GRE閱讀考試出題要點(diǎn)是什么
GRE考試的閱讀部分是一個(gè)重點(diǎn)，考生要了解閱讀理解題的幾個(gè)出題要點(diǎn)。一起來看看小編為大家整理收集了GRE閱讀考試常見的出題要點(diǎn)吧，歡迎大家閱讀!
GRE閱讀考試出題要點(diǎn)
按考到的可能性由高到低排列：
(1)中心思想必考
(2)增減互動(dòng)關(guān)系必考
(3)對(duì)照比較點(diǎn)必考，考異性超過了考同性
(4)唯一特征必考
(5)強(qiáng)烈語氣必考
(6)修辭提問考的概率較大，自問自答必考
(7)結(jié)構(gòu)解釋選考，但引號(hào)表示反義時(shí)必考
(注釋：結(jié)構(gòu)性解釋：一般有同位語短語，從句，定語從句或內(nèi)的注釋)
(8)孤立數(shù)字不考，橫向和縱向比較的數(shù)字必考
(9)并列排比考的概率較大(考except題型及I，II，III羅馬數(shù)字題型)
(10)例證選考
(11)推理過程不考，推理結(jié)論必考
(12)體裁風(fēng)格短文選考，長(zhǎng)文章一般不考
GRE閱讀容易被扣分的高頻錯(cuò)誤
一、長(zhǎng)篇文章定位問題
GRE閱讀文章篇幅不一，大致可分為短篇文章和長(zhǎng)篇文章，其中大部分閱讀題的文章都是短篇，一次GRE考試中長(zhǎng)篇文章的數(shù)量可能只有1-2篇。但恰恰是這1-2篇的長(zhǎng)篇閱讀，才是最讓考生頭痛的內(nèi)容。這是因?yàn)殚L(zhǎng)篇文章往往涉及到一些比較專業(yè)晦澀的科技類社會(huì)類內(nèi)容，文章中存在大量長(zhǎng)難句式和冷僻生詞，本身具備一定難度，通篇閱讀往往需要大量時(shí)間。同時(shí)文章中往往會(huì)涉及到許多細(xì)節(jié)內(nèi)容，題目中也會(huì)有涉及到這些細(xì)節(jié)的部分，定位就成為了大問題。想要看的細(xì)節(jié)找不到在哪里，只能重讀一遍，大大浪費(fèi)了考試時(shí)間。
應(yīng)對(duì)長(zhǎng)篇文章，最好的'辦法還是快速閱讀+做筆記的方法。長(zhǎng)篇文章不需要全部完整地詳細(xì)閱讀，在快速閱讀過程中，大家應(yīng)該以理解文章整體大意和各段落的重心思想為主。對(duì)于各類細(xì)節(jié)內(nèi)容，只要在筆記上進(jìn)行標(biāo)記，知道其所處位置即可。等到解答相應(yīng)的細(xì)節(jié)題時(shí)，再根據(jù)標(biāo)記快速返回，就能準(zhǔn)確定位到具體內(nèi)容，提升解題效率。
二、復(fù)雜數(shù)字問題
在GRE閱讀題中，為了證明作者觀點(diǎn)，文章中常會(huì)使用到一些具體的數(shù)字，有些數(shù)字十分復(fù)雜，涉及許多具體內(nèi)容。而這些數(shù)字加入出現(xiàn)在題目當(dāng)中，就會(huì)提升題目難度，特別是在一些Support或者Infer題目中，選項(xiàng)中的數(shù)字可以說是扣分的主要原因。
想要應(yīng)對(duì)好復(fù)雜數(shù)字問題，考生首先需要培養(yǎng)閱讀過程中對(duì)于數(shù)字的敏感性。只要在文章中看到，建議大家都第一時(shí)間做好標(biāo)記，以便之后返回查找。同時(shí)，如果在題目選項(xiàng)中看到出現(xiàn)了數(shù)字問題，首先要區(qū)分是否是有關(guān)內(nèi)容。很多選項(xiàng)提到了一堆數(shù)字，本身卻和題目毫無關(guān)系，只是干擾項(xiàng)，大家一定要學(xué)會(huì)分辨并及時(shí)排除。同時(shí)，面對(duì)數(shù)字題時(shí)如果實(shí)在沒有頭緒，可以通過排除法來解題，重點(diǎn)還是在理解題目本身。
三、細(xì)節(jié)題解答問題
細(xì)節(jié)題是套路題型，但有時(shí)候也會(huì)出現(xiàn)變化。很多考生解答細(xì)節(jié)題時(shí)，往往會(huì)按照返回原文查找，然后根據(jù)原文內(nèi)容進(jìn)行解答的方式來解題。但很多時(shí)候，原文中會(huì)出現(xiàn)許多其實(shí)并沒有作用的干擾性細(xì)節(jié)，大家不能簡(jiǎn)單地按照原文提到就是對(duì)，沒提到就是錯(cuò)的思路來解題。正確做法是先看懂題目，然后把涉及到的細(xì)節(jié)進(jìn)行分類排除，只保留真正有關(guān)的細(xì)節(jié)，如此一來就能順利應(yīng)對(duì)好細(xì)節(jié)題中的那些隱藏陷阱和扣分點(diǎn)。
GRE閱讀模擬題
1800 Thomas Dilworth’s New Guide to the English Dialogue was being widely used to teach reading in the United States. Dilworth's primer, unlike earlier ones, stressed the importance of children’s understanding what they read. While it is in fact unlikely that children would have recognized all the vocabulary Dilworth used, that was at least his stated goal. Dilworth recognized that primers should enable children to decode words from print with the form of language they already knew: speech. In contrast, many earlier authors assumed that, just as introductory Latin texts taught children an unknown language, introductory English texts should teach English as if it, too, were an unknown language.
1. According to the passage, the “earlier authors” adopted a model for English instruction that
A. mirrored the practice used in Latin instruction
B. was originally formulated by Dilworth
C. was less esoteric than that adopted by Dilworth
D. stressed familiarity with the peculiarities of English spelling
E. emphasized the importance of fluent and articulate speech
2. The author of the passage would probably agree with which of the following criticisms of English primers predating Dilworth’s?
A. Their Latinate grammatical terms poorly described the structures of English.
B. They failed to make effective use of the knowledge of language a child already possessed.
C. Their texts typically focused on subject matter that held little intrinsic interest for their readers.
D. They neglected to teach the language in a sufficiently systematic way.
E. They required a pedagogical method that few American teachers of the era possessed.
1
1800 Thomas Dilworth’s New Guide to the English Dialogue was being widely used to teach reading in the United States.
1800 年，T D 的 < New Guide to the English Dialogue > 被廣泛用于美國(guó)的閱讀教材。
2
Dilworth's primer, unlike earlier ones, stressed the importance of children’s understanding what they read.
不像早期作者，D 的入門讀物，重在強(qiáng)調(diào)孩子對(duì)所讀材料的理解。
3
While it is in fact unlikely that children would have recognized all the vocabulary Dilworth used, that was at least his stated goal.
盡管實(shí)際上孩子們未必認(rèn)識(shí) D 所用的每一個(gè)單詞，但至少這是他的既定目標(biāo)。
4
Dilworth recognized that primers should enable children to decode words from print with the form of language they already knew: speech.
D 認(rèn)識(shí)到，入門讀物應(yīng)該讓孩子能夠把印刷品上的字詞，解碼為他們已知的語言形式：口語。
5
In contrast, many earlier authors assumed that, just as introductory Latin texts taught children an unknown language, introductory English texts should teach English as if it, too, were an unknown language.
與之相對(duì)地，許多更早的作者認(rèn)為，就像介紹拉丁語的教材教授孩子們一門未知的語言，介紹英文的教材也應(yīng)該把英語作為一門新語言來教。
1. According to the passage, the “earlier authors” adopted a model for English instruction that
A. mirrored the practice used in Latin instruction
B. was originally formulated by Dilworth
C. was less esoteric than that adopted by Dilworth
D. stressed familiarity with the peculiarities of English spelling
E. emphasized the importance of fluent and articulate speech
選 A
根據(jù)句 5：
In contrast, many earlier authors assumed that, just as introductory Latin texts taught children an unknown language, introductory English texts should teach English as if it, too, were an unknown language.
2. The author of the passage would probably agree with which of the following criticisms of English primers predating Dilworth’s?
A. Their Latinate grammatical terms poorly described the structures of English.
B. They failed to make effective use of the knowledge of language a child already possessed.
C. Their texts typically focused on subject matter that held little intrinsic interest for their readers.
D. They neglected to teach the language in a sufficiently systematic way.
E. They required a pedagogical method that few American teachers of the era possessed.
選 B
問我們作者的某種態(tài)度，首先遵循一個(gè)原則：作者的態(tài)度必須來自文段陳述的觀點(diǎn)或事實(shí)，或者根據(jù)這些觀點(diǎn)及事實(shí)引出的推論，沒有這種根據(jù)，再像的選項(xiàng)也不選。
具體到本題，問我們作者可能同意哪一種對(duì)比 D 更早的英語入門讀物作者的批評(píng)。
回顧文章，作者有沒有直接批評(píng) D 以前的其他作家?
沒有。
但作者明確表示過兩點(diǎn)：1，D 和其他早期作者不同;2，D 注重培養(yǎng)孩子把書面印刷信息轉(zhuǎn)化為口語來理解。
綜合來看，選 B。
A 未知信息。文中沒涉及過 Latinate grammatical terms 。
C 干擾項(xiàng)。文章討論的始終是教學(xué)思想，即要怎么教孩子閱讀，沒有討論過這些初級(jí)閱讀的寫作對(duì)象或主題，subject matter 亂入。
D 強(qiáng)干擾項(xiàng)。作者的確可能不認(rèn)同其他早期作者的教材編寫策略，但作者從未批評(píng)他們不夠系統(tǒng)有效，我們甚至無法推出，作者認(rèn)為 D 的方法系統(tǒng)有效的推論。
E 看到 American teachers 你就知道，這個(gè)選項(xiàng)是湊數(shù)的。
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