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2025年GRE阅读考试出题特点（共9篇）
篇1：GRE阅读考试出题特点
GRE阅读考试出题规律特点解读
GRE阅读文章时态多为现在时
GRE阅读中所叙述的事实大多也就是现在时，而对于过去事件或是反现实的虚拟状态，也就成为了出题的潜在重点。
GRE阅读文章中虚拟语气需多加注意
说到虚拟语气，不少同学都会不禁的皱下眉头。其实，虚拟语气所表达的往往是具备内涵态度的，相应在题目中，也就常常也态度题的方式考查。而此时，过于极端、绝对的说法、感情色彩特别强烈的状态，一旦在文章中出现都要特别注意。此外，一些明显的对比标志，诸如一大些字母标注的时间，明确说明在某时之前或之后的时间点，都形成了鲜明的时间对比，这些也是需要GRE考生各位注意的。
GRE阅读中三种常见逻辑关系介绍
对比、因果还有转折，这三种关系都是GRE考生应该重点注的。而关注的原因无非是在于题目中往往会涉及到这些具体的点。而选项的也会依据这些点来设置。
GRE阅读极端选项需优先排除
此外，选项中语言比较极端的、模棱两可的、谄媚的，大多都可以马上排除，原因很简单，GRE 作为学术性考试，这些都不符合 GRE 的初衷。
积累GRE词汇 促成GRE阅读的飞跃
新GRE阅读速度不快是很多同学都面对的一个问题，很多参加各种考试的同学都会觉得自己的阅读速读达不到考试要求。对于GRE的考生来说，这种现象则更为普遍，毕竟有限的15分钟内快速理解一长一短两片文章并做题速度的要求不是一般地高。从长远来看，解决办法最重要是多读。
新GRE阅读速读提高不上去很大程度上是因为考生还不习惯英语到自己语言的理解，需要一个切换理解的时间。比如看到一个词，要先想到这个词的意思，然后理解整句话。要解决这个问题显然就是需要熟练，不断地接触英语相关的资料，在不断地阅读中多理解，即使不是精读也要试图理解一片文章的大概和基本逻辑，经过联系使中间这个切换时间越来越短，最后达到完全不需要切换的语言感觉。短期来看，针对考试可以尝试多做笔记，用自己熟悉的符号记录或者标注各种语言的重要信息，这样做题时候回文定位会省事很多。
新GRE阅读速度提高了可能还存在一个问题，就是阅读的感觉不好，可能同学可以大概理解一片文章讲的是什么，但是对于一些细节，和关键问题还是理解模糊或者无法理解的问题。这种问题可能是由于同学们自己阅读一些长难句的困难，面对一些结构复杂的长句子无所适从，这里推荐学员杨鹏老师的难句教程，各种语法点总结的很好，很有针对性。还有就是针对一些专业词汇做特殊的记忆，比如考生不常见的地质学、气象学和天文学等领域的词汇。
对于思路上不太适应GRE逻辑思维的同学，平时可以多注意积累其他方面的阅读量，哪怕是中文文章的，尝试理解那些有一定逻辑难度的文章，这样可以跳过语言这一环，直接训练自己的思路。对于GRE阅读的考试(哪怕是整个GRE考试的备考来说)，我们都会发现背景知识越丰富，得到的帮助会更多。
对于备考时间比较充裕的考生可以尝试将新GRE阅读文章做完题之后精读，把每一个句子的意思都搞懂，都能翻译出来，不会的单词去查。这这个过程可以发现自己在语法和背景知识方面的漏洞，然后再去理解一篇文章的大意。
GRE阅读速度的提高是一个长期进行的过程，它可以出现在GRE考试的任何地方。所以在进行GRE考试复了为GRE阅读理解做准备，那样就不用担心GRE阅读的困难了。
GRE填空题的词汇考察要点
1. Vain and prone to violence, Caravaggio could not handle success: the more his (1)__________ as an artist increased, the more (2)__________ his life became.
Blank (1) Blank (2)
A. temperance 节制 D. tumultuous 纷乱的
B. notoriety 臭名昭著 E. providential 幸运的
C. eminence 著名 F. dispassionate 冷静的
从填空题的做题角度来说，冒号引导同义解释，因此第一个空应该是success的广义同义词，选C，第二个空应该是一个负面评价，因此选D。
这道题的选项中，出现了很多我们老G中的类反核心词汇，比如A选项，当年，我们曾经为大家总结过：
自制节制的名词：continence abstinence temperance self-denial sobriety
自制的，节制的形容词：abstemious continent
比如B选项，当年曾经infamous: notoriety，考过褒贬关系。
比如F选项，当年我们曾经总结过这些特殊的加上否定前缀后意思有可能发生误导的单词：
passion 激情
impassion 慷慨激昂
dispassion 客观冷静
compassion 同情
flammable 易燃的
inflammable 易燃的
nonflammable 不易燃的
passive 被动的
impassive 冷漠的，无动于衷的
2. While in many ways their personalities could not have been more different - she was ebullient where he was glum, relaxed where he was awkward, garrulous where he was ____- they were surprisingly well suited.
A. solicitous 挂念的
B. munificent 慷慨的
C. irresolute 犹豫不决的
D. laconic 言简意赅的
E. fastidious 谨小慎微的，挑剔的
F. taciturn 沉默寡言的
对于这种六选二的题目来说，我们可以直接在选项中找到一组近义词，一定是答案。因此我们可以选D和F，这道题之所以我们能够做的如此潇洒，那是因为当年我们在老G词汇课中已经完整的总结了话多话少的单词：
简洁的：laconic =succinct=pithy=terse=concise
冗长的: wordy=verbose=prolix
话少： taciturn=reticent
话多(贬) ：superfluous
话多的，多余的：garrulous=loquacious=glib 油嘴滑舌(肤浅地说) gild 虚假的外表
话多(褒)： voluble=talkative 健谈的
从填空题的做题角度来说，应该找garrulous的反义词，虽然laconic强调说话简洁，taciturn强调话少沉默寡言，虽然不是同义词，但都是表示话不多的同向词汇。因此，如果对老G的词汇把握比较好，那么做这道问题自然不成问题。但同时，我们发现，新GRE填空对于词汇之间的关系考察实际上比老G更难了，因为我们不仅需要知道单词的同义和反义，还需要判断出两个单词之间的上下位关系。
如果所有的这些单词，我们都能熟练掌握，那么做这道题自然不成问题。因此，我们会发现新GRE考试的填空题，从本质上还是词汇题，并且题目的整体思路跟老GRE的填空题并没有什么本质区别，可能最大的区别就是类反中的大量主考词开始进入填空题的考察范围，这无疑增加了考试的难度。
虽然新gre词汇量降低，但是新GRE填空词汇的考察的更有难度了，因为我们不仅需要知道单词的同义和反义，还需要判断出两个单词之间的上下位关系。希望考生不要对新GRE词汇方面的积累放松警惕。
英语阅读
篇2：GRE阅读考试出题规律特点解读
GRE阅读考试出题规律特点解读 学术化规范化文章如何看懂?
GRE阅读文章时态多为现在时
GRE阅读中所叙述的事实大多也就是现在时，而对于过去事件或是反现实的虚拟状态，也就成为了出题的潜在重点。
GRE阅读文章中虚拟语气需多加注意
说到虚拟语气，不少同学都会不禁的皱下眉头。其实，虚拟语气所表达的往往是具备内涵态度的，相应在题目中，也就常常也态度题的方式考查。而此时，过于极端、绝对的说法、感情色彩特别强烈的状态，一旦在文章中出现都要特别注意。此外，一些明显的对比标志，诸如一大些字母标注的时间，明确说明在某时之前或之后的时间点，都形成了鲜明的时间对比，这些也是需要GRE考生各位注意的。
GRE阅读中三种常见逻辑关系介绍
对比、因果还有转折，这三种关系都是GRE考生应该重点关注的。而关注的原因无非是在于题目中往往会涉及到这些具体的点。而选项的也会依据这些点来设置。
GRE阅读极端选项需优先排除
此外，选项中语言比较极端的、模棱两可的、谄媚的，大多都可以马上排除，原因很简单，GRE 作为学术性考试，这些都不符合 GRE 的初衷。
针对GRE 阅读中比较普遍的出题规律正如上所述，希望备考 GRE 的同学能够对于 GRE 出题模式更加熟知，这样在应答上才能切中要害!
GRE阅读练习每日一篇
In eighteenth-century France and England, reformers rallied around egalitarian ideals, but few reformers advocated higher education for women. Although the public decried women’s lack of education, it did not encourage learning for its own sake for women. In spite of the general prejudice against learned women, there was one place where women could exhibit their erudition: the literary salon. Many writers have defined the woman’s role in the salon as that of an intelligent hostess, but the salon had more than a social function for women. It was an informal university, too, where women exchanged ideas with educated persons, read their own works and heard those of others, and received and gave criticism.
In the 1750’s, when salons were firmly established in France, some English women, who called themselves “Bluestocking,” followed the example of the salonnieres (French salon hostesses) and formed their own salons. Most Bluestockings did not wish to mirror the salonnieres; they simply desired to adapt a proven formula to their own purpose—the elevation of women’s status through moral and intellectual training. Differences in social orientation and background can account perhaps for differences in the nature of French and English salons. The French salon incorporated aristocratic attitudes that exalted courtly pleasure and emphasized artistic accomplishments. The English Bluestockings, originating from a more modest background, emphasized learning and work over pleasure. Accustomed to the regimented life of court circles, salonnieres tended toward formality in their salons. The English women, though somewhat puritanical, were more casual in their approach.
At first, the Bluestockings did imitate the salonnieres by including men in their circles. However, as they gained cohesion, the Bluestockings came to regard themselves as a women’s group and to possess a sense of female solidarity lacking in the salonnieres, who remained isolated from one another by the primacy each held in her own salon. In an atmosphere of mutual support, the Bluestockings went beyond the salon experience. They traveled, studied, worked, wrote for publication, and by their activities challenged the stereotype of the passive woman. Although the salonnieres were aware of sexual inequality, the narrow boundaries of their world kept their intellectual pursuits within conventional limits. Many salonnieres, in fact, camouflaged their nontraditional activities behind the role of hostess and deferred to men in public (in public: , 公开地, 公然地).
Though the Bluestockings were trailblazers when compared with the salonnieres, they were not feminists. They were too traditional, too hemmed in (hem in: ) by their generation to demand social and political rights. Nonetheless, in their desire for education, their willingness to go beyond (go beyond: ) the confines of the salon in pursuing their interests, and their championing of unity among women, the Bluestockings began the process of questioning women’s role in society.
17. Which of the following best states the central idea of the passage?
(A) The establishment of literary salons was a response to reformers’ demands for social rights for women.
(B) Literary salons were originally intended to be a meeting ground for intellectuals of both sexes, but eventually became social gatherings with little educational value.
(C) In England, as in France, the general prejudice against higher education for women limited women’s function in literary salons to a primarily social one.
(D) The literary salons provided a sounding board for French and English women who called for access to all the educational institutions in their societies on an equal basis with men.
(E) For women, who did not have access to higher education as men did, literary salons provided an alternate route to learning and a challenge to some of society’s basic assumptions about women.
18. According to the passage, a significant distinction between the salonnieres and Bluestockings was in the way each group regarded which of the following?
(A) The value of acquiring knowledge
(B) The role of pleasure in the activities of the literary salon
(C) The desirability of a complete break with societal traditions
(D) The inclusion of women of different backgrounds in the salons
(E) The attainment of full social and political equality with men
19. The author refers to differences in social background between salonnieres and Bluestockings in order to do which of the following?
(A) Criticize the view that their choices of activities were significantly influenced by male salon members
(B) Discuss the reasons why literary salons in France were established before those in England
(C) Question the importance of the Bluestockings in shaping public attitudes toward educated women
(D) Refute the argument that the French salons had little influence over the direction the English salons took
(E) Explain the differences in atmosphere and style in their salons
20. Which of the following statements is most compatible with the principles of the salonnieres as described in the passage?
(A) Women should aspire to be not only educated but independent as well.
(B) The duty of the educated women is to provide an active political model for less educated women.
(C) Devotion to pleasure and art is justified in itself.
(D) Substance, rather than form, is the most important consideration in holding a literary salon.
(E) Men should be excluded from groups of women’s rights supporters.
21. The passage suggests that the Bluestockings might have had a more significant impact on society if it had not been for which of the following?
(A) Competitiveness among their salons
(B) Their emphasis on individualism
(C) The limited scope of their activities
(D) Their acceptance of the French salon as a model for their own salons
(E) Their unwillingness to defy aggressively the conventions of their age
22. Which of the following could best be considered a twentieth-century counterpart of an eighteenth century literary salon as it is described in the passage?
(A) A social sorority
(B) A community center
(C) A lecture course on art
(D) A humanities study group
(E) An association of moral