GRE阅读备考如何提高记忆力

GRE阅读备考要提升记忆力 不想过目就忘就赶紧来学，下面小编就和大家分享，来欣赏一下吧。

GRE阅读备考要提升记忆力 不想过目就忘就赶紧来学

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

(C) discussing the extent to which air currents are responsible for the dispersal 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

(C) suggest that the long-distance dispersal of seeds is a process that requires long periods of time

(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.

(C) The plant species discovered in Hawaii must have traveled from the southwestern United States only very recently.

(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?

(C) What varieties of plant seeds are birds that fly long distances most likely to swallow?

(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

(C) summary and evaluation of a recent study

(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

(C) wished to transform the American colonies into capitalistic oligarchies

(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

(C) I and 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

(C) seek approval from the English Parliament

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

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

答案：17-27：BDADCDABBBC

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