1、gre閱讀怎么勾畫文章路線圖 gre閱讀怎么提高閱讀質(zhì)量?今天給大家?guī)?lái)了gre閱讀怎么提高閱讀質(zhì)量，希望能夠幫助到大家，下面就和大家分享，來(lái)欣賞一下吧。gre閱讀怎么勾畫*路線圖解剖*的第1段;在腦子里面形成一個(gè)作者思路圖;通覽*時(shí)，留意語(yǔ)氣詞和過(guò)渡詞;停下來(lái)，總結(jié)一下*大意;開(kāi)始答題。做gre閱讀時(shí)首先解剖*的第1段。積極主動(dòng)地解讀*的第1段，閱讀時(shí)盡量記住作者提出的問(wèn)題(現(xiàn)象或觀點(diǎn))，和一些關(guān)于*內(nèi)容的概念和詞匯，如這篇*講的是生物化學(xué)，日本企業(yè)文化還是黑人運(yùn)動(dòng)。*的論題是什么，作者想說(shuō)什么?做gre閱讀時(shí)要在腦子里面形成一個(gè)作者思路圖。在腦子里或者在草稿紙上畫一個(gè)*的結(jié)構(gòu)思路題。各個(gè)段

2、落的目的是什么，主題又是什么?再次提醒，gmat考察的是你的答題能力而非閱讀能力。你不必完全掌握整篇*，了解*中的每一個(gè)細(xì)節(jié)。(其實(shí)，你也沒(méi)有那么多時(shí)間)。相反，你應(yīng)該只讀*段落的第1句，而快速瀏覽其余部分。當(dāng)你“讀”完這篇*時(shí)，你就能對(duì)*的結(jié)構(gòu)思路有總體的把握。gre閱讀通覽*時(shí)，留意語(yǔ)氣詞和過(guò)渡詞。在快速閱讀*時(shí)，特別留意段落開(kāi)頭或者結(jié)尾可能出現(xiàn)的語(yǔ)氣詞和過(guò)渡詞。這樣做有助于你對(duì)作者思路的把握，從而快速掌握*大意。接下來(lái)停下來(lái)總結(jié)一下*大意，在回答問(wèn)題前，花幾秒鐘總結(jié)一下*的思路和主題。最后，開(kāi)始答題。根據(jù)你對(duì)*的整體思路來(lái)答題。將問(wèn)題(或選項(xiàng))定位到*中具體的某個(gè)段落甚至具體的句子。這里

3、，你可以比第3個(gè)步驟更仔細(xì)。gre閱讀材料練習(xí)：一起走進(jìn)神秘的恐龍時(shí)代working out how an extinct animal behaved when it was alive is tricky.對(duì)于滅絕的生物來(lái)說(shuō)，要研究出它們存活時(shí)的行為是很棘手，but it is not always impossible,不過(guò)也不是完全不可能。as joseph peterson and collin dischler of the university of wisconsinexplained on october 17th to the society of vertebrate p

4、alaeontology meetingheld in raleigh, north carolina.10月17日，在北卡羅萊納州羅利市舉行的古脊椎動(dòng)物學(xué)會(huì)議上，美國(guó)威斯康星大學(xué)的約瑟夫彼得森和柯林狄斯勒就對(duì)腫頭龍的習(xí)性做出了一些解釋。pachycephalosaurs lived 65m years ago.腫頭龍生活在6500萬(wàn)年前。as their name suggests, they had large, bony, domed heads.正如其名稱所說(shuō)，它們有巨大的、高隆的頭骨。for years, it was assumed they used these to bash

5、one another in the waythat rams do now.多年來(lái)，人們一直認(rèn)為腫頭龍用頭攻擊同類，就像現(xiàn)在的公羊一樣。recently, though, a second suggestion has surfacedthat rather than forfighting, the domes were for show; the dinosaur equivalent of a peacockstail.不過(guò)最近有人提出另外一個(gè)假設(shè)：它們的大腦袋不是為了戰(zhàn)斗，而是出于展示的目的作用相當(dāng)于孔雀的尾巴。dr peterson and dr dischler put thes

6、e two theories into a head-to-headcompetition.彼得森和狄斯勒博士讓這兩種理論來(lái)了個(gè)頭對(duì)頭的正面對(duì)抗。to do so, they studied 102 pachycephalosaur skulls, of various species.為此，他們研究了102只不同品種腫頭龍的頭骨。they found that 23 of these skulls had pits in them, and that these pitswere similar both to each other and to those found in the sku

7、lls of livinganimals that bash each other with their heads.他們發(fā)現(xiàn)其中23只頭骨上有凹坑。這些凹坑彼此類似。而且現(xiàn)存的用頭部撞擊同類的動(dòng)物中，頭骨上的凹坑也與之類似。that supported the head-butting theory. the clincher, though, came whenthey created computerised models of pachycephalosaur skulls and mapped thedamage from each of their pitted specimens

8、 on to these virtual skulls.這支持了頭部沖撞理論。不過(guò)決定性的證據(jù)來(lái)自于他們用計(jì)算機(jī)模擬的腫頭龍頭骨。他們將每個(gè)有坑樣本的損傷部位標(biāo)注在虛擬的頭骨上。when they did this, they found that the pits were clusteredexactly asmight be expected if they were the result of animals deliberately aiming at eachother.這樣操作后，他們發(fā)現(xiàn)凹坑聚集分布，正如人們假設(shè)的那樣：是腫頭龍故意用頭部攻擊彼此的結(jié)果。intriguingly

9、, they found two patterns of clustering.有意思的是，他們發(fā)現(xiàn)凹坑有兩種聚集圖案。those pachycephalosaurs with highly domed heads had pits on both the frontsand the backs of their skulls.那些不太隆起的頭骨僅在前方有凹坑，而非常高隆的則前后都有。those whose domes were lower had them only on the fronts.這證明了兩種腫頭龍攻擊時(shí)的不同。this suggests the two sorts of an

10、imal fought in different ways. low-domes,it seems, simply charged at each other. high-domes did that too.相對(duì)低隆的一種似乎僅向?qū)Ψ接^沖撞。but they also engaged in head-to-head wrestling of a sort that allowed themto get behind their opponentsskulls and do damage from the rear, in the waythat modern bison do.非常高隆的腫

11、頭龍除此之外還會(huì)采取頭對(duì)頭式摔跤法：能夠碰到對(duì)方頭骨的背部，從后面對(duì)彼此造成損傷，好比如今的野牛。none of which proves that pachycephalosaurs did not strut their stuff withtheir domes as well, just as a stag will often show off its antlers beforeengaging in combat, in order to give a less well-endowed rival the opportunityto withdraw.然而，兩種圖案都沒(méi)有否定腫頭龍自豪