托福閱讀中使用的手法形式還是有很多種的,不過(guò)句間的關(guān)系大概常見的種類并沒有那么多,一篇托福閱讀文章中會(huì)出現(xiàn)的也就大概三種左右,下面介紹的就是幫助大家能更好解答托福閱讀試題的一種手法關(guān)于句間的轉(zhuǎn)折。
如果托福閱讀文章中一句話與另一句話存在轉(zhuǎn)折關(guān)系,通常要有表示轉(zhuǎn)折的邏輯關(guān)系詞,而且一般情況下語(yǔ)義重心都是轉(zhuǎn)折后的內(nèi)容。我們?cè)诜治鼍渥娱g的轉(zhuǎn)折關(guān)系前,要明確表示轉(zhuǎn)折的邏輯詞都有哪些。它們通常包括but ,yet ,however ,whereas ,on the contrary, contrary to ,in contrast等。當(dāng)托福閱讀修辭目的題中的定位句與前文存在轉(zhuǎn)折關(guān)系時(shí),通常作者的意圖是反駁前文的某種觀點(diǎn)或者否定前文的內(nèi)容。
下面舉兩個(gè)例子進(jìn)行具體分析。
例1:In Europe, before the introduction of the mechanical clock, people told time by sun (using, for example, shadow sticks or sun dials) and water clocks. Sun clocks worked, of course, only on clear days; water clocks misbehaved when the temperature fell toward freezing, to say nothing of long-run drift as the result of sedimentation and cl**ging. Both these devices worked well in sunny climates; but in northern Europe the sun may be hidden by clouds for weeks at a time, while temperatures vary not only seasonally but from day to night.
Why does the author provide the information that ”in northern Europe the sun may be hidden by clouds for weeks at a time, while temperatures vary not only seasonally but from day to night”?
○ To emphasize the variety of environments in which people used sun and water
clocks to tell time
○ To illustrate the disadvantage of sun and water clocks
○ To provide an example of an area where water clocks have an advantage over
sun clocks
○ To counter the claim that sun and water clocks were used all over Europe
托福閱讀試題解析:
(1) 通過(guò)題干定位到文中最后一句話中but的后面,but一詞表明后面的內(nèi)容是與前面是轉(zhuǎn)折關(guān)系,后面說(shuō):但是在北歐,太陽(yáng)可能一下被烏云遮住幾個(gè)星期,同時(shí)氣溫也不僅只隨著季節(jié)變化,早晚也有溫差。
(2) 定位句之前有轉(zhuǎn)折,通常都是對(duì)前文的否定,所以看一下but前說(shuō)了什么以明確否定的內(nèi)容。前面說(shuō)這兩個(gè)設(shè)備在晴天時(shí)都能很好地工作。由此可以判斷否定的對(duì)象應(yīng)該就是這兩個(gè)設(shè)備。
(3) 到底是哪兩個(gè)設(shè)備呢? these提示我們要向前找,所以看一下上一句話,發(fā)現(xiàn)其中有個(gè)分號(hào),可能分號(hào)前后各說(shuō)一種設(shè)備。發(fā)現(xiàn)前面說(shuō)的是太陽(yáng)鐘,后面說(shuō)的是水鐘,兩個(gè)設(shè)備明確了。
(4) 結(jié)合這兩句話,可以看出but后逗號(hào)前的內(nèi)容正是對(duì)太陽(yáng)鐘的否定,逗號(hào)后面的內(nèi)容正是對(duì)水鐘的否定。因此答案為含有負(fù)面信息的B項(xiàng)。
例2:The undisputed pre-Columbian presence in Oceania of the sweet potato, which is a New World domesticate, has sometimes been used to support Heyerdahl’s “American Indians in the Pacific” theories. However, this is one plant out of a long list of Southeast Asian domesticates. As Patrick Kirch, an American anthropol**ist, points out, rather than being brought by rafting South Americans, sweet potatoes might just have easily been brought back by returning Polynesian navigators who could have reached the west coast of South America.
Why does the author mention the views of “Patrick Kirch”?(3)
○ To present evidence in favor of Heyerdahl’s idea about American Indians reaching Oceania
○ To emphasize the familiarity of Pacific islanders with crops from many different regions of the world
○ To indicate that supposed proof for Heyerdahl’s theory has an alternative explanation
○ To demonstrate that some of the same crops were cultivated in both South America and Oceania
解析:
(1) 題干問作者為什么提到PK這個(gè)人的觀點(diǎn)。回到文中進(jìn)行定位,發(fā)現(xiàn)最后的一整個(gè)長(zhǎng)句說(shuō)的就是PK的觀點(diǎn)。提取一下主要信息點(diǎn),PK的觀點(diǎn)是:甘薯不是被南美洲人帶來(lái)的,而可能僅僅是被到過(guò)南美的波利尼西亞人帶回來(lái)的。
(2) 提到PK對(duì)甘薯來(lái)源的觀點(diǎn)目的是什么呢?句首的as表示正像、正如,因此這句話與前面是一個(gè)順承關(guān)系,前面說(shuō),但是這只是東南亞馴化的很多植物外的一種。句中的this提示我們還要向前看,并且句首的however表明后面的信息與前面是轉(zhuǎn)折關(guān)系,而后一句話句首的as又表明與上一句話是順承關(guān)系。由此判斷出定位句與前文存在轉(zhuǎn)折關(guān)系,所反駁的就應(yīng)該是however之前的觀點(diǎn)。
(3) 看however之前說(shuō)了什么,這句話比較長(zhǎng),提取主要信息,主要說(shuō)的是H的理論(太平洋島上的人來(lái)源于美洲印第安)的證據(jù)是美洲馴化的甘薯出現(xiàn)在了大洋洲。
(4) 美洲印第安人也就是定位句中的南美州人,所以我們找到了however的轉(zhuǎn)折點(diǎn),前面說(shuō)甘薯用來(lái)證明太平洋島居民源于南美,后面說(shuō)甘薯不是被南美洲人帶來(lái)的,也就是說(shuō)不能被用來(lái)證明太平洋島居民源于南美。
(5) 綜合以上分析,PK的觀點(diǎn)就是為了說(shuō)明之前支持H的理論的證據(jù)可能有誤。所以,選擇C項(xiàng)。
通過(guò)上面結(jié)合托福閱讀試題和托福閱讀文章段落的分析可以看出轉(zhuǎn)折這種手法還是有很重要地位的,如果能提前發(fā)現(xiàn)這個(gè)手法那么對(duì)于大家理解托福閱讀是很有幫助的。
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