托福閱讀經典長難句解析(六)

　　長難句在托福瀏覽測驗中的湧現是弗成防止的，考生的長難句剖析才能差不但會影響瀏覽速率和瀏覽精確性，並且還會影響某些題型的準確率，由於在托福瀏覽十大題型傍邊，句子簡化題、究竟信息題和推理題這幾種題型都直接或間接地在考核門生剖析長難句的才能。在面臨長難句時，考生必定不克不及只見單詞，不見構造，句子骨幹部門永久比潤飾部門要主要。下面就經由過程一些例子教考生一些剖析長難句的技能，供考生參考。

　　26、In the railroads' prime years，between 1 890 and 1920，there were a few individuals in the United States，most of them with solid railroading experience behind them，who made a profession of writing about railroading--works offering the ambience of stations，yards，and locomotive cabs.

　　(同位語most of them;定語從句who made a profession of writing)

　　【譯句】在1890年到1920年間鐵路的黃金時代，美國有幾小我(他們大多有豐碩的鐵路履歷)以寫鐵路題材為職業——作品環繞車站、泊車場和機車。

　　分句1. there were a few individuals in the United States

　　分句2. most of them with solid railroading experience behind them

　　分句3. who made a profession of writing about railroading

　　分句4. works offering the ambience of stations，yards，and locomotive cabs.

　　1是主句

　　2和3是嵌套

　　2作為1中a few individuals 的同位語，對它進一步說明解釋

　　27、On the other hand，when it comes to substantive--particularly behavioral-information，crows are less well known than many comparably common species and，for that matter，not a few quite uncommon ones：the endangered California condor，to cite one obvious example.

　　(特別構造for that matter)

　　【譯句】另外一方面，當觸及本質性的，特殊是行動方面的信息時，烏鴉就不如很多比擬而言很通俗的鳥類那樣為人所知;並且，也不如很多很不平常的鳥類，舉一個顯著的例子，如像瀕危的加利福尼亞大禿鷲那樣為人所知。

　　分句1. when it comes to substantive--particularly behavioral-information;

　　分句2. crows are less well known than many comparably common species and, for that matter，not a few quite uncommon ones：the endangered California condor，to cite one obvious example.

　　1和2是並列， 分句1是時光狀語， 2是主句，個中包括插入語構造 和 冒號銜接的說明解釋的身分。

　　28、Keen observers and quick learners，they are astute about the intentions of other creatures，including researchers，and adept at avoiding them.

　　(並列同位語keen observers and quick learners)

　　【譯句】烏鴉是靈敏的視察家和快捷的進修者，它們對其他生物(包含研討職員)的用意感到異常靈敏，而且擅長躲開它們。

　　分句1. they are astute about the intentions of other creatures，including researchers;

　　分句2. and adept at avoiding them.

　　1和2是並列。 句子開首的“keen observers and quick learners”是主語 they的同位語。

　　29、These researchers have sought to demonstrate that their work can be a valuable tool not only of science but also of history，providing flesh insights into the daily lives of ordinary people whose existences might not otherwise be so well documented.

　　(賓語從句demonstrate that…;特別構造otherwise)

　　【譯句】這些研討職員已力爭證明他們的事情不但可以成為科學並且照樣汗青的名貴對象，為懂得通俗人的平常生存供給極新的概念，不然這些通俗人的生計狀況弗成能被記錄得這麽好。

　　分句1：These researchers have sought to demonstrate that;

　　分句2：their work can be a valuable tool not only of science but also of history;

　　分句3：providing flesh insights into the daily lives of ordinary people;

　　分句4：whose existences might not otherwise be so well documented.

　　分句1是全部長句子的主句

　　分句2是分句1的賓語從句

　　分句3因此如今分詞情勢表現隨同狀況

　　分句4是分句3的定語從句。

　　30、Legend has it that sometime toward the end of the Civil War(1861--1865)a government train carrying oxen traveling through the northern plains of eastern Wyoming was caught in a snowstorm and had to be abandoned.

　　(特別構造Legend has it that…=There is a legend that…)

　　【譯句】傳說在內戰(1861--1865)快停止的某個時刻，一列載著牛群的當局的火車在穿過懷俄明州東部的北部平原時碰到了狂風雪，是以不能不被拋棄。

　　分句1：Legend has it that

　　分句2：sometime toward the end of the Civil War(1861--1865)a government train carrying oxen traveling through the northern plains of eastern Wyoming was caught in a snowstorm

　　分句3：and had to be abandoned

　　分句1是全部長句子的情勢主句

　　分句2是分句1的詳細說明，也是真實的主句。這裏湧現了幾個分詞情勢，如“carrying oxen” “traveling through……”等，完整可以換成“that/which carries……”，這裏都是如今分詞做後置定語，起潤飾限制感化。

　　分句3是2的並列。