略解读篇2

写作备考要注意限时训练

对于任何的考试都是一样，练习不仅要趁早，还需要在练习的时候加强对写作模式的总结。有很多人都以为刚开始写好一点花多长时间都值得其实到后来发现根本不是这样，限时和不限时两种感觉完全不同。限时之后就会发现，GRE考试没有固定的套路在三十分钟内基本不可能完整的写出一篇从没见过的argument.这里的套路不是大家都熟知的在网上和书上流行的摸版。而是自己总结出来的一套写作模式，更重要的是思维模式。

GRE作文少用模板锻炼个人风格

小编建议大家写作尽量少用模版，因为每个人要有自己的写作套路，别人的模版尽量不要直接拿来用，毕竟那些还是别人的东西，最好自己能弄出来自己的风格来。而写作套路，就是仁者见仁，智者见智的事情了，练习作多了，提纲列多了，基本就出来了。

积累写作经验需要多加练习

对于GRE写作来说，想要得到高分就必须要勤加练习，通过练习我们能够得出自身的不足点，也能发现自己的写作优势。所以，在复习GRE写作的时候，一定要多加练习。

写完文章还要认真修改做好总结

写完之后立即改;自己改完之后再请别人改;放一段时间以后再回过头来自己改。修改多次之后自然会有提高，多掌握一些GRE词汇量。最好，平时一定要注意积累。句型、短语和相关单词的收集和分类很重要。比如对教育类的主题，一些的单词和短语是比较有针对性的，单词和短语最好从报纸、网页、国外的范文里或者网上经典文章里搜集，如果自己乱猜乱凑可能适得其反，而且每次用都觉得心里七上八下。

GRE分类词汇记忆：具有其它特征的人

3.1.16 具有其它特征的人

magpie n. 饶舌之人;鹊

windbag n. 饶舌之人

maverick n. 想法与众不同的人;(未打烙印的小牛或小马)

nonconformist adj./n. 不遵照传统生活的(人)

mimic n. 模仿他人言行的人;v. 模仿，戏弄 (mimicry n. 模仿;拟态)

poseur n. 装模作样的人

nonesuch n. 无匹敌的人

nonpareil adj./n. 无匹敌的(人)

bigot n. 心胸狭窄者;(宗教、政治等的)盲信者

counterpart n. 相对应或具有相同功能的人或物

extrovert n. 性格外向者

howler n. 嚎叫的人或动物;滑稽可笑的错误

nonentity n. 不重要之人或事

pest n. 讨厌的人或物;害虫

polyglot adj./n. 通晓多种语言的(人)

raconteur n. 善于讲故事的人

wag n. 诙谐幽默者(小丑);v. (狗尾巴等)摆动

GRE分类词汇记忆：驾乘者

3.1.15 驾乘者

cavalier n. 骑士，武士

equestrian n. 骑师;adj. 骑马的

groom n. 马夫;新郎

jockey n. 骑师;v. 用计谋获取

rider n. 骑手;附文，附件

mariner n. 水手，海员

nautical adj. 船员的，航海的

pilot n. 飞行员;领航员;领导人

GRE分类词汇记忆：居民

3.1.14 居民，隐士

aboriginal n. 原始居民，土著

denizen n. 居民;外籍居民

inhabitant n. 居民;栖息的动物

resident n. 居民;adj. 定居的，常驻的

tenant n. 房客

hermit n. 隐士，修道者

recluse n. 隐士;adj. 隐居的

solitary n. 隐士;adj. 孤独的

新GRE填空3大备考要点介绍篇3

2. 关键词。找到了逻辑关系之后，就抓住了解题的方向。在有了大的方向的情况下，找到关键词，便可以很快的解题了。

3. 练习与反思。如果没有时间大量的去练习，也至少应该花一部分的时间出来去反思做错的题目，是因为单词不会?还是逻辑没把握住?还是其它的原因。有反思，才有进步。盲目的努力，只是在给自己的失败找借口。

GRE填空500题词汇精选真题详解SECTION19

题目

Although she admitted that her airport expansion plan had recently collapsed, the governor (i)___ the significance of the failure, pointing out that competing economic development proposals are now more (ii)___ .

Blank (i) Blank (i)

A. minimized D. tenuous

B. touted E. complicated

C. acknowledged F. important

正确答案

题目解析

原句翻译：尽管州长承认她的机场扩建计划最近失败了，但她指出其他备选的经济发展提案现在看来更不靠谱，以此来淡化处理自己的失败。

词汇含义

尽管承认失败，但是 ___ 失败的意义，第一空多么朴素，多么单纯。这个空如果选错了，还是先去做基础题吧。

minimize 减少到最低程度，极度轻视、贬低 … 的价值或重要性

tout 兜售(货物)，招揽(生意)，刺探(消息等)(尤指刺探赛马比赛的内幕消息)，极力劝说，再三请求

competing 竞争的。在句中指跟机场扩建方案竞争的那些方案。

tenuous 细长的，稀薄的，弱的，站不住脚的，不足采信或依靠的，浮夸的

GRE填空500题词汇精选真题详解SECTION19

题目

It is possible for human to go 40 or more hours without sleep and still be able to (i)___ information acquired at the beginning of the sleepless period. Thus, when we are considering a role for sleep in human memory consolidation, we are referring to a possible role in the (ii)___ encoding of information and optimizing of recall, not a (iii)___ of sleep for recalling events of the prior day.

Blank (i) Blank (ii) Blank (iii)

A. legitimate D. longer-term G. requirement

B. augment E. acute H. surplus

C. disgorge F. qualitative I. facet

正确答案

CDG

题目解析

原句翻译：人类有可能 40 小时或更长时间不睡，而且仍有可能忘记醒时最初接收的信息。因此，当我们仔细考虑睡眠在人类巩固记忆过程中的角色，我们讨论的是这样一种可能，即睡眠在其中发挥了更长期记忆的信息编码和优化的作用，并非一定会回想起前一天发生的事。

词汇含义

本题讨论的是睡眠的功能，我们平常熟悉 “ 日有所思，夜有所梦 ” 的说法，但题目旨在颠覆这种认知。句子认为，睡眠不是为了回忆白天发生的事，而是对以前发生的事做编码储存和优化的工作。所以才能解释第一句发生的，40 小时不睡，结果醒着的状态下最初发生的事开始不记得了，因为没睡觉，来不及编码储存，遗忘了。

难点在于第一句的 be able to，我们一般认为 able 指人的某种能力或天赋，但本句中的 be able to disgorge imformation 不是有能力忘记信息，而是有可能被迫地忘掉了本该记住的信息，它描述了一种可能，而不是一种能力(本句明显不是为了讨论遗忘对人的保护作用)。

legitimate 正式批准、授权，使合法，给予合法地位或资格

augment 扩大，增加，补充

disgorge 呕出，吐出，喷出，流出，被迫交出(如偷来的财物等)

acute 敏感的，敏锐的，尖锐的，严重的，关键的，剧烈的，急性(病)的，高音的，锐角的

qualitative 品质的，性质的

encode 编码

optimize 使最优化，充分利用

requirement 必需品，必要条件。在句中意译为一定会发生的事。

surplus 过剩的

facet 宝石或首饰的小平面，刻面，情况或问题的方面

recall 叫回，(企业因安全或质量原因)召回(产品)，回想，恢复

GRE填空500题词汇精选真题详解SECTION19

题目

Not only is the advent of bookless or largely bookless libraries too large and powerful a change to be ___ , it also offers too many real advantages for it to be considered a tragedy.

A. understood

B. averted

C. foreseen

D. forestalled

E. endured

F. anticipated

正确答案

题目解析

原句翻译：无书或很大程度上无书的图书馆的出现，不止是一个强大到无法阻挡的改变趋势，它还提供了太多实际的好处，所以不可能失败。

词汇含义

两个 too … to …，(因)过于 … 而不能 …，可以理解为广义的因果关系。

前半句有两处小倒装，改写为正常语序应该是：

The advent of bookless or largely bookless libraries is not only a too large and powerful change to be ___ , it also offers …

anticipate也有预料，并事先做准备的意思，但它不同于avert / forestall，后二者都意味着提前下手(对宾语)做不利的事，而anticipate更多用于事先做准备(配合宾语)的情况。

avert 移开(目光)(不看某物)，回避，防止，避免

forsee 预知，预见

forestall 抢在(别人)之前行动(以阻止或妨碍、排斥)，先人一着，垄断(市场)

endure 容忍

anticipate 预料，期待，预感(要发生某事而提前配合或准备)，抢先(于某人)做(某事)

tragedy 悲剧(事件、作品或理论)，灾难性事件

GRE填空500题词汇精选真题详解SECTION19

题目

Although men still dominate the ranks of full professors in the field of astronomy, the increasing numbers of younger women in the field could ___ a change in its gender mix.

A. require

B. alleviate

C. block

D. presage

E. portend

F. hinder

正确答案

题目解析

原句翻译：尽管天文学领域的教授职位仍多由男性把持，但越来越多的年轻女性进入这个领域，预示着男女比例将发生改变。

词汇含义

alleviate 减轻，缓和

block 阻碍，抑制，限制

presage 预示，预感，预知，预警

portend 预示，预告

GRE阅读提升备考效率篇4

GRE阅读提高方法：熟悉考点

GRE考试阅读首先要熟悉常考考点。俗化说，知己知彼，百战百胜。要想迅速攻克GRE阅读难关，就要了解出题者的思维。根据题目反推原文考点，题目都考了原文哪些内容，自己有没有关注到这些内容并做标记，这些内容都有什么可总结的规律、特征词。这样总结非常重要，如果坚持下去，很短一段时间后，就会发现一些固定的原文出题点，日后再读原文的时候也就会自然而然地关注它们了。

GRE阅读提高方法：提升技巧

提高GRE阅读其实说得细致点就是提高几种具体的技能，比如对文章结构的把握(这是做主旨题和态度题的关键)，对常考GRE考试考点的熟悉程度，对原文和选项之间的文字对应规律的掌握等。GRE阅读理解高分突破如果只是一味地做题，没有针对所需掌握地知识点和技能进行总结和积累，那么做题的目的只是一味的为了赶进度，对于提高没有任何帮助。因此，在做GRE考试阅读练习的时候，不要盲目地追求阅读的数量，要真正提高GRE阅读的质量。

GRE阅读提高方法：坚持练习

GRE考试阅读是一个长期的过程，不是说练习几天就会有效果的。即使你做了很长时间，只要你的方法是正确的，可能效果也不是很明显。所以，这个时候是最关键的时候，往往离胜利就一步之间，坚持住可能就会豁然开朗。

GRE阅读提高方法：分析结构

GRE考试在做题的时候要注意文章结构是做阅读题整体思路的关键。GRE考试掌握了文章结构就知道文章大体的行文脉络，文章的大体意思也差不多了。GRE阅读文章的结构类型以及标志词，以及文章结构类型和主旨题之间的关系，仔细分析一道主旨题的正确答案是怎么阐述原文篇章主旨和结构的，其实这个正确答案就是文章的中心句的改写形式，最重要的就是找出原文中的中心句，这是帮助大家更深刻地理解原文结构的有效办法。

GRE阅读考试怎样加快速度

泛读如何?泛读就是大致看看，但GRE题目有时考到段落或文章整体结构，这哪里是随便浏览就可以掌握的?人们也总结很多阅读技巧。

它们固然可以帮助读者有效的缩小阅读量，甚至鼓励人完全忽视掉那些专业的细节，但这些技巧存在有共同的问题：只对讲解员所讲到的有限的文章适用。改进的办法是发明不同的技巧去对应所有文章。

这些做做GRE阅读理解的手法理论上可行，但在实践上给考生留下问题：他们不容易知道何时该使用哪些技巧。技巧越多，就越具特殊性，杂多技巧的组合，让人感到混乱。

另一方面，做题的技巧倒是非常实用，不过，运用做题技巧的基本条件是知道题目考察的是文章的哪个位置;位置的确定也许不能只靠单纯阅读技巧来碰运气。 GRE文章是论证性文字，不是说明性文字，如电视机的说明书和校园简介，也不是叙述性文字，如长篇小说和短篇小说。GRE题目也总是以考论证结构为主。

例如，考主题和态度(包括写法型EXCEPT，考负评价的取非，从否定角度考核心内容的一般的EXCEPT);考特殊论证内容，如让步、对比;考句子在段落中的作用(in order to);考有哪些论据(论据列举);考论据中的特殊形式(泛指化)。

由此，新GRE阅读读文章最重要的是分析结构。分析结构是一种研究式的学习，在其要求下，我们的阅读方法是结构化阅读。论证性文字一定是以论证为特点，这特点及于文章的各个层面：篇章-段落-句子-单词。

篇章由多个论点组成，论点由作为论据的句子构成，句子本身的典型构成是前后场由表示论证关系的词汇连接，体现论证的意义的单词最重要。要真懂得文章，必须把所有那些表现论证的字词句抓出，而这却恰好是过去所有阅读方法都忽略的。

关联词和广义的关联成分，经过GRE的反复宣传，已经获得众所周知的重要性，在此不论。但是，单纯的关联词也可能组成没有新鲜内容的堆砌文章，于是内容上的关联成为必要，这靠论证形式，也就是，我们要看一个论点是如何展开的，或说文章是如何结构或论证的。

对一个论点而言，论证的方式是分角度;但不是所有论点都可以分角度，那些不容易分角度的，论点按照其自身潜在包含的内容展开，由此有差异、正、反三类关系，每种关系的论证都相对模式化。这样，我们就可以懂得GRE阅读理解文章每句话在论证上的作用，无须完全依赖对文章各句所涉专业知识的了解。

GRE阅读：怎样锻炼自己的速度

1.先过了单词关。

不用文章所有单词都认识。甚至要尽量保持文章中一些名词不认识，这样可以去猜，练习猜词的能力，毕竟考试中肯定会有词不认识，要根据上下文推测下。

但是一些重要的形容词，名词，动词还是要认识的，因为这些词反映了作者的态度和文章的转折啊之类的结构。

而且对这些词要很熟练，一看到就能反应过来是褒义还是贬义，不能反应个半天的。..

大家可以去背下阅读39+3后面的那个生词表，然后自己平时坐阅读时对于重要的可以推理作者态度的词也总结背下来。

2.每天练习下长难句

每天都看看杨鹏的长难句，不要看答案，自己尽量分析，用他的方法。

每看完一句长难句，都做一下他的意群训练，这个对提高阅读速度非常非常有帮助

看长难句最好每天都看一个小时，可以增加预感，也破除了对阅读的恐惧感，看的同时做意群训练可以增加阅读速度。

有老师说，看了长难句，做题会影响效果(因为长难句都是阅读中的句子，再看阅读会发现轻松多，因为最难的句子都读过了。。)，其实我觉得还好吧，一些新g的阅读，很多都没有收录到长难句中

3.速度训练

读gre逻辑框架：

很多教材都介绍了很多阅读把握逻辑框架的技巧，比如not only后的跳过，but also后的重点读，however后的要重点度之类的。

我想大家不能盲目记这些技巧，最好要自己亲手总结，适合自己的，毕竟很多时候gre细节题考的都是一些要”跳过的“插入语，或者for example之后的东西。如果读的时候直接跳过了，就会有问题。其实这个读重点的方法是非常好的，however，不应该那么死记硬背的去用，要通过自己的总结，去形成一种直觉，什么后面的该读，什么后面的该快速扫过。大家可以在刚开始读文章时，细细的读每句话，读完后，理解了整篇文章，脑子里默想下文章的框架和主旨，是什么观点，是怎么论证的，有哪些重要的证据和性质，老观点弱在哪儿，等等然后回过头去，划出你认为是非读不可，不读就理解不了文章主旨的。而且只要读划下文字，就能达到同样快速理解文章主旨的效果。刚开始划，会发现划了很多句子。然后再做下一篇，划下一篇，等做了十篇左右，就会发现划出的文字越来越少了，自己也慢慢清楚了gre的文章套路，哪些是会考的，哪些可以忽略

举个例子：一般反驳老观点的文章，看到第一个词many people，就可以扫过这句找however了，因为however肯定是指出他的不足和他对比，通过however的观点，脑子里就可以推出many people 的观点，这样就可以扫过不少内容。

一定要边读边动脑子，而不是盲目的吸收信息。大家都知道新gre是逻辑考试，不是简答的语言考试，不要用做中学英语阅读的那套。如果阅读中遇到读不懂的长难句，就仔细，找主谓宾，静下心来慢慢个一小时，一句话总看得懂吧。这样把握了结构做题的时候，遇到主旨题，细节题，作者态度题就直接秒杀了，不用回去看文章，然后遇到细节题，回去快速定位找下，毕竟文章理解了，定位就很快。现在新gre考试，阅读都很短，作者很难铺开写，所以逻辑非常清晰，这样做就很适合

练习的时候，每做完一篇阅读，就先心里默想下新gre考试逻辑结构，用最短的话概括下，再去做题。

4.最后就是漫长的卡时间训练

可以从每篇文章6分钟，5分钟，4分钟根据个人情况一步步的训练

慢慢扔掉一些以前觉得一定要读的，因为没有那么多时间。

根据每篇文章分配的时间，来有取舍的读，每篇短阅读2分钟读完，能读多少是多少，但是要把文章读完而不是很细的读了前三句，后三句根本没看。。要宏观的读下全文，文章把握住逻辑结构，观点即可，细节不要太深究，加快节奏。

5.体会下阅读和arg的关系

阅读和arg很像，确实是这样，大家把一片阅读简化后，发现就是一篇arg，作者举了一堆证据妄图证明一个观点，驳斥其他观点而新g中很流行的题型，比如怎么怎么样会support，或者undermine作者观点，其实就是arg中找反例，找逻辑错误的过程这样去解题就简单多了。

GRE阅读备考注意要点解读篇5

GRE写作考试备考时间安排

如果你的英语基础，特别是写作基础并不太好，那么希望你能保留出至少1个月左右的时间进行GRE写作的备考练习，因为写作能力并不能靠短期突击就一蹴而就，需要时间和经验的积累。

熟悉提纲

在开始正式写作之前，首先要做到的就是熟悉提纲。如果备考时间充足，那么请尽量过一下每道作文题目，思考如何展开，并且举出恰当的例子。如果备考时间比较紧张，也要至少把黄金80题仔细过一遍，保证做到一看题就知道怎么写。可以参考一下各类关于写作提纲方面的备考资料，会对你准备自己的提纲有所帮助。提纲的练习建议每天都不间断的进行，对你的写作思路是个很好的持续练习过程。

提笔写文

当你积累了一定数量的提纲之后，就可以开始着手写完整文章了，一开始写得时候可以先不管时间要求，尽量写出一篇能让自己满意的完整作文，习惯一下写作的节奏，之后坚持每天至少写一到两篇文章，并逐渐加上时间要求，即使备考时间不足，也要保证每天至少要练习写作。

加入技巧

熟悉了完整写文章的节奏后，如果你觉得自己的行文比较平淡，遣词造句都不够出彩，那就可以开始尝试把一些比较精彩的词句用法融入到自己的文章之中，这些词句需要自己在平时的复习过程中积累，学习理解的同时也尽量转化成自己习惯的表达方式，不要生搬硬套。这样才能写出比较自然又精彩的文章。

积累素材

GRE写作需要用到大量的例子，不要只准备几个人人都在用的俗套例子，最好在练习和平时阅读的过程中就开始积累，如果有结合个人经历的独特例子，你的文章会变得特别出彩，也更容易吸引考官注意，得到高分。

GRE分类词汇记忆：倾斜

3.3.3 倾斜

askew v. 歪斜，弯曲;adj. 歪斜的

cant n. 斜坡，斜面;隐语，术语，黑话

careen v. (船)倾斜;使倾斜

declination n. 倾斜;衰微

lean v. 倾斜;斜靠;adj. 瘦骨嶙峋的

list v./n. 倾斜;(n. 名单，列表，倾侧，愿望)

lopsided adj. 倾向一方的，不平衡的

oblique adj. 斜的;间接的

skew adj. 歪斜的，不直的

slant v. 倾斜;n. 斜面;看法

tilt v. (使)倾斜;n. 倾斜，斜坡 (tilted adj. 倾斜的)

GRE分类词汇记忆：弯曲

3.3.2 弯曲(弄直)

arch v. 使…成弓形;n. 拱门，拱形

askew v. 弯曲，歪斜;adj. 歪斜的

bend v. 弯曲;屈服

contort v. (使)扭曲;曲解 (contortion n. 扭曲，弯曲)

crook v. 使弯曲;n. 钩状物 (crooked adj. 弯曲的;不诚实的)

distort v. 扭曲，弄歪

warp v./n. 弯曲，翘起

zigzag n./adj. v. 弯弯曲曲地行进;之字形(的)

crouch v. 弯腰，蹲伏

grimace v./n. 面部扭曲，做鬼脸

meander v. 蜿蜒而流;漫步

sprain v. 扭伤

wiggle v. 扭动，蠕动

wrench v. 扭，拧;n. 扳钳，扳手

awry adj. 扭曲的，走样的

curvaceous adj. 曲线的;婀娜多姿的

devious adj. 弯曲的;不正直的

serpentine adj. 蜿蜒的，似蛇般绕曲的

sinuous adj. 蜿蜒的，迂回的

skew adj. 不直的，歪斜的

tortuous adj. 弯弯曲曲的

winding adj. 蜿蜒的，迂回的

flexible adj. 易弯曲的，灵活的

limber adj. 易弯曲的，敏捷的

lithe adj. 易弯曲的，柔软的

pliable adj. 易弯的，柔软的

pliant adj. 易弯的;易受影响的

supple adj. 伸屈自如的 (suppleness n. 柔软)

yielding adj. 弯曲自如的;柔顺的 (yield v. 产生;屈服)

circuitous adj. 迂回的，绕圈子的

circumlocutory adj. 迂回的，委婉曲折的

itinerant adj. 巡回的，流动的

periphrastic adj. 迂回的，冗赘的

roundabout adj. 转弯抹角的，绕远道的

sinuous adj. 迂回的，蜿蜒的

winding adj. 迂回的，蜿蜒的

unbend v. 弄直;放松

GRE分类词汇记忆：变形

3.3.1 变形，塑造

aberration n. 变形;离开正路，脱离常轨

ductile adj. 易变形的;易拉长的;可塑的

malleable adj. 可塑的，易改变的

metamorphose v. 变形

cast v. 铸造;扔;n. 演员阵容;剧团

mold v. 塑造;n. 模子;[美]霉

molding n. 铸造物;装饰线条

recast v. 重铸;更换演员

chasten v. 磨炼;(通过惩罚而使坏习惯等)改正

forge v. 锤炼;伪造;n. 铁匠铺

temper v. 锤炼;缓和;n. 脾气

GRE分类词汇记忆：接触

3.2.2 接触

contact n./v. 接触;互通信息

nudge v. (用肘)轻触，轻推

palpable adj. 可触知的，明显的 (palpate v. 用手触摸)

tactile adj. 有触觉的

tangible adj. 可触摸的

impalpable adj. 无法触及的;不易理解的

intangibility n. 不可接触，无形

intangible adj. 不可触摸的

★ 工程开工项目经理需掌握技术要点有哪些？

★ 托福综合写作备考难点和要点分析

★ 托福写作题库

★ 常用托福写作段子

★ 托福阅读提升要点分析

GRE阅读备考如何提高记忆力篇6

GRE阅读备考要重点训练记忆力

之所以要求大家练好阅读记忆力，主要还是为了顺利解答GRE阅读部分各类题目。GRE阅读文章大多选自各类科学或者金融类杂志，篇幅较长，内容也比较深刻复杂，考生一遍看过往往难以留下足够的印象，之后解题如果还要返回再仔细看，往往会花费大量考试时间。众所周知GRE考试时间相当紧张，二次阅读会浪费大量时间。而如果考生能通过第一次阅读就把文章内容和结构大致记住，解题时就能更有针对性地找到问题涉及的文章内容，提升答题速度和正确率，而这种记忆能力，就是我们提到的阅读记忆力。

另外，阅读记忆力不止对阅读有用，对于一些题目较长的比如填空或者数学文字题来说也能起到很大作用。比如填空中的三空题，题目本身长度往往接近一篇短阅读，考生又需要同时兼顾三个空格中的选项保持整体意思的合理恰当，如果没有一定的记忆能力，填了这个空忘了前面或后面的一些关键要点，就很容易选错答案。数学中一些本身难度不高但文字表达特别复杂的WORD PROBLEM也是如此。总而言之，练好阅读记忆力，对于整场GRE考试的各类题型，都能起到一定的积极作用。

GRE阅读备考记忆力提升方法介绍

那么，考生如何才能培养好GRE考试需要的记忆能力呢?下面小编就为大家介绍具体步骤。

备考提升记忆力步骤1：先练限时记忆文章结构

1. 用3.5分钟读完一篇文章。

2. 在文章每段结尾，一句话概括出该段主旨。

3. 读完全文后，浏览每段主旨，做好归纳总结。

4. 提炼并确定文章整体主旨。

上述步骤能帮助考生熟悉全文，加快解题速度。

备考提升记忆力步骤2：查看实际记忆效果

1. 把刚才看过的文章翻页，暂时不去看。

2. 在纸上写下刚才的每段主旨和文章整体主旨。

检查记忆的步骤是为了测试你实际记住了文章里的多少内容，这也真是GRE阅读理解考察的能力。如果你刚开始练习的时候什么都没记住也没关系，但这个阶段请不要直接去看文章。只要尽可能把你还记得的东西写下来即可。

备考提升记忆力步骤3：直接答题进行验证

1. 现在可以把文章翻回来重新看了。

2. 如果题目涉及到具体细节，比如某段某行中有关于特定内容的描述说明等，就马上定位到文章当中的相关部分找寻答案。

3. 如果不是细节题，就直接答题。

4. 能够确定答案的情况下果断答题并继续做后面的题。

5. 不能确定答案的话再回到文章里找，但要求迅速完成。

6. 如果在上一步中无法解答题目，那么就做个标记，猜个答案然后继续做题。

通过以上步骤，小编相信大家的GRE阅读记忆力就会得到提升，而只要考生能够具备一定的短期记忆能力，那么之后在解答阅读或者其它题型时，就能从中受益，更高效地应对难题，并顺利取得更为理想的分数。

GRE阅读练习每日一篇

Since the Hawaiian Islands have never been connected to other land masses, the great variety of plants in Hawaii must be a result of the long-distance dispersal of seeds, a process that requires both a method of transport and an equivalence between the ecology of the source area and that of the recipient area.

There is some dispute about the method of transport involved. Some biologists argue that ocean and air currents are responsible for the transport of plant seeds to Hawaii. Yet the results of flotation experiments and the low temperatures of air currents cast doubt on these hypotheses. More probable is bird transport, either externally, by accidental attachment of the seeds to feathers, or internally, by the swallowing of fruit and subsequent excretion of the seeds. While it is likely that fewer varieties of plant seeds have reached Hawaii externally than internally, more varieties are known to be adapted to external than to internal transport.

17. The author of the passage is primarily concerned with

(A) discussing different approaches biologists have taken to testing theories about the distribution of plants in Hawaii

(B) discussing different theories about the transport of plant seeds to Hawaii

(D) resolving a dispute about the adaptability of plant seeds to bird transport

(E) resolving a dispute about the ability of birds to carry plant seeds long distances

18. The author mentions the results of flotation experiments on plant seeds (lines 10-12) most probably in order to

(A) support the claim that the distribution of plants in Hawaii is the result of the long-distance dispersal of seeds

(B) lend credibility to the thesis that air currents provide a method of transport for plant seeds to Hawaii

(D) challenge the claim that ocean currents are responsible for the transport of plant seeds to Hawaii

(E) refute the claim that Hawaiian flora evolved independently from flora in other parts of the world

19. It can be inferred from information in the passage that the existence in alpine regions of Hawaii of a plant species that also grows in the southwestern United States would justify which of the following conclusions?

(A) The ecology of the southwestern United States is similar in important respects to the ecology of alpine regions of Hawaii.

(B) There are ocean currents that flow from the southwestern United States to Hawaii.

(D) The plant species discovered in Hawaii reached there by attaching to the feathers of birds migrating from the southwestern United States.

(E) The plant species discovered in Hawaii is especially well adapted to transport over long distances.

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

(A) Why does successful long-distance dispersal of plant seeds require an equivalence between the ecology of the source area and that of the recipient area?

(B) Why are more varieties of plant seeds adapted to external rather than to internal bird transport?

(D) What is a reason for accepting the long-distance dispersal of plant seeds as an explanation for the origin of Hawaiian flora?

(E) What evidence do biologists cite to argue that ocean and air currents are responsible for the transport of plant seeds to Hawaii?

A long-held view of the history of the English colonies that became the United States has been that England’s policy toward these colonies before 1763 was dictated by commercial interests and that a change to a more imperial policy, dominated by expansionist militarist objectives, generated the tensions that ultimately led to the American Revolution. In a recent study, Stephen Saunders Webb has presented a formidable challenge to this view. According to Webb, England already had a military imperial policy for more than a century before the American Revolution. He sees Charles II, the English monarch between 1660 and 1685, as the proper successor of the Tudor monarchs of the sixteenth century and of Oliver Cromwell, all of whom were bent on extending centralized executive power over England’s possessions through the use of what Webb calls “garrison government.” Garrison government allowed the colonists a legislative assembly, but real authority, in Webb’s view, belonged to the colonial governor, who was appointed by the king and supported by the “garrison,” that is, by the local contingent of English troops under the colonial governor’s command.

According to Webb, the purpose of garrison government was to provide military support for a royal policy designed to limit the power of the upper classes in the American colonies. Webb argues that the colonial legislative assemblies represented the interests not of the common people but of the colonial upper classes, a coalition of merchants and nobility who favored self-rule and sought to elevate legislative authority at the expense of the executive. It was, according to Webb, the colonial governors who favored the small farmer, opposed the plantation system, and tried through taxation to break up large holdings of land. Backed by the military presence of the garrison, these governors tried to prevent the gentry and merchants, allied in the colonial assemblies, from transforming colonial America into a capitalistic oligarchy.

Webb’s study illuminates the political alignments that existed in the colonies in the century prior to the American Revolution, but his view of the crown’s use of the military as an instrument of colonial policy is not entirely convincing. England during the seventeenth century was not noted for its military achievements. Cromwell did mount England’s most ambitious overseas military expedition in more than a century, but it proved to be an utter failure. Under Charles II, the English army was too small to be a major instrument of government. Not until the war with France in 1697 did William III persuade Parliament to create a professional standing army, and Parliaments price for doing so was to keep the army under tight legislative control. While it may be true that the crown attempted to curtail the power of the colonial upper classes, it is hard to imagine how the English army during the seventeenth century could have provided significant military support for such a policy.

21. The passage can best be described as a

(A) survey of the inadequacies of a conventional viewpoint

(B) reconciliation of opposing points of view

(D) defense of a new thesis from anticipated objections

(E) review of the subtle distinctions between apparently similar views

22. The passage suggests that the view referred to in lines 1-7 argued that

(A) the colonial governors were sympathetic to the demands of the common people

(B) Charles II was a pivotal figure in the shift of English monarchs toward a more imperial policy in their governorship of the American colonies

(C) the American Revolution was generated largely out of a conflict between the colonial upper classes and an alliance of merchants and small farmers

(D) the military did not play a major role as an instrument of colonial policy until 1763

(E) the colonial legislative assemblies in the colonies had little influence over the colonial governors

23. It can be inferred from the passage that Webb would be most likely to agree with which of the following statements regarding garrison government?

(A) Garrison government gave legislative assemblies in the colonies relatively little authority, compared to the authority that it gave the colonial governors.

(B) Garrison government proved relatively ineffective until it was used by Charles II to curb the power of colonial legislatures.

(C) Garrison government became a less viable colonial policy as the English Parliament began to exert tighter legislative control over the English military.

(D) Oliver Cromwell was the first English ruler to make use of garrison government on a large scale.

(E) The creation of a professional standing army in England in 1697 actually weakened garrison government by diverting troops from the garrisons stationed in the American colonies.

24. According to the passage, Webb views Charles II as the “proper successor” (line 13) of the Tudor monarchs and Cromwell because Charles II

(A) used colonial tax revenues to fund overseas military expeditions

(B) used the military to extend executive power over the English colonies

(D) resisted the English Parliament’s efforts to exert control over the military

(E) allowed the American colonists to use legislative assemblies as a forum for resolving grievances against the crown

25. Which of the following, if true, would most seriously weaken the author’s assertion in lines 54-58?

(A) Because they were poorly administered, Cromwell’s overseas military expeditions were doomed to failure.

(B) Because it relied primarily on the symbolic presence of the military, garrison government could be effectively administered with a relatively small number of troops.

(C) Until early in the seventeenth century, no professional standing army in Europe had performed effectively in overseas military expeditions.

(D) Many of the colonial governors appointed by the crown were also commissioned army officers.

(E) Many of the English troops stationed in the American colonies were veterans of other overseas military expeditions.

26. According to Webb’s view of colonial history, which of the following was (were) true of the merchants and nobility mentioned in line 30?

I. They were opposed to policies formulated by Charles II that would have transformed the colonies into capitalistic oligarchies.

II. They were opposed to attempts by the English crown to limit the power of the legislative assemblies.

III. They were united with small farmers in their opposition to the stationing of English troops in the colonies.

(A) I only

(B) II only

(D) II and III only

(E) I, II, and III

27. The author suggests that if William III had wanted to make use of the standing army mentioned in line 52 to administer garrison government in the American colonies, he would have had to.

(A) make peace with France

(B) abolish the colonial legislative assemblies

(D) appoint colonial governors who were more sympathetic to royal policy

(E) raise additional revenues by increasing taxation of large landholdings in the colonies

GRE阅读备考注意要点解读篇7

少量做题总结经验后再做新题

在做GRE阅读考试的练习和总结的时候，小编建议大家不要一下子把所有文章全部都做完，然后再从头至尾再做第二次。更为合理的方法是以10篇或5个section为一个界限，做10篇，每篇做完后总结，做完这10篇后，回头再做一次，再总结，然后才开始下一个10篇。这样做的好处是在短时间内加深对文章结构及考点的印象，更好的学习和纠正自己的思维，把握当前的考点，然后才进入下一个阶段。大家如果能按照这个方式备考阅读，相信等到做真题刷机经的时候就已经能很好的掌握文章的结构及主题，准确率都能控制在80%了。

阅读长难句看完后要归纳总结

在整个GRE考试过程中，小编认为大家需要做一样工作，就是收集整理自己的 “阅读难句”，把所有文章中出现的我认为 “绕”的句子都收录下来，每天早上看20-30句。对于那些文章后面问题牵涉到或问到的难句，更要highlight起来，并把文章的问题附在句子后面，认真学习。这样做的好处是学习如何以ETS的眼光在文章/句子中“抽丝剥茧”，“infer” 出答案，因为阅读的难题通常是 “infer” 题，而 “infer” 题的答案通常都藏在那些难句或 “闪烁其辞”的句子中。这样看多了，“infer”的能力也相应的提高了。 (Eg: This ability to quickly locate unseen prey suggests，according to the researchers，that the anteaters were using their electroreceptors to locate the nesting chambers。 à Infer --- The speed with which the anteaters located their prey is greater than what might be expected on the basis of chance alone.)

提升阅读速度建议边读边总结

关于 “GRE阅读速度”，小编认为称之为 “理解速度”更贴切，看得再快，不理解，又有何用? 现在对于提升阅读速度比较主流的意见有两种，一种是快速读文章，然后答题1题1分钟;另一种是读文章不用太快，要边读边总结，然后答题时就容易些，更有把握些，通常也不用1分钟1题。大家可以自己尝试一下哪种方法更适合自己然后选择使用，前者对于时间的把握可能更精准一些，后者对文章main idea及结构理解得更好,准确率也高，尤其对于长文章比较适用。

GRE分类词汇

3.15.4 接受，收回

decent adj. 可接受的，适当的;得体的

procurement n. 接收，获得

receipt n. 收到，接到;发票，收据 (receive v. 收到)

receptive adj. 善于接受的;从善如流的 (reception n. 接待，欢迎)

recipient n. 接受者，收受者

confiscate v. 没收;充公

expropriate v. 没收;充公

forfeit v. 被罚没收，丧失;n. 丧失物

recall v. 收回;回想，回忆起;n. 唤回

recede v. 收回(诺言)，后退

retract v. 收回，缩回 (retraction n. 收回，缩回)

retrieve v./n. 取回，寻回;挽回(错误) (retrieval n. 取回，补偿)

sequestrate v. 没收，扣押

withdraw v. 收回，撤退;隐居

GRE分类词汇记忆：获得

3.15.3 获得，继承

desirable adj. 值得要的

dislodge v. 取出，逐出

eviscerate v. 取出肠及内脏

inception n. 取得学位;开端，开始

inexhaustible adj. 取之不竭的，用不完的

obtainable adj. 能得到的 (obtain v. 得到)

preempt v. 以先买权取得;取代 (preemption n. 先买权)

procure v. 取得，获得

procurement n. 获得，接收

reap v. 收获，收割

reaper n. 收割者

snatch n./v. 攫取，强夺

surcharge v. 对…收取额外费用;n. 附加费

undeserved adj. 不应得的

asset n. 财产;可取之物

belongings n. 财产，所有物

demise n. 财产转让;死亡

esoteric adj. 秘传的;神秘的

heir n. 继承人 (heiress n. 女继承人)

heirloom n. 传家宝

hereditary adj. 祖传的，世袭的

inherit v. 继承

patrimony n. 祖传的财产

sequela n. 后继者;后遗症

GRE分类词汇记忆：分配

3.15.2 分配，散布

allocate v. 配给，分配 (allocation n. 配给，分配)

dispense v. 分配，分发

distribute v. 分发，分配某事物 (distribution n. 分发，分送)

issue v. 发给，分发;出来，流出;n. (书刊的)期

mete v. 分配，给予;测量;n. 边界

quota n. 定额，配额

ration n. 定量配给;v. 配给

redistribution n. 重新分配

bruit v. 散布(谣言)

decentralize v. 分散，权力下放

disseminate v. 散布，传播

emanate v. 散发，发出，发源

emit v. 放射(光、热、味等) (emission n. 发出，发光;放射物)

intersperse v. 散布;点缀

permeate v. 扩散;渗透

pervade v. 弥漫，普及

strew v. 撒，散播

gre考试阅读高分需要注意什么篇8

gre考试阅读能力的提高来自阅读量的长期积累和阅读技能的磨练如果两位考生都有不足，那么如果他们想在阅读部分提高gre考试阅读成绩，就需要尽可能关注导致分数被扣分的各种问题，通过减少损失来得到提高你可能知道如何阅读GRE，但如果你有自己的一些方法和技巧，这并不容易如果你想知道如何练习GRE阅读，你需要仔细阅读下面。

GRE阅读高分注意事项：掌握文章的常规结构

对于gre考试考生来说，GRE阅读最令人满意的方面之一可能是文章结构的规范化和公式化几乎所有的GRE阅读文章都出自同一个模式：第一段讨论了一个深刻的话题，第二段质疑别人对这个话题的观点或看法，最后一段给出了作者自己的观点和结论最让考生头疼的是题目本身的枯燥性无论如何，在阅读中，考生需要主动了解和熟悉文章的结构，通过多读掌握GRE文章的共同结构，而不是被动地等着看文章再看招标。

GRE阅读高分注意事项：先读文章，再看问题

至于阅读，一直有一种说法，在阅读文章之前先阅读标题似乎可以节省很多时间，但事实上，这是最愚蠢的方式带着满腹的问题读这篇文章首先，gre阅读备考, gre备考要多久不要谈论你能记住多少问题首先，你的脑子里塞满了一堆东西在这种状态下阅读只会降低效率最后，你看不懂这篇文章你忘了所有的话题这是浪费时间正确的方法是先读全文仔细阅读整篇文章，在此基础上解决问题，我没有快速阅读，反而什么都不记得了。

GRE高分阅读笔记：阅读有问题的文章

上面说的不要先读标题，为什么要带着疑问读文章这里的问题实际上是指一些常见而简单的问题在再次阅读文章的过程中，主动发现这些常见问题，并做一些标记帮助定位，有助于快速解决问题以下是阅读过程中需要注意的问题：

文章中讨论了什么?

在讨论方面，作者给出了几种解释或理论，它们是什么作者对这些解释/理论持什么态度?

为什么作者认为他的理论是最好

这篇文章的主题是什么

GRE阅读：Mary Barton

Mary Barton, particularly in its early chapters, is a moving response to the suffering of the industrial worker in the England of the 1840’s. What is most impressive about the book is the intense and painstaking effort made by the author, Elizabeth Gaskell, to convey the experience of everyday life in working-class homes. Her method is partly documentary in nature: the novel includes such features as a carefully annotated reproduction of dialect, the exact details of food prices in an account of a tea party, an itemized description of the furniture of the Bartons’ living room, and a transcription (again annotated) of the ballad “The Oldham Weaver.” The interest of this record is considerable, even though the method has a slightly distancing effect.

As a member of the middle class, Gaskell could hardly help approaching working-class life as an outside observer and a reporter, and the reader of the novel is always conscious of this fact. But there is genuine imaginative re-creation in her accounts of the walk in Green Heys Fields, of tea at the Bartons’ house, and of John Barton and his friend’s discovery of the starving family in the cellar in the chapter “Poverty and Death.” Indeed, for a similarly convincing re-creation of such families’ emotions and responses (which are more crucial than the material details on which the mere reporter is apt to concentrate), the English novel had to wait 60 years for the early writing of D. H. Lawrence. If Gaskell never quite conveys the sense of full participation that would completely authenticate this aspect of Mary Barton, she still brings to these scenes an intuitive recnition of feelings that has its own sufficient conviction.

The chapter “Old Alice’s History” brilliantly dramatizes the situation of that early generation of workers brought from the villages and the countryside to the urban industrial centers. The account of Job Legh, the weaver and naturalist who is devoted to the study of bioly, vividly embodies one kind of response to an urban industrial environment: an affinity for living things that hardens, by its very contrast with its environment, into a kind of crankiness. The early chapters—about factory workers walking out in spring into Green Heys Fields; about Alice Wilson, remembering in her cellar the twig-gathering for brooms in the native village that she will never again see; about Job Legh, intent on his impaled insects—capture the characteristic responses of a generation to the new and crushing experience of industrialism. The other early chapters eloquently portray the development of the instinctive cooperation with each other that was already becoming an important tradition among workers.

13.1. Which of the following best describes the author’s attitude toward Gaskell’s use of the method of documentary record in Mary Barton?

(A) Uncritical enthusiasm

(B) Unresolved ambivalence

(D) Resigned acceptance

(E) Mild irritation

13.2. According to the passage, Mary Barton and the early novels of D. H. Lawrence share which of the following?

(A) Depiction of the feelings of working-class families

(B) Documentary objectivity about working-class circumstances

(D) Imaginatively structured plots about working-class characters

(E) Experimental prose style based on working-class dialect

13.3. Which of the following is most closely analous to Job Legh in Mary Barton, as that character is described in the passage?

(A) An entomolist who collected butterflies as a child

(B) A small-town attorney whose hobby is nature photraphy

(D) A city dweller who raises exotic plants on the roof of his apartment building

(E) A union organizer who works in a textile mill under dangerous conditions

13.4. It can be inferred from examples given in the last paragraph of the passage that which of the following was part of “the new and crushing experience of industrialism” (lines 46-47) for many members of the English working class in the nineteenth century?

(A) Extortionate food prices

(B) Geraphical displacement

(D) Alienation from fellow workers

(E) Dissolution of family ties

13.5. It can be inferred that the author of the passage believes that Mary Barton might have been an even better novel if Gaskell had

(A) concentrated on the emotions of a single character

(B) made no attempt to re-create experiences of which she had no firsthand knowledge

(D) grown up in an industrial city

(E) managed to transcend her position as an outsider

13.6. Which of the following phrases could best be substituted for the phrase “this aspect of Mary Barton” in line 29 without changing the meaning of the passage as a whole?

(A) the material details in an urban working-class environment

(B) the influence of Mary Barton on lawrence’s early work

(D) the extent of the poverty and physical suffering among England’s industrial workers in the 1840’s

(E) the portrayal of the particular feelings and responses of working-class characters

13.7. The author of the passage describes Mary Barton as each of the following EXCEPT:

(A) insightful

(B) meticulous

(D) poignant

(E) lyrical

GRE阅读逻辑如何搞定

(1) General Understanding:

主要是解决两个问题：