雅思閱讀長(zhǎng)難句重點(diǎn)信息找尋法則

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雅思閱讀長(zhǎng)難句重點(diǎn)信息找尋法則

借用文中的特殊符號(hào)

雅思閱讀中經(jīng)常出現(xiàn)的特殊符號(hào)有破折號(hào);引號(hào);冒號(hào);括號(hào).其中大多情況下兩個(gè)破折號(hào)或兩個(gè)逗號(hào)中間所夾雜的文字信息叫做插入成分;插入成分就是解釋說(shuō)明前面的信息.此外,冒號(hào)后面的內(nèi)容也是起解釋說(shuō)明的作用.如何利用這些特殊符號(hào)請(qǐng)看以下的例子：

雅思劍橋真題4(以下簡(jiǎn)稱劍4)上72頁(yè)C段第二小段第一句話為：Sometimes it is slow： vast bubbles of magma - molten rock from the mantle - inch towards the surface, cooling slowly, to show through as granite extrusions (as on Skye, or the Great Whin Sill, the lava dyke squeezed out like toothpaste that carries part of Hadrians Wall in northern England). 很多學(xué)生一看到文中出現(xiàn)了magma;mantle以及granite等詞就開始有些暈.其實(shí)如果大家可以看到 it is slow后面出現(xiàn)了特殊符號(hào)冒號(hào),那直接看冒號(hào)后面的信息就好了;而下文又出現(xiàn)了兩個(gè)破折號(hào)解釋前面.如此一來(lái),vast bubbles of magma這4個(gè)詞就成了這句話的重點(diǎn)內(nèi)容了.

連詞來(lái)搜索關(guān)鍵信息

大家讀到的閱讀文章中充滿著大量的邏輯關(guān)系,比如遞進(jìn)關(guān)系,轉(zhuǎn)折關(guān)系或比較關(guān)系.其中大多數(shù)轉(zhuǎn)折連詞(but; however; nevertheless等)后面接續(xù)的都是重點(diǎn),那么我們?cè)撊绾卫眠@些連接詞呢?請(qǐng)看下面的一個(gè)例子：

劍9上97頁(yè)A段第六行有一句話是這樣的：Museums used to look - and some still do - much like storage rooms of objects packed together in showcases： good for scholars who wanted to study the subtle differences in design, but not for the ordinary visitor, to whom it all looked alike. 這句話一共有42個(gè)單詞,那么大的信息量到底哪些是重點(diǎn)呢?借用上文說(shuō)到的特殊符號(hào)冒號(hào)后面是關(guān)鍵信息這一說(shuō)法,showcases后面出現(xiàn)了冒號(hào),那么冒號(hào)前面的文字都可以不用看了.如果再往下讀,一個(gè)but轉(zhuǎn)折連詞就會(huì)出現(xiàn)在我們面前,而to whom it all looked alike是一個(gè)非限定性定語(yǔ)從句,即使去掉,主句的意思和邏輯關(guān)系也不受影響.這樣一來(lái),這句話最關(guān)鍵的信息就成了：but not for the ordinary visitor這6個(gè)單詞了.

使用賓語(yǔ)從句知識(shí)

如果一個(gè)句子中出現(xiàn)show;suggest;display;illustrate;indicate等意思為表明或展示的謂語(yǔ)動(dòng)詞的時(shí)候,它們后面都可以接賓語(yǔ)從句,而這些賓語(yǔ)從句大多數(shù)都比較重要.如此一來(lái),大家就不用太去糾結(jié)主句該怎么翻譯了,而在考試的時(shí)候也沒有那么多時(shí)間去逐字翻譯.

例如：劍橋雅思6的94頁(yè)D段倒數(shù)第二句話：In Norway, after an intervention campaign was introduced nationally, an evaluation of forty-two schools suggested that, over a two-year period, bullying was halved. 這句話雖然有一堆逗號(hào),但是大家可以一點(diǎn)點(diǎn)往后推：跳過InNorway這兩個(gè)詞,再跳過after引導(dǎo)的狀語(yǔ)從句,就會(huì)發(fā)現(xiàn)后面出現(xiàn)…suggest that…賓語(yǔ)從句,即后面是重點(diǎn)信息.over a two-year period這個(gè)時(shí)間段不是重點(diǎn),因此也可以直接跳過,然后大家會(huì)發(fā)現(xiàn)這句話就只剩下了bullying was halved這3個(gè)詞了.

雅思閱讀分組閱讀法則

小組閱讀，這是根據(jù)句子成分拆解文章中的長(zhǎng)句，以幫助考生更好地理解句子的意思。所謂的句子結(jié)構(gòu)只不過是主語(yǔ)和謂語(yǔ)的補(bǔ)語(yǔ)，語(yǔ)法也是從它擴(kuò)展而來(lái)的。例如，我們討論的定語(yǔ)從句是在主語(yǔ)和謂詞之間插入一個(gè)屬性來(lái)修改主語(yǔ)。對(duì)主謂詞的不同修改也導(dǎo)致了許多謂詞從句，對(duì)象從句，介詞等。

因此對(duì)很多雅思閱讀中的長(zhǎng)難句而言，無(wú)非就是從簡(jiǎn)單句添加定語(yǔ)、補(bǔ)語(yǔ)狀語(yǔ)等成分后轉(zhuǎn)化成的復(fù)雜句。因此小站君談到的分組式閱讀其實(shí)就是講長(zhǎng)難句或者詞組進(jìn)行劃分不同的部分進(jìn)行閱讀，先找到主謂賓，再找相對(duì)應(yīng)的修飾語(yǔ)句。這樣句子被歸組之后，除了能夠理清句子強(qiáng)調(diào)的重點(diǎn)之外，更能提高我們雅思閱讀的意義。我們可以通過劍橋雅思6 Test4 Passage2第8段其中一部分進(jìn)行比較：

The results of the study lend support to the World Bank’s recommendation that education budgets in developing countries should be increased, not just to help their economies, but also to improve child health.

考生如果逐字逐句的劃分的話，則需要差不多30多次的停頓才能讀完這句話，意思往往會(huì)被錯(cuò)誤理解，例如研究表明預(yù)算給世界銀行會(huì)幫助提高經(jīng)濟(jì)，還能增加兒童健康。這種理解往往產(chǎn)生主語(yǔ)的歧義。如果我們按照雅思分組式閱讀法來(lái)看，只需要幾次的停頓就可以很容易讀懂這句長(zhǎng)句的真正意思：為研究表明增加教育預(yù)算給世界銀行能夠有助于發(fā)展中國(guó)家經(jīng)濟(jì)建設(shè)和兒童健康的提高。

The results of the study / lend support /to the World Bank’s recommendation that / education budgets in developing countries / should be increased, / not just /to help their economies,/ but also /to improve child health.

此外，很多考生很簡(jiǎn)單的認(rèn)為這種雅思分組式閱讀法無(wú)非就是解構(gòu)句子，然后進(jìn)行閱讀理解。其實(shí)這只說(shuō)對(duì)了一部分，考生通過對(duì)相關(guān)的分組，能夠避免以單個(gè)單詞為單位進(jìn)行逐個(gè)閱讀，就是常規(guī)的逐字逐句。逐字逐句閱讀不僅很容易對(duì)句子的意義產(chǎn)生誤解，而且速度很慢。應(yīng)對(duì)小篇幅的文章而言，逐字逐句閱讀是可以的;但是對(duì)于雅思閱讀這種偏學(xué)術(shù)類(文章，文章篇幅過長(zhǎng)且考試時(shí)間緊張，并不適用)，考生們?cè)趪?guó)外接受純英語(yǔ)授課，需要閱讀和接受大量的外文資料，逐字逐句閱讀實(shí)在效率太低了。

不僅可以通過語(yǔ)法劃分，還能通過詞組劃分，以小組為單位進(jìn)行理解，除了快速理清句子的邏輯結(jié)構(gòu)之外，還能保證文章的連貫性。先看看詞組劃分，進(jìn)行分組式閱讀。如下例所示：

This glass / has five times the strength of / standard glass,/ and when it does break / it / shatters into tiny cubes / rather than / large, razor-sharp shards. (劍5 Test4 Passage2)

很多考生都有這個(gè)共識(shí)，單詞是一個(gè)意思，但是組成詞組意思會(huì)大相徑庭，不同單詞的搭配，詞組的意思也是變化不同。所以當(dāng)考生看到句子中的詞組，應(yīng)該快速進(jìn)行分組，然后進(jìn)行閱讀全句的準(zhǔn)備。比如“away”和其他單詞的組合：go away(走開)，take away(拿走)，pass away(去世)。

Long-day plants / are adapted for situations / that require fertilisation by insects,/ or a long period of seed ripening. (劍5 Test4 Passage3)

看看上述例子，主語(yǔ)是Long-day plants,謂語(yǔ)是are adapted for situations，修飾謂語(yǔ)的賓語(yǔ)從句是that require fertilisation by insects.因此考生可以很快進(jìn)行語(yǔ)法劃分，進(jìn)行分組式閱讀。上文也提到過句子的結(jié)構(gòu)其實(shí)很簡(jiǎn)單，因此我們按照句子中的主語(yǔ)，謂語(yǔ)，賓語(yǔ)進(jìn)行分組，然后對(duì)修飾主謂賓的成分——定狀補(bǔ)進(jìn)行分組，這樣就有更好理解句子的意思，而且能更快掌握。

雅思閱讀長(zhǎng)難句分析

1. The best estimates are that the temperatures will rise y 2-3℃ in this century, causing considerable problems, at a total cost of US $5,000 billion.(劍5, Test 1 passage 3)

分析：本句主句為“The best estimates are that…”; “that the temperatures will rise y 2-3℃ in this century, causing considerable problems, at a total cost of US $5,000 billion.”為that引導(dǎo)的表語(yǔ)從句，做are的表語(yǔ); “causing considerable problems”為現(xiàn)在分詞短語(yǔ)做伴隨狀語(yǔ)。

2. Despite the intuition that something drastic needs to be done about such a costly problem, economic analysis clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures.(劍5, Test 1 passage 3)

分析：本句中“Despite the intuition that something drastic needs to be done about such a costly problem”為介詞短語(yǔ)作讓步狀語(yǔ);其中“that something drastic needs to be done about such a costly problem”為that引導(dǎo)的同位語(yǔ)從句，做the intuition的同位語(yǔ);“economic analysis clearly show it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures.”為本句的主句，其中“it will be far more expensive to cut carbon dioxide emissions radically than to pay the costs of adaptation to the increased temperatures.”為賓語(yǔ)從句，做show的賓語(yǔ)，引導(dǎo)詞省略，it為形式主語(yǔ)，后面的不定式為真正的主語(yǔ)。

3. It is crucial that we look at the facts if we want to make the best possible decisions for the future. (劍5, Test 1 passage 3)

分析：本句主句為“It is crucial that we look at the facts”; 其中It為形式主語(yǔ)，“that we look at the facts”為that引導(dǎo)的主語(yǔ)從句，是該句子真正的主語(yǔ);“if we want to make the best possible decisions for the future”為if引導(dǎo)的條件狀語(yǔ)從句。

4. Some are ‘thermoplastic’, which means that, like candlewax, they melt when heated and can then be reshaped.(劍5, Test 2 passage 1)

分析：本句的主句為“Some are ‘thermoplastic’”; “which means that, like candlewax, they melt when heated and can then be reshaped.”為定語(yǔ)從句，做‘thermoplastic’的定語(yǔ)，關(guān)系詞為which; 在此定語(yǔ)從句中“that, like candlewax, they melt when heated and can then be reshaped.” 為that引導(dǎo)的賓語(yǔ)從句，做means的賓語(yǔ);“when heated”為過去分詞短語(yǔ)做狀語(yǔ)，做they melt的時(shí)間狀語(yǔ)。

5. Baekeland’s interest in plastics began in 1885 when, as a young student in Belgium, he embarked on research into phenolic resins, the group of sticky substances produced when phenol (carbolic acid) combines with an aldehyde (a volatile fluid similar to alcohol). (劍5, Test 2 passage 1)

分析：本句的主句為“Baekeland’s interest in plastics began”; in 1885為時(shí)間狀語(yǔ)，而“when, as a young student in Belgium, he embarked on research into phenolic resins”為定語(yǔ)從句，做1885的定語(yǔ)，關(guān)系詞為when; “the group of sticky substances”為phenolic resins的同位語(yǔ);“produced when phenol (carbolic acid) combines with an aldehyde (a volatile fluid similar to alcohol”為過去分詞短語(yǔ)做定語(yǔ)，做the group of sticky substances的定語(yǔ)，而“when phenol (carbolic acid) combines with an aldehyde (a volatile fluid similar to alcohol).”為when引導(dǎo)的時(shí)間狀語(yǔ)從句。

6. On 13 July 1907, Baekeland took out his famous patent describing this preparation, the essential features of which are still in use today. (劍5, Test 2 passage 1)

分析：本句的主句為“Baekeland took out his famous patent”, “On 13 July 1907”為時(shí)間狀語(yǔ);“describing this preparation”為現(xiàn)在分詞短語(yǔ)做定語(yǔ)，做his famous patent的定語(yǔ);“the essential features of which are still in use today”為同位語(yǔ)，做this preparation的同位語(yǔ);而其中“of which are still in use today”為定語(yǔ)從句，做features的定語(yǔ)，關(guān)系詞為which。

7. The result was a resin known as Novalak, which became solule and malleable when heated. (劍5, Test 2 passage 1)

分析：本句的主句為“The result was a resin”; “known as Novalak”為過去分詞短語(yǔ)做定語(yǔ)，做resin的定語(yǔ);“which became solule and malleable when heated.”為定語(yǔ)從句，做Novalak的定語(yǔ)，關(guān)系詞為which; “when heated”為過去分詞短語(yǔ)做狀語(yǔ)，在該定語(yǔ)從句中做時(shí)間狀語(yǔ)。

8. The object could not be designed so that it was locked into the mould and therefore difficult to extract. (劍5, Test 2 passage 1)

分析：本句的主句為“The object could not be designed”; “so that it was locked into the mould and therefore difficult to extract.”為so that引導(dǎo)的結(jié)果狀語(yǔ)從句。

9. Baekeland’s invention, although treated with disdain in its early years, went on to enjoy an unparalleled popularity which lasted throughout the first half of the twentieth century.(劍5, Test 2 passage 1)

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