GRE閲讀技能怎麼樣有效提高

想要在GRE考試閲讀部分拿高分，那就要有效的提高閲讀的技能。下面本站小編將為你推薦有效提高GRE閲讀技能的實用方法，希望能夠幫到你!

1.先過了單詞關。

不用文章所有單詞都認識。甚至要儘量保持文章中一些名詞不認識，這樣可以去猜，練習猜詞的能力，畢竟考試中肯定會有詞不認識，要根據上下文推測下。

但是一些重要的形容詞，名詞，動詞還是要認識的，因為這些詞反映了作者的態度和文章的轉折啊之類的結構。

而且對這些詞要很熟練，一看到就能反應過來是褒義還是貶義，不能反應個半天的。..

大家可以去背下閲讀39+3後面的那個生詞表，然後自己平時坐閲讀時對於重要的可以推理作者態度的詞也總結背下來。

2.每天練習下長難句

每天都看看楊鵬的長難句，不要看答案，自己儘量分析，用他的方法。

每看完一句長難句，都做一下他的意羣訓練，這個對提高閲讀速度非常非常有幫助

看長難句最好每天都看一個小時，可以增加預感，也破除了對閲讀的恐懼感，看的同時做意羣訓練可以增加閲讀速度。

有老師説，看了長難句，做題會影響效果(因為長難句都是閲讀中的句子，再看閲讀會發現輕鬆多，因為最難的句子都讀過了。。)，其實我覺得還好吧，一些新g的閲讀，很多都沒有收錄到長難句中

3.速度訓練

讀gre邏輯框架：

很多教材都介紹了很多閲讀把握邏輯框架的技巧，比如not only後的跳過，but also後的重點讀，however後的要重點度之類的。

我想大家不能盲目記這些技巧，最好要自己親手總結，適合自己的，畢竟很多時候gre細節題考的都是一些要”跳過的“插入語，或者for example之後的東西。如果讀的時候直接跳過了，就會有問題。

其實這個讀重點的方法是非常好的，however，不應該那麼死記硬背的去用，要通過自己的總結，去形成一種直覺，什麼後面的該讀，什麼後面的該快速掃過。

大家可以在剛開始讀文章時，細細的讀每句話，讀完後，理解了整篇文章，腦子裏默想下文章的框架和主旨，是什麼觀點，是怎麼論證的，有哪些重要的證據和性質，老觀點弱在哪兒，等等

然後回過頭去，劃出你認為是非讀不可，不讀就理解不了文章主旨的。而且只要讀劃下文字，就能達到同樣快速理解文章主旨的效果。

剛開始劃，會發現劃了很多句子。

然後再做下一篇，劃下一篇

等做了十篇左右，就會發現劃出的文字越來越少了，自己也慢慢清楚了gre的文章套路，哪些是會考的.，哪些可以忽略

舉個例子：一般反駁老觀點的文章，看到第一個詞many people，就可以掃過這句找however了，因為however肯定是指出他的不足和他對比，通過however的觀點，腦子裏就可以推出many people 的觀點，這樣就可以掃過不少內容。

一定要邊讀邊動腦子，而不是盲目的吸收信息。大家都知道新gre是邏輯考試，不是簡答的語言考試，不要用做中學英語閲讀的那套。

如果閲讀中遇到讀不懂的長難句，就仔細破解，找主謂賓，靜下心來慢慢破解個一小時，一句話總看得懂吧。

這樣把握了結構做題的時候，遇到主旨題，細節題，作者態度題就直接秒殺了，不用回去看文章

然後遇到細節題，回去快速定位找下，畢竟文章理解了，定位就很快。

現在新gre考試，閲讀都很短，作者很難鋪開寫，所以邏輯非常清晰，這樣做就很適合

練習的時候，每做完一篇閲讀，就先心裏默想下新gre考試邏輯結構，用最短的話概括下，再去做題。

4.最後就是漫長的卡時間訓練

可以從每篇文章6分鐘，5分鐘，4分鐘根據個人情況一步步的訓練

慢慢扔掉一些以前覺得一定要讀的，因為沒有那麼多時間。

根據每篇文章分配的時間，來有取捨的讀，每篇短閲讀2分鐘讀完，能讀多少是多少，但是要把文章讀完

而不是很細的讀了前三句，後三句根本沒看。。要宏觀的讀下全文

文章把握住邏輯結構，觀點即可，細節不要太深究，加快節奏。

5.體會下閲讀和arg的關係

閲讀和arg很像，確實是這樣，大家把一片閲讀簡化後，發現就是一篇arg，作者舉了一堆證據妄圖證明一個觀點，駁斥其他觀點而新g中很流行的題型，比如怎麼怎麼樣會support，或者undermine作者觀點，其實就是arg中找反例，找邏輯錯誤的過程這樣去解題就簡單多了。

只是我們思考的方式不同，看arg下意識的去找錯，看閲讀下意識的相信作者，所以往往會反應不過來。

與其他部分的 GRE 題目一樣，特點是樸實，毫無新鮮可言。

1)五選一(select one answer choice)，

2)不定項選擇(每題三個選項，可能單選，雙選，或三選)(select one or more answer choices)，

3)根據要求高亮文中某句子(select-in-passage)。

謹慎的同學可以通過模考軟件熟悉題型，或者直接在考場上熟悉也沒什麼問題(吧?)。

閲讀文章長度不一，越長的文章附帶的題目越多(1 - 6 題)，閲讀理解題和填空題(text completion + sentence equivalence)的總體比例約等於 1：1 。

No. 001

That sex ratio will be favored which maximizes the number of descendants an individual will have and hence the number of gene copies transmitted.

No. 002

Hardy’s weakness derived from his apparent inability to control the comings and goings of these divergent impulses and from his unwillingness to cultivate and sustain the energetic and risky ones.

No. 003

Virginia Woolf’s provocative statement about her intentions in writing Mrs. Dalloway has regularly been ignored by the critics, since it highlights an aspect of her literary interests very different from the traditional picture of the “poetic” novelist concerned with examining states of reverie and vision and with following the intricate pathways of individual consciousness.

No. 004

As she put it in The Common Reader, “It is safe to say that not a single law has been framed or one stone set upon another because of anything Chaucer said or wrote; and yet, as we read him, we are absorbing morality at every pore.”

No. 005

With the conclusion of a burst of activity, the lactic acid level is high in the body fluids, leaving the large animal vulnerable to attack until the acid is reconverted, via oxidative metabolism, by the liver into glucose, which is then sent (in part) back to the muscles for glycogen resynthesis.

No. 006

Although Gutman admits that forced separation by sale was frequent, he shows that the slaves’ preference, revealed most clearly on plantations where sale was infrequent, was very much for stable monogamy.

No. 007

Gutman argues convincingly that the stability of the Black family encouraged the transmission of – and so was crucial in sustaining – the Black heritage of folklore, music, and religious expression from one generation to another, a heritage that slaves were continually fashioning out of their African and American experiences.

No. 008

This preference for exogamy, Gutman suggests, may have derived from West African rules governing marriage, which, though they differed from one tribal group to another, all involved some kind of prohibition against unions with close kin.

No. 009

His thesis works relatively well when applied to discrimination against Blacks in the United States, but his definition of racial prejudice as “racially-based negative prejudgements against a group generally accepted as a race in any given region of ethnic competition,” can be interpreted as also including hostility toward such ethnic groups as the Chinese in California and the Jews in medieval Europe.

No. 010

Such variations in size, shape, chemistry, conduction speed, excitation threshold, and the like as had been demonstrated in nerve cells remained negligible in significance for any possible correlation with the manifold dimensions of mental experience.