以下是小编帮大家整理的GRE阅读快速入门解题技巧思路，本文共4篇，仅供参考，大家一起来看看吧。
篇1：GRE阅读快速入门解题技巧思路
只需读每段首尾两句总结出文章主旨即可。常见的阅读文章有4种：
a)科技文章，描述客观现象，特点是语言客观中立，术语较多，但主旨明显;
b)科技文章，方法论型，多是关于科学研究方法的，主旨为作者的观点;
c)非科技文章，人文类，有鲜明的观点，语言偏于抽象、晦涩;
d)非科技文章，社科类，论述某社会事件或人物，比较强调该事件或人物与其社会背景的关系，有比较明确的观点。
篇2：GRE阅读快速入门解题技巧思路
a)关于主旨的问题，常见问法有：
The author's main purpose is...
The main idea of the passage is...
Which of the following is the best title for the passage?
Which of the following questions does the passage answer?
b)关于语气、态度和风格的问题，常见的问法有：
The author's tone is best described as...
The author views his subject with...
The author's presentation is best characterized as...
The passage is most likely from...
The author most likely thinks the reader is...
回答这类题时，一定要把握ETS的选题标准。ETS所选的文章都是思维缜密清晰、文字严谨、态度中立不偏激、对知识阶层持尊敬态度，而且通常GRE中会有一篇文章是关于女性、黑人或其它过去被歧视的群体和社会阶层，这些文章都严格遵循“政治上正确”这一原则，即不能对这些阶层持歧视或否定态度。知道了这些，许多问题就可迎刃而解了。
当然，阅读水平是GRE成功的基石，是每位GRE考生在准备过程中的重中之重。
篇3：GRE阅读快速入门解题技巧思路
请牢记以下几点：
a)有行数提示的要在提示行的前后几行找答案;
b)排除偏激或绝对选项，它们常含有must,the first,the best,only,each, every,all, totally, always等字眼;而选择带有may,can,some,many,sometimes,aften等字眼的选项时，正确的机率会大得多;
c)排除直接重复原文的选项，ETS的答案几乎都是对原文的重新解释;
d)正确的选项一般不会与公理常识相违背;
e)遇到有“LEAST”、“EXCEPT”或“NOT”等字的题时需格外小心，许多人都在此翻船;
f)以上ac项所指类型的题目应留到最后做，用排除法解决。
GRE阅读：难句难词如何理解
NO8-1，我们从“词--句--篇章”来谈谈这篇文章。
原文：
Geolists have long known that the Earth‘s mantle is heter.eneous， but its spatial arrangement remains unresolved—is the mantle essentially layered or irregularly heter.eneous? The best evidence for the layered-mantle thesis is the well-established fact that volcanic rocks found on oceanic islands， islands believed to result from mantle plumes arising from the lower mantle，are composed of material fundamentally different from that of the midocean ridge system， whose source， most geol.ists contend， is the upper mantle.Some geol.ists， however， on the basis of observations concerning mantle xenoliths， argue that the mantle is not layered， but that heter.eneity is created by fluids rich in “incompatible elements” (elements tending toward liquid rather than solid state) percolating upward and transforming portions of the upper mantle irregularly， accordingto the vagaries of the fluids’ pathways. We believe， perhaps unimaginatively， that this debate can be resolved through further study， and that the underexplored midocean ridge system is the key.
一、难词
spatial： a.1.空间的，太空的;2.存在(或者发生)于宇宙空间的
plume： n.1.羽状物2.柱，地柱
xenolith：俘虏岩
percolate:v.1.渗透2.扩散到，弥漫于
portions： n.一部分
二、难句
1.the best evidence for the layered-mantle thesis is the well-established fact that volcanic rocks found on oceanic islands，islands believed to result from mantle plumes arising from the lower mantle，are composed of material fundamentally different from that of the mid-ocean ridge system， whose source，mostgeol.ists contend，is the upper mantle.
对于地幔分层论点来说，最好的证据乃这样一个确认的事实，即在那些海洋岛屿——这些岛屿据信是源于由下层地幔升上来的地幔柱状溶岩流(mantle plume)——上发现的火山岩石，是由与海洋中部山脊系统的物质根本不同的物质构成的，而这一海洋中部山脊系统的成因，大多数地质学家论辩道，为上部地幔。
GRE阅读：长难句的分类
1、长成分
1)长从句做主语、宾语及其他成分
a、主语从句
b、宾语从句
2)长状语
3)层层修饰
4)并列成分
2、常见倒装搭配
(1)及物动词加介词：固定词组的固定搭配中，经常出现倒装情况，如：bring A to B，写作：bring to B A
例：Yet Waltzer’s argument , however deficient , does point to oneof the most serious weaknesses of capitalism-namely , that it brings topredominant positions in a society people who ,no matter howlegitimately they have earned their material rewards , often lack thoseother qualities that evoke affection or admiration.
类似的情况：throw over , insert into , import into , infer from, establish for , advocate as等
(2)及物动词加副词
例：make possible …(单词或者句子)
3、省略的几种情况
(1)重复的成分
(2)让步转折的省略：如although (but)
(3)定语从句引导词的省略which(that )
(4)定语从句的引导词和系动词同时省略，变成后置定语
如：qualities(such as “the capacity for hard work”) essential in producing wealth
4、短语被分割
如：such as, so that , too to , more than , from A to B , between A and B
5、多重否定
如：Despite these vague categories , one should not claimunequivocally that hostility between rec.nizable classes cannot belegitimately observed.
6、难句分析举例
Such large, impersonal manipulation of capital and industrygreatly increased the numbers and importance of shareholders as a class, an element in national life representing irresponsible wealthdetached from the land and the duties of the landowners; and almostequally detached from the responsible management of business.
[句子主干]Such large, impersonal manipulation of capital and industrygreatly increased …shareholders as a class, (which was) an element…
[语法难点]本句是典型的非限定性定语从句，难点在其主语和宾语都有较长的短语和of结构限定，并且分句是由两个and相连的3个部分组成的。分句an element…landowners 又带有两个定语从句，一个是(which was)representing…，另一个是(which was)detached…
可见，定语从句的难点在于经常省略“引导词+be”的结构，从而在理解上容易和分词结构相混淆。
[句子翻译] 对资本和企业的这种大规模的非个人操纵大大增加了股东作为一个阶级的数量和重要性。这个阶层作为国计民生的一部分，代表了非个人责任的财富与土地及土地所有者应尽义务的分离，而且也几乎与责任管理相分离。
篇4：GRE阅读从小白到高手快速入门解题技巧思路
GRE阅读从小白到高手快速入门解题技巧思路分享
GRE阅读快速入门上手解题技巧思路：找文章主旨
只需读每段首尾两句总结出文章主旨即可。常见的阅读文章有4种：
a)科技文章，描述客观现象，特点是语言客观中立，术语较多，但主旨明显;
b)科技文章，方法论型，多是关于科学研究方法的，主旨为作者的观点;
c)非科技文章，人文类，有鲜明的观点，语言偏于抽象、晦涩;
d)非科技文章，社科类，论述某社会事件或人物，比较强调该事件或人物与其社会背景的关系，有比较明确的观点。
GRE阅读快速入门上手解题技巧思路：回答关于全文的问题
a)关于主旨的问题，常见问法有：
The author's main purpose is...
The main idea of the passage is...
Which of the following is the best title for the passage?
Which of the following questions does the passage answer?
b)关于语气、态度和风格的问题，常见的问法有：
The author's tone is best described as...
The author views his subject with...
The author's presentation is best characterized as...
The passage is most likely from...
The author most likely thinks the reader is...
回答这类题时，一定要把握ETS的选题标准。ETS所选的文章都是思维缜密清晰、文字严谨、态度中立不偏激、对知识阶层持尊敬态度，而且通常GRE中会有一篇文章是关于女性、黑人或其它过去被歧视的群体和社会阶层，这些文章都严格遵循“政治上正确”这一原则，即不能对这些阶层持歧视或否定态度。知道了这些，许多问题就可迎刃而解了。
当然，阅读水平是GRE成功的基石，是每位GRE考生在准备过程中的重中之重。
GRE阅读快速入门上手解题技巧思路：回答细节性的问题
请牢记以下几点：
a)有行数提示的要在提示行的前后几行找答案;
b)排除偏激或绝对选项，它们常含有must,the first,the best,only,each, every,all, totally, always等字眼;而选择带有may,can,some,many,sometimes,aften等字眼的选项时，正确的机率会大得多;
c)排除直接重复原文的选项，ETS的答案几乎都是对原文的重新解释;
d)正确的选项一般不会与公理常识相违背;
e)遇到有“LEAST”、“EXCEPT”或“NOT”等字的题时需格外小心，许多人都在此翻船;
f)以上ac项所指类型的题目应留到最后做，用排除法解决。
GRE阅读练习每日一篇
Diamonds, an occasional component of rare igneous rocks called lamproites and kimberlites, have never been dated satisfactorily. However, some diamonds contain minute inclusions of silicate minerals, commonly olivine, pyroxene, and garnet. These minerals can be dated by radioactive decay techniques because of the very small quantities of radioactive trace elements they, in turn, contain. Usually, it is possible to conclude that the inclusions are older than their diamond hosts, but with little indication of the time interval involved. Sometimes, however, the crystal form of the silicate inclusions is observed to resemble more closely the internal structure of diamond than that of other silicate minerals. It is not known how rare this resemblance is, or whether it is most often seen in inclusions of silicates such as garnet, whose crystallography is generally somewhat similar to that of diamond; but when present, the resemblance is regarded as compelling evidence that the diamonds and inclusions are truly cogenetic.
17. The author implies that silicate inclusions were most often formed
(A) with small diamonds inside of them
(B) with trace elements derived from their host minerals
(C) by the radioactive decay of rare igneous rocks
(D) at an earlier period than were their host minerals
(E) from the crystallization of rare igneous material
18. According to the passage, the age of silicate minerals included in diamonds can be determined due to a feature of the
(A) trace elements in the diamond hosts
(B) trace elements in the rock surrounding the diamonds
(C) trace elements in the silicate minerals
(D) silicate minerals’ crystal structure
(E) host diamonds’ crystal structure
19. The author states that which of the following generally has a crystal structure similar to that of diamond?
(A) Lamproite
(B) Kimberlite
(C) Olivine
(D) Pyroxene
(E) Garnet
20. The main purpose of the passage is to
(A) explain why it has not been possible to determine the age of diamonds
(B) explain how it might be possible to date some diamonds
(C) compare two alternative approaches to determining the age of diamonds
(D) compare a method of dating diamonds with a method used to date certain silicate minerals
(E) compare the age of diamonds with that of certain silicate minerals contained within them
Discussion of the assimilation of Puerto Ricans in the United States has focused on two factors: social standing (social standing: 社会地位) and the loss of national culture. In general, excessive stress is placed on one factor or the other, depending on whether the commentator is North American or Puerto Rican. Many North American social scientists, such as Oscar Handlin, Joseph Fitzpatrick, and Oscar Lewis, consider Puerto Ricans as the most recent in a long line of ethnic entrants to occupy the lowest rung on the social ladder. Such a “sociodemographic” approach tends to regard assimilation as a benign process, taking for granted increased economic advantage and inevitable cultural integration, in a supposedly egalitarian context. However, this approach fails to take into account the colonial nature of the Puerto Rican case, with this group, unlike their European predecessors, coming from a nation politically subordinated to the United States. Even the “radical” critiques of this mainstream research model, such as the critique developed in Divided Society, attach the issue of ethnic assimilation too mechanically to factors of economic and social mobility and are thus unable to illuminate the cultural subordination of Puerto Ricans as a colonial minority.
In contrast, the “colonialist” approach of island-based writers such as Eduardo Seda-Bonilla, Manuel Maldonado-Denis, and Luis Nieves-Falcon tends to view assimilation as the forced loss of national culture in an unequal contest with imposed foreign values. There is, of course, a strong tradition of cultural accommodation among other Puerto Rican thinkers. The writings of Eugenio Fernandez Mendez clearly exemplify this tradition, and many supporters of Puerto Rico’s commonwealth status share the same universalizing orientation. But the Puerto Rican intellectuals who have written most about the assimilation process in the United States all advance cultural nationalist views, advocating the preservation of minority cultural distinctions and rejecting what they see as the subjugation of colonial nationalities.
This cultural and political emphasis is appropriate, but the colonialist thinkers misdirect it, overlooking the class relations at work in both Puerto Rican and North American history. They pose the clash of national cultures as an absolute polarity, with each culture understood as static and undifferentiated. Yet both the Puerto Rican and North American traditions have been subject to constant challenge from cultural forces within their own societies, forces that may move toward each other in ways that cannot be written off as mere “assimilation.” Consider, for example, the indigenous and Afro-Caribbean traditions in Puerto Rican culture and how they influence and are influenced by other Caribbean cultures and Black cultures in the United States. The elements of coercion and inequality, so central to cultural contact according to the colonialist framework play no role in this kind of convergence of racially and ethnically different elements of the same social class.
21. The author’s main purpose is to
(A) criticize the emphasis on social standing in discussions of the assimilation of Puerto Ricans in the United States
(B) support the thesis that assimilation has not been a benign process for Puerto Ricans
(C) defend a view of the assimilation of Puerto Ricans that emphasizes the preservation of national culture
(D) indicate deficiencies in two schools of thought on the assimilation of Puerto Ricans in the United States
(E) reject the attempt to formulate a general framework for discussion of the assimilation of Puerto Ricans in the United States
22. According to the passage, cultural accommodation is promoted by
(A) Eduardo Seda-Bonilla
(B) Manuel Maldonado-Denis
(C) the author of Divided Society
(D) the majority of social scientists writing on immigration
(E) many supporters of Puerto Rico’s commonwealth status
23. It can be inferred from the passage that a writer such as Eugenio Fernandez Mendez would most likely agree with which of the following statements concerning members of minority ethnic groups?
(A) It is necessary for the members of such groups to adapt to the culture of the majority.
(B) The members of such groups generally encounter a culture that is static and undifferentiated.
(C) Social mobility is the most important feature of the experience of members of such groups.
(D) Social scientists should emphasize the cultural and political aspects of the experience of members of such groups.
(E) The assimilation of members of such groups requires the forced abandonment of their authentic national roots.
24. The author implies that the Puerto Rican writers who have written most about assimilation do NOT do which of the following?
(A) Regard assimilation as benign.
(B) Resist cultural integration.
(C) Describe in detail the process of assimilation.
(D) Take into account the colonial nature of the Puerto Rican case.
(E) Criticize supporters of Puerto Rico’s commonwealth status.
25. It can be inferred from the passage that the “colonialist” approach is so called because its practitioners
(A) support Puerto Rico’s commonwealth status
(B) have a strong tradition of cultural accommodation
(C) emphasize the class relations at work in both Puerto Rican and North American history
(D) pose the clash of national cultures as an absolute polarity in which each culture is understood as static and undifferentiated
(E) regard the political relation of Puerto Rico to the United States as a significant factor in the experience of Puerto Ricans
26. The author regards the emphasis by island-based writers on the cultural and political dimensions of assimilation as
(A) ironic
(B) dangerous
(C) fitting but misdirected
(D) illuminating but easily misunderstood
(E) peculiar but benign
27. The example discussed in lines 51-54 is intended by the author to illustrate a
(A) strength of the sociodemographic approach
(B) strength of the “colonialist” approach
(C) weakness of the sociodemographic approach
(D) weakness of the “colonialist” approach
(E) weakness of the cultural-accommodationist approach
答案：17-27：DCEBDEAAECD
文档为doc格式
