当前位置：首页 > 范文大全 > 实用文>GRE阅读学术类文章特点分析

GRE阅读学术类文章特点分析

2023-09-01 08:27:00 收藏本文下载本文

“尾巴后面有小猪”通过精心收集，向本站投稿了10篇GRE阅读学术类文章特点分析，以下是小编为大家整理后的GRE阅读学术类文章特点分析，欢迎参阅，希望可以帮助到有需要的朋友。

GRE阅读学术类文章特点分析

篇1：GRE阅读学术类文章特点分析

GRE阅读学术类文章特点分析和应对技巧讲解

GRE阅读学术文章应对心得：了解文章措辞风格

对于GRE阅读考试来说，学术化就是最大的纲，也是它迥异于托福雅思的纲，我曾在另文中指出，雅思托福的命题目的是生活化，而对于GRE来说，学术化代表着措辞的规范和温和。对于考生的意义在于，文章的整体是温和的，文章里面出现的极端的言辞都是要注意的，文章里面的事实都是与我们学术生活共时的，对于过去的追忆和反现实的虚拟状态，都是非常明显的潜在出题点。尤其是虚拟语气，往往表示应然而非然之状态，很有可能出现负评价，以态度题的方式考察。而一切过分极端的言辞，如绝对的说法，大多数，比较级尤其是强烈比较级，在文章里的出现要注意，还有一种也是强烈的对比的标志，就是以大写字母标注的时间，指明某时之前或之后，我们称之为时间强对比。以上总结之，即是三大关系，强对比，因果以及转折。表示这些关系的连词，一律要注意，最好做出标记。而对于题目来说，考生要注意以上说法是在哪里出现，如果文章有这些强烈的措辞，那么题目当中对应这些段落的选项也有，就很可能是对的，如果选项出现而文章的相应位置没有，则该选项必错。

GRE阅读学术文章应对心得：预见作者的态度

主题题，态度题如何解决呢?首先我们需要了解GRE考试的评价体系。对于激进的(进化论)左的(马列)上纲上线的，通常不与支持，对于以政治干涉学术，尤其反对。对于歧视弱者，损害弱者尤其反对，弱者恒强。Should, must, should have 等词也是负评价，应然不然。选项中极端的，进行人生攻击的，模棱两可的，谄媚的，马上排除，因为这是学术考试。选项过分极端的副词，也要小心，如表示绝对的言辞。

GRE阅读备考时如何应对学术文章?

诸生读此类文章最大误区在于试图读懂，更有甚者，寻求文章之背景，遍寻译文，以期充分理解每个GRE词汇，虽有燃膏继晷之功，难有吴甲吞楚之效，盖此种文章，非为考生读懂而设计。更有甚者，仿阅读之结构，言辞，图作文之高分，则更加南辕北辙，缘木求鱼而已。请杀鸡诸位谨记：这是考试，你只有13-15分钟做题，文章不是用来读懂的，对待难句最好的办法是考虑怎么不读，少读，而不是分析。学术文章特点就是规范，层次清晰，主题明确。我们一定要读出套路，尤其是文章观点的数量，这个直接关系到主题题怎么出。我们要把每段的层次的连词标记出来，我们还要知道每个层次的主题词是什么，周围有没有否定词(改善题)，有没有褒贬的词(态度题，应用题)至于例子，也可以考虑不读或者少读，因为GRE阅读词汇重点考观点，例子是事实，事实记得越多，混淆信息越多，做题越慢，准确率越低。对于例子，只要记住位置就可以，题目考到再看，不考坚决不看。以观点记例子，以观点分层次，以观点分逻辑关系。

GRE填空题高分备考建议

对于这一部分，笔者的主要观点有如下：

①填空题整体备考投入产出效率较高

②单空题和句子等价在填空题目中有着相对更高的备考投入产出效率

③对于中国考生填空题要额外的多花功夫在GRE单词的复习上

在说备考建议及指导前，笔者在此先简要说明关于GRE考试语文部分的算分情况。在第三版官方指南第8页关于语文部分算分有一个简短扼要的说明：Within each section, all questions contribute equally to the final score. 大家需要注意的是，在一个语文部分中，不管是单空题还是双空、三空还是句子等价题甚至是阅读题在这一个section中分值一样，并不存在一道多空题分数就比一道单空题要多的说法。

此外，第三版的官方指南48页说道：Single correct answer, consisting of one choice for each blank; no credit for partially correct answers. 即每个空格选择一个选项，多空题必须每个选项全对才有分，部分正确没有分。

结合上述说法我们会发现，如果考生做对18题左右就可以获得150/170的Verbal分数，而在这个分数段，填空题的投入产出效率高于阅读，毕竟相比较于阅读量明显高的阅读文章，填空题哪怕是稍长的三空题都在阅读的难度上低于阅读文段。

此外，对于一个Verbal Section的10道填空题，不论本section的难度是Easy、Medium抑或是Hard，逻辑强度和选择难度相对较低的“6选2”句子等价题占到填空题目数量的40%，笔者在实际教学中对于任何层次的同学都提出了句子等价题最多错1个(因为该题型空格少且选项绝大多数情况下为同、近义词)且单空题少错(单空题相比较于有错不得分的多空题得分难度相对较低)的要求，在实际的备考中能够按照科学备考计划来备考的考生基本都可已达到上述要求。

笔者最后需要指出的是：官方指南没有强调的一点那就是单词，考生朋友已经知道GRE单词繁难的不像话，而对于考生而言更加“雪上加霜”的是，单词在句子填空中是非常重要的，因为相比较于侧重于强调句间、段落间大意的阅读题，填空题很多情况下涉及句子内部成分的逻辑关系，不仅如此选项也会大概率的出现GRE单词，这时候如果单词量不过关在做句子填空题时会感觉处处碰壁。

笔者的建议是单词在熟练度达到一定程度后加上英英解释和同反义词群总结：英英解释是让考生对于单词的含义有了更加全面具体的认识(汉语释义有时因为其过度的凝练而让考生没有认知到精确的意思);而同反义词群则可形成词以类记的效果，句子填空题很多情况下在逻辑关系判断清楚后就是同反义词的选择，如果有了词群的感觉在选择选项时会相对轻松。

GRE阅读备考背景知识之爱伦坡

GRE考试成绩是出国读研究生尤其是去美国读研究生必备的成绩之一，GRE阅读是GRE考试中的最重点的部分也是最难准备的部分，而GRE阅读中的文学又是考生们初步接触后挠头捶胸，瑟瑟发抖的部分，这也就能解释很多教GRE阅读的老师会建议考生阅读一些英文的文学名著作为备考的营养餐。

笔者认为这种赛前加练的方式效果未免来得太慢，宽泛的阅读也很难坚持。此外笔者在网上搜索GRE考试和英文文学，居然没有什么实质性的备考资料，所以作者通过系列文章一边介绍英文文学的几个重点时期，一边讲解与之相关的GRE阅读文章，希望能够给各位同学备考GRE阅读带来更有针对性的辅导。

美国文艺复兴时期又称新英格兰文艺复兴 (New England Renaissance)。指1830年代左右到南北战争结束的一段时期，这一时期美国文学日趋成熟，成为一种反映民族精神的文学。美国文艺复兴被认为是浪漫主义的继续(详细可查阅英国的浪漫主义时期，由浪漫主义诗人拜伦，伍德华尔兹，济慈等定义的一个文学时期，后续的文章我会和大家分享)，尤其在爱默生的超验主义 (Transcendentalism) 哲学中得到展现。

这时美国文坛由一批新英格兰作家所主宰，其中著名的有华盛顿·欧文(Washington Irving, 1783-1859)，代表作品《见闻札记》(The Sketch Book, 1819-20);詹姆斯·费尼莫·库柏(James Fenimore Cooper,1789-1851)，代表作品《皮袜子五部曲》(Leather stocking Tales)：《开拓者》(Pioneers, 1823)、《最后的莫希干人》(The Last of the Mohicans, 1826)等5部;拉尔夫·沃尔多· 爱默生(Ralph Waldo Emerson, 1803-1882)，代表作品《论自然》(Nature, 1836);亨利·大卫·梭罗(Henry David Thoreau, 1803-1862)，代表作品《沃尔登湖》(Walden, 1854);埃德加· 爱伦· 坡 (Edgar Allan Poe,1809-1849) ，诗人、短篇小说家、文学评论家、侦探小说之父，代表作品《乌鸦》(“The Raven”, 1844)《厄舍古屋的倒塌》(“The Fall of the House of Usher”, 1839)。

“在这一时期的代表性的美国作家中，最具特色的莫过于 Edgar Allan Poe，埃德加·爱伦·坡181月19日生于马萨诸塞州的波士顿，他年幼时父母双亡，随即被弗吉尼亚州里士满的约翰和弗朗西丝斯·爱伦夫妇收养，在弗吉尼亚大学就读了短暂的一段时间后辍学，之后从军，爱伦·坡离开了爱伦夫妇。爱伦坡低调地开始了他的写作生涯，匿名出版了诗集《帖木尔和其它的诗》。1835年他在巴尔的摩和13岁的表妹弗吉尼亚·克莱姆结婚。1838年《阿瑟·戈登·皮姆的故事》出版并被受到了广泛的关注。1839年夏天，爱伦·坡成为《伯顿绅士杂志》(Burton's Gentleman's Magazine)的助理编辑。这期间他发表了的随笔、小说，和评论，加强了他在《南方文学信使》工作时期开始确立的敏锐批评家的声誉，同期，《怪异故事集》上下卷在1839年出版。1845年1月，爱伦·坡发表诗歌“乌鸦”，一时声誉鹊起。1849年10月7日逝于巴尔的摩”——引自百度百科

爱伦·坡的恐怖小说带有浪漫主义的特色。纵观爱伦·坡的恐怖小说创作，其故事主题大都“揭示了人类意识及潜意识中的阴暗面”，这一点显然迥异于同时代的其他浪漫主义作家。爱伦·坡以恐怖小说这样一种特殊的文学形式深入刻画与呈现了非现实状态下人的精神状态和心理特征，试图“以非现实、非理性的表达方式来揭示现代人的精神因顿”。他借助想象奇特、恐怖怪异的故事情节，通过夸张、隐喻和象征等修辞手段表现人性的危机，激起读者浓厚阅读兴趣的同时，震撼心灵，发人深省。

爱伦坡作品中的艺术特色

浪漫主义

与爱默生、惠特曼等主流作家乐观自信、热情洋溢的格调不同，爱伦·坡通过展示死亡与丑恶来表现自己独特的浪漫主义灵感，以象征、隐喻的方式表达自己对世界、对人性的理解。他的恐怖小说常常置景于深渊、城堡、暗室、暴风雨或月光之下，人物备受孤独、死亡意识与精神反常的折磨，读起来令人毛骨悚然、不寒而栗，宛如噩梦一般。爱伦·坡文笔考究，运词精当，通过构思设计惊险奇绝的情节，在恐怖小说中向读者极力描绘了一个个常人难以想象的怪诞事件和恐怖场景，制造意境，渲染气氛，准确达到作品预期的艺术效果。

英语阅读

篇2：GRE阅读学术类文章特点分析和应对技巧讲解

GRE阅读学术类文章特点分析和应对技巧讲解

GRE阅读学术文章应对心得：了解文章措辞风格

GRE阅读学术文章应对心得：预见作者的态度

GRE阅读备考时如何应对学术文章?

GRE阅读备考如何审题破题?

首先记住，先文后题。道理很简单，你直接读题，根本读不懂。所以很重要的是搞明白两个问题，这个题目对应文章那个层次，考的是观点还是例子。

关于如何准备GRE阅读中的学术类文章小编就介绍到这里想，希望你看完之后能够在GRE阅读备考中好好把握这类文章的阅读思路，这样才能够在GRE阅读考试的过程中更好的应对。

GRE阅读练习每日一篇

Of Homer’s two epic poems, the Odyssey has always been more popular than the Iliad, perhaps because it includes more features of mythology that are accessible to readers. Its subject (to use Maynard Mack’s categories) is “life-as-spectacle,” for readers, diverted by its various incidents, observe its hero Odysseus primarily from without; the tragic Iliad, however, presents “life-as-experience”: readers are asked to identify with the mind of Achilles, whose motivations render him a not particularly likable hero. In addition, the Iliad, more than the Odyssey, suggests the complexity of the gods’ involvement in human actions, and to the extent that modern readers find this complexity a needless complication, the Iliad is less satisfying than the Odyssey, with its simpler scheme of divine justice. Finally, since the Iliad presents a historically verifiable action, Troy’s siege, the poem raises historical questions that are absent from the Odyssey’s blithely imaginative world.

17. The author uses Mack’s “categories” (lines 4-5) most probably in order to

(A) argue that the Iliad should replace the Odyssey as the more popular poem

(B) indicate Mack’s importance as a commentator on the Iliad and the Odyssey

(D) point out some of the difficulties faced by readers of the Iliad and the Odyssey

(E) demonstrate that the Iliad and the Odyssey can best be distinguished by comparing their respective heroes

18. The author suggests that the variety of incidents in the Odyssey is likely to deter the reader from

(A) concentrating on the poem’s mythological features

(B) concentrating on the psychological states of the poem’s central character

(D) accepting the poem’s scheme of divine justice

(E) accepting Maynard Mack’s theory that the poem’s subject is “life-as-spectacle”

19. The passage is primarily concerned with

(A) distinguishing arguments

(B) applying classifications

(D) resolving a dispute

(E) developing a contrast

20. It can be inferred from the passage that a reader of the Iliad is likely to have trouble identifying with the poem’s hero for which of the following reasons?

(A) The hero is eventually revealed to be unheroic.

(B) The hero can be observed by the reader only from without.

(D) The hero’s emotions often do not seem appealing to the reader.

(E) The hero’s emotions are not sufficiently various to engage the reader’s attention.

Flatfish, such as the flounder, are among the few vertebrates that lack approximate bilateral symmetry (symmetry in which structures to the left and right of the body’s midline are mirror images). Most striking among the many asymmetries evident in an adult flatfish is eye placement: before maturity one eye migrates, so that in an adult flatfish both eyes are on the same side of the head. While in most species with asymmetries virtually all adults share the same asymmetry, members of the starry flounder (starry flounder: (美洲)箭齿鲽,星斑川鲽) species can be either left-eyed (both eyes on the left side of head) or right-eyed. In the waters between the United States and Japan, the starry flounder populations vary from about 50 percent left-eyed off the United States West Coast, through about 70 percent left-eyed halfway between the United States and Japan, to nearly 100 percent left-eyed off the Japanese coast.

Biologists call this kind of gradual variation over a certain geographic range a “cline (cline: n.[生]渐变群(一种生态特征))” and interpret clines as strong indications that the variation is adaptive, a response to environmental differences. For the starry flounder this interpretation implies that a geometric difference (between fish that are mirror images of one another) is adaptive, that left-eyedness in the Japanese starry flounder has been selected for, which provokes a perplexing questions: what is the selective advantage (selective advantage: 选择有利性) in having both eyes on one side rather than on the other?

The ease with which a fish can reverse the effect of the sidedness of its eye asymmetry simply by turning around has caused biologists to study internal anatomy, especially the optic nerves, for the answer. In all flatfish the optic nerves cross, so that the right optic nerve is joined to the brain’s left side and vice versa. This crossing introduces an asymmetry, as one optic nerve must cross above or below the other. G. H. Parker reasoned that if, for example, a flatfish’s left eye migrated when the right optic nerve was on top, there would be a twisting of nerves, which might be mechanically disadvantageous. For starry flounders, then, the left-eyed variety would be selected against, since in a starry flounder the left optic nerve is uppermost.

The problem with the above explanation is that the Japanese starry flounder population is almost exclusively left-eyed, an natural selection never promotes a purely less advantageous variation. As other explanations proved equally untenable, biologists concluded that there is no important adaptive difference between left-eyedness and right-eyedness, and that the two characteristics are genetically associated with some other adaptively significant characteristic. This situation is one commonly encountered by evolutionary biologists, who must often decide whether a characteristic is adaptive or selectively neutral. As for the left-eyed and right-eyed flatfish, their difference, however striking, appears to be an evolutionary red herring (red herring: n.熏青鱼, 转移注意力的话).

21. According to the passage, starry flounder differ from most other species of flatfish in that starry flounder

(A) are not basically bilaterally symmetric

(B) do not become asymmetric until adulthood

(D) have both eyes on the same side of the head

(E) tend to cluster in only certain geographic regions

22. The author would be most likely to agree with which of the following statements about left-eyedness and right-eyedness in the starry flounder?

I. They are adaptive variations by the starry flounder to environmental differences.

II. They do not seem to give obvious selective advantages to the starry flounder.

III. They occur in different proportions in different locations.

(A) I only

(B) II only

(D) II and III only

(E) I, II, and III

23. According to the passage, a possible disadvantage associated with eye migration in flatfish is that the optic nerves can

(A) adhere to one another

(B) detach from the eyes

(D) stretch

(E) twist

24. Which of the following best describes the organization of the passage as a whole?

(A) A phenomenon is described and an interpretation presented and rejected.

(B) A generalization is made and supporting evidence is supplied and weighed.

(D) A series of observations is presented and explained in terms of the dominant theory.

(E) A hypothesis is introduced and corroborated in the light of new evidence.

25. The passage supplies information for answering which of the following questions?

(A) Why are Japanese starry flounder mostly left-eyed?

(B) Why should the eye-sidedness in starry flounder be considered selectively neutral?

(D) How do the eyes in flatfish migrate?

(E) How did Parker make his discoveries about the anatomy of optic nerves in flatfish?

26. Which of the following is most clearly similar to a cline as it is described in the second paragraph of the passage?

(A) A vegetable market in which the various items are grouped according to place of origin

(B) A wheat field in which different varieties of wheat are planted to yield a crop that will bring the maximum profit

(D) A housing development in which the length of the front struts supporting the porch of each house increases as houses are built up the hill

(E) A national park in which the ranger stations are placed so as to be inconspicuous, and yet as easily accessible as possible

27. Which of the following phrases from the passage best expresses the author’s conclusion about the meaning of the difference between left-eyed and right-eyed flatfish?

(A) “Most striking” (line 4)

(B) “variation is adaptive” (line 19)

(D) “adaptively significant” (lines 48-49)

(E) “evolutionary red herring” (line 54)

答案：17-27：CBEDCDEABDE

篇3：如何备考雅思阅读学术类文章

教你如何备考雅思阅读学术类文章

雅思学术类阅读如何备考

1、快速阅读

在备考的时候，做大量的快速阅读，对于雅思阅读的素材，小站老师推荐雅思阅读考前必看阅读：

当然，还可以看一些英美杂志或者报刊，比如：TIME, NEWSWEEK, THE ECONOMIST, CHINADAILY, 21st CENTURY等。因为雅思考试与时代紧密相连，具有一定的时效性，所以报刊文章为泛读的首选。

2、突破难句

在精读和做雅思试题时，将复杂的难句摘抄出来，然后分析句子结构，彻底消化难点。虽然雅思阅读中不可能有原句重现，但是难句的结构是基本不变的。

3、对于词汇的记忆

雅思阅读考试成绩的好坏，和考生积累了多少词汇量有很大的作用。雅思阅读考试的基本词汇量约为6000~8000词，低于这个量，对于看懂一篇文章是有点吃力的。

4、准备模拟练习

我们在考前一定要狠熟悉雅思阅读考试的题型，而这个熟悉的过程就是不断的做模拟题的过程。在做题的时候要看清题目再问什么，因为雅思阅读考试的提问比较灵活，所以先看清楚要你做什么，再下手不迟

雅思阅读文章的7个步骤分享

(1)概括地观察Survey

首先略读每章或每页的大概内容，例如：可从书本的序言和目录开始，通常作者会在序言中交代撰述的重点及动机，而目录则可帮助你了解课本的组织架构及章节层次;阅读课文的名称 title，主题 main headings 及副题 sub-headings;注意每一主题的头一句，导言 introduction 和本章提要 summary(如果有的话)，图片说明 captions to all graphics 等，这样，你不用十五分鐘便对内容有概略的了解。

(2)提出一个全面的问题Write a general question

观察课文内容后，提出一个包含所有阅读资料的问题，把问题写在每章节的开首，令自己可以看到此问题时，便忆起全部内容。

(3)提出各别问题来引导阅读Write questions to guide your reading

当你看到主题、副题、图片及首句时，由此而提出有关问题，写在题目或图片旁边，帮助你阅读文章内容。

(4)寻求问题的答案Read to answer the questions

阅读章节时，尽量跟随你的问题来找答案，把握课文重点。

(5)在答案下划线Underline words that answer the question

在了解一段内容后，找出解答问题的重要字key words及短语phrases，并划记下来。在划记时可选用荧光笔，既方便又快捷。

(6)修正问题 Revise the questions

如果在阅读时，发现问题并未得到解答或不明确，可重新写下问题，并将有关答案的字词划记。再重读文章，遇到不明白的地方，再请教导师或同学。

(7)举一反叁Use examples

当你理解全文时，便可将知识整理起来，同时，学习类推的方法，将知识应用于其他类似事情或日常生活上，利用联带关係，才能把文章内容融会贯通，大大提高你的阅读兴趣和能力。例如：当银行利率提高时，会使银行的存款利息增加，而你可能会联想到投资受影响，或是你会类推更多其他事项。

雅思阅读应该先读文章还是先读题目

要回答这个问题，还是要从雅思阅读考试的特性出发。雅思阅读文章的长度为800-1000字，题材内容涉及到很多专业的学科，包括社会科学和自然科学等多种题材，所以词汇量和词汇难度都会比较大。而其题型与传统的阅读考试只有选择题这种情况也不一样，雅思阅读的题型丰富，有填空有选择，还有配对等，所以不同的题型会有不同的做题方法。再加上雅思阅读考试的时间只有一个小时，文章有三篇，因此从时间上来看，既要把文章看懂，又能把题目看完做完，是非常紧张的，很多考生都在考后曾抱怨过时间来不及。所以文章难，题型多，时间紧是考生突破雅思阅读考试的三道拦路虎。怎样去克服这三道关卡，关键还是看怎样去安排文章和题目的阅读顺序。

一、一揽众山法

适用人群：英语词汇量大，平时经常阅读英语文章或浏览英语网站，语法基础扎实，短期记忆力强，对自己的英语能力非常有信心的考生。

操作方法：拿到阅读试卷后浏览文章标题，然后选定一篇文章开始做题。选定文章后先阅读所有的题目，即13-14道题目，把每一道题目的关键词划出来并进行短期记忆。(注：关键词包括定位词和考点，定位词多以名词为主，考点则多以谓语动词和形容词副词为主)重点记忆一些定位性强的名词。看完题目之后去看文章，从头开始看，按文章的顺序和段落去理解，边看边回忆之前记忆中的定位词，看到了就用笔做一个记号。注意在看的过程中是要以理解文章为主，不要过多的去想题目的内容，主要是看懂文章。看完以后再去看题目，根据文章的内容去做题。如果有文章的内容记不清，就可以利用之前读文章时划出的定位词再回原文看一下然后确定答案。

二、各个击破法

适用人群：英语基础不是非常好，词汇量缺乏，文章对其来说基本看不太懂的考生。

操作方法：拿到阅读试卷后浏览文章标题，然后选定一篇文章开始做题。但是选择的时候要注意题材的熟悉度，可以挑选自己相对还比较熟悉的题材先做。选定后就开始审题。审题则是按照题型来看。首选是填空题和判断题，其次是选择和配对题。例如说文章后题型搭配为判断题+选择题+填空题，那么先审判断题这一部分题目，一题一题做，根据判断题的做题方法去做，而且可以利用顺序性去看文章找答案。做完判断题以后再做填空题，利用填空题的标题或第一句话中的名词去做定位，然后用填空题的做题方法去把填空题做完。最后去做选择题，因为选择题对于文章的理解要求比较高，对于程度不太好的考生来说会比较难做。

优点：能尽量保证填空题的正确率，在能得分的题目中保证得分。对于基础不是很好的考生来说是一个既能保证正确率又能相对节约时间的方法

缺陷：时间花费比较多，而且会多次重复阅读文章。

三、融会贯通法

适用人群：有一定的英语词汇量，并参加过培训班，掌握了基础语法知识。

操作方法：拿到阅读试卷后浏览文章标题和文章后的题型，选择自己最熟悉的话题或者有自己最擅长的题型的那篇文章。然后浏览一下题型，确定下题型关注的先后顺序，也是先填空判断，后配对选择。但这种先后并不是绝对的，而是交替的，也就是在重点做填空判断之前已经将判断选择的定位词和关键词划出并记忆，然后在做填空判断时顺带这看看有没有出现配对题和选择题的定位词出现。如果程度稍好的同学则可以看一段文章，把这段文章中涉及到的各种题型的题目都完成，一段一段解决问题。但是用这种方法的时候要注意时间的把握。

优点：可以相对合理的安排时间去做题，也能保证容易做的题型的正确率。

缺陷：需要考生能随机应变，对不同的题型搭配要有合理的时间分配，可能会造成审题或看文章内容的混乱。

雅思阅读中“笔”很重要

那么“笔”在雅思阅读考试中究竟有怎样神奇的功效呢?根据分析，“笔”的最大功效在于它可以保证考生在有限的时间内有效地快速的解题。具体体现在以下几个方面：

1. 从心理学的方面来讲，记号可以起到突出重要内容，加深记忆的作用，因此考生要学会把任何重要信息都打上记号，比如所有的问题题干中的重要信息，比如list of headings 中所有的选项的关键信息等。考生对题干中的重要信息记忆深刻了，那么定位就会相对更快更准确。

2. 去文章定位一些非特殊印刷体的关键词时，带上笔，用笔指引读者的视线，一方面可以加快阅读速度，同时又可以防止漏掉文中的重要信息。雅思阅读的文章乍一看上去就像是天书一般，如果考生在查找细节时光依靠眼睛很容易出现走马观花的现象，考生自认为在读其实什么都没看进去。

3. 解题时用笔可以加快速度，比如，考生在审题时圈出关键词，就可以果断的进入解题的下一步-----去原文定位了，同样，在原文找到关键词后，赶快圈出关键词，就可以快速进入下一步。如果考生不习惯打记号，就可能出现迟疑犹豫不决的情况，尽管看到了重要信息但还是不往下走，视线仍旧在某地徘徊。因此，可以说在解题的每一个环节，用笔可以帮助考生加快解题速度。

4. 最后，用笔可以让考生做到心中有底，满怀信心。比如，考生在解每道题时如果用笔把文中答案的依据圈出来，就会底气十足(一般有十足的证据的话，答案的正确率就非常高)，考生就会一直保持良好的心情和状态，这样就容易考出理想的成绩。

以上内容给大家介绍了雅思阅读考试中“笔”的重要性，在雅思阅读考试中，眼睛是靠不住的。如果没有笔，没有记号，光用眼睛看，就纯粹是浪费时间，因此，考生一定要做到：眼到，笔就到!

篇4：托福阅读学术类文章解题技巧

托福阅读学术类文章解题技巧

1.托福阅读文章之学术篇的结构

在托福阅读学术性文章中，一般需要具备三个组成部分：

(1)Topic 话题：即文章的主角是什么。比如讲解某个科学理论、研究某种社会现象，探讨某个历史事件;

在托福文章中，这种导入性信息往往出现在篇首位置。考生可以根据篇首段信息对整篇文章所要讨论的核心内容有所了解;

(2)Aspects 方面：即将篇首的话题延伸拓展为若干个方面进行阐述说明。若话题为某个科学论点，则方面可能分为若干个支持论据;若话题为某种自然现象，则方面可能分为若干个内外成因;若话题为某个历史事件，则方面为几段发展时期;

在这种托福阅读题材中，往往依照各个方面之间的层次关系，将各个方面拆分为若干个独立的自然段落，共同组成行文主体;

(3)Attitude态度：即文章的作者对于所讨论话题持怎样的态度。或是积极肯定，或是消极否定，或是保持中立。

在托福文章中，态度往往是被较多的淡化甚至有可能省略不提。Topic话题 + Aspects方面 + Attitude态度，这三要素加起来就是标准学术论文体的“T+A+A篇章结构”。托福文章大都遵循这种结构，考生通过篇首段落信息来把控整个文章话题及大致讨论方向，再抓住文章的各个段落主旨，便可洞悉整个文章脉络和逻辑结构。

2.托福阅读学术性文章的段落结构

托福阅读学术性文章的自然段落，一般需要具备两个组成部分：(1) Topic Sentence

主旨句：表达段落的主旨，即本段想要表达的核心内容是什么;

(2) Detail 细节：为了详细说明段落中心含义，所罗列的相关支持内容，即本段通过哪些例证来阐明主旨句。

Topic Sentence主旨句 + Detail细节，这两个要素加起来就是标准学术论文体的“TS+D段落结构”。托福文章段落大都遵循这种结构，考生通过段落主旨句就可以把握该段的中心含义。

总结：当考生们了解了这种TAA篇章结构和TS+D段落结构的行文规律后，对文章框架的把握就会做到心里有数，更有利于提高托福阅读速度和定位有效信息的准确度。

托福阅读背景知识：工业革命

正是因为工业革命的重要性，托福考试非常青睐它--工业革命的发展特点、历史甚至与之相关的蒸汽机、能源问题都是在阅读和听力中经常出现的话题。

官方真题Official26中就曾出现蒸汽机以及蒸汽机改良相关的细节描述：

In the late 1700s James Watt designed an efficient and commercially viable steam engine that was soon applied to a variety of

industrial uses as it became cheaper to use....A rotary(转动的，旋转的)engine attached to the steam engine enabled shafts (转动轴)to be turned and machines to be driven, resulting in mills using steam power to spin and weave cotton.

同一篇中，谈到工业革命中钢铁行业的发展，也具体到很多细节：

The availability of steam power and the demands for new machines facilitated the transformation of the iron industry. Charcoal(木炭),made from wood and

thus in limited supply, was replaced with coal-derived coke(焦炭)(substance left after coal is heated)

as steam-driven bellows(风箱)came into use for producing of raw iron. Impurities were burnt away with the use of coke, producing a high-quality refined iron(精铁).Reduced cost was

also instrumental in developing steam-powered rolling mills capable

of producing finished iron(高纯度的铁)of various shapes and sizes.

这里帮大家整理一下工业革命主要产业及背景大家要记得记笔记哦。

纺织产业(textile industry)：

纺织机的演化：飞梭(Flying shuttle)→杼箱→珍妮纺纱机(Spinning Jenny)→骡机(Spinning Mule)→水力织布机→蒸汽动力驱动运输行业革新：

1776年煤矿(colliery)中使用铁轨;

18运煤的蒸汽机车问世;1825年世界上第一条铁路;

1844年，英国铁路长达2235英里;

钢铁行业革新：

17，焦炭(coke)取代木炭(charcoal)炼铁;

1750年，坩埚炼钢工艺(steelmaking process)，欧洲历史上钢首次被熔化冶炼(smelt)。

托福阅读真题原题+题目

The first flying vertebrates were true reptiles in which one of the fingers of the front limbs became very elongated, providing support for a flap of stretched skin that served as a wing. These were the pterosaurs, literally the winged lizards. The earliest pterosaurs arose near the end of the Triassic period of the Mesozoic Era, some 70 million years before the first known fossils of true birds occur, and they presumably dominated the skies until they were eventually displaced by birds. Like the dinosaurs, some the pterosaurs became gigantic; the largest fossil discovered is of an individual that had a wingspan of 50 feet or more, larger than many airplanes. These flying reptiles had large, tooth-filled jaws, but their bodies were small and probably without the necessary powerful muscles for sustained wing movement. They must have been expert gliders, not skillful fliers, relying on wind power for their locomotion.

Birds, despite sharing common reptilian ancestors with pterosaurs, evolved quite separately and have been much more successful in their dominance of the air. They are an example of a common theme in evolution, the more or less parallel development of different types of body structure and function for the same reason — in this case, for flight. Although the fossil record, as always, is not complete enough to determine definitively the evolutionary lineage of the birds or in as much detail as one would like, it is better in this case than for many other animal groups. That is because of the unusual preservation in a limestone quarry in southern Germany of Archaeopteryx, a fossil that many have called the link between dinosaurs and birds. Indeed, had it not been for the superb preservation of these fossils, they might well have been classified as dinosaurs. They have the skull and teeth of a reptile as well as a bony tail, but in the line-grained limestone in which these fossils occur there are delicate impressions of feathers and fine details of bone structure that make it clear that Archaeopteryx was a bird. All birds living today, from the great condors of the Andes to the tiniest wrens, trace their origin back to the Mesozoic dinosaurs.

1. What does the passage mainly discuss?

(A) Characteristics of pterosaur wings

(B) The discovery of fossil remains of Archaeopteryx

(D) The development of flight in reptiles and birds

2. Which of the following is true of early reptile wings?

(A) They evolved from strong limb muscles.

(B) They consisted of an extension of skin.

(D) They required fingers of equal length.

3. The word literally in line 3 is closest in meaning to

(A) creating

(B) meaning

(D) simplified

4. It can be inferred from the passage that birds were probably dominant in the skies

(A) in the early Triassic period

(B) before the appearance of pterosaurs

(D) before dinosaurs could be found on land.

5. The author mentions airplanes in line 8 in order to

(A) illustrate the size of wingspans in some pterosaurs

(B) compare the energy needs of dinosaurs with those of modern machines

(D) establish the practical applications of the study of fossils

6. The word They in line 10 refers to

(A) powerful muscles

(B) bodies

(D) flying reptiles

7. According to the passage , pterosaurs were probably not skillful fliers (lines 10-11) because

(A) of their limited wingspan

(B) of their disproportionately large bodies

(D) climate conditions of the time provided insufficient wind power

8. In paragraph 2, the author discusses the development of flight in birds as resulting from

(A) a similarity in body structure to pterosaurs

(B) an evolution from pterosaurs

(D) a separate but parallel development process to that of pterosaurs

9. The word classified in line 21 is closest in meaning to

(A) perfected

(B) replaced

(D) protected

10. Which of the following helped researchers determine that Archaeopteryx was not a dinosaur?

(A) Its tail

(B) Its teeth

(D) Details of its bone structure

11. What is the significance of the discovery that was made in southern Germany?

(A) It is thought to demonstrate that birds evolved from dinosaurs.

(B) It is proof that the climate and soils of Europe have changed over time.

(D) It supports the theory that Archaeopteryx was a powerful dinosaur.

托福阅读

篇5：GRE阅读长篇文章特点和快速阅读技巧分析讲解

GRE阅读长篇文章特点和快速阅读技巧分析讲解

GRE阅读长篇文章文体特征介绍

GRE阅读文章一般为议论文体，而议论文与其他文体的最大差别在于，写作目的是传达作者对于某个问题的观点。大家在读GRE阅读文章的过程中第一要务，必须要判断当前的句子到底是表达的作者观点，还是表述事实信息，而前者的优先级要远远高于后者。请注意，最重要的信息是作者的观点，而不是从其他张三李四王二麻子嘴里说出来的话。

我们不难发现，表达观点的句子往往简单，很多时候用一些褒贬形容词就可以说清楚，而表述事实的句子往往复杂，涉及到实验现象与数据、历史年代与事件等。对于复杂的事实信息，我们知道它们的作用比知道它们到底是什么内容更重要。

GRE阅读长篇文章技巧：弄清主题

弄清楚这篇文章的主角(即被讨论对象)到底是什么，一篇GRE阅读文章的主角不一定是一个具体的人或者事物，也可以是某种抽象的机制。主角其实就一个，而龙套往往有一大堆。在篇幅上，主角较龙套往往也不占优势，龙套作为论证手段，有其存在的必要性。

然而,作为龙套的那一大堆细节重要性是较低的，不是阅读的重点，也不是命题的重点。大家在阅读的过程中，一旦发现有些复杂的内容所描述的对象其实是龙套，那么这些内容一概略读。这个问题在GRE阅读名篇《伊斯兰宗教法》中体现得非常明显，有兴趣的读者可以体会一下。

GRE阅读长篇文章技巧：找到观点

大多数文章的作者为了阐述自身的观点，会在文中引入对立面。首先，这种对立面可以体现为反派的观点，我们经常称之为老观点。这种老观点本身是次要的，而文章中用于支持老观点的细节就更加次要。所以，这些内容只需略读;其次，这种对立面也可以体现为文章在论述过程中用到的让步成分。有些让步成分内容复杂，语言困难，而且没有什么常规逻辑连词引导，因此难以识别。

而一旦考生纠缠于此，那么大量的时间就无谓地浪费掉了。对于这种情况，小站教育总结出的方法是：首先考生通过文首的主题段落或句子判断文章的方向(比如，作者认为某种思想到底好还是不好)，在随后的阅读过程中，一旦发现文章当中的任何内容所表述的方向与主题方向相反，那么这种内容一概略读。

GRE阅读文章多为学术论文

一篇完整的学术论文一般包含下列几个部分。一、引言部分：在这一部分主要告诉读者研究对象所处的学科类别与话题范围，研究的背景(如可行性与必要性)，以及对其他类似研究成果的介绍。

二、主体部分：该部分阐述作者自己的研究方法与理论，以及用于支持自己理论的相关实验现象或历史资料等。

三、延伸部分：在文章的尾部往往会出现话题的延伸，这种延伸的内容与主体部分并不一样，有的情况下会给主体部分的理论加一些限制补充的意见，使得在逻辑上更加严密;也有的情况下作者会提及今后进一步研究的方向。ETS在对原始论文进行压缩时，为了节省篇幅，正常情况下会只取原论文的主体部分。

上述诸点考虑，与其说是GRE阅读文章中的技巧，还不如说是一种基本功。道理上大家都能明白，但要把这些道理灵活地运用到实战中，还需要大量的训练。每当我们的阅读进程被文章中某一块难啃的骨头(难词、难句、难的原理)阻碍的时候，我们首先想到的不是到底怎样去啃，而是啃这块骨头的价值几何，这种文字价值甄别能力一旦练成，近则有益于高效突破GRE阅读题，远则有益于提高大家的文献快速阅读能力。

GRE阅读练习每日一篇

Currently, the paramount problem in the field of biomaterials, the science of replacing diseased tissue with human-made implants, is control over the interface, or surface, between implanted biomaterials and living tissues. The physical properties of most tissues can be matched by careful selection of raw materials: metals, ceramics, or several varieties of polymer materials. Even the requirement that biomaterials processed from these materials be nontoxic to host tissue can be met by techniques derived from studying the reactions of tissue cultures to biomaterials or from short-term implants. But achieving necessary matches in physical properties across interfaces between living and non-living matter requires knowledge of which molecules control the bonding of cells to each other—an area that we have not yet explored thoroughly. Although recent research has allowed us to stabilize the tissue-biomaterial interface by controlling either the chemical reactions or the microstructure of the biomaterial, our fundamental understanding of how implant devices adhere to tissues remains woefully incomplete.

17. According to the passage, the major problem currently facing scientists in the field of biomaterials is

(A) assessing and regulating the bonding between host tissue and implants

(B) controlling the transfer of potentially toxic materials across the interface of tissue and implant

(D) deciding in what situations implants are needed

(E) determining the importance of short-term implants to long-term stability of tissue-implant interfaces

18. The passage suggests which of the following about the recent research mentioned in lines 19-25?

(A) It has solved one set of problems but has created another.

(B) It has concentrated on secondary concerns but has ignored primary concerns.

(C) It has improved practical applications of biomaterial technology without providing a complete theoretical explanation of that improvement.

(D) It has thoroughly investigated properties of biomaterials but has paid little attention to relevant characteristics of human tissue.

(E) It has provided considerable information on short-term implant technology but little on long-term implant technology.

19. The author’s primary purpose is to

(A) answer a theoretical question in the field of biomaterials

(B) discuss the current state of technology in the field of biomaterials

(D) predict an ethical crisis for biomaterials researchers

(E) suggest some practical benefits of biomaterial implants

Islamic law is a particularly instructive example of “sacred law.” Islamic law is a phenomenon so different from all other forms of law—notwithstanding, of course, a considerable and inevitable number of coincidences with one or the other of them as far as subject matter and positive enactments are concerned—that its study is indispensable in order to appreciate adequately the full range of possible legal phenomena. Even the two other representatives of sacred law that are historically and geographically nearest to it, Jewish law and Roman Catholic canon law (canon law: 教会法规), are perceptibly different.

Both Jewish law and canon law are more uniform than Islamic law. Though historically there is a discernible break between Jewish law of the sovereign state of ancient Israel and of the Diaspora (the dispersion of Jewish people after the conquest of Israel), the spirit of the legal matter in later parts of the Old Testament is very close to that of the Talmud, one of the primary codifications of Jewish law in the Diaspora. Islam, on the other hand, represented a radical breakaway from the Arab paganism that preceded it; Islamic law is the result of an examination, from a religious angle, of legal subject matter that was far from uniform, comprising as it did the various components of the laws of pre-Islamic Arabia and numerous legal elements taken over from the non-Arab peoples of the conquered territories. All this was unified by being subjected to the same kind of religious scrutiny, the impact of which varied greatly, being almost nonexistent in some fields, and in others originating novel institutions. This central duality of legal subject matter and religious norm is additional to the variety of legal, ethical, and ritual rules that is typical of sacred law.

In its relation to the secular state, Islamic law differed from both Jewish and canon law. Jewish law was buttressed by the cohesion of the community, reinforced by pressure from outside; its rules are the direct expression of this feeling of cohesion, tending toward the accommodation of dissent. Canon and Islamic aw, on the contrary, were dominated by the dualism of religion and state, where the state was not, in contrast with Judaism, an alien power but the political expression of the same religion. But the conflict between state and religion took different forms; in Christianity it appeared as the struggle for political power on the part of a tightly organized ecclesiastical hierarchy, and canon law was one of its political weapons. Islamic law, on the other hand, was never supported by an organized institution; consequently, there never developed an overt trial of strength. There merely existed discordance between application of the sacred law and many of the regulations framed by Islamic states; this antagonism varied according to place and time.

20. The author’s purpose in comparing Islamic law to Jewish law and canon law is most probably to

(A) contend that traditional legal subject matter does not play a large role in Islamic law

(B) support his argument that Islamic law is a unique kind of legal phenomenon

(D) provide an example of how he believes comparative institutional study should be undertaken

(E) argue that geographical and historical proximity does not necessarily lead to parallel institutional development

21. The passage provides information to answer which of the following questions?

(A) Does Islamic law depend on sources other than Arab legal principles?

(B) What secular practices of Islamic states conflicted with Islamic law?

(D) Is Jewish law more uniform than canon law?

(E) What characterized Arab law of the pre-Islamic era?

22. According to the passage, which of the following statements about sacred law is correct?

(A) The various systems of sacred law originated in a limited geographical area.

(B) The various systems of sacred law have had marked influence on one another.

(D) Systems of sacred law generally contain prescriptions governing diverse aspects of human activity.

(E) Systems of sacred law function most effectively in communities with relatively small populations.

23. It can be inferred from the passage that the application of Islamic law in Islamic states has

(A) systematically been opposed by groups who believe it is contrary to their interests

(B) suffered irreparably from the lack of firm institutional backing

(D) remained unaffected by the political forces operating alongside it

(E) benefited from the fact that it never experienced a direct confrontation with the state

24. Which of the following most accurately describes the organization of the passage?

(A) A universal principle is advanced and then discussed in relation to a particular historical phenomenon.

(B) A methodological innovation is suggested and then examples of its efficacy are provided.

(D) A general opinion is expressed and then supportive illustrations are advanced.

(E) A controversial viewpoint is presented and then both supportive evidence and contradictory evidence are cited.

25. The passage implies that the relationship of Islamic, Jewish, and canon law is correctly described by which of the following statements?

I. Because each constitutes an example of sacred law, they necessarily share some features.

II. They each developed in reaction to the interference of secular political institutions.

III. The differences among them result partly from their differing emphasis on purely ethical rules.

(A) I only

(B) III only

(D) II and III only

(E) I, II, and III

26. The passage suggests that canon law differs from Islamic law in that only canon law

(A) contains prescriptions that nonsacred legal systems might regard as properly legal

(B) concerns itself with the duties of a person in regard to the community as a whole

(D) developed in a political environment that did not challenge its fundamental existence

(E) played a role in the direct confrontation between institutions vying for power

27. All of the following statements about the development of Islamic law are implied in the passage EXCEPT:

(A) Pre-Islamic legal principles were incorporated into Islamic law with widely differing degrees of change.

(B) Diverse legal elements were joined together through the application of a purely religious criterion.

(C) Although some of the sources of Islamic law were pagan, its integrity as a sacred law was not compromised by their incorporation.

(D) There was a fundamental shared characteristic in all pre-Islamic legal matter taken over by Islamic law.

(E) Although Islam emerged among the Arabs, Islamic law was influenced by ethnically diverse elements.

答案：17-27：ACBBADCDAED

篇6：托福阅读学术类题材文章结构段落实例分析

托福阅读学术类题材文章结构段落实例分析

托福阅读说明文结构讲解

一般而言，托福阅读中的说明文会说明某个现象，文章的第一段是：介绍背景及引出下文;之后的主体段，结构也很清晰：主旨句Topic sentence + 解释句Explain + 举例子Examples + 总结句Summary。其实跟我们高考语文有异曲同工之妙。下面来看实例解析：

官方真题Official-19 The Roman Army's Impact on Britain

In the wake of the Roman Empire's conquest of Britain in the first century A.D., a large number of troops stayed in the new province, and these troops had a considerable impact on Britain with their camps, fortifications, and participation in the local economy. Assessing the impact of the army on the civilian population starts from the realization that the soldiers were always unevenly distributed across the country. Areas rapidly incorporated into the empire were not long affected by the military. Where the army remained stationed, its presence was much more influential. The imposition of a military base involved the requisition of native lands for both the fort and the territory needed to feed and exercise the soldiers' animals. The imposition of military rule also robbed local leaders of opportunities to participate in local government, so social development was stunted and the seeds of disaffection sown. This then meant that the military had to remain to suppress rebellion and organize government.

留下 these troops had a considerable impact on Britain;也就是第一句说的是罗马军队对英国有影响。这句话相当于对题目的阐述，交代了文章的整个大背景。之后2～4句其实交代前提，开始具体的说开，要估算军队对平民的影响首先要了解一个事实：士兵不是平均分布的。那既然不是平均分布，肯定是有多有少的。所以，第三句接着说了有些地方士兵少：很快融入帝国的区域;第四句说有些地方士兵多影响大：军队驻扎的地方。第5～7句说回重点，也就是what，到底有哪些影响：军营先要征地;然后会抢走当地领导参与政府的机会;之后社会发展受阻，人民不满而反抗，最后军事镇压。

首段的第一句话，虽然句子很长，但其实只需要抓住结构层次进行分析就能找到阅读重点。

所以总共7句话的段落，分层三个层次，主旨句+前提说明+重点阐述。事实上，段落第一句就完成了background+introduction双重目的：英国被罗马帝国征服+ 士兵的营地/防御工事以及参与当地经济所造成的影响。

Economic exchange was clearly very important as the Roman army brought with it very substantial spending power. …… Such activities had a major effect on the local area, in particular with the construction of infrastructure such as roads, which improved access to remote areas.

第二段一开始就交代了经济交换的影响：强大的购买力，以及帮助修建基础设施。

Each soldier received his pay, but in regions without a developed economy there was initially little on which it could be spent. …… These settlements acted like small towns, becoming centers for the artisan and trading populations.

第三段还是在讲经济：刚来的时候士兵有钱没地方花;最后军队驻扎地变成了小镇。

The army also provided a mean of personal advancement for auxiliary soldiers recruited from the native peoples, as a man obtained hereditary Roman citizenship on retirement after service in an auxiliary regiment. …… By the later Roman period, frontier garrisons (groups of soldiers) were only rarely transferred, service in units became effectively hereditary, and forts were no longer populated or maintained at full strength.

第四段开始讲另一个重大影响：当地人通过当兵获得可继承的罗马公民地位。

This process of settling in as a community over several generations, combined with local recruitment, presumably accounts for the apparent stability of the British northern frontier in the later Roman period. It also explains why some of the forts continued in occupation long after Rome ceased to have any formal authority in Britain, at the beginning of the fifth century A.D. The circumstances that had allowed natives to become Romanized also led the self-sustaining military community of the frontier area to become effectively British.

第五段，做了个小总结，讲这种融合过程及当地招募促进了北部边境的稳定。

深度分析影响托福阅读能力的几点情况

1.逐字翻译导致读句子的速度慢

很多同学在翻译句子的过程中，都没有一个良好的习惯，只是机械地把所有英文单词的中文意思堆砌起来。对于简单句来说，这样做其实无可厚非;但是遇到语法结构稍微复杂的句子，这种方法便会立刻失效，于是同学们便会不断重复回看这句话，想要弄清楚它的意思，这样便造成了时间上的极大浪费。所以我们在平时练习过程中需要训练自己养成一个良好的阅读习惯，不要被那些单词牵着走，而要主动地去分析句子结构：句子主语是谁?这个主语怎么了，发生了什么事?谁是修饰成分?谁才是真正的谓语?当我们能够做到读完一句理解一句，相信我们自然就能在要求时间之内答完题了。

2.练习少，对题目缺乏熟悉度

许多同学把备考托福阅读等同于背单词，因而一天到晚只跟单词书亲近，却不曾正眼看过TPO中的阅读文章。背单词固然重要，毕竟单词不会，文章也无法理解。但是想要提高分数、想要冲刺阅读高分，那我们就必须把TPO阅读文章当作圣经一样来对待。这不只是草草做题对答案了事，更是通过大量做题，来增强自己对于托福阅读出题套路的了解，以期掌握每种题型的应对方案，争取做到读完题之后，能够立刻找到题干中的有效关键词，再迅速回文定位答案。同学们不要觉得题海战术是很笨的方法，多年实践已经证明，它其实是一种很有效率的学习方法，关键在于我们是否能够通过题海战术有所收获，而不是为了做题而做题。

3. 文章结构不够熟悉

我特别强调做完题后，分析每篇文章的文章结构这件事。为什么?因为文章结构大概也就那么几种，见得多了，便就一见如故了。在考场上，我们根本没有时间为了最后一道题而把文章再通读一便。而倘若我们在做题过程中，就能迅速总结出每一段的中心意思，那么这篇文章我们一定会读得更通透，在做每一段相应的题时也就能够提高准确率。而能否迅速总结出段落大意就依赖于平时严格的训练。不要做完了题就万事大吉，把每篇文章充分利用起来，观察它们的结构，多做总结，这样的工作做得多了，必然会有所收获的。

巧用定位词缩短托福阅读时间

首先介绍一下，什么是托福阅读定位词?

其实很简单，打个比方，你和朋友约好了去酒吧，朋友和你说酒吧在沈阳新东方正对面，这个酒吧你是不知道地点的，也就是你的目的地;而新东方却很熟知，那么你只需找到新东方便可以找到酒吧了。在这里新东方是已知的，就是用来定位的词汇，而酒吧则是你的目的所在，也便是你要找的答案。

定位词的称呼有很多，如关键词，主旨词，功能词，中心词等等。这些只是个名称罢了，含义都是一致的：一个可以根据题干回原文定位，并能够找到出处的词，这个题干中的词就是定位词 or key word。

托福阅读定位词有什么样的特征?

定位词总体特征：不可变性和细节性

不可变性：定位词是用来定位的，所以必须找那些回原文依然不变的词汇，才有意义。通常不用动词和副词来定位。通常是名词或充当定语的形容词。

细节性：不要找大概念的词汇，更不要拿代表全文主旨的词汇来定位。换句话说不要找那些原文一大堆的词汇，无法定位。

如，95年英国剑桥委员会British Council给出的唯一样题文章的题目是: The Spectacular Eruption of Mount St. Helens

下面有一道选择题是“According to the text the eruption of Mount St. Helens and other volcanoes has influenced our climate by…”

拿这道题为例，如果大家把Mount St. Helens 作为关键词回原文进行定位，那你会郁闷致死，全文主要讲的就是圣海伦斯火山的喷发，原文有N多个Mount St. Helens，所以即使这个词属于大写的专有名词，但他违背了细节性，是概括性的词汇，也不能作为定位词来寻找答案。

究竟哪些词在托福阅读当中充当定位词?

以下是定位词的分类：

1、特殊词汇

在阅读中有一些词张的比较特殊，这种词很容易被记住，也很容易回原文定位。

好比，在大街上上看到一个人光着身子跑步-------特殊难看

一个人的个子超高，像姚明一样------特殊长

一个人身上穿着10多种颜色的衣服，而且不停的摇头-----特殊怪

特殊怪，特殊长，特殊难

这三种词就是特殊词的所有特征，在文中看到这样的词，一定要警惕。如，

Sequoia 美洲杉 ---特殊怪，很好定位，也经常作为考点。

sodium 【化学】钠---特殊难，大家只要知道是一种化学元素足矣。

Simultaneous 同时的---特殊长，这种词本身的特点决定应作为定位词。

2、数字：通常指时间，金钱和百分比。

有一个道题目是这样问的：

“What are the dates of the TWO major eruptions before 1980?”

那么像1980 3185$ 69%这些词因为长相原因，段落全是英文，突然跑出来几个数字，十分显眼，也就很好回原文找到他们。

3、专有名词：

斜体字，大写人名,地名，大写的专有名词，这一点大家都很熟悉，不用多说。

4、特殊符号：

在特殊符号里或者旁边的词，最好通过符号回原文进行定位，如“paper conversation”，(three cubic miles) 这些词本身并没有什么特别，但放在符号里面，就可以根据符号回原文进行寻找。

总之，在国外考试的阅读中，无论是阅读文章，还是回答后面的10几道题目，定位词的寻找，都是一种有效的应试策略，更是学术文章的阅读的重要方法。

浅析番茄时间管理与托福阅读训练

英语阅读其实远没有我们想象的那么简单。从19前后开始，阅读行为研究作为一项跨学科性的研究，已经在各个方面持续性的进行。阅读行为的产生和人们其它的很多行为一样，受到各种因素的影响，无论是直接还是间接，都能使阅读行为因人、因时、因地而异。其中，时间是一个重要的因素，不同的时间会影响读者阅读行为的产生。许多考生可以利用电脑做各种事情，但是面对电脑屏幕做一两个小时的托福阅读，就不能集中注意力，很容易分神。当然，我们得承认在一个人际交流手段以及获取信息方式不断丰富的社会，人们的时间利用率反而越来越低，专心致志的做一件事情对于很多人来说似乎是一件不可能的任务。瑞典著名的时间管理专家Staffan Noteberg提出了一套专心管理时间的方法，即“番茄时间管理法(Pomodoro Technique),用以提升个人效率，从而改进工作和学习的流程。

一番茄时间管理法是什么?

通常来说，对待一项要去完成的任务或工作，设定一个固定长度的番茄时间，通常为25分钟，这个时间长度根据心理学的研究，是人类最能高度集中注意力的上限。在托福阅读的训练过程中，也建议把一段练习的时间设为一个番茄时间即25分钟。然后在这个时间内集中注意力的阅读文章并完成后面的题目，中间不允许做任何与阅读无关的事情。时间到后，马上进入休息，再进入下一个番茄时间。之前没有完成的题目也可以放到下一个时间来。这种管理时间的方法以一个固定时间的短期迭代为节奏，帮助大家建立可持续的步伐并培养集中注意力的习惯。

二番茄时间管理法如何操作?

执行此方法的做法很简单，准备一支笔、一张纸、一个计时器以及TPO阅读真题。纸的作用主要是明确列出今天的番茄数目也就是练习的数量，以及可以用来进行文章的笔记。当然，练习数量也不宜太多，3个左右即可。然后，计时器打开，25分钟时间内专心看文章做题，计时时间到适度休息，再进入下一个练习。借助简单的工具我们就能容易的达到提高效率的目的，不用考虑工作方法本身的难题。

三哪些考生适合用番茄时间管理法?

1. 阅读训练时很容易分心做其它事情，做题目的过程中易被微博、微信、电话等外部事件干扰，影响做题的连续性

2. 看文章做题漫无目的没有时间控制，没有目标性，大段的时间一篇文章都没有真正完成，有一种挫败感和焦虑感的考生。对他们来说，采用番茄时间管理法可以逐步的克服这些不良的习惯

四番茄时间管理法的原则

1. 不可分割性。在一篇阅读的训练过程中，没有任何事情是可以影响甚至是可以停止不做题目的，为了维护番茄时间的原则性，为了保证训练的高效，是可以对其它事情“say no”,在练习之前，合理的安排其它事务。

2. 适度休息。每一个番茄时间之后，一定要休息调整，放松大脑，从而保证有充足的精力进入后面的练习。

3. 长期坚持，循序渐进。番茄时间管理法需要一段时间内的长期坚持，偶尔一练没有明显的效果，一旦停止会让原来的不良习惯快速反弹。对于自控力确实差的同学，也可以先尝试5分钟内不被打断干扰，然后逐渐增加时间至25分钟。

由此可见，我们要把重点放到操作执行上，番茄时间管理简单具体，让大家在最佳状态下全速前进，高效的完成托福阅读的训练，长期练习速度和熟练程度就会相应提高，1个小时的阅读考试时间也不再是难以完成的任务。

：

篇7：GRE阅读长篇文章特点和快速阅读技巧

GRE阅读长篇文章特点和快速阅读技巧分析讲解

GRE阅读长篇文章文体特征介绍

GRE阅读长篇文章技巧：弄清主题

GRE阅读长篇文章技巧：找到观点

GRE阅读文章多为学术论文

二、主体部分：该部分阐述作者自己的研究方法与理论，以及用于支持自己理论的相关实验现象或历史资料等。

GRE长难句练习及解析：出版的书信全集

But those of us who hoped， with Kolb， that Kolb’s newly published complete edition of Proust’s correspondence for 1909 would document the process in greater detail are disappointed.

译文：但是我们当中的那些希望(也算上Kolb本人)Kolb新出版的19书信的全集能够更加详细的记录下这一过程的人都大失所望。

解释：该句考察的也是复杂修饰和插入语。首先是受who引导的定语从句的影响，主语those of us与谓语的距离很远是造成该句子你难以读懂的原因之一;修饰主语those of us的定语从句who hoped之中又套了一个of引导的宾语从句，宾语从句的主语complete edition又被一前一后的两个定语所修饰，让整个句子显得错综复杂难以理解是造成句子难懂的原因之二;再者，本就是从句套从句的句子当中又加入了一个小小的插入语with Kolb，这个句子虽小，但是却打断了定语从句前后完整的连接，这可谓是造成整个句子难理解的原因之三。

解法：放眼一望，不难看出本句是从句中套从句，还连带有插入语。为了避免干扰，考试可以直接跳过who引导的定于从句和with引导的成对出现逗号的插入语，直接定位到后面的句子谓语部分，化繁为简：But those of us are disappointed. 如此以来，此题志在必得。

GRE长难句练习及解析：放弃写小说

Fallois proposed that Proust had tried to begin a novel in 1908， abandoned it for what was to be a long demonstration of Saint-Beuve‘s blindness to the real nature of great writing， found the essay giving rise to personal memories and fictional developments， and allowed these to take over in a steadily developing novel.

译文：Fallois提出，Proust曾试图于19开始写一部小说，后又因为某一原因——即Saint-Beuve长期以来所展现出的对伟大文学作品真正本质的盲目无知——而放弃了它，发现该文章引发了某些个人的回忆和小说虚构情节的发展，最终让这些内容以一部稳定发展的小说这一形式取而代之。

解释：本句主要考察的是句子的复杂修饰。从that引导的宾语从句开始，以列举的方式描述其动机的变化。但是因为abandoned之后的状语 for…的结构复杂、用词抽象，并且for后面是what 引导的宾语从句中套的另外一个宾语从句，如此以来这个复杂的结构就隔断了句子前后的整体逻辑，干扰到考生对整句话的理解，所以这个结构不太容易被看出来。

解法：看到句子比较长又比较难理解，就先找句子的主谓结构，然后就不难发现该句子的大致结构为Proust had tried to…， abandoned…，found…，and allowed.。。之后再逐一解决各个小分句后面的部分，各个击破，最后整个句子的意思就迎刃而解了。

英语阅读

篇8：GRE阅读出题特点

全面了解GRE阅读出题特点和文章题型细节基础知识

GRE阅读出题形式简介

GRE阅读大量模仿了GMAT逻辑题的出题方式。一言以蔽之：新GRE阅读 = 老GRE阅读 + GMAT逻辑。

GRE阅读中在保留了老GRE长文和短文的基础上，还增加了只有一到四句话的超短文章，称之为微文。微文虽然微小，但极具逻辑。

GRE阅读基本题型讲解

新GRE改革后语文部分做出了调整，而新GRE阅读理解题包含三种题型：

五选一( Multiple-choice Questions—Select One Answer Choice )

三选多( Multiple-choice Questions—Select One or More Answer Choices )

句子功能题( Select-in-Passage )

其中第一种“五选一”就是目前GRE阅读的题型。而第二种“三选多”(从三个选项中选出所有适合的答案，正确答案数不定，只选出部分正确答案者不得分)与第三种“句子功能”题(找到原文中与选项描述相一致的句子并点击该句子)都是阅读理解部分新增的题型。对于新GRE语文部分的内容考生不用慌张，主要还是对单词和阅读的把握。

GRE阅读题在考试中如何出现?

新GRE阅读中,目前已出现的两种情况：

(1)一个Section有4篇文章,均为短阅读,长度约为150~180字左右,每篇题目数量依次为3道,2道,2道,2道,总的题目数量为9道,此时逻辑题为1道.

(2)一个Section有3篇文章,1篇为长阅读,长度约为400~500字左右,题目数为4道,另附2篇短阅读,题目数依次为1道和3道,总共题目数为8道,此时逻辑题为2道.

个人观点：在每个Verbal Section中最多一篇长阅读,由于时间限制的原因,这在超时的OG和限时PP软件上的套题中均有所体现.在题型方面,相较于旧GRE传统的5选1题型,新G在5选1题型基础上,新增了句子选择题以及三项多选题.

总体而言,从文章的难度上,新GRE并没有改变旧GRE文章深奥、句子复杂等特点,同时在题型上注重对于文章具体句子和词汇的考察,也延续了对于文章中事物逻辑的考察,文章主题的把握.文章长度上的整体缩短,但是在题量上的增加,会导致阅读难度不断加大.

GRE阅读文章有哪些特点?

1. 按题材分：文学评论, 美国历史, 弱势群体, 生命科学

2. 按写作方法分：presentation[立论], argument[评论]

3. 按写作套路分：新旧观点型、现象解释型、结论解释型、问题解决型

GRE阅读练习：鸟叫研究

Over the years, biol.ists have suggested two main pathways by which sexual selection may have shaped the evolution of male birdsong. In the first, male competition and intrasexual selection produce relatively short, simple songs used mainly in territorial behavior. In the second, female choice and intersexual selection produce longer, more complicated songs used mainly in mate attraction; like such visual ornamentation as the peacock’s tail, elaborate vocal characteristics increase the male’s chances of being chosen as a mate, and he thus enjoys more reproductive success than his less ostentatious rivals. The two pathways are not mutually exclusive, and we can expect to find examples that reflect their interaction. Teasing them apart has been an important challenge to evolutionary biol.ists.

Early research confirmed the role of intrasexual selection. In a variety of experiments in the field, males responded aggressively to recorded songs by exhibiting territorial behavior near the speakers. The breakthrough for research into intersexual selection came in the development of a new technique for investigating female response in the laboratory. When female cowbirds raised in isolation in sound-proof chambers were exposed to recordings of male song, they responded by exhibiting mating behavior. By quantifying the responses, researchers were able to determine what particular features of the song were most important. In further experiments on song sparrows, researchers found that when exposed to a single song type repeated several times or to a repertoire of different song types, females responded more to the latter. The beauty of the experimental design is that it effectively rules out confounding variables; acoustic isolation assures that the female can respond only to the song structure itself.

If intersexual selection operates as theorized, males with more complicated songs should not only attract females more readily but should also enjoy greater reproductive success. At first, however, researchers doing fieldwork with song sparrows found no correlation between larger repertoires and early mating, which has been shown to be one indicator of reproductive success; further, common measures of male quality used to predict reproductive success, such as weight, size, age, and territory, also failed to correlate with song complexity.

The confirmation researchers had been seeking was finally achieved in studies involving two varieties of warblers. Unlike the song sparrow, which repeats one of its several song types in bouts before switching to another, the warbler continuously composes much longer and more variable songs without repetition. For the first time, researchers found a significant correlation between repertoire size and early mating, and they discovered further that repertoire size had a more significant effect than any other measure of male quality on the number of young produced. The evidence suggests that warblers use their extremely elaborate songs primarily to attract females, clearly confirming the effect of intersexual selection on the evolution of birdsong.

17.1. The passage is primarily concerned with

(A) showing that intrasexual selection has a greater effect on birdsong than does intersexual selection

(B) contrasting the role of song complexity in several species of birds

(C) describing research confirming the suspected relationship between intersexual selection and the complexity of birdsong

(D) demonstrating the superiority of laboratory work over field studies in evolutionary biol.y

(E) illustrating the effectiveness of a particular approach to experimental design in evolutionary biol.y

17.2. The author mentions the peacock’s tail in line 8 most probably in order to

(A) cite an exception to the theory of the relationship between intrasexual selection and male competition

(B) illustrate the importance of both of the pathways that shaped the evolution of birdsong

(D) give an example of a feature that may have evolved through intersexual selection by female choice

(E) refute a commonly held assumption about the role of song in mate attraction

17.3. According to the passage, which of the following is specifically related to intrasexual selection?

(A) Female choice

(B) Territorial behavior

(D) Large song repertoires

(E) Visual ornamentation

17.4. Which of the following, if true, would most clearly demonstrate the interaction mentioned in lines 11-13?

(A) Female larks respond similarly both to short, simple songs and to longer, more complicated songs.

(B) Male canaries use visual ornamentation as well as elaborate song repertoires for mate attraction.

(D) Male jays use songs to compete among themselves and to attract females.

(E) Male robins with elaborate visual ornamentation have as much reproductive success as rivals with elaborate vocal characteristics.

17.5. The passage indicates that researchers raised female cowbirds in acoustic isolation in order to

(A) eliminate confounding variables

(B) approximate field conditions

(D) quantify repertoire complexity

(E) prevent early mating

17.6. According to the passage, the song sparrow is unlike the warbler in that the song sparrow

(A) uses songs mainly in territorial behavior

(B) continuously composes long and complex songs

(D) repeats one song type before switching to another

(E) responds aggressively to recorded songs

17.7. The passage suggests that the song sparrow experiments mentioned in lines 37-43 failed to confirm the role of intersexual selection because

(A) females were allowed to respond only to the song structure

(B) song sparrows are unlike other species of birds

(D) the experiments included the songs of only a small number of different song sparrows

(E) the experiments duplicated some of the limitations of previous field studies

GRE阅读题目具体分析

长文章：我2分钟读完,知道大概是讲大气成分(二氧化碳和m)与气温的关系。不再多想，做题目：

1.主题。简单。

2.定位至4段，因为定位局限，因此可以使用选项定位法(如果定位范围很广则直接跳过)。

(a)看到marine，凭印象也知道4段没有讲，错。

(b)刚好是刚才注意到的语言现象(转折although).

(c)找twice定位。比较范畴错。

(d) 有印象的话这种结构只在第二段出现过，错。

(e)看到most马上就知道错，不仅仅是本段，即使放在全文也没有出现过最高级，至出现了大量的比较级，而比较级中没有出现过than any这样的字眼，因此最高级必错。

3.定位至二段。

三个语言现象。大概心里有数，直接看选项：

(a)虽然有比较，但是这种比较没有先后因果的概念。错。

(b)only未出现过。错。

(c)如果不能马上判断，先跳过。

(d)无比较。错。

(e)标准改写。(语言现象：重大转折although)

4.明确定位的题目。简单，只说选项缩读：

(b)simulation model为4段内容。

(d)(e)benefit/benefitial莫名其妙。并且(e)中的have been found原文中没有。

5.6.属于可以错的题目，因为没有明确定位，而没有明确定位的题目具有很大偶然性，我当时一看题目，感觉两个题目都象是取非题但又无法定位，就直接跳过做第7题了。这个取舍过程花了1分钟不到的时间。虽然本文的这两个题目还算不难，凭背景知识也可以做对，但是不能保证考场上也有这样幸运的题目，并且在当时(91年)可能这也算比较新颖的知识。因此错了绝对可以，我是给自己这样的允许的。但是象上面的4个题目和下面的第7题是绝对不能错的，我们平时练习的最终目的就是保证这些题目的正确率。这2个题目的解题方法不讲，一来我没有思考(我从来不思考这些难度题目)，二来感觉不具有普遍性。

7.结构题，简单，略。

总结：文章不难，题目也不难，就是时间紧张，尤其在考场上更会是如此。文章读个大概就可以了，题目有取舍有先后顺序有大体原则(刚才演示过了)。

短文章：

首句：作者说了arrom这个人说了个女人地位的评价。好，我们关注的就是作者对这个人所做评价的评价。

二句：语言现象：比较级+排比句+转折(while后置了)

三句：似乎是一个虚拟语气，不多想，放在这里。

四句开始：很明显的作者的评价，最最重要的地方，要读懂。

8.主题：只说缩读：

(b) 先不管到底这句话对不对，至少一眼要能看出这是细节内容，错。

(d)看到reject就知道错。

(e)看完后，1790错。

9.明确定位，简单，略。

10.题目提示agree，大概回想到前面的排比句里面找。

11.简单，(d)(e)看到首词即可知道错误。

总结：坚持这样的思路下来，本练习的11个题目里面对8-9个是完全应该的，除了长文章的5，6题不计入应该对的题目之外，其它题目都是应该掌握的，判断标准：能不能定位明确。

篇9：GRE阅读主题句写法特点分析

GRE阅读主题句写法特点分析找对主题句看清文章套路

GRE阅读主题句特点形式介绍

美国人的思维和我们并不一样，和国内考生写文章也不一样，美国人的阅读文章中从来都不出现“I think that，in my opinion，as far as I am considered”此类语言做主题句。通常来说主题句有以下两种形式：

1. 判断句(含情态动词，系动词，正负褒贬词的句子)。

2. 概括文章将来结构。

比如下面的一个句子：Your minds changed my attitude. 这句话中并没有加入情态动词和系动词，因此这句话自然不是判断句，也就不是主题句。但只要在这句话中加入一个正负褒贬词，即一个词表明作者的态度或观点的词即是判断句了。比如，Your minds successfully changed my attitude即是判断句了。

另外，如果一个句子不是判断句，只要它能够概括文章将来结构，及文章后面会从哪几个方面来说明，也是主题句。比如，People are living longer now. 这句话一定不是主题句，而如果这句话是，People are living longer now since the improvement of food condition and the development of medical technology.这句话即是主题句了。因为它概括了文章后面会从哪几个方向来进行说明。

学会判断主题句有哪些好处?

如果考生在新GRE阅读题中掌握好了主题句判断方法，很多文章便可以很快把握文章的结构框架，帮助后面文章的理解。

比如一篇文章的开头是：Mycorrhizal fungi infect more plants than do any other fungi and are necessary for many plants to thrive， but they have escaped widespread investigation until recently for two reasons. First， the symbiotic association is so well-balanced that the roots of host plants show no damage even when densely infected. Second， the fungi cannot as yet be cultivated in the absence of a living root.

第一句是明显的判断句，即为主题句。而主题句也同时概括了文章的将来结构，即会从“M真菌影响力很强”和“M真菌过去由于两个原因没有得到广泛研究”。下面马上看到了first和second，我们即知道这两个很难读懂的句子无非是两个原因使得M真菌没有得到广泛研究而已，具体是哪两个原因，我们几乎可以忽略不读。

GRE阅读练习

Many critics of Emily Bronte’s novel Wuthering Heights see its second part as a counterpoint (a complementing or contrasting item: OPPOSITE) that comments on, if it does not reverse, the first part, where a “romantic” reading receives more confirmation. Seeing the two parts as a whole is encouraged by the novel’s sophisticated structure, revealed in its complex use of narrators and time shifts. Granted that the presence of these elements need not argue an authorial awareness of novelistic construction comparable to that of Henry James, their presence does encourage attempts to unify the novel’s heterogeneous parts. However, any interpretation that seeks to unify all of the novel’s diverse elements is bound to be somewhat unconvincing. This is not because such an interpretation necessarily stiffens into a thesis (although rigidity in any interpretation of this or of any novel is always a danger), but because Wuthering Heights has recalcitrant elements of undeniable power that, ultimately, resist inclusion in an all-encompassing interpretation. In this respect, Wuthering Heights shares a feature of Hamlet.

17. According to the passage, which of the following is a true statement about the first and second parts of Wuthering Heights?

(A) The second part has received more attention from critics.

(B) The second part has little relation to the first part.

(D) The second part provides less substantiation for a “romantic” reading.

(E) The second part is better because it is more realistic.

18. Which of the following inferences about Henry James’s awareness of novelistic construction is best supported by the passage?

(A) James, more than any other novelist, was aware of the difficulties of novelistic construction.

(B) James was very aware of the details of novelistic construction.

(D) James’s awareness of novelistic construction has led most commentators to see unity in his individual novels.

(E) James’s awareness of novelistic construction precluded him from violating the unity of his novels.

19. The author of the passage would be most likely to agree that an interpretation of a novel should

(A) not try to unite heterogeneous elements in the novel

(B) not be inflexible in its treatment of the elements in the novel

(D) concentrate on those recalcitrant elements of the novel that are outside the novel’s main structure

(E) primarily consider those elements of novelistic construction of which the author of the novel was aware

20. The author of the passage suggests which of the following about Hamlet?

I. Hamlet has usually attracted critical interpretations that tend to stiffen into theses.

II. Hamlet has elements that are not amenable to an all-encompassing critical interpretation.

III. Hamlet is less open to an all-encompassing critical interpretation than is Wuthering Heights.

IV. Hamlet has not received a critical interpretation that has been widely accepted by readers.

(A) I only

(B) II only

(D) III and IV only

(E) I, II, and III only

The determination of the sources of copper ore used in the manufacture of copper and bronze artifacts of Bronze Age (Bronze Age: n. 铜器时代) civilizations would add greatly to our knowledge of cultural contacts and trade in that era. Researchers have analyzed artifacts and ores for their concentrations of elements, but for a variety of reasons, these studies have generally failed to provide evidence of the sources of the copper used in the objects. Elemental composition can vary within the same copper-ore lode, usually because of varying admixtures of other elements, especially iron, lead, zinc, and arsenic. And high concentrations of cobalt or zinc, noticed in some artifacts, appear in a variety of copper-ore sources. Moreover, the processing of ores introduced poorly controlled changes in the concentrations of minor and trace elements in the resulting metal. Some elements evaporate during smelting and roasting; different temperatures and processes produce different degrees of loss. Finally, flux, which is sometimes added during smelting to remove waste material from the ore, could add quantities of elements to the final product.

An elemental property that is unchanged through these chemical processes is the isotopic composition of each metallic element in the ore. Isotopic composition, the percentages of the different isotopes of an element in a given sample of the element, is therefore particularly suitable as an indicator of the sources of the ore. Of course, for this purpose it is necessary to find an element whose isotopic composition is more or less constant throughout a given ore body, but varies from one copper ore body to another or, at least, from one geographic region to another.

The ideal choice, when isotopic composition is used to investigate the source of copper ore, would seem to be copper itself. It has been shown that small but measurable variations occur naturally in the isotopic composition of copper. However, the variations are large enough only in rare ores; between samples of the common ore minerals of copper, isotopic variations greater than the measurement error have not been found. An alternative choice is lead, which occurs in most copper and bronze artifacts of the Bronze Age in amounts consistent with the lead being derived from the copper ores and possibly from the fluxes. The isotopic composition of lead often varies from one source of common copper ore to another, with variations exceeding the measurement error; and preliminary studies indicate virtually uniform isotopic composition of the lead from a single copper-ore source. While some of the lead found in an artifact may have been introduced from flux or when other metals were added to the copper ore, lead so added in Bronze Age processing would usually have the same isotopic composition as the lead in the copper ore. Lead isotope studies may thus prove useful for interpreting the archaeological record of the Bronze Age.

21. The primary purpose of the passage is to

(A) discuss the techniques of analyzing lead isotope composition

(B) propose a way to determine the origin of the copper in certain artifacts

(D) describe the deficiencies of a currently used method of chemical analysis of certain metals

(E) offer an interpretation of the archaeological record of the Bronze Age

22. The author first mentions the addition of flux during smelting (lines 18-21) in order to

(A) give a reason for the failure of elemental composition studies to determine ore sources

(B) illustrate differences between various Bronze Age civilizations

(D) illustrate the uniformity of lead isotope composition

(E) explain the success of copper isotope composition analysis

23. The author suggests which of the following about a Bronze Age artifact containing high concentrations of cobalt or zinc?

(A) It could not be reliably tested for its elemental composition.

(B) It could not be reliably tested for its copper isotope composition.

(D) It could have been manufactured from ore from any one of a variety of sources.

(E) It could have been produced by the addition of other metals during the processing of the copper ore.

24. According to the passage, possible sources of the lead found in a copper or bronze artifact include which of the following?

I. The copper ore used to manufacture the artifact

II. Flux added during processing of the copper ore

III. Other metal added during processing of the copper ore

(A) I only

(B) II only

(D) II and III only

(E) I, II, and III

25. The author rejects copper as the “ideal choice” mentioned in line 33 because

(A) the concentration of copper in Bronze Age artifacts varies

(B) elements other than copper may be introduced during smelting

(D) among common copper ores, differences in copper isotope composition are too small

(E) within a single source of copper ore, copper isotope composition can vary substantially

26. The author makes which of the following statements about lead isotope composition?

(A) It often varies from one copper-ore source to another.

(B) It sometimes varies over short distances in a single copper-ore source.

(D) It frequently changes during smelting and roasting.

(E) It may change when artifacts are buried for thousands of years.

27. It can be inferred from the passage that the use of flux in processing copper ore can alter the lead isotope composition of the resulting metal EXCEPT when

(A) there is a smaller concentration of lead in the flux than in the copper ore

(B) the concentration of lead in the flux is equivalent to that of the lead in the ore

(D) any lead in the flux has the same isotopic composition as the lead in the ore

(E) other metals are added during processing

答案：17-27：DBBBBADEDAD

篇10：托福阅读中学术类文章该如何应对

托福阅读文章来源多种多样，不同类型的文章题材有不同的解题技巧，下面就为大家介绍托福阅读中学术类文章解题技巧。

托福阅读中学术类文章该如何应对?

1.托福阅读文章之学术篇的结构

在托福阅读学术性文章中，一般需要具备三个组成部分：

(1)Topic 话题：即文章的主角是什么。比如讲解某个科学理论、研究某种社会现象，探讨某个历史事件;

在托福文章中，这种导入性信息往往出现在篇首位置。考生可以根据篇首段信息对整篇文章所要讨论的核心内容有所了解;

在这种托福阅读题材中，往往依照各个方面之间的层次关系，将各个方面拆分为若干个独立的自然段落，共同组成行文主体;

(3)Attitude态度：即文章的作者对于所讨论话题持怎样的态度。或是积极肯定，或是消极否定，或是保持中立。

在托福文章中，态度往往是被较多的淡化甚至有可能省略不提。Topic话题 + Aspects方面 + Attitude态度，这三要素加起来就是标准学术论文体的“T+A+A 篇章结构”。托福文章大都遵循这种结构，考生通过篇首段落信息来把控整个文章话题及大致讨论方向，再抓住文章的各个段落主旨，便可洞悉整个文章脉络和逻辑结构。

2.托福阅读学术性文章的段落结构

托福阅读学术性文章的自然段落，一般需要具备两个组成部分：

(1) Topic Sentence主旨句：表达段落的主旨，即本段想要表达的核心内容是什么;

(2) Detail 细节：为了详细说明段落中心含义，所罗列的相关支持内容，即本段通过哪些例证来阐明主旨句。

总结：当考生们了解了这种TAA 篇章结构和TS+D段落结构的行文规律后，对文章框架的把握就会做到心里有数，更有利于提高托福阅读速度和定位有效信息的准确度。

托福阅读要突破这些学术词汇

1. 人：学术型的新托福阅读中最常出现的就是各种科学家，以ist和er结尾居多。

例如：anthropologist，archaeologist，paleontologist，zoologist，geographer，astronomer

(人类学家，考古学家，古生物学家，动物学家，地理学家，天文学家)

这类的托福阅读词汇大家无需记住拼写，只要在阅读中出现可以辨认就足以。在面对未知的专有名词时，至少要判断他们存在于那个学科，才好进行下一步的推理。

2. 地质、地貌：这类文章在新托福阅读学术中比重很大，建议大家对常用词汇进行积累。

例如：volcano，layer，conglomerate，karst，porous，permeable，meteorolite，asteroid

火山，(地)层，砾岩，喀斯特地貌(石灰岩的一种地形)，多孔的(有透气性与透水性)，可渗透的，陨石，小行星

3. 气候、动物与生态：与生物和地球有关的话题是新托福阅读永远的宠儿。

例如：unpredictable，vary，range from，extinction，endangered，tropical，jungle，equatorial

不可预测的，改变(动词)，变化幅度(动词)，灭绝，濒危的，热带的，丛林，赤道附近的

4. 历史、考古，这类题材是分水轮流转的对象，也要加以注意。尤其是历史文章的考法不是单纯的讲古，而是从各个层面切入，有很多的表现形式。可能是古人类的迁徙，那就是人类历史。贸易和交通运输的发展，那就是经济史，等等。

例如，relics，remains，mausoleum，handicraft，cohesiveness，territorial，civilization

遗迹，遗迹或残骸，陵墓，手工艺品，凝聚性，领土的，文明

5. 关键副词，这类词往往在托福阅读中很不显眼，但是会左右整个句子的含义，他们是最需要加以注意的对象。一些看起来含有否定前缀的词可能是肯定含义，而一些完全没有否定词缀的副词却可能是真正的杀手!

例如：rarely，merely，undeniable

可以看出这些托福阅读词汇有些可能不需要记拼写，但是还是需要大家着重关注的，新托福阅读的背景知识较为丰富，大家如果想在托福阅读上有所突破就要合理的准备这些词汇。

新东方在线提醒您出国留学首先要做好留学规划，为早在高一、高二、大一、大二就有留学计划的申请人提供“留学规划”的服务，正所谓“凡事预则立，不预则废。”从学业，实习，课外等角度全面提高申请人，才能赢得进入名校、争取奖学金的竞争力。

天道“留学规划”具体服务项目如下：

1. 帮助申请人制定申请目标

2. 根据申请目标，分析申请人背景优劣势

3. 制定各项出国考试时间规划

4. 针对目标专业和目前背景，确定专业相关成绩提升，选修课以及辅修专业方案

5. 制定学术、研究背景提升计划

6. 制定实习工作计划，指导制作实习简历，提供面试辅导

7. 制定社会活动方案及国际文化交流计划

8. 制定名校/奖学金申请方案

9. 初步选定推荐人，指导申请人联系合适的推荐人

10. 制定适合申请人的个性化《教育规划方案》

托福阅读技巧之如何巧用关键词?

托福考试阅读部分一篇文章一般较长，所以一般是以段落为单位的。有时候可能会有学生说我做题的时候并不会去看整段啊，或者有学生说我看懂了哎，但题目就是没做对啊!其实我们在阅读一个段落时要学会使用方法，是什么方法可以帮助我们快速阅读呢?

要读懂一个段落我们只需要抓住几个关键词而已。那么关键词怎么抓呢?一是看逻辑信号词;二是读句子的时候一定牢记只看主干!下面我们就以托福TPO25中的文章The Decline of Venetian Shipping为例，说说如何巧抓关键词。

TPO25-2 The Decline of Venetian Shipping：

Paragraph 2 This decline can be seen clearly in the changes that affected Venetian shipping and trade. First， Venic’s intermediary functions in the Adriatic Sea， where it had dominated the business of shipping for other parties， were lost to direct trading. In the fifteenth century there was little problem recruiting sailors to row the galleys (large ships propelled by oars)： guilds (business associations) were required to provide rowers， and through a draft system free citizens served compulsorily when called for. In the early sixteenth century the shortage of rowers was not serious because the demand for galleys was limited by a move to round ships (round-hulled ships with more cargo space)， with required fewer rowers. But the shortage of crews proved to be a greater and greater problem， despite continuous appeal to Venic’s tradition of maritime greatness. Even though sailors’ wages doubled among the northern Italian cities from 1550 to 1590， this did not elicit an increased supply.

以上算得上是托福阅读中较长的段落了，在快速阅读这个段落的时候我们要找的关键词是：逻辑信号词—如段落中所标示的first， but， this… 我们不难发现这些信号词所在的句子基本都是解题的信息点。那么在做题定位时不妨多加留意。当然，抓住这些关键词并不难，难在理解。

接下来我们就来看看理解这些句子时的关键词。每段话的首句是必定要读的。This decline can be seen clearly in the changes that affected Venetian shipping and trade。这是包含了一个定语从句的复杂句。先看到核心词changes，再看到Venetian shipping and trade。这篇文章接下来具体要写的内容就展露无遗，也就是威尼斯船业和贸易的变迁。

First，这当然是开始写shipping的标志了。Venice’s intermediary functions in the Adriatic Sea， where it had dominated the business of shipping for other parties， were lost to direct trading. 我们一直强调句子要读主干，那么简单地看这个句子就是Venice’s functions were lost，核心词很显然是lost，也对应了整篇文章的主题 decline. 接下来两句写到了15和16世纪遇到的船员难招的问题。…there was little problem recruiting sailors to row the galleys (large ships propelled by oars)： guilds (business associations) were required to provide rowers， and through a draft system free citizens served compulsorily when called for. 这句话中有冒号的出现，阅读冒号之前的内容there was little problem;到下一句：the shortage of rowers was not serious because the demand for galleys was limited by a move to round ships (round-hulled ships with more cargo space)， with required fewer rowers. 这句中要看到的核心是not serious;再往后看到But….to be a greater and greater problem. 到这里意思应该已经一目了然了，就是讲威尼斯船业在招聘船员方面所遭遇的变迁：little problem—not serious —greater problem.

刚才我们讲了文章阅读部分要抓关键词，其实我们在阅读题目和选项时也是需要寻找关键词的。有些题目的选项是比较长的，四个选项看上去也差不多一段话了，所以一定要抓住关键词判断才行，如否定词、比较词和并列词。这些是快速浏览选项的第一步。再次也要看到题干和每个选项中能让我们快速定位到原文的关键词。我们还是以托福TPO25为例：

TPO25-1 The Surface of Mars

Paragraph 5 As on the Moon， the extent of large impact cratering (i.e. craters too big to have been filled in by erosion since they were formed) serves as an age indicator for the Martian surface. Age estimates ranging from four billion years for Mars’s southern highlands to a few hundred million years in the youngest volcanic areas were obtained in this way。

According to paragraph 5， what have scientists been able to determine from studies of large impact cratering on Mars?

A. Some Martian volcanoes are much older than was once thought。

B. The age of Mars’s surface can vary from area to area。

C. Large impact craters are not reliable indicators of age in areas with high volcanic activity。

D. Some areas of the Martian surface appear to be older than they actually are。

划出选项中的关键词后，定位到原文迅速浏览发现原文中并无如A和D选项中的比较，C中的否定词not和原文是明显相矛盾的，故而选择B，而B选项对应的恰好是本段末句：Age estimates ranging from four billion years for Mars’s southern highlands to a few hundred million years in the youngest volcanic areas were obtained in this way。

根据以上分析，我们应该明白在阅读之时何为关键词。简单地讲有定位关键词和判断关键词。定位关键词包括题干及选项中的名词，还有就是段落中那些一直向你示好的逻辑信号词了，不要忘记用它们找到你解题需要的信息。判断关键词是选项中那些有特色的词汇，包括否定词，比较词或者是句子主干中的动词等，根据这些词和原文进行对应，至少有一半的选项可以迅速被排除。

【GRE阅读学术类文章特点分析】相关文章：