GRE阅读备考必练技巧
对于GRE阅读的备考相信大部分考生都是比较重视的，因此大家每天在GRE阅读的训练中也会花费不少时间。不过考生是否知道从哪些方面进行阅读备考呢?下面小编就和大家分享GRE阅读备考这3件事都做到再谈高分，希望能够帮助到大家，来欣赏一下吧。
GRE阅读备考这3件事都做到再谈高分
GRE阅读备考必练：读懂文章大意
文章结构是做GRE阅读理解题整体思路的关键。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。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，这是帮助读者更深刻地理解原文结构的有效办法。
GRE阅读备考必练：熟悉常考题型
俗化说，知己知彼，百战百胜。要想迅速攻克新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阅读备考必练：总结分析错题
分析错题，做错的题一定不能放过，看它们与正确答案之间的差别在哪里，在分析错题的同时更要关注正确答案与原文定位处的叙述之间的改写关系，尤其是词与词的对应关系。当然除了这三点外还有很多可以总结的，比如词汇、难句等，总结是提高的关键，特别是在GRE考试的阅读中，只有多总结，从总结中不段进步，不段提高，这样我们的阅读水平才会得到提高。
GRE阅读正确的解题方法
读原文
GRE阅读的基本做题方法，就是先读原文再看题目，看过题目后再根据题目定位回原文，所以读原文是做一篇阅读的第一步。有些读者已经养成了先读题目再看原文的阅读习惯，其实，做题的顺序要因阅读特点和出题方式而异，GRE阅读题目的出题顺序和原文几乎没有任何联系，也就是说第一道题可能考了原文的末尾，而最后一道题可能考的是原文的开始，故先读题目再读原文对做题没有任何帮助，反而有可能扰乱读者理解原文内在的逻辑结构。
读原文的同时对重点、考点做标记
做标记是指在读文章的时候用简单的符号记录所读重点内容，这应该和读文章同步进行，标记可以轻轻做在试卷边缘，也可以另外写在草稿纸上。所标记的主要目的是为了读完选项之后能快速、准确的定位，这个步骤要求读者熟悉常考考点，对应做标记的内容烂熟于胸，这样才能不费时间的给自己下一步的定位作准标记。
读题干、选项
读题干的过程也是个找题干特征的过程，看看题干所述和自己所做标记的内容有没有联系，如果有，则可以直接定位，故定位最主要的基础是题干与标记之间的联系。有时候题干可能没有可以捕捉的特征，这时读者不妨从选项下手，选项中也时常会有明显的特征反映出它与原文中的重点内容之间的相关性。
定位
定位指的是确定练习题针对原文中什么位置的内容发问，通常通过题干和选项的特征词来找，判断了原文所述的位置之后，就可以找原文和答案之间的对应关系了，绝大多数题目都可以通过找题干和选项的特征词准确的定位到原文某处。
(排除干扰选项后)按文字对应原则选答案
GRE考试的备选答案都是五个，通常很少有练习题能让读者非常直接的判断出正确答案，总有1-2个迷惑性比较大的选项，所以，考生不妨先竖读各选相，排除一些明显错误的选项，然后再对剩下的进行细致的比较，通过原文和选项之间的文字对应关系，进行选择。
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 rec.nition 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 biol.y, 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
(C) Qualified approval
(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
(C) Richly detailed description of working-class adjustment to urban life
(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 anal.ous to Job Legh in Mary Barton, as that character is described in the passage?
(A) An entomol.ist who collected butterflies as a child
(B) A small-town attorney whose hobby is nature phot.raphy
(C) A young man who leaves his family’s dairy farm to start his own business
(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) Ge.raphical displacement
(C) Hazardous working conditions
(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
(C) made no attempt to reproduce working-class dialects
(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
(C) the place of Mary Barton in the development of the English novel
(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
(C) vivid
(D) poignant
(E) lyrical
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