以下是小编为大家准备的入门到冲刺―GRE英语单词的完美解决方案，本文共3篇，供大家参考借鉴，希望可以帮助到有需要的朋友。
篇1：入门到冲刺―GRE英语单词的完美解决方案
入门到冲刺―GRE英语单词的完美解决方案
入门阶段
通过考法记单词，通过真题记单词，这已经被证明是突破GRE词汇的最高效方法。这个无须争论，已经被绝大多数考生所证实。其实，此中的原理也是有据可循。首先，记忆的第一个要素是理解。理解后的东西要比机械记忆记得牢些，这个也是无须争论的公理。而通过真题和考法记单词无疑可以加深考生对该词的理解，自然记忆的效率也高。其次，从人的生理来说，人人追求快乐而逃避痛苦。那么，GRE学习中最快乐的是什么？当然是做类反和填空题。而最痛苦的事情是什么？当然是记了又忘，忘了又记机械重复的背单词。因此，通过做题来记单词可以让我们保持在一种相对快乐的状态下记住他们，效果自然不错。第三，机考类反填空的高度重复性使得我们通过考法记单词有了一种压题的快感，这种奇妙感受并非有很多机会体验。
这三点，基本决定了你记单词的方法，通过真题、考法记单词。但是，如果没有任何词汇的积累就去做题的话，反而是一种非常愚蠢的做法，你的时间将全部花在查单词书和字典上，效率之低任何人无法忍受。怎么办？你需要一本单词书引导你入门，让你在初步掌握单词的基础上尽快进入做题状态，然后享受做题中得到的乐趣。这时，《寄托蓝宝书》成了你的重要选择。
《寄托蓝宝书》为什么能够引领你迅速入门？
我们认为，好的GRE入门单词书应该有四个要素：
一、扩大读者词汇量。
二、让读者在机考词库的基础上做题，不背考不到的冤枉词。
三、熟悉和掌握类反题的特点和解答方法。
四、精彩实用的助记，提高读者记词的效率。
《寄托蓝宝书》的编写充分考虑了上述这几个要素：
一、关于词汇量
初步掌握了《寄托蓝宝书》所总结的4200多个单词，再加上四级单词和一些派生词，你的词汇总量可以超过10000，可以让你迅速进入做题状态了。
二、关于机考词库
通过背记《寄托蓝宝书》，让你对GRE机考所需词汇量有一个宏观的.掌控，可达到知己知彼甚至一览众山小的境界。《寄托蓝宝书》的4263个单词基本上是与ETS机考题库的单词是重合的，误差不会超过3%。而ETS每月基本上就是在这个题库中出题，超出原词库范围的生词不会超过2%。可以说，记住《寄托蓝宝书》这4263个单词，就已经完全能够充满自信的走入考场，如果需要再完美些的话，还有当月的机经来查缺补漏。那么，在入门阶段一下子窥见了机考词库的全貌，是不是有一种会当凌绝顶，一览众山小的感觉呢？
有的单词书是以笔考题为基础做单词列表，但这样做虽然能够使大家做笔考题时顺畅一些，但是一定要记住的是，你是花费了比别人多背1000―词的代价进行入门的，而这多背的1000―2000单词对你最终考试分数的影响可以忽略不计。这也就是《寄托蓝宝书》主张以机考词库而不是笔考词库进行入门的原因。本书虽然加入了不少笔考和PP2的类反题目，但前提是这些题的词汇是在机考词库之内的，不会增加读者的负担。
三、关于类反
《寄托蓝宝书》里将机考几乎所有的类反考题整理在一个个主词下面，这能够让你知道GRE单词是怎么考的，类比题怎样出。读者通过背记单词也将类反的基本关系和基本考法掌握。为下一步实战打下一个基础。
四、关于助记
大量好玩的助记让你轻轻松松的记住单词，很多单词是能过目不忘的，其效率甚至超出做题。
怎样用《寄托蓝宝书》引你迅速入门？
一、用蓝宝背单词的四项基本原则
精确理解单词。精确精确再精确，GRE类反填空是对单词精确词义的考察，只有精确理解词义，才能谈的上去伪存真，精确理解的途径是中文释义、英文释义、类反考题和例句等等。
不择手段。用各种匪夷所思的助记方法记单词，当然重复是基础，不能舍本逐末。
开放与交流的心态。最常见的是两个G友互相出题考对方，互相交流心得；如果身边没有这样的伙伴，别忘了在网上有不少这样的交流平台。从大家的智慧里吸取营养，防止闭门造车的无助。此外，寄托天下的“让蓝宝更完美”的难词助记版会让你在学习
篇2：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
篇3：GRE备考从能力培养到考前冲刺全程攻略讲解
GRE备考从能力培养到考前冲刺全程攻略讲解
将备考分为三个阶段：备考初期(能力培养期)、备考中期(分类练习期)、备考末期(整套做题、模考冲刺、适应笔考节奏期)
每个阶段，都有其特定的复习内容和复习重点。
备考初期：能力培养阶段，实际阅读、写作、单词能力的培养，并且对GRE考试有一个基本的了解。
备考中期：分类练习阶段，对于每一类考试，包括阅读、填空、类反、数学、作文的练习，形成每一类题目的做题思路和方。(60天)
备考末期：使用95-99最新题，完全模拟考试的练习，培养考试的节奏感，时间的分配，提高考试心理素质，对备考中期的练习成果进行巩固提高。进行心理调整，保持状态的方。(18天)
由于作文改为机考,并且要提前考完,大家可以根据自己的复习情况,选择作文的考试时间。理论上,应该在备考中期完成。
第一部分：备考初期的计划
备考初期本阶段计划
本阶段为备考初期，主要是能力练习。从开始准备，一直练到备考中期开始。
时间要求：
每天1-3小时
总体原则：
1、通过仔细研读gre入门文章，对gre有所了解。
2、通过有效的持续性训练，提高自己实际的单词能力、阅读能力、写作能力，建立起基本的gre做题基础。
具体分类安排：
1、阅读
1、NO题阅读(用GRE阅读，提高阅读能力，单词量比较广，切合GRE的词汇情况。NO题的特点，就是比较晦涩难懂。从严要求，考试时候的比较容易的阅读，也就不在话下了。每两天坚持1长2短。体会感觉。
2、自己总结难句，发到阅读论坛，看大家的难句、翻译难句、分析义群。
3、看猴哥阅读突破，体会gre作文的套路感。体会自己的阅读技巧。
4、纪录自己的阅读难词，有些阅读单词，在主要背诵类反的单词书中很难看到。在阅读的过程中，打开金山词霸、东方词圣等具有屏幕取词能的软件，进行总结。
2、单词
1、单词的积累，应该包括两部分：1、迈西GRE背单词软件用来快速积累词汇，还可以结合红宝书、黑宝书或者蓝宝书大面积扫荡GRE词汇。2、填空、阅读、数学、作文中应用的单词，经常出现又不会的总结出来作为难记词汇。
2、单词的背：进行难度分类背诵。
3、写作
能够使用模版，写出4-5分的作文。
1、每天背诵一篇新概念第四册的文章。满分网GRE各班班级和首页每日滚动更新。先背，是再写的基础。根据自己情况，制定背诵频率。
2、每天坚持写2篇ets最新题库的作文的提纲。一篇issue,一篇argument。
3、看其他人对昨天的论点的文章和提纲。看别人对自己文章的修改。总结提高。学习别人的好句型、好观点。
4、每周自己至少仔细写两篇文章。
5、如果本阶段考作文，还应该在考前，根据自己的时间，每天看5个论题的提纲(issue5个，argument5个)
第二部分：备考中期的计划
本阶段时间的使用
1、一个原则：持之以恒。一定会有提高，而且提高很大。
2、可以找个朋友一起备考，也可以虚拟的网络中找个G友，另外平时注意多用电脑，练习打字速度，多用满分网的摸考平台，提高适应能力。
写作时间分配：
issue 45分钟：审题 3分钟，写提纲4分钟，写文章，35分钟，检查，3分钟。
Argument 30分钟:审题3分钟，写提纲2分钟，以迅速写出主要的词。主要是对自己要写什么，有一个总体的把握。
第三部分：备考末期的计划
本阶段计划
本阶段为备考中期，主要是分类练习。共8周。
时间要求：
平时，每日3-4小时，周末，全天。
总体原则：
通过分类练习，达到对每一个分类，有如何做题的概念和技巧，也就是，碰到一道题目，知道如何下手，如何分析。形成自己的做题风格、模式。主要使用90-94和pp2。
GRE分类词汇记忆：不满
6.13.2 不满
disaffect v. 使不满;使不忠
disgruntle v. 使不满意
grouch n. 不满，牢骚
grudge v. 不满，吝啬
insatiable adj. 不能满足的，贪心的
malcontent adj. 不满的;n. 不满分子，反抗者
repine v. 不满，心中抱怨
crab v. 抱怨，发脾气;n. 蟹，螃蟹
croak v. 发牢骚，抱怨;n. 蛙鸣声
grievance n. 抱怨，委屈
gripe v. 抱怨
grouch n. 牢骚，不满
grouse v. 牢骚，诉苦;n. 松鸡
grumble v. 喃喃诉苦，发怨言(抱怨)
moan v./n. (不满地/的)抱怨;(痛苦地/的)呻吟
querulous adj. 抱怨的，多牢骚的
remonstrance n. 抱怨，抗议
repine v. 心中抱怨，不满
chagrin v./n. 失望，懊恼
crestfallen adj. 失望的，挫败的
dejected adj. 失望的，沮丧的
despondent adj. 失望的，意气消沉的
GRE分类词汇记忆：满足
6.13.1 满足
complacency n. 满足，安心
complacent adj. 自满的，得意的
content adj. 满意的，知足的;n. 满意;内容 (contentment n. 顺从，满足)
contented adj. 心满意足的
fulfil v. 满足，符合;履行
gratification n. 满足，喜悦
gratify v. 使满足，使高兴
indulge v. 满足;放纵
jaunty adj. 满足的，愉快的
sate v. 使心满意足，使厌腻 (satiety n. 饱足，厌腻 satisfy v. 满足 satiate v. 使充分满足，使饱足)
satiated adj. 充分满足的;厌倦的，生腻的
suffice v. (食物)满足，足够
GRE分类词汇记忆：原谅
6.12 原谅
condone v. 宽恕，原谅
remission n. 宽恕，赦免 (remissible adj. 可被赦免的)
remit v. 宽恕;免除;汇款
venial adj. (错误等)可原谅的，轻微的
★中考生：中考复习最后冲刺阶段，语数英三科这样复习，中考成绩轻松提高5到10分!
文档为doc格式