雅思阅读长难句的重点信息搜寻法（精选3篇）由网友“kissyou5”投稿提供，下面是小编帮大家整理后的雅思阅读长难句的重点信息搜寻法，希望对大家带来帮助，欢迎大家分享。
篇1：雅思阅读长难句的重点信息搜寻法
雅思阅读长难句的重点信息搜寻法
1 雅思阅读技巧--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 Hadrian's 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。
2 雅思阅读技巧--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。
3 雅思阅读技巧--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。
雅思阅读全真模考题:淡水危机
Crisis! Fresh Water
You should spend about 20 minutes on Question 1-13 which are based on Reading Passage below.
A
As in New Delhi and Phoenix, policymakers worldwide wield great power over how water resources are managed. Wise use of such power will become increasingly important as the years go by because the world's demand for freshwater is currently overtaking its ready supply in many places, and this situation shows no sign of abating.
B
That the problem is well-known makes it no less disturbing: today one out of six people, more than a billion, suffer inadequate access to safe freshwater. By 2025, according to data released by the United Nations, the freshwater resources of more than half the countries across the globe will undergo either stress—for example, when people increasingly demand more water than is available or safe for use —or outright shortages. By midcentury as much as three quarters of the earth's population could face scarcities of freshwater.
C
Scientists expect water scarcity to become more common in large part because the world's population is rising and many people are getting richer (thus expanding demand) and because global climate change is exacerbating aridity and reducing supply in many regions. What is more, many water sources are threatened by faulty waste disposal, releases of industrial pollutants, fertilizer runoff and coastal influxes of saltwater into aquifers as groundwater is depleted.
D
Because lack of access to water can lead to starvation, disease, political instability and even armed conflict, failure to take action can have broad and grave consequences. Fortunately, to a great extent, the technologies and policy tools required to conserve existing freshwater and to secure more of it are known among which several seem particularly effective. What is needed now is action. Governments and authorities at every level have to formulate and execute concrete plans for implementing the political, economic and technological measures that can ensure water security now and in the coming decades.
E
The world's water problems requires, as a start, an understanding of how much freshwater each person requires, along with knowledge of the factors that impede supply and increase demand in different parts of the world. Malin Falkenmark of the Stockholm International Water Institute and other experts estimate that, on average, each person on the earth needs a minimum of 1,000 cubic meters (m3) of water .The minimum water each person requires for drinking, hygiene and growing food. The volume is equivalent to two fifths of an Olympic-size swimming pool.
F
Much of the Americas and northern Eurasia enjoy abundant water supplies. But several regions are beset by greater or lesser degrees of “physical” scarcity —whereby demand exceeds local availability. Other areas, among them Central Africa, parts of the Indian subcontinent and Southeast Asia, contend with “economic” water scarcity, where lack of technical training, bad governments or weak finances limit access even though sufficient supplies are available.
G
More than half of the precipitation that falls on land is never available for capture or storage because it evaporates from the ground or transpires from plants; this fraction is called green water. The remainder channels into so-called blue-water sources—rivers, lakes, wetlands and aquifers—that people can tap directly. Farm irrigation from these free-flowing bodies is the biggest single human use of freshwater. Cities and industries consume only tiny amounts of total freshwater resources, but the intense local demand they create often drains the surroundings of ready supplies.
H
Lots of Water, but not always where it is needed one hundred and ten thousand cubic kilometers of precipitation, nearly 10 times the volume of Lake Superior, falls from the sky onto the earth's land surface every year. This huge quantity would be enough to easily fulfill the requirements of everyone on the planet if the water arrived where and when people needed it. But much of it cannot be captured (top), and the rest is distributed unevenly (bottom). Green water (61.1% of total precipitation.: absorbed by soil and plants, then released back into the air; unavailable for withdrawal. Blue water (38.8% of total precipitation.: collected in rivers, lakes, wetlands and groundwater; available for withdrawal before it evaporates or reaches the ocean. These figures may not add up to 100% because of rounding. Only 1.5% is directly used by people.
I
Waters run away in tremendous wildfires in recent years. The economic actors had all taken their share reasonably enough; they just did not consider the needs of the natural environment, which suffered greatly when its inadequate supply was reduced to critical levels by drought. The members of the Murray-Darling Basin Commission are now frantically trying to extricate themselves from the disastrous results of their misallocation of the total water resource. Given the difficulties of sensibly apportioning the water supply within a single nation, imagine the complexities of doing so for international river basins such as that of the Jordan River, which borders on Lebanon, Syria, Israel, the Palestinian areas and Jordan, all of which have claims to the shared, but limited, supply in an extremely parched region. The struggle for freshwater has contributed to civil and military disputes in the area. Only continuing negotiations and compromise have kept this tense situation under control.
Questions 1-5
Do the following statements agree with the information given in Reading Passage 1? In boxes 1-5 on your answer sheet, write
TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the passage
1. The prospect for the need for the freshwater worldwide is obscure.
2. To some extent, the challenge for the freshwater is alleviated by the common recognition.
3. Researchers arrive at the water crisis based on persuasive consideration of several factors.
4. The fact that people do not actually cherish the usage of water also contributes to the water scarcity.
5. Controversy can't be avoided for adjacent nations over the water resource.
Questions 6-10
The reading Passage has eleven paragraphs A-I
Which paragraph contains the following information?
Write the correct letter A-I, in boxes 6-10 on your answer sheet
NB you may use any letter more than once
6. the uneven distribution of water around the world
7. other factors regarding nature bothering people who make the policies
8. joint efforts needed to carry out the detailed solutions combined with various aspects
9. no always-in-time match available between the requirements and the actual rainfall
10. the lower limit of the amount of freshwater for a person to survive
Questions 11-13
Summary
Complete the following summary of the paragraphs of Reading Passage, using No More than Three words from the Reading Passage for each answer. Write your answers in boxes 11-13 on your answer sheet.
Many severe problems like starvation and military actions etc. result from the shortage of water which sometimes for some areas seems 11 because of unavailability but other regions suffer other kind of scarcity for insufficient support. 12 of the rainfall can't be achieved because of evaporation. Some other parts form the 13 which can be used immediately. Water to irrigate the farmland takes a considerable amount along with the use for cities and industries and the extended need from the people involved.
文章题目：Crisis!Fresh Water
篇章结构：
体裁：
论说文
主题：
淡水资源紧缺
结构：
A段：提出问题，点明淡水资源供小于求的情况
B段：数据预测未来缺水情形
C段：导致缺水预期普遍化的几个因素
D段：保护水资源需要采取的行动
E段：了解水资源问题1首先要了解个人淡水需求量
F段：了解水资源问题2其次要了解世界不同地方阻碍淡水供应因素（如：物理缺水，经济缺水等，即缺水类型）
G段：了解水资源问题3 可利用降水量少，本地需求大
H段： 3 降水量时空分布不均，可利用降水占比少
I段：合理分配水资源的困难
试题解析：
Questions 1-5:
l 题目类型：True/False/Not Given题型——是非题
题号
答案
定位词
文中对应点
题目解析
1
F
need for freshwater
A段最后一句
demand for freshwater
1，选项：未来对水的需求预期不清楚 F
2，是非题往往存在顺序性，本题在原文中对应比较靠前
3，根据题目中的关键词定位到原文A段最后一句
4，精读：原文中说目前很多地方对淡水的需求量超过供应量，并且这种情况没有显示出减弱的迹象。
5，困惑点预判：虽然前半句currently说的是目前，和题目题目中prospect貌似不符，但是后半句有提到没有减弱迹象。所以未来对淡水需求依旧庞大。
2
F
common recognition
B段第一句
That the problem is well-known
1，选项：从某种程度上来说，对水资源短缺的共识弱化了它所带来的挑战 F
2，B 段第一句表明，尽管这个问题众所周知，但它还是令人不安。
3，关键：否定词no less
3
T
Researchers arrive at
C段第一句
Scientists expect…because..and because…what’s more
1，选项：研究人员基于对几种因素的深刻考虑得出了关于水危机的明确结论 T
2，C段第一句讲到Scientists expect water scarcity to become more common in large part 对应题目中的specific conclusion；based on对应because；several factors对应because…and because..what’s more
3，tips：注意表并列的关联词
4
Not
Given
Water scarcity
C段第一句
Scientists expect water scarcity to become
1，选项：人们不珍惜水资源同样导致了水资源短缺 Not Given
2，C段中给出了导致water scarcity的几种原因，1，getting richer 2，global climate change 3，faulty waste disposal 4，industrial pollutants 5，fertilizer runoff 6，saltwater water into aquifer 并没有提到人们不珍惜用水
5
T
Adjacent nations
I段第四句
…which borders on…all of which have claims to the shared
1，选项：邻国之间就水危机的争论难以避免 T
2，I段第三句说Given the difficulties…within a single nation...imagine the complexities…for international river basins such as…这句话中Given表让步，单个国家已经够难了，可见国际间的会更难，后面的例子又说几个相邻的国家（which have claims to the shared…）之间存在struggle for freshwater
以及only等词都在强调解决争端的不易
Questions 6-10:
l 题目类型：Matching题型——从属关系搭配题
题号
答案
定位词
文中对应点
题目解析
6
F、H
Uneven distribution
H段第三句
Is distributed uneveny
1，选项：世界范围内水的不均衡分布
2，Matching题第一题的答案往往比较靠后
3，H段前半段主要讲降水的时空分布不均
原文：But Much of it cannot be captured(top),and the rest is distributed unevenly(bottom).
4，F段第一句
Much of 。。abundant。。But。。。
前后句转折的关系表明前后两地水量截然相反，分布不均衡，对应题目中Uneven distribution
5，疑点：H段中所指为precipitation能否等同于题干中water
7
I
Other factors
Regarding nature
I段第二句
Needs Of Natural environment
1，选项：其他困扰决策者的自然因素
2，由other factors结合篇章布局大概能推出对应内容更有可能在文章后半部分，I段首句提到wildfire这一小自然因素，快读圈定本段
3， 精读：第一句：具体例子wildfire导致干涸，第二句观点句：didn’t consider…
本句话中表明这些决策者并没有考虑自然环境相关需求regarding nature，紧接着下文给例子，说某位决策者试图摆脱分配不当当值的后果和bothering对应
8
D
Joint efforts
D段最后一句 at every level
1，选项：实施和多方面相关的解决方案需要共同努力
2，D段最后一句和题目中的句子就是一个同义改写
Joint efforts——t every level
Detailed solutions——Concrete plans
Aspects——political,economic and ,technological
9
H
No always-in-time
rainfall
H段第二句
Not always where…where and when
1，选项：实际降雨量和需求量在时间上并不总是相匹配
2，定位：Rainfall是GH两段的主要讨论对象，由rainfall快速圈定范围，再有H段首句not always 和题目中的No always-in-time 类似
3，解析：精读H段第一句发现只说到地点分布不均匀，并未提及时间上的不对等，继续到第二句。有if+arrived…where and when表虚拟，以及后面的But转折都能看出实际上地点和时间分布都不均匀
10
G
Lower limit
amount
for a Person
E段第二句
a minimum of.
1，选项：选项：个体生存所需要的淡水量下限
2，Amount…for a Person是E段的主要讨论对象，圈定段落后扫读lower limit，第二句中出现同义改写：a minimum of..说的是专家预测，每个人至少需要1000立方的水
Questions 11-13:
l 题目类型：Summary题型——摘要填空题
题号
定位词
文中对应点
题目解析
11
关键：关注空格前后内容
空格后：some areas…because of unavailability but other regins…insufficient support
F段第二句
解题关键：关注空格前后内容，本道题后面有But转折关系，其实是两个缺水类型的比较，找到后者在原文中的对应，即找到前者。F段中讨论了两种不同的缺水类型，一个是physical scarcity，另一个是economic scarcity并解释后者不是因为缺少水资源而是缺少技术培训和政府支持等人为因素。另外空缺处前面seems系动词后面跟形容词，不需要进行词性转变
12
Rainfall evaporation
G段第一句
Rainfall是GH两段的主要讨论对象，所以快速圈定大范围
扫读evaporation，对应G段第一句because it evaporates 前面的结果是never available for capture or storage其中never available for和空格后面can’t be achieved对应，另外空格处应为名词，词性不变
13
Some other parts
Used immediately
G段第二句
空格前面Some other parts表明讨论对象不变，依旧是rainfall，后面to irrigate the farmland对应原文G段第三句Farm irrigation from…确定对应点为G段第二句，该句讲到另外一部分水进入河流，湖泊，湿地等，people can tap directly和题目中Used immediately对应
参考译文：淡水资源紧缺
A
在新德里和凤凰城，世界各地的决策者使出浑身解数致力于如何管理水资源。明智地使用这种权力将变得越来越重要，因为随着岁月的流逝，世界上的淡水需求目前在许多地方都是需求超过供给，并且这种情况没有显示出减弱的迹象。
B
尽管这个问题是众所周知的，但它同样令人不安：今天，每6个人中就有1个人，也就是说有超过一亿的人，遭受无法获得足够的安全淡水的问题。根据联合国公布的数据，到2025年，全球范围内超过一半的国家的淡水资源将会要么面对压力，例如，越来越多的人所需要的水比可安全使用的水要多，要么就是该国家安全的淡水资源直接短缺。到本世纪中叶，地球多达四分之三的人口能面临淡水稀缺。
C
科学家们对水资源短缺的预期变得越来越普遍，在很大程度上是因为世界人口正在上升，很多人都越来越富裕（从而扩大需求），因为全球气候变化加剧了干旱和减少了水资源的供应。此外，因为故障废物处置，工业污染物的释放，化肥的径流和因为地下水的枯竭使得沿海海水涌入到含水层等使得水源受到威胁。
D
由于水资源缺乏会导致饥饿，疾病，和武装冲突，如果不能采取行动，会产生广泛和严重的后果。幸运的是，在很大程度上，需要保护现有水资源的技术和政策工具是已知的，并且其中几个似乎特别有效。现在需要的是行动。每一级的政府和当局必须制定和执行具体计划来保证政治，经济和技术等确保现在和未来几十年水资源安全的措施的实行。
E
全球水资源问题首先需要解决的是了解每个人需要的淡水量以及在世界不同地方阻碍淡水供应和增加淡水需求的因素。斯德哥尔摩国际水资源研究所的Malin Falkenmark等专家估计，平均而言，地球上的每个人至少需要1000立方米的水。每个人所需要的最基本的水包括饮用水，卫生用水和种植粮食用水。这个里相当于一个奥林匹克规模的游泳池所蓄水的五分之二。
F
大部分美洲和欧亚大陆北部享受丰宫的水供应。但是，一些地区的“物理”稀 缺性使得需求超过当地可提供的量，使得这些地区或多或少地受到水资源问题的困扰。其他地区，像非洲中部，印度次大陆和东南亚的部分地区，要应对“经济型”缺水，那里缺乏技术培训，政府不力或较弱的财政支持使得即使有足够的供应依然面临水资源短缺的问题。
G
超过一半落在上地上的冰雹从来都不可用于捕获成存储，因为它从地面蒸发，或从植物蒸发，这部分被称为绿水。其余的部分进入所谓的蓝水来源，像河流，湖泊，湿地和地下蓄水层，这些是人们可以轻轻松松使用到的水源。这些用于农田灌溉的自由流动的水是单个人使用淡水量中占最大比例的部分。城市和工业本身只消耗少量的淡水资泜，但它们所创造的的巨大的本地需求耗尽了周围可以用的水资源。
H
是有大量的水存在，但并不总是当需要110000立方千米的水时，每年有10倍于苏必利尔湖的雨水从填空降落在地球陆地表面。如果在人们需要的时候，雨水可以随时降落以满足人们的需求的话，那么其实整个的蓄水量还是足够大来应付的。但大部分的水不能被捕获（靠近顶端的)，其余的是不均匀分布（靠近底部的）。绿水（总降水量的61%.：由土壤和植物吸收，然后重新释放到空气中，无法分离以供人使用。蓝水（总降水量的38.8%.：在河流，湖泊，湿地和地下水可供提取，蒸发之前到达海洋。这些数字加起来可能因为四舍五入不到100%。只有1.5%的水可供人直接使用。
I
近年来的大型野火使得水资源大量消失。所有经济行为者已经采取了合理的份额，他们只进没有考虑自然环境的需求，当供应不足时，会因为干旱降低到临界值。墨累—达令流域委员会的成员现在疯狂地试图摆脱他们的分配不当的水资源总量导致的灾难性后果。鉴于理智地分摊在一个单一国家的供水都是非常困难的，可以想象如果在国际河流流域接壤的如黎巴嫩，叙利亚，以色列，巴勒斯坦地区和约旦，约旦河是共享的，但是是有限制的，在这样一个非常炎热的地区分配以满足供应的要求是有多么复杂，在该地区不断有民用和军用关于淡水的纠纷。只有持续不断的谈判和妥协，这一紧张局势才能在控制之下。
参考答案：
Version 0 主题 淡水资源紧缺
1
FALSE
2
FALSE
3
TRUE
4
NOT GIVEN
5
TRUE
6
F
7
I
8
D
9
H
10
E
11
physical
12
capture or shortage
13
blue-water
篇2：语法实例讲解之雅思阅读长难句
语法实例讲解 雅思阅读长难句轻松一波带走
一. 了解英语里的句子类型
英语句子的基本类型有简单句、并列句和复合句。
简单句：句子中只有一套主谓结构的叫简单句。
比如(剑桥5，Wilderness tourism operates throughout the year in fragile areas. )
这句话中只有一套主谓结构，主语是wilderness toursim，谓语动词是operates。
并列句： 句子中有两套或者两套以上主谓结构，并且这些主谓结构之间属于并列关系。
比如 (剑桥7， The disastrous Hanshin earthquake in 1995 killed 6,400 people, toppled elevated highways, flattened office blocks and devastated the port area of Kobe. )
这句话中有4套主谓结构，分别是Hanshin earthquake killed, Hanshin earthquake toppled, Hanshin earthquake flattened and Hanshin earthquake devastated。因为这4个谓语动词共用一个主语Hanshin earthquake,所以作者在写这个句子的时候只让Hanshin earthquake出现一次。
复合句： 其实也就是通常说的主从句结构。这样的句子里有两套或两套以上主谓结构，并且这些主谓结构之间属于从属关系。剑桥阅读的阅读中有太多这样的例子。
比如 (剑桥7， Japanese scholars have been mystified for ages about why these tall, slender buildings are so stable. )
这句话中有2套主谓结构，一个是主句中的Japanese scholars have been mystified, 另外一个是由why引导的宾语从句中的buildings are so stable. 宾语从句中的主谓结构从属于主语，因为它是作为整个句子的宾语部分而存在。
二、了解让句子变长的原因
相信很多学生对此有同感：阅读文章里的长句读着读着就迷失了，读了结尾就不知道开头在哪了。 而写作文时要秀一下长句却往往心有意而力不足。接着我们就来看看是什么让英语句子变长了?真的总是如学生抱怨的那样，太多从句了吗?
比如：(剑桥7， Yet in 826, with only pegs and wedges to keep his wooden structure upright, the master builder Kobodaishi had no hesitation in sending his majestic Toji pagoda soaring fifty-five metres into the sky-nearly half as high as the Kasumigaseki skyscraper built some eleven centuries later.)
这个句子虽然看似很长，但其实是一个简单句。 主语是the master builder Kobodaishi，谓语和宾语是had no hesitation in doing sth, 所以主干意思就是Kobodaishi建筑大师毫不犹豫去做了某件事情。至于yet in 826这是一个时间状语, with only pegs and wedges to keep his wooden structure upright 这也是with引导的一个伴随状语，nearly half as high as the Kasumigaseki skyscraper built some eleven centuries later这个补语，用来补充说明fifty-five metres into the sky究竟是有多高。由这个例子，我们可以得出一些附属句子成分像状语和补语会让句子变长。
再来看一个句子，比如(剑桥5，Much attention has focused on erosion along major trails, but perhaps more important are the deforestation and impacts on water supplies arising from the need to provide tourists with cooked food and hot showers. )
这个句子里有2套主谓结构，一个是 attention has focused on, 另外一个是 more important are deforestation and impacts 并且这2套主谓结构由but相连，属于一个并列句。对剩下成分进行分析，我们发现，erosion后面有个短语along major trails, 这个是用来修饰限定erosion的，即主要步道沿路的侵蚀，impacts on water supply后面也有一个修饰成分arising from the need to provide tourists with cooked food and hot showers. 因为需要给游客提供熟食和热水澡而引发的对水供给造成的影响。
简而言之，讲到长句，学生们不需要直接把它们与从句等同起来。句子变长，还有一部分原因是因为句子中嵌入了很多附属成分比如说状语，定语和补语。我们可以利用这个规律，在读长句时有意识地先把这些附属成分先略去不看，先把主干(即主谓)找出来，那我们对句子的理解肯定也能做到八九不离十了。
三、了解一些不常见的句子结构
一些有着特殊结构的句子也成了阅读中的拦路虎。
1. 强调句
比如：(剑桥7，It was only thirty years ago that the building industry felt confident enough to erect office blocks of steel and reinforced concrete that had more than a dozen floors.)
理解强调句的时候可以先将其还原成正常语序的句子，便于理解。 The building industry felt confident enough to erect office blocks of steel and reinforced concrete that had more than a dozen floors only thirty years ago. 建筑行业才开始有信心去建立办公大楼，办公大楼是钢筋混凝土结构，办公大楼超过12层，尽仅仅30年前。重新组合一下这些短句的顺序，就变成建筑行业是从30年前才开始有信心建造超过12层楼高的钢筋混凝土结构的办公大楼。
2. 倒装句
比如：(Down came the “white only” notices in buses, hotels, trains, restaurants, sporting events, rest rooms and on park benches that once could be found everywhere throughout the South.)
这句话因为把down放句首了，用了倒装的结构，正常顺序应该是the “white only” notices came down in buses, hotels, trains, restaurants, sporting events, rest rooms and on park benches that once could be found everywhere throughout the South. ‘in buses, hotels, trains, restaurants, sporting events, rest rooms and on park benches’这个介词短语作为后置定语修饰notices。介词短语后面还有一个that引导的定语从句修饰notices。对倒装完成没有概念的同学看到这句话后说不定还会觉得这个句子写错了。
3. the more..., the more... 句型, 翻译成越...，越...
比如：(剑桥6，In fact, Newman believes the main reason for adopting one sort of transport over another is politics: ‘ The more democratic the process, the more public transport is favored.’)
事实上，Newman认为采取偏向采用某种交通工具的主要原因是政治：“过程越民主，公共交通就越受欢迎。”)
4. 宾语+宾补
比如：(剑桥7，Food production has kept pace with soaring population mainly because of the expansion of artificial irrigation systems that make possible the growth of 40% of the world’s food.)
主干是food production has kept pace with soaring population 粮食生产跟上了人口飙升的步伐，后面跟了一个because of artificial irrigation短语作原因状语，并且在irrigation systems后面还跟了一个定语从句that make possible the growth of 40% of the world’s food 来修饰irrigation systems。在这个定语从句里， make possible the growth of 40% of the world’s food这个就是宾语加宾语补足语的结构，the growth of 40% of the world’s food 是宾语，possible是补充说明宾语的结果，合起来就是make the growth of 40% of the world’s food possible。但是为了不让只有一个单词possible作补语看起来太单薄，就将它和he growth of 40% of the world’s food换了位置。但是学生在读句子的时候，应该要自动帮它们还原。
总结：
总的来说，考生们很习惯地把阅读中的理解障碍归因于词汇量不够，但是如果对句子结构不熟练的话，一样会存在阅读困难，因为学生往往发现无法将每个词的意思窜连成意思合理的句子。本文尝试将雅思长难句中经常出现的难点给学生作了一个总结，首先学生需要了解英语句子的基本句子结构，在分析长句时，把主谓结构都先找出来，分清楚哪些是主句主谓结构，哪些是从句主谓结构，了解从句的功能。其次，不要受一些附属结构的影响，像是定语、状语、补语，这些成分可以在分析完主谓结构后再加入进去理解。最后，要注意一些特殊句型，特殊句型的数量并不多，平时的备考中不需要花很多时间就可以学习完。考生们在备考雅思阅读时，应该要重视句子分析的能力，当这种能力变成一种习惯的时候，长句就不再会是阅读拦路虎了。
雅思阅读全真模考题:智力的开端
The beginning of intelligence
A No one doubts that intelligence develops as children grow older. Yet the concept of intelligence has proved both quite difficult to define in unambiguous terms and unexpectedly controversial in some respects. Although, at one level, there seem to be almost as many definitions of intelligence as people who have tried to define it, there is broad agreement on two key features. That is, intelligence involves the capacity not only to learn from experience but also to adapt to one's environment. However, we cannot leave the concept there. Before turning to what is known about the development of intelligence, it is necessary to consider whether we are considering the growth of one or many skills. That question has been tackled in rather different ways by psychometricians(心理测量师)and by developmentalists.
B The former group has examined the issue by determining how children's abilities on a wide range of tasks intercorrelate, or go together. Statistical techniques have been used to find out whether the patterns are best explained by one broad underlying capacity, general intelligence, or by a set of multiple, relatively separate, special skills in domains such as verbal and visuospatial ability. While it cannot be claimed that everyone agrees on what the results mean, most people now accept that for practical purposes it is reasonable to suppose that both are involved. In brief,the evidence in favour of some kind of general intellectual capacity is that people who are superior (or inferior) on one type of task tend also to be superior (or inferior) on others. Moreover, general measures of intelligence tend to have considerable powers to predict a person's performance on a wide range of tasks requiring special skills. Nevertheless, it is plain that it is not at all uncommon for individuals to be very good at some sorts of task and yet quite poor at some others.
C Furthermore the influences that affect verbal skills are not quite the same as those that affect other skills. This approach to investigating intelligence is based on the nature of the task involved, but studies of age-related changes show that this is not the only, or necessarily the most important, approach. For instance, some decades ago, Horn and Cattell argued for a differentiation between what they termed 'fluid' and 'crystallised' intelligence. Fluid abilities are best assessed by tests that require mental manipulation of abstract symbols. Crystallised abilities, by contrast, reflect knowledge of the environment in which we live and past experience of similar tasks; they may be assessed by tests of comprehension and information. It seems that fluid abilities peak in early adult life, whereas crystallised abilities increase up to advanced old age.
D Developmental studies also show that the interconnections between different skills vary with age. Thus in the first year of life an interest in perceptual patterns is a major contributor to cognitive abilities, whereas verbal abilities are more important later on. These findings seemed to suggest a substantial lack of continuity between infancy and middle childhood. However, it is important to realize that the apparent discontinuity will vary according to which of the cognitive skills were assessed in infancy. It has been found that tests of coping with novelty do predict later intelligence. These findings reinforce the view that young children's intellectual performance needs to be assessed from their interest in and curiosity about the environment, and the extent to which this is applied to new situations, as well as by standardised intelligence testing.
E These psychometric approaches have focused on children’s increase in cognitive skills as they grow older. Piaget (著名儿童教育学家) brought about a revolution in the approach to cognitive development through his arguments (backed up by observations) that the focus should be on the thinking processes involved rather than on levels of cognitive achievement. These ideas of Piaget gave rise to an immense body of research and it would be true to say that subsequent thinking has been heavily dependent on his genius in opening up new ways of thinking about cognitive development. Nevertheless, most of his concepts have had to be so radically revised, or rejected, that his theory no longer provides an appropriate basis for thinking about cognitive development. To appreciate why that is so, we need to focus on some rather different elements of Piaget’s theorising.
F The first element, which has stood the test of time, is his view that the child is an active agent of learning and of the importance of this activity in cognitive development. Numerous studies have shown how infants actively scan their environment; how they prefer patterned to non-patterned objects, how they choose novel over familiar stimuli, and how they explore their environment as if to see how it works. Children's questions and comments vividly illustrate the ways in which they are constantly constructing schemes of what they know and trying out their ideas of how to fit new knowledge into those schemes or deciding that the schemes need modification. Moreover, a variety of studies have shown that active experiences have a greater effect on learning than comparable passive experiences. However, a second element concerns the notion that the development proceeds through a series of separate stages that have to be gone through step-by-step, in a set order, each of which is characterized by a particular cognitive structure. That has turned out to be a rather misleading way of thinking about cognitive development, although it is not wholly wrong.
Questions 14-17
Choose the correct letter, A, B, C, or D.
Write your answers in boxes 27-30 on your answer sheet
14 Most researchers accept that one feature of intelligence is the ability to
A change our behaviour according to our situation.
B react to others' behaviour patterns.
C experiment with environmental features.
D cope with unexpected setbacks.
15 What have psychometricians used statistics for?
A to find out if cooperative tasks are a useful tool in measuring certain skills
B to explore whether several abilities are involved in the development of intelligence
C to demonstrate that mathematical models can predict test results for different skills
D to discover whether common sense is fundamental to developing children's abilities
16 Why are Horn and Cattell mentioned?
A They disagreed about the interpretation of different intelligence tests.
B Their research concerned both linguistic and mathematical abilities.
C They were the first to prove that intelligence can be measured by testing a range of special skills.
D Their work was an example of research into how people's cognitive skills vary with age.
17 What was innovative about Piagct's research?
A He refused to accept that children developed according to a set pattern.
B He emphasised the way children thought more than how well they did in tests.
C He used visually appealing materials instead of traditional intelligence tests.
D He studied children of all ages and levels of intelligence.
Questions 18-22
Do the following statements agree with the information given in Reading Passage 3?
In boxes 31-36 on your answer sheet, write
YES if the statement is true
NO if the statement is false
NOT GIVEN if the information is not given in the passage
18 A surprising number of academics have come to the same conclusion about what the term intelligence means.
19 A general test of intelligence is unlikely to indicate the level of performance in every type of task.
20 The elderly perform less well on comprehension tests than young adults.
21 We must take into account which skills are tested when comparing intelligence at different ages.
22 Piaget's work influenced theoretical studies more than practical research.
Questions 23-26
Complete the summary using the list of words, A-1, below.
Write your answers in boxes 37-40 on your answer sheet.
Researchers investigating the development of intelligence have shown that 23 skills become more significant with age. One good predictor of 24 intelligence is the degree to which small children are 25 about their surroundings and how much interest they show on finding themselves in an 26 setting.
A adult B practical C verbal
D spatial E inquisitive F uncertain
G academic H plentiful I unfamiliar
文章题目：早期的智商研究
篇章结构
体裁
议论文
题目
早期的智商研究
结构
（一句话概括每段大意）
A段：智商概念的定义
B段：研究智商的方法和结果
C段：智商对口语方面和其他方面的不同影响
D段：不同技巧会随着年龄而变化的原因
E段：Piaget关于儿童认知发展的观点
F段: Piaget理论的两个方面对比
试题分析
Question 14-26
题目类型：
题号
定位词
文中对应点
题目解析
14
One feature,
ability
A段第三，四句Two key features,
Not only…but also, to adapt to one’s environment
A段第三句说有两种特点，后一句用并列结构说不仅…而且包括适应环境的能力,其中adapt, environment，同义替换选项A的change behavior, situation
因此，本题答案为A
15
Psychometricians,
Statistics, for
B段第二句Statistical techniques,
Explained by
B段第二句说心理测量师用统计技术来解释一种广泛的能力或一系列独立特殊的技能，与选项B中to explore, several abilities对应
因此，本题答案为B
16
Why, Horn, Cattell
C段第二，三句For instance,
Studies of age-related changes
C段第三句提到了Horn 和Cattell, 是举例子，所以往前一句找到例子支持的观点，即第二句，说与年龄相关的智商的变化说明这不是唯一或最重要的方法，与选项D中vary with age 同义替换
因此，本题答案为D
17
Innovative,
Piaget research
E段第二句Revolution,
His argument
E段第二句focus on thinking processes rather than on levels of achievements,他认为焦点应该集中在儿童思维的过程而不是认知水平，与选项B的the way children thought more than how well they did 同义替换
因此，本题答案为B
18
Number of academics, same conclusion, term
A段第二句
Yet, concept, difficult to define, controversial
A段第二句说，智商这个概念很难准确地定义也存在争议，选项说come to the same conclusion,与原文意思相反，错
因此，本题答案为NO
19
General test, unlikely, level of performance, every type of task
B段第五，六句General measures, wide range of tasks, nevertheless, good and yet poor
B段最后两句说，测量可预测出一个人在任务中的表现，然而也可能有人在某些方面很出色，但在其他方面很吃力，选项与原文语义相符
因此，本题答案为YES
20
Elderly, comprehension test, less than, young adults
C段第三至六句Fluid ability peak in early adult, whereas, crystallised ability increase to old age
C段例子中说流动智商和固定智商的测量依据不同，一个是大脑控制符号的能力，一个是对理解和信息测试；最后一句说流动智商在刚成年达到顶峰，而固定智商随年龄的增加而增长；选项说elderly perform less well on comprehension,与原文意思相反，错
因此，本题答案为NO
21
Which skills, comparing at different ages
D段第一句Studies show,
Interconnections,
Different skills, vary with age
D段首句说研究表明不同技巧之间的关联随年龄的变化而变化，最后一句说研究结果加强了这种看法，选项与原文相符
因此，本题答案为YES
22
Piaget’s work, theoretical study, more than, practical research
E段第二句至段尾
E段第二句开始说，Piaget提出了革命性的观点，并引发了大量的研究，而选项中的比较是原文没有的
因此，本题答案为NOT GIVEN
23
Skills, more significant,
age
D段第一，二句
D段第一句说研究表明不同技巧随着年龄变化，第二句转折说之后对口头能力方面的影响更大whereas verbal abilities are more important later on
因此，本题答案为C
24
Good predictor, degree, small children
D段第五句
D段第五句说发明出了通过创新来预测成年之后的智商测试 tests of coping with novelty do predict later intelligence, later同义替换 adult
因此，本题答案为A
25
Small children, surroundings
D段最后一句
D段最后一句并列的前半句，young children’s ……from their interest in and curiosity about the environment, interest and curiosity 同义替换 inquisitive
因此，本题答案为E
26
And, how much, setting
D段最后一句
D段最后一句的后半句，and the extent ……to new situations, new 同义替换 unfamiliar
因此，本题答案为I
参考译文：
早期的智商研究
A 没有人会质疑随着儿童的成长，他的智商也会相应地得到发展。对于“智商”这个概念，既是很难用准确的术语定义，也没有想到会在很多方面存在争议。尽管从某种水平上来讲，已经有很多关于智商的不同的定义，因为总是有很多人想要给它下定义.但是有两点是人们普遍赞同的。也就是说，智商不仅包括从经验中学习的能力还包括适应环境的能力。但是，它的概念远不止这些，在谈论关于智商的发展之前，有必要先考虑一下若干技巧的成熟，而这个问题被心理测量师和发展心理学家以不同的方式在进行着研究。(第31题,27题)
B 前者通过测试儿童在一系列不相关的任务的完成能力来进行研究。他们使用了统计技术来最好地解释是否存在一种广泛存在的能力，也就是普遍智商，或是一系列相对独立特殊的技能存在于像口头和视觉空间方面。但是并不是每个人都接受研究结果的含义，大多数人认为处于实践方面的意义，上述两者应该是并存的，这样的解释才是合理的。简而言之，一些支持普遍智商存在的证据体现在在一种任务的完成过程中表现出色(或逊色)的人往往在完成其它任务时也更胜一筹(或更差一些)。此外，普遍智商的测量可以在很大程度上预计出一个人在一系列其它需要特定技能的任务中的表现。然而，很显然，也有可能尽管有的人在某些方面很出色，但是在其它方面很吃力。(第28题,32题)
C 会对口语方面造成的影响和对其它方面的影响不太一样。研究智商的方法是基于任务本身的性质的，但是对于年龄相关的智商的变化表明这不是唯一的或是一定是最重要的方法。比方说，几十年前，Horn和Cattell—直在争论他们所谓的“流动智商”和“固定智商”之间的区分，流动智商是依据对大脑控制抽象符号的能力来测量的，而固定智商是通过针对理解和信息的测试来衡量的。似乎流动智商在人刚成年的时候达到顶峰(peak in)，而固定智商会随着年龄的增加而增长(advanced)。(第 29 题，33 题)
D 发展学的研究也表明不同的技巧之间的相互关联随着年龄的变化而变化。因此在人一岁的时候，对于感知类型方面表现出的兴趣是认知能力提高的一个重要因素，但是之后其对口头能力方面的影响更大。这些研究结果似乎表明婴儿和童年初期之间缺乏一个连续性。但是要意识到这种明显的不连续性会因测量的婴儿的能力的不同而变化。已经发明出了通过创新来预测成年之后(later)的智商的测试。一直以来，人们认为需要通过测验儿童对环境表现出来的兴趣和好奇心以及他们对于陌生环境能应用出来的程度以及标准智力测试的评估来衡量儿童的智力表现，而这些研究结果则加强了这种看法。(第37-40题)
E 这些心理测量的方法着重在儿童在年龄增长时所伴随的认知技巧的提高。皮亚杰(著名儿童教育学家)却在这个领域掀起了一场革命，他认为，焦点应该集中在儿童的思维(thought)过程而不是认知(did)的水平。(第30题)皮亚杰的观点引发了大量的研究，可以说是他开的先河才导致了后续人们对于思维认知发展方向的研究。然而因为他所提出的大多数的概念己经从根本上被改变了或是被否定了，以至于他的理论不再对儿童认知发展的研究提供合理的基础支持。(第35题 NOT GIVEN)
F 他理论的第一个方面经受住了时间的检验：儿童是积极学习的主体，而这对于认知发展是非常重要的。(第36题，他的理论并没有完全被认为一无是处discredited…)无数的研究已经表明婴儿就已经开始积极地观察周围的环境，他们倾向于选择有固定模式的事物，他们会因为家人的刺激而选择新鲜事物，他们积极地探索环境是为了弄明白周围的世界是怎么运转的。儿童的问题和对事物的评论生动地展示了他们一直在构建自己已知事物的模式，并且试图将新的知识融入到这个模式中，或是认为这个模式需要修正。此外，一系列的研究表明主动的经验要比被动的经验在学习方而有更大的影响。但是他理论的第二个方面：认为儿童认知的发展是分为若干独立的阶段，而且这些阶段要以固定的顺序逐一地经过，而每一个阶段都有一个特定的认知结构——被证明是一个在研究认真发展方而相当误导人的方法，尽管它并不是一无是处。
参考答案：
Version 20113 主题 早期的智力发展
14
A
15
B
16
D
17
B
18
NO
19
YES
20
NO
21
YES
22
NOT GIVEN
23
C
24
A
25
E
26
I
篇3：雅思阅读速度提升之3种方法秒杀长难句
雅思阅读速度提升之3种方法秒杀长难句
1 雅思阅读速度提升之借用文中的“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 Hadrian's 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。
2 雅思阅读速度提升之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：
剑桥雅思9上97页A段第六行有一长难句是这样的：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。
3 雅思阅读速度提升之使用宾语从句知识
如果一个雅思阅读长难句中出现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。
雅思口语分类词汇：动物名称
horse 马
mare 母马
colt, foal 马驹,小马
pony 矮马
thoroughbred 纯种马
mustang 野马
mule 骡
ass, donkey 驴
ox 牛
buffalo 水牛
bull 公牛
cow 母牛
calf 小牛, 牛犊
bullock, steer 小阉牛
heifer 小母牛
pig, swine 猪
boar 种猪
hog 阉猪, 肥猪
gilt 小母猪
piglet 猪崽
sheep 羊
ewe 母羊
goat 山羊
lamb 羊羔,羔羊
zebra 斑马
antelope 羚羊
gazelle 小羚羊
deer 鹿
reindeer 驯鹿
giraffe 长颈鹿
camel 骆驼
dromedary 单峰驼
llama 大羊驼
guanaco 原驼
alpaca 羊驼
vicuna 小羊驼
elephant 象
rhinoceros 犀牛
hippopotamus 河马
cat 猫
tabby, she-cat, grimalkin 雌猫
tomcat 雄猫, 公猫
kitten, kitty, pussy 小猫
lion 狮
lynx 猞猁
panther, puma 美洲豹
leopard 豹
tiger 虎
wildcat 野猫
bison 美洲野牛
yak 牦牛
dog 狗
badger 獾
weasel 鼬,黄鼠狼
otter 水獭
fox 狐
hyena, hyena 鬣狗
wolf 狼
squirrel 松鼠
dormouse 睡鼠
beaver 河狸
marmot 土拨鼠
ferret 雪貂
bear 熊
rabbit 兔子
hare 野兔
rat 鼠
chinchilla 南美栗鼠
gopher 囊地鼠
Guinea pig 豚鼠
marmot 土拨鼠
mole 鼹鼠
mouse 家鼠
vole 田鼠
monkey 猴子
chimpanzee 黑猩猩
gorilla 大猩猩
orangutan 猩猩
gibbon 长臂猿
sloth 獭猴
anteater 食蚁兽
duckbill, platypus 鸭嘴兽
kangaroo 袋鼠
koala 考拉, 树袋熊
hedgehog 刺猬
porcupine 箭猪, 豪猪
bat 蝙蝠
armadillo 犰狳
whale 鲸
dolphin 河豚
porpoise 大西洋鼠海豚
seal 海豹
walrus 海象
雅思口语分类词汇：美妆美发
护肤: skin care
洗面奶: facial cleanser/face wash (Foaming,milky,cream,Gel)
爽肤水: toner/astringent(紧肤水 firming lotion，柔肤水 toner/smoothing toner) facial mist/facial spray/complexion mist
护肤霜: moisturizers and creams(保湿 moisturizer，隔离霜，防晒 sun screen/sun block，美白whitening，露 lotion，霜 cream，日霜 day cream，晚霜 night cream)
眼霜: eye gel
面膜: facial mask/masque
眼膜: eye mask
磨砂膏: facial scrub
去黑头: (deep) pore cleanser/striper pore refining
去死皮: Exfoliating Scrub
润肤露(身体): body lotion/moisturizer
护手霜: hand lotion/moisturizer
沐浴露: body wash
彩妆: cosmetics
遮瑕膏: concealer
粉底: foundation (compact,stick)
粉饼: pressed powder(散粉 loose powder，闪粉 shimmering powder/glitter
眉粉: brow powder, (眉笔)brow pencil
眼线液:(眼线笔)liquid eye liner, eye liner
眼影: eye shadow
睫毛膏: mascara
唇线笔: lip liner
唇膏: lip color/lipstick(笔状 lip pencil，膏状 lip lipstick，盒装 lip color/lip gloss)
唇彩: lip gloss/lip color
腮红: blush
卸装水: makeup remover
卸装乳: makeup removing lotion
帖在身上的小亮片: body art
指甲: manicure/pedicure
指甲油-去甲油: nail polish, nail polish remover
发: hair products/accessories
洗发水: shampoo
护发素: hair conditioner
锔油膏: conditioning hairdressing/hairdressing gel /treatment
摩丝: mousse
发胶: styling gel
染发: hair color
冷烫水: perm/perming formula
卷发器: rollers/perm rollers
工具: cosmetic applicators/accessories
粉刷: cosmetic brush, face brush
粉扑: powder puffs
海绵扑: sponge puffs
眉刷: brow brush
睫毛夹: lash curler
眼影刷: eye shadow brush/shadow applicator
口红刷: lip brush
胭脂扫: blush brush
转笔刀: pencil sharpener
电动剃毛器: electric shaver-for women
电动睫毛卷: electric lash curler?
描眉卡: ? brow template
纸巾: facial tissue
吸油纸: oil-Absorbing Sheets
化装棉: cotton pads
棉签: Q-tips
化装包: cosmetic bag
理发用语
打薄剪刀：THINNING
乱发: SHOCK
修剪: TRIM
平顶头: CROP
分发ART HAIR
做发型: CUTTING & STYLING
电烫: PERMANENT WAVE
点烫药水; SETTING LOTION
女子做发: HAIRDO
点烫发机: ELECTRIC HAIR CURLER
压发: HAIR FIXER
束发结: SNOOD
发网: HAIRNET
假辫子: CORONET BRAID SWITCH
前流海: BANG
雅思口语分类词汇：田径
Athletics 竞技
race 跑
middle-distance race 中长跑
long-distance runner 长跑运动员
sprint 短跑 (美作:dash)
the 400 metre hurdles 400米栏
marathon 马拉松
decathlon 十项
cross-country race 越野跑
jump 跳跃
jumping 跳跃运动
high jump 跳高
long jump 跳远 (美作:broad jump)
triple jump, hop step and jump 三级跳
pole vault 撑竿跳
throw 投掷
throwing 投掷运动
putting the shot, shot put 推铅球
throwing the discus 掷铁饼
throwing the hammer 掷链锤
throwing the javelin 掷标枪
walk 竞走
Individual Sports 体育项目
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