-
1. The scent she
carried in her samples and on her body was a
message to the other bees that
this was
the one they were looking
for.
（剑
4, General Training
Test B section 3
）
分析：
本句的主句为
―The
scent
was
a
message
to
the
other
bees‖
；
―she
carried
in
her
samples
and on her
body‖
为定语从句，做
The scent
的定语，关系词在定语从句中做宾语，因
此被省掉；
―
that this was the one they were looking for‖
为
that
引导的同位语从句，
做
a
message
的同位语；
―they were
looking
for‖
为定语从句，
做
the on
e
的定语，
关系词在定语从句中做
fo
r
的宾语，因此被省掉。
2.
Soon
he
would
also
discover
a
number
of
other
remarkable
facts
about
how
bees
communicate and, in doing so,
revolutionize the
study
of
animal behavior
generally.
（
剑
4,
General
Training Test B section
3
）
分析：
本句的主句为
―he
would also discover a number of other remarkable
facts about…a
nd
revolutionize the
study
of animal
behavior generally‖
；
―how
bees communicate‖
为
how
引导的宾
语从句，做介词
about
< br>的宾语。
3. There had, of course, been
dictionaries in the past, the first of these being
a little book of
some 120 pages,
compiled by a certain Robert Cawdray, published in
1604 under the title A Table
Alphabeticall ?of hard usual English
words'.
（剑
5, Test 1 passage
1
）
分析：
本句主句
―There had
been dictionaries‖
；
―the
first of these being a little book of some
120
pages,
compiled
by
a
certain
Robert
Cawdray,
published
in
1604
under
the
title
A
Table
Alphabeticall ?of hard
usual English words'‖
为独立主格结构，
其中
―compiled by a certain Robert
Cawdray‖
和
―published
in
1604
under
the
title
A
Table
Alphabeticall
?of
hard
usual
English
words'‖
均为
过去分词短语作定语，做
a little
book
的定语。
4. It is highly appropriate
that Dr Samuel Johnson, the very model of an
eighteenth-century
literary man, as
famous in his own time as in ours, should have
published his Dictionary at the
very
beginning of the heyday of the middle
class.
（剑
5, Test 1 passage
1
）
分析：
本句的主句为
―It is
highly appropriate that… ‖,
其中
it
为形式主语，
真正的主语为
t
hat
引导的主语从句，即
―that
Dr
Samuel
Johnson,
the
very
model
of
an
eighteenth
-century
literary man, as famous in his own time
as in ours, should have published his Dictionary
at the
very
beginning
of
the
heyday
of
the
middle
class‖
；在主语从句中
―the
very
model
of
an
eighteenth-
century literary
man‖
为
Dr Samuel
Johnson
的同位语，
―as famous in
his own time as
in
ours‖
为
Dr Samuel
Johnson
的定语。
5. His approach to the
problems that had worried writers throughout the
late seventeenth and
early eighteenth
centuries was intensely
practical.
（剑
5, Test 1
passage 1
）
分析：
本句的主句为
―His
approach
to
the
problems
was
intensely
practical‖
；
―that
had
worried writers
throughout the late seventeenth and early
eightee
nth centuries‖
为定语从句，<
/p>
做
the
problems
的定语，关系词为
that
。
6. He was to
be paid
￡
1,575 in
installments, and from this he took money to rent
17 Gough
Square, in which he set up his
?dictionary workshop'.
（剑
5,
Test 1 passage 1
）
分析：
本句为并列句，
―He
was
to
be
paid
￡
1,575
in
installments‖
和
―from
this
he
took
money to rent 17 Gough
Square, in which he set up his ?dictionary worksho
p'.‖
并列，
由
and
连接；
―in which he set up his
?dictionary
workshop'.‖
为定语从句，做
17 Gough S
quare
的定语，关系
词为
whic
h
。
7. James Boswell, his biographer,
described the ga
rret where Johnson
worked as ?fitted up
like
a
counting
house'
with
a
long
desk
running
down
the
middle
at
which
the
copying
clerks
would work standing
up.
（剑
5, Test 1 passage
1
）
分析：
本句主句为
―James
Boswell described the garret as ?fitted up like a
counting ho
use'
with a long
desk.‖
；
―his
biographer‖
为
James
Boswell
的同位语；
―where Johnson
worked‖
为定
语从句，做
the
garret
的定语，关系词为
where;
―running down the middle‖
为现在分词短语做
定语，
做
a long
desk
的定语；
―at which the
copying clerks would work standing
up‖
为定语从句，
做
long de
sk
的定语，关系词为
which
。<
/p>
8.
He was also helped by six assistants, two of whom
died whilst the dictionary was still in
preparation.
（剑
5,
Test 1 passage 1
）
分析：
本句主句为
―He was
also helped by six
assistants‖
；
―two of whom
died whilst the
dictionary was still in
preparation‖
为定语从句，做
six assis
tants
的定语，关系词为
whom
；在
定语从句中，
―whilst the
dictionary was still in preparation‖
为
whilst
引导的时间状语从句。
9. The fact
that Johnson had taken on the Academies of Europe
and matched them (everyone
knew
that
forty
French
academics
had
taken
forty
years
to
produce
the
first
French
national
dictionary) was
cause for much English
celebration.
（剑
5, Test 1
passage 1
）
分析：
本句的主句为
―The
fact was cause for much English
celebration‖
；
―that Johnson
had
taken on the Academies of Europe
and matched them‖
为
that
引导的同位语从句，做
The fact
的
同位语；括号中部分起到解释说明的作用。
10. A few years ago, in one
of the most fascinating and disturbing experiments
in behavioural
psychology, Stanley
Milgram of Yale University tested 40 subjects from
all walks of life for their
willingness
to obey instructions given by a ?leader' in
a situation in which the subjects night
feel a
personal distaste for the
actions they were called upon to
perform.
（剑
5, Test 1 passage
2
）
分析：
本句主句为
―Stanley
Milgram of Yale University tested 40 subjects from
all walks of
life for their willingness
to obey i
nstructions given by a
?leader' in a situation‖
；
―A
few years ago,
in one of the most
fascinating and disturbing experiments in
behavioural
psychology‖
为状语；
―in
which the subjects night feel a
personal distaste for the actions they were called
upon to
perform
‖
为定语从句，做
a
situation
的定语，关系词为
which,
其中
―they were called upon to
perform‖
也为定语从句，做
the actions<
/p>
的定语，关系词在该定语从句中做宾语，因此被省掉。
11. Milgram
told each volunteer ?teacher
-subject'
that the experiment was in the noble cause
of education, and was designed to test
whether or not punishing pupils for their mistakes
would
have a positive effect on the
pupil's ability to
learn.
（剑
5, Test 1 passage
2
）
分析：
本句的主句为
―Milgram
told
each
volunteer
?teacher
-
subject'
that…‖
；
―that
the
experiment was in the
noble cause of education, and was designed to test
whether or not punishing
pupils for
their mistakes would have a positive effect on the
pupil's ability to learn.‖
为宾语从句，
做动词
told
的宾语；
―w
hether or not punishing pupils for their mistakes
would have a positive
effect on the
pupil's ability to
learn‖
为
whether
引导的宾语从句，做
tes
t
的宾语。
1. The teacher-subject was told that
whenever the pupil gave the wrong answer to a
question, a
shock was to be
administered, beginning at the lowest level and
increasing in severity with each
successive wrong
answer.
（剑
5, Test 1 passage
2
）
分析：本句的主句为
―The
teacher
-
subject was told
that…‖; ―that whenever the pupil gave
the wrong answer to a question, a shock
was to be administered, beginning at the lowest
level and
increasing in severity with
each successive wrong answe
r‖
为
that
引导的宾语从句，做
te
ll
的宾
语；在该宾语从句中
―a
shock was to be
administered‖
为主句，而
―whenever
the pupil gave the
wrong answer to a qu
estion‖
为
whenever
引
导的时间装语从句，在该宾语从句中做时间状语，
―beginning at the
lowest level and increasing in severity with each
successive wrong answer‖
为现
在分
词短语做状语，在该宾语从句中做伴随状语。
2.
Milgram
told
the
teacher-subject
to
ignore
the
reactions
of
the
pupil,
and
to
administer
whatever level of
shock was called for, as per the rule governing
the experimental situation of the
moment.
（剑
5, Test
1 passage 2
）
分析：本句的主句为
―Mi
lgram
told the teacher-subject to ignore the reactions
of the pupil,
and
to
administer
whatever
level
of
shock
was
called
for‖;
其中
―whatever
level
of
shock
was
called for‖
为
whate
ver
引导的宾语从句，
做
admin
ister
的宾语；
as per
为介
词短语，
意为依据，
根据；
―gove
rning the experimental situation of the moment‖
为现在分词短语作定语，
做
the
rule
的定语。
3.
As
the
experiment
unfolded,
the
pupil
would
definitely
give
the
wrong
answers
to
questions posed by the
teacher, thereby bringing on various electrical
punishments, even up to the
danger
level of 300 volts and
beyond.
（剑
5, Test 1 passage
2
）
分析：本句主句
―the pupil would
definitely give the wrong answers to questions‖;
―As the
experiment unfolded‖
为
As
引导的时间状语从句，
做该主句
的时间状语；
―posed by the teacher‖
为过去分词短语作定语，
做
questions
的定语；
―bringing on various electrical
punishments, even
up to the danger
level of 300 volts and
beyond‖
为现在分词短语作状语，做主句的伴随状语。
4.
In
these
situations,
Milgram
calmly
explained
that
the
teacher-
subject
was
to
ignore
the
pupil's cries for mercy and carry on
the experiment.
（剑
5, Test 1
passage 2
）
分析：本句的主句为
―Milgram
calmly
explained
that…‖;
―that
the
teacher
-subject
was
to
ignore the
pupil's cries for mercy and carry on the experimen
t‖
为
that
引导的宾语从句，
做
explain
的宾语；在该宾语从句中
―to ignore the pupil's cries for mercy
and carry on the experiment‖
为不
定式做表语。
5. If the subject was still
reluctant to proceed, Milgram said that it was
important for the sake
of the
experiment that the procedure be followed through
to the end.
（剑
5, Test 1
passage 2
）
分析：本句的主句为
―Milgram said that
…‖; ―If the subject was still reluctant to proceed
‖
为
If
引导的条件状语从句；
―that it was important for the sake of the
experiment that the procedure
be
followed through to the end.‖
为
that
引导的宾语从句，
做
sa
id
的宾语；
在该宾语从句
―that
it
was important for the sake of the
experiment that the procedure be followed through
to the end.‖
中，
it
为
形式主语，
―that the procedure be followed
through to the end‖
为
that
引导的主语从句，
是该宾语从句真正的主语。
6.
What Milgram was trying to discover was the number
of teacher-subjects who would be
willing to administer the highest
levels of shock, even in the face of strong
personal and moral
revulsion against
the rules and conditions of the
experiment.
（剑
5, Test 1
passage 2
）
分
析
：
本
句
的
主
句
为
―What
Milgram
was
trying
to
discover
was
the
number
of
teacher-
subjects‖; ―What
Milgram was trying to discover‖
为
What
引导的主语从句；
―who would
be willing to administer the highest
levels of shock, even in the face of strong
personal and moral
revulsion against
the rules and conditions of the
experiment.‖
为定语从句，做
teacher-s
ubjects
的
定语，关系词为
wh
o
。
7.
Prior
to
carrying
out
the
experiment,
Milgram
explained
his
idea
to
a
group
of
39
psychiatrists and asked
them to predict the average percentage of people
in an ordinary population
who would be
willing to administer the highest shock level of
450 volts.
（剑
5, Test 1
passage 2
）
分析：本句的主句为
―Milgram explained
his idea to a group of
39 psychiatrists
and asked
them to predict the average
percentage of people in an ordinary population.‖;
―Prior to carrying
out the
experiment‖
为时间状语，
prior
to
相当于
before; ―who would be
willing to administer the
highest shock
level of 450
volts.‖
为定语从句，
做
an
ordinary population
的定语，
关系词为<
/p>
who
。
8.
The
overwhelming
consensus
was
that
virtually
all
the
teacher-
subjects
would
refuse
to
obey the
experimenter.
（剑
5, Test 1
passage 2
）
分析：本句主句为
―The
overwhelming
consensus
was
that
…‖;
―that
virtually
all
the
teacher-
subject
s would refuse to obey the exper
imenter‖
为表语从句，做
was
的表语。
9.
The
psychiatrists
felt
that
?most
subjects
would
go
beyond
150
volts'
and
they
further
anticipated that only four percent
would go up to 300
volts.
（剑
5, Test 1 passage
2
）
分析：
本句为并列句，
―The
psychiatrists felt that ?most subjects would go
beyond 150 volts'‖
和
―they
further anticipated that only four percent would
go up to 300 volts‖
并列，由
and
连接；
其中
―that ?most
subjects would go beyond 150 volts'‖
为
that
引导的宾语从句，做
felt
的宾语，
而
―that only
four percent would go up to 300 volts‖
也
为
that
引导的宾语从句，做
ant
icipated
的
宾语。
10.
How
can
we
possibly
account
for
this
vast
discrepancy
between
what
calm,
rational,
knowledgeable
people
predict
in
the
comfort
of
their
study
and
what
pressured,
flustered,
but
cooperative ?teachers' actually
do in the laboratory of real
life?
（剑
5, Test 1 passage
2
）
分析：
本句主句为
―How can
we possibly account for this vast discrepancy
between…and…‖;
―what
calm,
rational,
knowledgeable
people
predict
in
the
comfort
of
their
study‖
和
―what
pressured, flustered, but
coope
rative ?teachers' actually do in
the laboratory of real life‖
均为
what
引导的宾语从句。
11. One's first
inclination might be to argue that there must be
some sort of built-in animal
aggression
instinct that was activated by the experiment, and
that Milgram's teacher-subjects were
just following a genetic need to
discharge this pent-up primal urge onto the pupil
by administering
the electrical
shock.
（剑
5, Test 1 passage
2
）
分析：本句的主句为
―One's
first
inclination
might
be
to…‖;
―to
argue
that
there
must
be
some
sort
of
built-in
animal
aggression
instinct
that
was
activated
by
the
experiment,
and
that
Milgram's
teacher-subjects
were
just
following
a
genetic
need
to
discharge
this
pent-up
primal
urge onto the pupil by administering
the electrical shock.‖
为不定式做表语，做
< br>be
的表语；在此
表语中
―t<
/p>
hat
there
must
be
some
sort
of
built-
in
animal
aggression
instinct‖
和
―that
Milgram's
teacher-subjects
were just following a genetic need to discharge
this pent-up primal urge onto the
pupil
by administering the electrical shock‖
并
列，皆为
that
引导的宾语从句，做
argue
的宾语；
―that was activated
by the experiment‖
为定语从句，做
ins
tinct
的定语，关系词为
that
。
1.
As
audiences
grew,
so
did
the
places
where
films
were
shown,
finishing
up
with
the
?great
picture
palaces‘
of
the
1920s,
which
rivaled,
and
occasionally
superseded,
theatres
and
opera-houses in terms of
opulence and splendour.
（剑
4,
General Training Test A section
3
）
分析：
本句的主句为倒装句
―so
did the places‖; ―As audiences grew‖
为
as
引导的时间状语
从句；
―where films were shown‖
为定语从句，
做
places
的定语，
关系词为
where; ―finishing up
with the ?great picture palaces‘ of the
1920s‖
为现在分词短语做伴随状语；
―which
rivaled, and
occasionally superseded,
theatres and opera-
houses in terms of
opulence and splendour.‖
为非限制
性定语从句，关系词为
which
。
2.
It
was
above
all
the
French,
followed
by
the
Americans,
who
were
the
most
passionate
exporters of the
new invention, helping to start cinema in China,
Japan, Latin America and
Russia.
（剑
4, General Training
Test A section 3
）
分析：本句的主句为
―It was above all
the French‖; ―followed by the Americans.‖
为过去分
词短语做定语；
―who were the
most passionate exporters of the new invention‖
为非限制性定语
从句，
做
French
的定语，
关系词为
w
ho; ―helping to start cinema in China, Japan,
Latin America
and
Russia‖
为现在分词短语做定语。
3. In terms of
artistic development it was again the French and
the Americans who took the
lead, though
in the years before the First World War, Italy,
Denmark and Russia also played a
part.
（剑
4, General Training
Test A section 3
）
分析：本句主句为强调句式
―it was again
the French and the Americans who took the lead‖;
―though in the years before the First
World War, Italy, Denmark and Russia also played a
part‖
为
though
引导的让步
状语从句。
4.
The
rest
of
the
world
survived
partly
by
learning
from
Hollywood
and
partly
because
audiences continued to exist for a
product which corresponded to needs which
Hollywood could
not
supply.
（剑
4, General Training
Test A section 3
）
分析：本句的主句为
―The rest of the
world survived‖; ―because audiences continued to
exist
for a product‖
为
because
引导的原因状语从句；
―which
corresponded to needs ‖
为定语从句，
做
product
的定语，关系词为
which; ―which Hollywood could not supply‖
为定语从句，做
needs
的定语，关系词为
which
。
5. As well as popular
audiences, there were also increasing audiences
for films which were
artistically more
adventurous or which dealt with the issues in the
outer world.
（剑
4, General
Training Test A section
3
）
分析：本句的主句为
―there
were
also
increasing
audiences
for
films‖,
―wh
ich
were
artistically more
adventurous‖
和
―which dealt
with the issues in the outer world‖
为并列句
，由
or
连接，都为定语从句做
fil
ms
的定语，关系词都为
which.
6. They turned
their back on the past, leaving the style of the
pre-war Russian cinema to the
é
migré
s who fled
westwards to escape the
Revolution.
（剑
4, General
Training Test A section 3
）
分析：本句中
―They turned their
back on the
past‖
为主句；
―leaving the style
of the pre
-war
Russian
cinema
to
the
émigrés‖
为现在分词短语做状语；
―
who
fled
westwards
to
escape
the
Revolution.‖
为定语从句，做
t
he é
migré
s
的定语，关系词
为
who
。
7.
Taree
offers
the
Veterinary
Assistant
program
and
has
introduced
?Agristudy‘,
which
enables
students
to
learn
flexibly
and
by
correspondence,
using
a
mixture
of
student
learning
guides, telephone tuorials, information
sessions and workshops.
（剑
4,
General Training Test B
section2
）
分析：本句主句为
―Taree
offers
the
Veterinary
Assistant
program
and
has
introduced
?Agristudy‘‖,
―which enables students to learn flexibly and by
correspondence, using a mixture of
student learning guides, telephone
tuorials, info
rmation sessions and work
shops‖
为定语从句，做
?Agristudy‘
的定语，关系词为
which
。
8. For his
astonishing achievements he was awarded the Nobel
Prize and it is from his work
that most
of today‘s knowledge of what bees say to each
other derives.
（剑
4, General
Training
Test B
section3
）
分析：本句为并列句，
―For
his astonishing achievements he was awarded the
Nobel Prize‖
和
―it is from his
work that most of today‘s knowledge of what bees
say to each other derives‖
并
列
，
由
and
连接，
并且
―it is from his work that most of
today‘s knowledge of what bees
say to
each
other
derives‖
为强调句式；
―what bees say
to each other‖
为
what
引导的宾语从句，做
of
的宾
语。
9.
V
on Frisch knew from experiments by an
earlier researcher that if he put out a bowl of
sweet sugar syrup, bees might at first
take some time to find it but, once they had done
so, within
the hour, hundreds of other
bees would be eagerly taking the
syrup.
（剑
4, General Training
Test
B section3
）
分析：本句的主句为
―V
on
Frisch knew from experiments by an earlier
researcher that…‖;
―that if he put out
a bowl of sweet sugar syrup, bees
might
at first take some time to find it but,
once they had done so, within the hour,
hundreds of other bees would be eagerly taking the
syrup‖
为
that
引导的宾语从
句，做
knew
的宾语；句子
―if
he put out a bowl of sweet sugar syrup, bees
might at first take some time to find
i
t‖
和句子
―once they
had done so, within the hour, hundreds
of other bees would be eagerly taking
the syrup‖
并列，由
but
连接；句子
―if he put out a bowl of
sweet sugar syrup, bees might at first
take some time to find
it‖
中的
―if he put out a bowl
of sweet
sugar syrup‖
为
if
引导的条件状语从句；句子
―once
they had done so, within the hour, hundreds
of other bees would be eagerly taking
the syrup‖
中的
―once they had
done so‖
为
once
引导的时
间
状语从句。
10.
In
the
first
type,
a
returning
scout
scampered
in
circle,
alternating
to
right
and
left,
stopping
occasionally
to
regurgitate
food
samples
to
the
excited
bees
chasing
after
her.
（剑
4,
General Training Test B
section3
）
分析：本句主句为
―a
returning scout scampered in circle‖; ―alternating
to right and left‖
和
―stopping
occasionally to regurgitate food samples to the
excited bees chasing after her‖
均为现在
分词短语做伴随状语，引导词省略；
―chasing after h
er‖
为现在分词短语做定语，做
bees
的定
语。
11. In the third,
distinctly different dance, she started by running
a short distance in a straight
line,
waggling
her
body
from
side
to
side,
and
returning
in
a
semi-circle
to
the
starting
point
before repeating the
process.
（剑
4, General
Training Test B section3
）
分析：本句的主句为
―she started by
running a short distance in a straight line‖;
―waggling
her body from side to
side‖
和
―returning in a
semi
-circle to the starting p
oint‖
并列，
都为现在分词
短语
做伴随状语；
―before repeating the process‖
为
before
引导的现在分词短语做时间状
语。
1. The problem of how health-care
resources should be allocated or apportioned, so
that they are
distributed in the most
just and efficient way, is not a new
one.
（剑
4, test4 passage
3
）
分析：本句的主句为
―The problem is not
a new one‖
；
―how
health
-care resources should be
allocated or apportioned, so that they
are distributed in the most just and efficient way
‖
为
how
引
导的宾语从句，做
of
的宾语；
―so
that they are distributed in the most just and
efficient way‖
为
so
that
引导的目的状语从句。
2. What is new
is that, from the 1950s onwards, there have been
certain general changes in
outlook
about the finitude of resources as a whole and of
health-care resources in particular, as
well as more specific changes regarding
the clientele of health-care resources and the
cost to the
community of those
resources.
（剑
4, test4
passage 3
）
分析：本句的主句为
―What is new is
that…‖
；
―that, from the 1950s
onwards, there have
been
certain
general
changes
in
outlook
about
the
finitude
of
resources
as
a
whole
and
of
health-care
resources
in
particular,
as
well
as
more
specific
changes
regarding
the
clientele
of
health-
care resources and
the cost to the community of those resources.‖
为
that
引导的表语从句；
< br>―regarding the clientele of health
-care resources
and
the cost to the community of those
resources‖
为现在分词短语做定语。
3.
Thus,
in
the
1950s
and
1960s,
there
emerged
an
awareness
in
Western
societies
that
resources for the
provision of fossil fuel energy were finite and
exhaustible and that the capacity
of
nature or the environment to sustain economic
development and population was also finite.
（
剑
4, test4
passage 3
）
分析：
本句较长，
< br>主句为
―there emerged an awareness in
Western societies‖
；
―that
resources
for the provision of fossil
fuel energy were finite and
exhaustible‖
和
―that the
capacity of nature or
the environment
to sustain economic development and population was
also finite‖
为
and
连
接的并
列从句，都是
that
引导的同
位语从句，做
awareness
的同位语。
< br>
4.
Looking
back,
it
now
seems
quite
incredible
that
in
the
national
health
systems
that
emerged in many countries in the years
immediately after the 1939-45 World War, it was
assumed
without question that all the
basic health needs of any community could be
satisfied, at least in
principle; the
?invisible hand‘ of economic progress would
provide.
（剑
4, test4 passage
3
）
<
/p>
分析：本句为分号连接的两个分句，第一个分句较长，其主句为
―
it
now
seems
quite
incredible
that…in
principle‖
其中
it
为形式主语，
that
引导主语从句；
―that
emerged
in
many
countries in the years immediately
after the 1939-
45 World
War‖
为定语从句，作
national health <
/p>
system
的定语，关系词为
that
；在
that
引导的主语从句中，
―that all the basic health needs of
any community could be satisfied, at
least in principle‖
为
that
引导的主语从句，
it
做形式主语。
第二个分句为简单句。
5. Although the
language of ?rights‘ sometimes leads to confusion,
by the late 1970s it was
recognized
in
most
societies
that
people
have
a
right
to
health-care(
though
there
has
been
considerable resistance in the United
States to the idea that there is a formal right to
health-care).
（剑
4, test4
passage 3
）
分析：本句的主句为
―it
was
recognized
in
most
societies
that
people
have
a
right
t
o
health-
care ‖
，其中<
/p>
it
为形式主语，
―that
people have a right to health
-
care‖
为
that
引导的主语
从句；
―Although the language of
?rights‘ sometimes leads to confusion‖
为
although
引导的让步
状语；<
/p>
括号部分为附加
/
补充的信息，
为
though
引导的让步状语从句，
在此从句中，
―that there
is
a formal right to health-
care‖
为
that
引导的同位语从句，做
idea
的同位语。
6. It is also
accepted that this right generates an obligation
or duty for the state to ensure that
adequate health-care resources are
provided out of the public purse.
（剑
4, test4 passage
3
）
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