下面是范文網(wǎng)小編收集的GRE閱讀備考調(diào)整思維方式是開始3篇 gre閱讀備考調(diào)整思維方式是開始還是，歡迎參閱。
GRE閱讀備考調(diào)整思維方式是開始1
P24
Some researchers claim that cetaceans—whales and dolphins—have culture, which the researchers define as the ability to learn from one another. Skeptics, however, demand clear evidence that cetaceans can acquire new behaviors through some form of social learning, preferably clear-cut instances of imitation or teaching. But such evidence is difficult to obtain. While few people doubt that captive cetaceans are adept at imitation or that they reproduce behaviors taught by researchers, biologists seeking insight into cetaceans’ behavior in their natural habitats must rely on deduction rather than experiments. If members of a particular group share behaviors that do not result from genetic inheritance or environmental variation, then they have almost certainly learned them by watching, following, or listening to other animals.
1. Which of the following best describe the function of the highlighted sentence?
A. It identifies a factor that complicates biologists’ ability to draw conclusions about the behavior of cetaceans in their natural environments.
B. It illustrates the kind of deduction mentioned in the preceding sentence.
C. It explains why skeptics have remained unpersuaded by evidence that has been put forward in support of the claim that cetaceans have culture.
D. It introduces a claim that would be dismissed by both supporters and opponents of the view that cetaceans have culture.
E. It notes a previously overlooked factor that might shed light on the question of whether cetaceans have culture.
2. The passage suggests which of the following about captive cetaceans?
A. Whether they are engaged in social learning is a subject of disagreement among biologists.
B. Their ability to imitate new behaviors is more extensive than that of noncaptive cetaceans.
C. They exhibit few behaviors that have not also been observed in cetaceans in their natural habitats.
D. They appear to adopt new behaviors more quickly than noncaptive cetaceans.
E. They exhibit tendencies that suggest a capacity for the kind of behavior that qualifies as cultural.
P24
1
Some researchers claim that cetaceans — whales and dolphins — have culture, which the researchers define as the ability to learn from one another.
一些研究者認(rèn)為鯨目動(dòng)物 —— 鯨和海豚 —— 擁有文化，研究者把它定義為互相學(xué)習(xí)的能力。
【si-'tā-sh?n】
2
Skeptics, however, demand clear evidence that cetaceans can acquire new behaviors through some form of social learning, preferably clear-cut instances of imitation or teaching.
然而對(duì)此持懷疑態(tài)度的人，要求給出鯨目動(dòng)物可以通過某種社交學(xué)習(xí)的形式，習(xí)得新行為的確定證據(jù)，最好是清晰無誤的模仿或教學(xué)的例子。
3
But such evidence is difficult to obtain.
但這種證據(jù)不易獲得。
4
While few people doubt that captive cetaceans are adept at imitation or that they reproduce behaviors taught by researchers, biologists seeking insight into cetaceans’ behavior in their natural habitats must rely on deduction rather than experiments.
盡管沒什么人懷疑，被圈養(yǎng)的鯨目動(dòng)物擅長模仿，或者說它們復(fù)制研究者教給它們的行為，但想要理解自然棲息地的鯨目動(dòng)物的行為，生物學(xué)家必須依賴推演，而不是實(shí)驗(yàn)。
5
If members of a particular group share behaviors that do not result from genetic inheritance or environmental variation, then they have almost certainly learned them by watching, following, or listening to other animals.
如果某個(gè)群體的成員都具有一些，并非來自于基因遺傳或環(huán)境改變(造成)的行為，那么幾乎可以確定它們是通過觀察，跟隨或聽從其他動(dòng)物而習(xí)得的。
1. Which of the following best describe the function of the highlighted sentence?
A. It identifies a factor that complicates biologists’ ability to draw conclusions about the behavior of cetaceans in their natural environments.
B. It illustrates the kind of deduction mentioned in the preceding sentence.
C. It explains why skeptics have remained unpersuaded by evidence that has been put forward in support of the claim that cetaceans have culture.
D. It introduces a claim that would be dismissed by both supporters and opponents of the view that cetaceans have culture.
E. It notes a previously overlooked factor that might shed light on the question of whether cetaceans have culture.
選 B
舉例說明前一句話中提到的 deduction 。
2. The passage suggests which of the following about captive cetaceans?
A. Whether they are engaged in social learning is a subject of disagreement among biologists.
B. Their ability to imitate new behaviors is more extensive than that of noncaptive cetaceans.
C. They exhibit few behaviors that have not also been observed in cetaceans in their natural habitats.
D. They appear to adopt new behaviors more quickly than noncaptive cetaceans.
E. They exhibit tendencies that suggest a capacity for the kind of behavior that qualifies as cultural.
選 E
難題，一起看。
A
強(qiáng)干擾項(xiàng)。關(guān)于鯨目動(dòng)物是否能夠社交學(xué)習(xí)，生物學(xué)家意見不同。單看這句話，無比對(duì)。但請(qǐng)注意題目問的是 CAPTIVE cetaceans 而不是單純的 cetaceans，加了 captive 這個(gè)限定成分，這句話仍然對(duì)，但不如 E 更優(yōu)。
B
干擾項(xiàng)。被圈養(yǎng)的鯨目動(dòng)物模仿新行為的能力，范圍比野生的更廣。這是一個(gè)難以證實(shí)的結(jié)論，被圈養(yǎng)的海豚的確有非常強(qiáng)的模仿能力，能夠遵照人類的指令做很多事，但野生的海豚，你甚至難以確定它有沒有模仿能力，它不模仿你很可能只是因?yàn)樗X得你傻，不想模仿你，而并非不具備模仿的能力，可你一旦把它抓起來逼它模仿，逼它展示能力，就使它失去了野生動(dòng)物的設(shè)定。陷阱啊同學(xué)們。
C
錯(cuò)在 few 。我覺得任何一個(gè)看過海豚表演(哪怕是視頻里看過)的人，都知道它們可以學(xué)習(xí)一些在棲息地野生條件下所不具備的行為，比如我敢打賭野生海豚不會(huì)跳出水面鉆一個(gè)火圈，野生環(huán)境里根本就沒有火圈給它鉆。
D
錯(cuò)在 more quickly，難以證實(shí)，同 B 。
E
它們展現(xiàn)出一些可能，即具備可以被認(rèn)為形成某種文化的行為的學(xué)習(xí)能力。
翻譯成中文，就不太像人話，我再意譯一下。
有些生物學(xué)家認(rèn)為鯨目動(dòng)物可以被認(rèn)為形成了文化，即它們有通過社交活動(dòng)，習(xí)得新行為的能力。另外一些生物學(xué)家說你拿出證據(jù)來，誰跟誰學(xué)了，學(xué)了啥，咋學(xué)的，無視頻無真相，前者拿不出。
接著作者說，這種證據(jù)不好找。(因?yàn)榫退隳阏业搅艘粋€(gè)個(gè)例，A 跟 B 學(xué)了，你也只能證明 A 和 B 之間存在某種形成了文化的可能，而不是整個(gè)鯨目動(dòng)物都形成了學(xué)習(xí)的文化。)所以作者說，要支持這個(gè)結(jié)論，需要依賴推演 deduction 而不是實(shí)驗(yàn) experiments 。然后作者還例舉了一種 deduction，即句 5 。
現(xiàn)在我們理一理線索：
1 鯨目動(dòng)物有模仿人或者說聽從人類指令的能力和行為?有。
2 鯨目動(dòng)物互相之間有沒有(非基因或環(huán)境因素導(dǎo)致)學(xué)習(xí)行為?沒觀察到。
盡管 2 尚未被證明，但 1 的成立，讓有些科學(xué)家懷疑，它們已經(jīng)產(chǎn)生了學(xué)習(xí)的文化。而讓 1 成立的，正是那些 captive cetaceans 。所以說：They exhibit tendencies that suggest a capacity for the kind of behavior that qualifies as cultural.
所以選 E。
GRE閱讀備考調(diào)整思維方式是開始2
P23
When Earth formed 4.6 billion years ago, the Sun burned only 70 percent as brightly as it does today. Yet Geologic record contains no evidence for widespread glaciation until 2.3 billion years ago. Sagan and Mullen suggested in the 1970s that ammonia, a greenhouse gas, warmed early Earth’s atmosphere, but subsequent research showed that the Sun’s ultraviolet rays rapidly destroy ammonia in an oxygen-free environment, such as that of early Earth. Many scientists now attribute much of the warming of early Earth to oxygen-intolerant microbes—methanogens—that produce the greenhouse gas methane. The methanogen hypothesis could help to explain the first global ice age: 2.3 billion years ago, Earth’s atmosphere began to fill with oxygen produced by other microbes—cyanobacteria—causing methanogens to decline rapidly.
1. Which of the following best describes the function of the highlighted sentence?
A. It refutes the possibility of a connection between two events previously thought to be related.
B. It describes how a hypothesis might account for the timing of a phenomenon described earlier in the passage
C. It presents evidence that casts doubt on a statement made in the first sentence of the passage
D. It clarifies a distinction between two related hypotheses
E. It introduces findings that challenge a dominant explanation for a particular phenomenon
2. Which of the following can be inferred from the passage about methanogens?
A. Methanogens must have appeared on Earth later than 2.3 billion years ago.
B. Methanogens must have been much more prevalent in some regions of the early Earth than in others.
C. Methanogens produce a greenhouse gas that is more susceptible to destruction by the Sun’s ultraviolent rays than is ammonia.
D. Methanogens could not have thrived in early Earth’s atmosphere without the presence of ammonia.
E. Methanogens would have had a less significant effect on early Earth’s atmosphere if they had evolved after the appearance of cyanobacteria.
P23
1
When Earth formed 4.6 billion years ago, the Sun burned only 70 percent as brightly as it does today.
46 億年前地球剛形成時(shí)，太陽燃燒發(fā)出的亮度值相當(dāng)于今天的七成。
2
Yet Geologic record contains no evidence for widespread glaciation until 2.3 billion years ago.
然而地質(zhì)記錄中直到 23 億年前才首次出現(xiàn)廣泛的結(jié)冰期的證據(jù)。
3
Sagan and Mullen suggested in the 1970s that ammonia, a greenhouse gas, warmed early Earth’s atmosphere, but subsequent research showed that the Sun’s ultraviolet rays rapidly destroy ammonia in an oxygen-free environment, such as that of early Earth.
S 和 M 于 1970 年代提出氨，一種溫室氣體，導(dǎo)致地球大氣暖化，但隨后的研究表明，太陽紫外線在無氧環(huán)境中快速分解了氨，這正如形成初期的地球的大氣環(huán)境。
4
Many scientists now attribute much of the warming of early Earth to oxygen-intolerant microbes — methanogens — that produce the greenhouse gas methane.
現(xiàn)在，許多科學(xué)家把早期地球暖化，主要?dú)w因于厭氧微生物 —— 甲烷菌 ——它產(chǎn)生溫室氣體甲烷。
5
The methanogen hypothesis could help to explain the first global ice age: 2.3 billion years ago, Earth’s atmosphere began to fill with oxygen produced by other microbes — cyanobacteria — causing methanogens to decline rapidly.
甲烷菌假設(shè)，可以幫助解釋第一次全球結(jié)冰期：23 億年前，地球大氣開始充滿其他微生物 —— 藻青菌生產(chǎn)的氧氣 —— 致使甲烷菌迅速減少。
1. Which of the following best describes the function of the highlighted sentence?
A. It refutes the possibility of a connection between two events previously thought to be related.
B. It describes how a hypothesis might account for the timing of a phenomenon described earlier in the passage
C. It presents evidence that casts doubt on a statement made in the first sentence of the passage
D. It clarifies a distinction between two related hypotheses
E. It introduces findings that challenge a dominant explanation for a particular phenomenon
選 B
它描述了一種假設(shè)，也許可以解釋前文出現(xiàn)的一種現(xiàn)象出現(xiàn)的時(shí)機(jī)。
文段開頭描述了一種現(xiàn)象：地球剛開形成時(shí)，太陽燃燒發(fā)光比現(xiàn)在弱(暗示那時(shí)地球應(yīng)該很冷)，但地址記錄中直到地球形成 23 億年后，才出現(xiàn)第一次廣泛冰期的證據(jù)(意味著最開始的 23 億年并不冷)。
高亮句對(duì)這種現(xiàn)象給出一種假設(shè)，作為解釋：
最開始地球上充滿了 methanogens，它們討厭氧氣，它們每天的工作就是產(chǎn)生甲烷，而甲烷作為一種溫室氣體，使地球在太陽照射較弱的前 23 億年保持溫暖。但 23 億年的某個(gè)時(shí)間，突然出現(xiàn)了大量的 cyanobacteria 藻青菌，這些家伙開始生產(chǎn)氧氣，氧氣毒死了之前那些 methanogens，也就減少了大氣中的甲烷 methan，結(jié)果地球變冷，出現(xiàn)了第一次冰期。
所以選 B 。
2. Which of the following can be inferred from the passage about methanogens?
A. Methanogens must have appeared on Earth later than 2.3 billion years ago.
B. Methanogens must have been much more prevalent in some regions of the early Earth than in others.
C. Methanogens produce a greenhouse gas that is more susceptible to destruction by the Sun’s ultraviolent rays than is ammonia.
D. Methanogens could not have thrived in early Earth’s atmosphere without the presence of ammonia.
E. Methanogens would have had a less significant effect on early Earth’s atmosphere if they had evolved after the appearance of cyanobacteria.
選 E
從文中可以得到什么推論。
A
產(chǎn)甲烷菌一定出現(xiàn)在 23 億年以后。錯(cuò)的離譜。文段邏輯顯然是，前 23 億年無冰期都靠 methanogens 撐場面。
B
產(chǎn)甲烷菌在某些地區(qū)更多。未知信息。
C
產(chǎn)甲烷菌生產(chǎn)一種，比氨更容易被太陽紫外線摧毀的溫室氣體。說反了。
D
錯(cuò)。因?yàn)?methanogens 就是產(chǎn)甲烷的，從名字都能看出來。
E
如果 methanogens 比 cyanobateria 出現(xiàn)的晚，作用就不那么重要了。正確，因?yàn)楹笳邥?huì)殺死前者，前者的暖化作用就被削弱了。
GRE閱讀備考調(diào)整思維方式是開始
GRE閱讀備考調(diào)整思維方式是開始3
閱讀思維塑造：文中沒說的不要選
看似簡單，其實(shí)包含的道理很復(fù)雜，人是主觀動(dòng)物，考生們總會(huì)習(xí)慣性的根據(jù)自己的知識(shí)對(duì)文中不存在的東西進(jìn)行腦補(bǔ)，然后得出一個(gè)看似有理，實(shí)則荒謬的答案。所以，請(qǐng)各位考生在下筆選之前，首先問自己這個(gè)原文到底說了沒有，如果沒說而是自己下意識(shí)得出的推理猜測，那么還請(qǐng)三思而后選。
閱讀思維塑造：“取非”思想
這個(gè)思維簡單實(shí)用。在GRE閱讀中，虛擬語氣就有一種很有用的含義，那就是——見到虛擬語氣就要想到“取非”。比如作者如果寫到：“如果我能夠把韋氏字典都背完，那我GRE閱讀肯定沒有問題了?！边@句話其實(shí)想要表達(dá)的問題就是“我的GRE閱讀有問題”。運(yùn)用這種取非的思想我們可以迅速的把握作者的態(tài)度，以及作者想要表達(dá)的真實(shí)意思。就不用先翻譯成繞口的中文，再拼命的思索其中的含義，可以有效地為考試爭取時(shí)間。在題干中看到虛擬語氣，大多需要用到取非思想，與之相對(duì)應(yīng)的一種題型是GRE閱讀題中常見的一種，叫做“改進(jìn)型取非題”。既然是改進(jìn)，原文肯定說到了它的不好之處或者有unless的句子，我們把造成不好的原因取非，就是所要的答案了。取非的思路除了可以在虛擬語氣中使用，還可以在另一種邏輯關(guān)系中使用，就是強(qiáng)對(duì)比的關(guān)系，也就是GRE閱讀題中另一種?？碱}型“強(qiáng)對(duì)比互取非題”，其主要特點(diǎn)是：原文中有強(qiáng)對(duì)比的雙方，題干只問及其中一方，答案是對(duì)另一方敘述的取非;或者題干和原文存在強(qiáng)對(duì)比要素，如典型的時(shí)間要素，答案也是對(duì)原文的敘述取非。這就是時(shí)間狀語的取非。其它的強(qiáng)對(duì)比關(guān)系(如處于相對(duì)低于空間的事物通常其特點(diǎn)呈強(qiáng)對(duì)比;新事物、新觀點(diǎn)和舊事物、傳統(tǒng)觀點(diǎn)呈強(qiáng)對(duì)比;用最高級(jí)、唯一性限定的事物和其余所有同類事物的特征呈強(qiáng)對(duì)比等)，相信考生可以一眼看出，在此就不在一一列舉例子了，重點(diǎn)在明白這種取非的思想。
閱讀思維塑造：關(guān)于邏輯命題的問題
此類題目在GRE閱讀中稱為邏輯題，就是哪個(gè)選項(xiàng)成立，會(huì)support/weaken原文的觀點(diǎn)。
先講講里面的邏輯思維，一個(gè)命題主要由三部分構(gòu)成：條件、結(jié)論以及條件到結(jié)論的推理過程。如果同學(xué)們看到一個(gè)中文問題，說“下列哪項(xiàng)可以支持原文觀點(diǎn)?”相信同學(xué)們的第一反應(yīng)就是找原文的結(jié)論，再看哪個(gè)選項(xiàng)支持結(jié)論。這個(gè)思維就太狹隘了，因?yàn)橹С謼l件、結(jié)論和推理過程都是對(duì)原文觀點(diǎn)的支持，這點(diǎn)思維大家要建立起來?？忌鷤?cè)谧鐾暌粋€(gè)邏輯題以后，不要滿足于答案，要多想想到底是支持或削弱了條件，結(jié)論還是推理過程。當(dāng)把這種思維變成自己思維一部分的時(shí)候，自然可以應(yīng)對(duì)自如。
閱讀思維塑造：類比的思維
類比的思維在GRE閱讀中絕對(duì)不少見，也就是常說的類比題。主要說“下述哪一選項(xiàng)所述現(xiàn)象和原文第N行的說法比較相像?”或者說“下列哪個(gè)選項(xiàng)為原文的觀點(diǎn)提供了一個(gè)很好的例子?”
此類題的思路是：要首先對(duì)原文的內(nèi)容進(jìn)行歸納和抽象，抽象的時(shí)候要注意，有態(tài)度的要把態(tài)度留下，大家可以自己嘗試一下如何抽象，同時(shí)也可以嘗試下對(duì)其它錯(cuò)誤選項(xiàng)同樣也抽象。這種題目切記，不可先看選項(xiàng)，一定要“先抽象，再選項(xiàng)”。
以上就是關(guān)于GRE閱讀思維塑造的一些技巧和思路，大家可以結(jié)合上述內(nèi)容，總結(jié)到自己的備考方法和計(jì)劃中，為GRE閱讀獲得高分做好充分的準(zhǔn)備。
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