如何更有针对性地提升GRE阅读知识面

如何更有针对性地提升GRE阅读知识面?有的放矢才能看懂文章,我们一起来看看吧，下面小编就和大家分享，来欣赏一下吧。

如何更有针对性地提升GRE阅读知识面?有的放矢才能看懂文章

ETS官方对GRE阅读文章选材的说法

对于不同话题的GRE阅读文章选择，GRE考试主办机构ETS的说法如下：

Passages are drawn from the physical sciences, biological sciences, social sciences, business, arts and humanities and everyday topics and are based on material found in books and periodicals, both academic and nonacademic.

大家可以看到，GRE阅读文章的选材类型其实是相当广泛的，物理生物社会科学商业艺术人文以及日常话题无所不包。另外，对于可能出现的文章过于专业影响考生理解，官方的态度也很明确，那就是所有问题都可以基于文章本身提供的信息得到解答，无需专业知识。(all questions can be answered solely on the basis of information provided in the passage and that no specialized knowledge is assumed)

话虽如此，但实际上考生面对自己完全陌生的话题，还是会因为缺乏基本认知而无法快速理解其内容并进行答题，曾有学员反应，对于特别陌生的话题，哪怕没有时间限制让他慢慢读，想要看懂也是非常困难的。那么，考生面对这类完全看不懂的文章如何才能提升阅读理解能力呢?答案其实很明确，那就是提前拓展阅读量做好准备。

如何针对性地拓展阅读量?

当然，拓展阅读量并不是要大家每天花大量时间漫无目的的去阅读各种原文杂志报纸文章，考生需要制定一个更有针对性贴合自身需求的阅读方案，大家需要做好这几个步骤：

1. 明确GRE阅读会考但自己完全不懂的话题科目

既然要有针对性，那么首先考生就需要明确自身到底面对哪些话题的文章会产生理解障碍。上文已经给出了阅读文章话题的大致范围，小编相信大家也应该不至于对所有话题都完全陌生。有些同学可能对艺术内容还是比较熟悉的，另一些考生则对生物类话题有一定了解基础。大家如果自己也不清楚哪些话题会看不懂，那么不妨通过查询一下这几年的GRE阅读机经和真题来进行判断。总而言之，考生需要先列出一个自己不熟悉可能会看不懂文章的话题列表，这将是大家之后针对性阅读的重点目标。

2. 寻找相关话题文章集中阅读

在整理出陌生话题列表后，接下来小编要做的就是寻找相关话题的文章进行比较集中的阅读了。GRE官方对于选材文章的来源也给出了明确的答案，主要有：feature articles in newspapers(报刊特写，类似于专题类的中长篇文章)，periodicals(杂志期刊)，trade books by experts and journalists(专家和记者撰写的普及书)。这些类型的资源大家都可以从网上找到很多，小编在此就不具体举例了。大家可以根据自己整理的话题列表进行有选择地针对性阅读。

3. 训练高效准确地阅读思维

小编一直认为，比起读什么(what to read)，怎么读(how to read)的重要性其实也完全不逊色。哪怕有了针对性的阅读素材，考生在阅读过程中还是应该训练一些主动高效的阅读思维，通俗点说就是要有明确的阅读目的，带着问题去读文章，学会了这种思维方式才能帮助大家更好地看懂陌生话题文章提升阅读实力。考生在阅读每篇文章中，都需要问自己这几个问题：

本文作者主旨是什么?How would you sum up the author's larger point?

某段内容中的某个表达是什么意思?What does a phrase used by the author mean in this specific context?

有什么地方没有明说却有暗示?What is not said but implied?

为何要突出某个细节?Why does the author highlight this particular detail?

某个论述的逻辑漏洞在哪里?Where is the argument most vulnerable to criticism?

带着上面这些问题去阅读文章，并在阅读过程中顺利解答了这些问题，那么考生的GRE阅读能力和思维才算是得到了真正的提升，即使面对的是不熟悉的话题，相信大家也能够更好地应对，避免完全看不懂文章无法做题的窘境了。

以上就是小编为大家带来的GRE阅读针对性提升阅读知识面的方法经验，大家如果觉得GRE阅读文章实在太难看不懂，那就不妨来参考学习一下上文内容吧。

GRE阅读长难句中译英练习

56. In the past year, however, software companies have developed tools that allow companies to "push" information directly out to consumers, transmitting marketing messages directly to targeted customers.

57. The examples of Virtual Vineyards, Amazon.com, and other pioneers show that a Web site selling the right kind of products with the right mix of interactivity, hospitality, and security will attract online customers.

58. An invisible border divides those arguing for computers in the classroom on the behalf of students' career prospects and those arguing for computers in the classroom for broader reasons of radical education reform.

59. Rather, we have a certain conception of the American citizen, a character who is incomplete if he cannot competently access how his livelihood and happiness are affected by things outside of himself.

60. Besides, this is unlikely to produce the needed number of every kind of professional in a country as large as ours and where the economy is spread over so many states and involves so many international corporations.

…………………………………………………………………………………………………………………………………

56.[参考译文]但是，在过去的一年间，软件公司已经开发出工具，使得公司可以直接将信息"推出"给顾客，直接把营销讯息传递给目标顾客。

57.[参考译文]像Virtual Vineyards，Amazon.com这样的先驱网站表明，一个将交互性、热情服务和安全性合理结合以销售同类商品的网址是可以吸引网上客户注意的。

58.[参考译文]有些人为了学生的就业前景为教室里放置电脑而辩，有些人为教育的彻底改革中更为广泛的理由为教室里放置电脑而辩，这两群人之间有一条无形的界线。

59.[参考译文]我们更应该具有的是作为美国公民的某种观念，这个公民人物如果不能很恰当地认识到自己的生存和幸福是如何受到自身之外的事物的影响，那么其公民特征就是不完整的。

60.[参考译文]另外，在我们这么一个大国里，经济延展到这么多的州、涉及到这么多的国际公司，因而要按照数量培养出所需的各类专业人员是不大可能的

GRE阅读练习每日一篇

The Food and Drug Administration has recently proposed severe restrictions on the use of antibiotics to promote the health and growth of meat animals. Medications added to feeds kill many microorganisms but also encourage the appearance of bacterial strains that are resistant to anti-infective drugs. Already, for example, penicillin and the tetracyclines are not as effective therapeutically as they once were. The drug resistance is chiefly conferred by tiny circlets of genes, called plasmids, that can be exchanged between different strains and even different species of bacteria. Plasmids are also one of the two kinds of vehicles (the other being viruses) that molecular biologists depend on when performing gene transplant experiments. Even present guidelines forbid the laboratory use of plasmids bearing genes for resistance to antibiotics. Yet, while congressional debate rages over whether or not to toughen these restrictions on scientists in their laboratories, little congressional attention has been focused on an ill-advised agricultural practice that produces known deleterious effects.

17. In the passage, the author is primarily concerned with

(A) discovering methods of eliminating harmful microorganisms without subsequently generating drug-resistant bacteria

(B) explaining reasons for congressional inaction on the regulation of gene transplant experiments

(C) describing a problematic agricultural practice and its serious genetic consequences

(D) verifying the therapeutic ineffectiveness of anti-infective drugs

(E) evaluating recently proposed restrictions intended to promote the growth of meat animals

18. According to the passage, the exchange of plasmids between different bacteria can results in which of the following?

(A) Microorganisms resistant to drugs

(B) Therapeutically useful circlets of genes

(C) Anti-infective drugs like penicillin

(D) Viruses for use by molecular biologists

(E) Vehicles for performing gene transplant experiments

19. It can be inferred from the passage that the author believes that those in favor of stiffening the restrictions on gene transplant research should logically also

(A) encourage experiments with any plasmids except those bearing genes for antibiotic resistance

(B) question the addition of anti-infective drugs to livestock feeds

(C) resist the use of penicillin and tetracyclines to kill microorganisms

(D) agree to the development of meatier livestock through the use of antibiotics

(E) favor congressional debate and discussion of all science and health issues

20. The author’s attitude toward the development of bacterial strains that render antibiotic drugs ineffective can best be described as

(A) indifferent

(B) perplexed

(C) pretentious

(D) insincere

(E) apprehensive

During adolescence, the development of political ideology becomes apparent in the individual; ideology here is defined as the presence of roughly consistent attitudes, more or less (more or less: adv.或多或少) organized in reference to a more encompassing, though perhaps tacit, set of general principles. As such (as such: adv.同样地, 同量地), political ideology is dim or absent at the beginning of adolescence. Its acquisition by the adolescent, in even the most modest sense, requires the acquisition of relatively sophisticated cognitive skills: the ability to manage abstractness, to synthesize and generalize, to imagine the future. These are accompanied by a steady advance in the ability to understand principles.

The child’s rapid acquisition of political knowledge also promotes the growth of political ideology during adolescence. By knowledge I mean more than the dreary “facts,” such as the composition of county government that the child is exposed to in the conventional ninth-grade civics course. Nor do I mean only information on current political realities. These are facets of knowledge, but they are less critical than the adolescent’s absorption, often unwitting, of a feeling for those many unspoken assumptions about the political system that comprise the common ground of understanding—for example, what the state can appropriately demand of its citizens, and vice versa (vice versa: adv.反之亦然), or the proper relationship of government to subsidiary social institutions, such as the schools and churches. Thus political knowledge is the awareness of social assumptions and relationships as well as of objective facts. Much of the naiveté that characterizes the younger adolescent’s grasp of politics stems not from an ignorance of “facts” but from conventions of the system, of what is and is not customarily done, and of how and why it is or is not done.

Yet I do not want to overemphasize the significance of increased political knowledge in forming adolescent ideology. Over the years I have become progressively disenchanted about the centrality of such knowledge and have come to believe that much current work in political socialization, by relying too heavily on its apparent acquisition, has been misled about the tempo of political understanding in adolescence. Just as young children can count numbers in series without grasping the principle of ordination, young adolescents may have in their heads many random bits of political information without a secure understanding of those concepts that would give order and meaning to the information.

Like magpies, children’s minds pick up bits and pieces (bits and pieces: n.零碎) of data. If you encourage them, they will drop these at your feet—Republicans and Democrats, the tripartite division of the federal system, perhaps even the capital of Massachusetts. But until the adolescent has grasped the integumental function that concepts and principles provide, the data remain fragmented, random, disordered.

21. The author’s primary purpose in the passage is to

(A) clarify the kinds of understanding an adolescent must have in order to develop a political ideology

(B) dispute the theory that a political ideology can be acquired during adolescence

(C) explain why adolescents are generally uninterested in political arguments

(D) suggest various means of encouraging adolescents to develop personal political ideologies

(E) explain why an adolescent’s political ideology usually appears more sophisticated than it actually is

22. According to the author, which of the following contributes to the development of political ideology during adolescence?

(A) Conscious recognition by the adolescent of his or her own naiveté

(B) Thorough comprehension of the concept of ordination

(C) Evaluation by the adolescent of the general principles encompassing his or her specific political ideas

(D) Intuitive understanding of relationships among various components of society

(E) Rejection of abstract reasoning in favor of involvement with pragmatic situations

23. The author uses the term “common ground of understanding” (line 27) to refer to

(A) familiar legislation regarding political activity

(B) the experiences that all adolescents share

(C) a society’s general sense of its own political activity

(D) a society’s willingness to resolve political tensions

(E) the assumption that the state controls social institutions

24. The passage suggests that, during early adolescence, a child would find which of the following most difficult to understand?

(A) A book chronicling the ways in which the presidential inauguration ceremony has changed over the years

(B) An essay in which an incident in British history is used to explain the system of monarchic succession

(C) A summary of the respective responsibilities of the legislative, executive, and judicial branches of government

(D) A debate in which the participants argue, respectively, that the federal government should or should not support private schools

(E) An article detailing the specific religious groups that founded American colonies and the guiding principles of each one

25. It can be inferred from the passage that the author would be most likely to agree with which of the following statements about schools?

(A) They should present political information according to carefully planned, schematic arrangements.

(B) They themselves constitute part of a general sociopolitical system that adolescents are learning to understand.

(C) If they were to introduce political subject matter in the primary grades, students would understand current political realities at an earlier age.

(D) They are ineffectual to the degree that they disregard adolescents’ political naiveté.

(E) Because they are subsidiary to government their contribution to the political understanding of adolescent must be limited.

26. Which of the following best summarizes the author’s evaluation of the accumulation of political knowledge by adolescents?

(A) It is unquestionably necessary, but its significance can easily be overestimated.

(B) It is important, but not as important as is the ability to appear knowledgeable.

(C) It delays the necessity of considering underlying principles.

(D) It is primarily relevant to an understanding of limited, local concerns, such as county politics.

(E) It is primarily dependent on information gleaned from high school courses such as civics.

27. Which of the following statements best describes the organization of the author’s discussion of the role of political knowledge in the formation of political ideology during adolescence?

(A) He acknowledges its importance, but then modifies his initial assertion of that importance.

(B) He consistently resists the idea that it is important, using a series of examples to support his stand.

(C) He wavers in evaluating it and finally uses analogies to explain why he is indecisive.

(D) He begins by questioning conventional ideas about its importance, but finally concedes that they are correct.

(E) He carefully refrains from making an initial judgment about it, but later confirms its critical role.