【譯文】這或許是對學生寫作能力的尖銳批評，但也反映了教師的悲哀—他根本沒讀過這篇文章，而文章里包含了學生內(nèi)心感受的優(yōu)美表達。
【析句】多重復合句，句子主干為It may have been a sharp criticism..., but it was a sad refection of the teacher, but連接兩個成轉折關系的句子，其中，后句又包含兩個從句：who had omitted to read the essay作定語從句修飾the teacher,而which引導非限制性定語從句修飾前面的句子。
2. The teacher was not wrong to draw attention to the errors, but if his priorities had centered on he child's ideas, an expression of his disappointment with the presentation would have given the pupil more motivation to seek improvement. (1991. 閱讀. Text 1)
【譯文】教師關注錯誤不可厚非，但如果他更重視學生的想法的話，那么他表現(xiàn)出的失望本可以激發(fā)出學生更大的動力去改進。
【析句】本句的主干與例句一相似，都是由but連接兩個句子，后句中，if his priorities had centered on...為條件狀語從句，主句an expression of his disappointment would have given...。注意后句的時態(tài)搭配，主句would have given為虛擬式，從句用had centered on過去完成時。
3. In 1862 Congress authorized two western railroad companies to build lines from Nebraska westward and from California eastward to a meeting point, so as to complete a transcontinental crossing linking the Atlantic seaboard with the Pacific. (1991. 閱讀. Text 4)
【譯文】1862年國會批準兩家西部鐵路公司修建從內(nèi)布拉斯加往西和加利福利亞向東匯合的鐵路，以便建成橫跨大陸連接大西洋海岸和太平洋的十字路口。
【析句】本句結構比較簡單，只有一個較長的句子Congress authorized two western railroad companies,so as to complete...為目的狀語。難點在于from Nebraska westward and from California eastward的理解，很多同學理解成Nebraska西部和California東部，實際上，westward/eastward這里是形容詞，意為“向西/向東”。
