巧用虚拟语气解答GRE阅读题.docx
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巧用虚拟语气解答GRE阅读题
巧用虚拟语气解答GRE阅读题
巧用虚拟语气解答GRE阅读题,我们来看看吧,下面就和大家分享,来欣赏一下吧。
巧用虚拟语气解答GRE阅读题
(1)对虚拟语气的敏感性
若在文章中看到虚拟语气,考虑直接取非反义理解,迅速把握作者态度。
如下面这句话:
例一:
Perhaps,somescientiststhought,migrantsdeterminetheirgeographic
positiononEarthbycelestialnavigation,almostashumannavigatorsusestars
andplanets,butthiswoulddemandoftheanimalsafantasticmapsense.
(选自N0.6题第一套section1短文章)
这句话看似很长,翻译成为中文的意思是:
“有些科学家认为,就像人类采用恒星和行星来定位一样,候鸟或许也是采用天体的导航才得以确定它们所处的地理位置,但这要求这类动物具有令人难以置信的地图感。
”中文读过去都让人头疼。
其实我们用虚拟语气取非的思想来处理,其要表达的意思就很简单,对前半句话取非,说白了就是前半句话是行不通的,也就是“migrants
cannotdeterminetheirgeographicpositiononEarthbycelestial
navigation。
”可以知道作者对这种解释持负评价。
2016年GRE考试场次大比较高分考生亲授报名时间选择技巧
我们再来看个例子:
例二:
Accordingtonaturalselectiontheory,aworkerwouldenhanceher
fitness—orabilitytopropagatehergenes—byhatchingherowneggsinaddition
toorinplaceofthequeen’s。
(选自国内题1993年10月考题section5短文章)
这句话也是虚拟语气,我们直接取反理解,作者想要表达的就是“aworkerwillnotenhanceher…”
运用这种取非的思想我们可以迅速的把握作者的态度,以及作者想要表达的真实意思。
就不用先翻译成绕口的中文,再拼命的思索其中的含义,可以有效地为考试争取时间。
(2)如何运用虚拟语气
在题干中看到虚拟语气,大多需要用到取非思想,与之相对应的一种题型是GRE阅读题中常见的一种,叫做“改进型取非题”。
看例子之前,先简单解释下什么是“改进型取非题”。
很简单,如果题干问“如果一个对象怎样会更好”则是改进型取非题,来看具体的例子:
例:
Itcanbeinferredfromthepassagethatthe“firsttheories”ofgrazer
controlmentionedinline3wouldhavebeenmoreconvincingifresearchershad
beenableto(选自NO.6第二套section1长文章),这是一个典型的改进型取非题题干,问的是第三行第一个理论怎样会更好。
逻辑思路:
既然是改进,原文肯定说到了它的不好之处或者有unless的句子,我们把造成不好的原因取非,就是所要的答案了。
按照此思路定位原文三行,看到后面有这样一句话“Alownumberofalgalcellsinthepresenceofa
highnumberofgrazerssuggested,butdidnotprove,thatthegrazershad
removedmostofthealgae。
”注意看插入语部分的“butdidnot
prove”,这个就是缺点,取非就是“prove”再看五个选项:
(A)observehighphytoplanktonnumbersundernaturallakeconditions
(B)discovernegativecorrelationsbetweenalgaeandzooplanktonnumbers
fromtheirfieldresearch
(C)understandthecentralimportanceofenvironmentalfactorsin
controllingthegrowthratesofphytoplankton
(D)makeverifiablecorrelationsofcauseandeffectbetweenzooplankton
andphytoplanktonnumbers
(E)inventlaboratorytechniquesthatwouldhaveallowedthemtobypass
theirfieldresearchconcerninggrazercontrol
一眼扫过去就只有一个选项在讲证明,就是D中的verifiable。
所以答案选D。
很快解完此题。
(3)虚拟语气的作用
取非的思路除了可以在虚拟语气中使用,还可以在另一种逻辑关系中使用,就是强对比的关系,也就是GRE阅读题中另一种常考题型“强对比互取非题”,其主要特点是:
原文中有强对比的双方,题干只问及其中一方,答案是对另一方叙述的取非;或者题干和原文存在强对比要素,如典型的时间要素,答案也是对原文的叙述取非。
来看个简单的例子,
例:
Theauthorsuggeststhat,beforetheearly1950’s,mosthistorianswho
studiedpreindustrialEuropedidwhichofthefollowing(选自NO.6第三套section4
长文章)
思路:
在题干中看到了1950’s,第一反应就是要回原文定位,发现原文只讲到了“intheearly
1950’s”并没有“before”,这显然就是时间上一个取非的关系,我们把intheearly
1950’s干的事情取个非,就是之前干的事情。
答案就很好选了,在此不举出来了。
gre
阅读虚拟语气中这个思路很好理解,比如说“我1995年第一次去北京。
”很显然,1995年以前我就没有去过北京。
这就是时间状语的取非。
其它的强对比关系(如处于相对低于空间的事物通常其特点呈强对比;新事物、新观点和旧事物、传统观点呈强对比;用最高级、唯一性限定的事物和其余所有同类事物的特征呈强对比等),相信考生可以一眼看出。
GRE考试阅读理解模拟题及答案解析
P1
TraditionalresearchhasconfrontedonlyMexicanandUnitedStates
interpretationsofMexican-Americanculture.
NowwemustalsoexaminethecultureasweMexicanAmericanshave
experiencedit,passingfromasovereignpeopletocompatriotswithnewly
arrivingsettlersto,finally,aconqueredpeople—acharterminorityonour
ownland.
WhentheSpanishfirstcametoMexico,theyinter-marriedwithandabsorbed
thecultureoftheindigenousIndians.
ThispolicyofcolonizationthroughacculturationwascontinuedwhenMexico
acquiredTexasintheearly1800‘sandbroughttheindigenousIndiansinto
Mexicanlifeandgovernment.
Inthe1820‘s,UnitedStatescitizensmigratedtoTexas,attractedbyland
suitableforcotton.
Astheirnumbersbecamemoresubstantial,theirpolicyofacquiringlandby
subduingnativepopulationsbegantodominate.
Thetwoideologiesclashedrepeatedly,culminatinginamilitaryconflict
thatledtovictoryfortheUnitedStates.
Thus,suddenlydeprivedofourparentculture,wehadtoevolveuniquely
Mexican-Americanmodesofthoughtandactioninordertosurvive.(168
words)
1.Theauthor‘spurposeinwritingthispassageisprimarilyto
(A)suggestthemotivesbehindMexicanandUnitedStatesinterventionin
Texas
(B)documentcertainearlyobjectivesofMexican-Americansociety
(C)provideahistoricalperspectiveforanewanalysisofMexican-American
culture
(D)appealtobothMexicanandUnitedStatesscholarstogivegreater
considerationtoeconomicinterpretationsofhistory
(E)bringtolightpreviouslyoverlookedresearchonMexicanAmericans
2.Theauthormostprobablyusesthephrase“charterminority”(lines6-7)
toreinforcetheideathatMexicanAmericans
(A)areanativeratherthananimmigrantgroupintheUnitedStates
(B)playedanactivepoliticalrolewhenTexasfirstbecamepartofthe
UnitedStates
(C)recognizedveryearlyinthenineteenthcenturytheneedforofficial
confirmationoftheirrightsofcitizenship
(D)havebeenmisunderstoodbyscholarstryingtointerprettheir
culture
(E)identifymorecloselywiththeirIndianheritagethanwiththeir
Spanishheritage
3.Whichofthefollowingstatementsmostclearlycontradictsthe
informationinthispassage?
(A)Intheearly1800‘s,theSpanishcommittedmoreresourcestosettling
CaliforniathantodevelopingTexas.
(B)WhileTexaswasunderMexicancontrol,thepopulationofTexas
quadrupled,inspiteofthefactthatMexicodiscouragedimmigrationfromthe
UnitedStates.
(C)BythetimeMexicoacquiredTexas,manyIndianshadalreadymarried
peopleofSpanishheritage.
(D)ManyMexicanslivinginTexasreturnedtoMexicoafterTexaswas
annexedbytheUnitedStates.
(E)MostIndianslivinginTexasresistedSpanishacculturationandwere
eitherkilledorenslaved.
P2
Thedeterminationofthesourcesofcopperoreusedinthemanufactureof
copperandbronzeartifactsofBronzeAgecivilizationswouldaddgreatlytoour
knowledgeofculturalcontactsandtradeinthatera.
Researchershaveanalyzedartifactsandoresfortheirconcentrationsof
elements,butforavarietyofreasons,thesestudieshavegenerallyfailedto
provideevidenceofthesourcesofthecopperusedintheobjects.
Elementalcompositioncanvarywithinthesamecopper-orelode,usually
becauseofvaryingadmixturesofotherelements,especiallyiron,lead,zinc,
andarsenic.
Andhighconcentrationsofcobaltorzinc,noticedinsomeartifacts,
appearinavarietyofcopper-oresources.
Moreover,theprocessingoforesintroducedpoorlycontrolledchangesin
theconcentrationsofminorandtraceelementsintheresultingmetal.
Someelementsevaporateduringsmeltingandroasting;different
temperaturesandprocessesproducedifferentdegreesofloss.
Finally,flux,whichissometimesaddedduringsmeltingtoremovewaste
materialfromtheore,couldaddquantitiesofelementstothefinal
product.
Anelementalpropertythatisunchangedthroughthesechemicalprocessesis
theisotopiccompositionofeachmetallicelementintheore.
Isotopiccomposition,thepercentagesofthedifferentisotopesofan
elementinagivensampleoftheelement,isthereforeparticularlysuitableas
anindicatorofthesourcesoftheore.
Ofcourse,forthispurposeitisnecessarytofindanelementwhose
isotopiccompositionismoreorlessconstantthroughoutagivenorebody,but
variesfromonecopperorebodytoanotheror,atleast,fromonegeographic
regiontoanother.
Theidealchoice,whenisotopiccompositionisusedtoinvestigatethe
sourceofcopperore,wouldseemtobecopperitself.
Ithasbeenshownthatsmallbutmeasurablevariationsoccurnaturallyin
theisotopiccompositionofcopper.
However,thevariationsarelargeenoughonlyinrareores;betweensamples
ofthecommonoremineralsofcopper,isotopicvariationsgreaterthanthe
measurementerrorhavenotbeenfound.
Analternativechoiceislead,whichoccursinmostcopperandbronze
artifactsoftheBronzeAgeinamountsconsistentwiththeleadbeingderived
fromthecopperoresandpossiblyfromthefluxes.
Theisotopiccompositionofleadoftenvariesfromonesourceofcommon
copperoretoanother,withvariationsexceedingthemeasurementerror;and
preliminarystudiesindicatevirtuallyuniformisotopiccompositionofthelead
fromasinglecopper-oresource.
Whilesomeoftheleadfoundinanartifactmayhavebeenintroducedfrom
fluxorwhenothermetalswereaddedtothecopperore,leadsoaddedinBronze
Ageprocessingwouldusuallyhavethesameisotopiccompositionastheleadin
thecopperore.
Leadisotopestudiesmaythusproveusefulforinterpretingthe
archaeologicalrecordoftheBronzeAge.(473words)
4.Theauthorfirstmentionstheadditionoffluxduringsmeltinginthe
lastsentenceinthelastparagraphinorderto
(A)giveareasonforthefailureofelementalcompositionstudiesto
determineoresources
(B)illustratedifferencesbetweenvariousBronzeAgecivilizations
(C)showtheneedforusinghighsmeltingtemperatures
(D)illustratetheuniformityofleadisotopecomposition
(E)explainthesuccessofcopperisotopecompositionanalysis
Forthefollowingquestion,considereachofthechoicesseparatelyand
selectallthatapply
5.Accordingtothepassage,possiblesourcesoftheleadfoundinacopper
orbronzeartifactincludewhichofthefollowing?
□AThecopperoreusedtomanufacturetheartifact
□BFluxaddedduringprocessingofthecopperore
□COthermetaladdedduringprocessingofthecopperore
6.Selectthesentenceinthepassagethattheauthorrejectscopperasthe
“idealchoice”.
7.Itcanbeinferredfromthepassagethattheuseoffluxinprocessing
copperorecanaltertheleadisotopecompositionoftheresultingmetalEXCEPT