四级传统阅读长难句及部分猜题案例.ppt

长难句分析 英语句子基本结构： 1) 主语+谓语(SV) The sun rises. 2) 主语+谓语+宾语(SVO) We are learning English. 3) 主语+谓语+间接宾语+直接宾语(SVOO) He gave me a lovely present. 4) 主语+谓语+主语补语(SVC);主语+连系动词+表语(SLP) He died a poor man. Tom is a professor. 5) 主语+谓语+宾语+宾语补语(SVOC) He found English interesting. 长难句特点： 　1、 主语或宾语拉长 2、分词短语打头 3、多个谓语动词连用 　4、举例作为插入语 5、并列句连用使得句子变长 6、多重复合句叠加 　1、 主语或宾语拉长 　　　　解决方法：有效分解主谓成分，断开之后各个击破。 　　 The streams, lakes, meadows(草地）, mountain ridges and forests that make the Pocono an ideal place for black bears have also attracted more people to the region. （2005.6） In Africa I met a boy，who was crying as if his heart would break and said，when I spoke to him，that he was hungry because he had had no food for two days. 结构分析： （1）主干结构是主语+过去式+宾语：I met a boy…。 （2）crying后面是壮语从句as if his heart would break。 （3）when I spoke to him是介于said和that he was hungry because之间的插入语。 There was little hope of continuing my inquiries after dark to any useful purpose in a neighborhood that was strange to me. 分析：该句可分为： There was little hope/ of continuing my inquiries / after dark / to any useful purpose/ in a neighborhood that was strange to me. 2、分词短语打头，句子呈现三段（或三段以上）的长句式 　　　　 解决方法：理清主动和被动关系。一般来说现在分词与主语之间是主动关系；而过去分词与主语之间是被动关系。 　 　　 Operating out of a century-old schoolhouse in the village of Long Pond, Pennsylvania, the Conservancy’s Bud Cook (大自然保护协会) is working with local people and business leaders to balance economic growth environmental protection. 　 介词短语位于句首类似分词短语形式。 　　In a time of low academic achievement by children in the United States, many Americans are turning to Japan, a country of high academic achievement and economic success, for possible answers.（2005.1） e.g. To prepare children for successful careers in first grade and beyond, Japanese schools do not teach reading, writing, and mathematics, but rather skills such as persistence, concentration, and the ability to work as a member of a group. （2005.1）