雅思阅读长难句重点信息找寻法则

雅思阅读文章中的句子非常长,有的占了整个段落的三到四行,有的甚至就是一小个自然段。下面就来说说雅思阅读长难句重点信息找寻法则，大家千万别错过。

雅思阅读长难句重点信息找寻法则

借用文中的特殊符号

雅思阅读中经常出现的特殊符号有破折号;引号;冒号;括号.其中大多情况下两个破折号或两个逗号中间所夹杂的文字信息叫做插入成分;插入成分就是解释说明前面的信息.此外,冒号后面的内容也是起解释说明的作用.如何利用这些特殊符号请看以下的例子：

雅思剑桥真题4(以下简称剑4)上72页C段第二小段第一句话为：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). 很多学生一看到文中出现了magma;mantle以及granite等词就开始有些晕.其实如果大家可以看到 it is slow后面出现了特殊符号冒号,那直接看冒号后面的信息就好了;而下文又出现了两个破折号解释前面.如此一来,vast bubbles of magma这4个词就成了这句话的重点内容了.

连词来搜索关键信息

大家读到的阅读文章中充满着大量的逻辑关系,比如递进关系,转折关系或比较关系.其中大多数转折连词(but; however; nevertheless等)后面接续的都是重点,那么我们该如何利用这些连接词呢?请看下面的一个例子：

剑9上97页A段第六行有一句话是这样的：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. 这句话一共有42个单词,那么大的信息量到底哪些是重点呢?借用上文说到的特殊符号冒号后面是关键信息这一说法,showcases后面出现了冒号,那么冒号前面的文字都可以不用看了.如果再往下读,一个but转折连词就会出现在我们面前,而to whom it all looked alike是一个非限定性定语从句,即使去掉,主句的意思和逻辑关系也不受影响.这样一来,这句话最关键的信息就成了：but not for the ordinary visitor这6个单词了.

使用宾语从句知识

如果一个句子中出现show;suggest;display;illustrate;indicate等意思为表明或展示的谓语动词的时候,它们后面都可以接宾语从句,而这些宾语从句大多数都比较重要.如此一来,大家就不用太去纠结主句该怎么翻译了,而在考试的时候也没有那么多时间去逐字翻译.

例如：剑桥雅思6的94页D段倒数第二句话：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. 这句话虽然有一堆逗号,但是大家可以一点点往后推：跳过InNorway这两个词,再跳过after引导的状语从句,就会发现后面出现…suggest that…宾语从句,即后面是重点信息.over a two-year period这个时间段不是重点,因此也可以直接跳过,然后大家会发现这句话就只剩下了bullying was halved这3个词了.

雅思阅读分组阅读法则

小组阅读，这是根据句子成分拆解文章中的长句，以帮助考生更好地理解句子的意思。所谓的句子结构只不过是主语和谓语的补语，语法也是从它扩展而来的。例如，我们讨论的定语从句是在主语和谓词之间插入一个属性来修改主语。对主谓词的不同修改也导致了许多谓词从句，对象从句，介词等。

因此对很多雅思阅读中的长难句而言，无非就是从简单句添加定语、补语状语等成分后转化成的复杂句。因此小站君谈到的分组式阅读其实就是讲长难句或者词组进行划分不同的部分进行阅读，先找到主谓宾，再找相对应的修饰语句。这样句子被归组之后，除了能够理清句子强调的重点之外，更能提高我们雅思阅读的意义。我们可以通过剑桥雅思6 Test4 Passage2第8段其中一部分进行比较：

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划分的话，则需要差不多30多次的停顿才能读完这句话，意思往往会被错误理解，例如研究表明预算给世界银行会帮助提高经济，还能增加儿童健康。这种理解往往产生主语的歧义。如果我们按照雅思分组式阅读法来看，只需要几次的停顿就可以很容易读懂这句长句的真正意思：为研究表明增加教育预算给世界银行能够有助于发展中国家经济建设和儿童健康的提高。

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，很多考生很简单的认为这种雅思分组式阅读法无非就是解构句子，然后进行阅读理解。其实这只说对了一部分，考生通过对相关的分组，能够避免以单个单词为单位进行逐个阅读，就是常规的逐字逐句。逐字逐句阅读不仅很容易对句子的意义产生误解，而且速度很慢。应对小篇幅的文章而言，逐字逐句阅读是可以的;但是对于雅思阅读这种偏学术类(文章，文章篇幅过长且考试时间紧张，并不适用)，考生们在国外接受纯英语授课，需要阅读和接受大量的外文资料，逐字逐句阅读实在效率太低了。

不仅可以通过语法划分，还能通过词组划分，以小组为单位进行理解，除了快速理清句子的逻辑结构之外，还能保证文章的连贯性。先看看词组划分，进行分组式阅读。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. (剑5 Test4 Passage2)

很多考生都有这个共识，单词是一个意思，但是组成词组意思会大相径庭，不同单词的搭配，词组的意思也是变化不同。所以当考生看到句子中的词组，应该快速进行分组，然后进行阅读全句的准备。比如“away”和其他单词的组合：go away(走开)，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. (剑5 Test4 Passage3)

看看上述例子，主语是Long-day plants,谓语是are adapted for situations，修饰谓语的宾语从句是that require fertilisation by insects.因此考生可以很快进行语法划分，进行分组式阅读。上文也提到过句子的结构其实很简单，因此我们按照句子中的主语，谓语，宾语进行分组，然后对修饰主谓宾的成分——定状补进行分组，这样就有更好理解句子的意思，而且能更快掌握。

雅思阅读长难句分析

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.(剑5, Test 1 passage 3)

分析：本句主句为“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.”为that引导的表语从句，做are的表语; “causing considerable problems”为现在分词短语做伴随状语。

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.(剑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”为介词短语作让步状语;其中“that something drastic needs to be done about such a costly problem”为that引导的同位语从句，做the intuition的同位语;“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.”为本句的主句，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.”为宾语从句，做show的宾语，引导词省略，it为形式主语，后面的不定式为真正的主语。

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

分析：本句主句为“It is crucial that we look at the facts”; 其中It为形式主语，“that we look at the facts”为that引导的主语从句，是该句子真正的主语;“if we want to make the best possible decisions for the future”为if引导的条件状语从句。

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

分析：本句的主句为“Some are ‘thermoplastic’”; “which means that, like candlewax, they melt when heated and can then be reshaped.”为定语从句，做‘thermoplastic’的定语，关系词为which; 在此定语从句中“that, like candlewax, they melt when heated and can then be reshaped.” 为that引导的宾语从句，做means的宾语;“when heated”为过去分词短语做状语，做they melt的时间状语。

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). (剑5, Test 2 passage 1)

分析：本句的主句为“Baekeland’s interest in plastics began”; in 1885为时间状语，而“when, as a young student in Belgium, he embarked on research into phenolic resins”为定语从句，做1885的定语，关系词为when; “the group of sticky substances”为phenolic resins的同位语;“produced when phenol (carbolic acid) combines with an aldehyde (a volatile fluid similar to alcohol”为过去分词短语做定语，做the group of sticky substances的定语，而“when phenol (carbolic acid) combines with an aldehyde (a volatile fluid similar to alcohol).”为when引导的时间状语从句。

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

分析：本句的主句为“Baekeland took out his famous patent”, “On 13 July 1907”为时间状语;“describing this preparation”为现在分词短语做定语，做his famous patent的定语;“the essential features of which are still in use today”为同位语，做this preparation的同位语;而其中“of which are still in use today”为定语从句，做features的定语，关系词为which。

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

分析：本句的主句为“The result was a resin”; “known as Novalak”为过去分词短语做定语，做resin的定语;“which became solule and malleable when heated.”为定语从句，做Novalak的定语，关系词为which; “when heated”为过去分词短语做状语，在该定语从句中做时间状语。

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

分析：本句的主句为“The object could not be designed”; “so that it was locked into the mould and therefore difficult to extract.”为so that引导的结果状语从句。

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.(剑5, Test 2 passage 1)

分析：本句的主句为“Baekeland’s invention went on to enjoy an unparalleled popularity”; “although treated with disdain in its early years”为过去分词短语做让步状语;“which lasted throughout the first half of the twentieth century”为定语从句，做popularity的定语，关系词为which。