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1、语法实例讲解之雅思阅读长难句 将整句话中的生词都疏通后，还是翻译不来整句话的意思该怎么办? 下面给大家带来了语法实例讲解之雅思阅读长难句，希望能够帮助到大家，下面就和大家分享，来欣赏一下吧语法实例讲解 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
2、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 Han
3、shin 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
4、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*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 wood
5、en 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 h
6、esitation 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
7、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
8、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
9、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 c
10、oncrete 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
11、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,
12、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
13、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 pro
14、duction has kept pace with soaring population mainly because of the expansion of artificial irrigation systems that make possible the growth of 40% of the worlds 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
15、systems后面还跟了一个定语从句that make possible the growth of 40% of the worlds food 来修饰irrigation systems。在这个定语从句里， make possible the growth of 40% of the worlds food这个就是宾语加宾语补足语的结构，the growth of 40% of the worlds 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 worlds food possible。但是为了不让只有一个单词
16、possible作补语看起来太单薄，就将它和he growth of 40% of the worlds 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。*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
17、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 intelligenceA No one doubts that intelligence develops as children grow older. Yet the concept of intelligence has proved both quite difficult to define
18、 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 lear
19、n from experience but also to adapt to ones 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 rathe
20、r different ways by psychometricians(心理测量师)and by developmentalists.B The former group has examined the issue by determining how childrens 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 o
21、ne 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 reas
22、onable 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 consider
23、able powers to predict a persons 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
24、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 Catt
25、ell 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 experien
26、ce 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 a
27、ge. 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
28、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 childrens intellectual performance needs to be ass
29、essed 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 childrens increase in cognitive skills as they grow older. Piaget (著名儿童教育学家) br
30、ought 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
31、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 a
32、bout cognitive development. To appreciate why that is so, we need to focus on some rather different elements of Piagets 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 deve
33、lopment. 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. Childrens questions and comments vividly illustrate the
34、 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
35、 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
36、rather misleading way of thinking about cognitive development, although it is not wholly wrong.Questions 14-17Choose the correct letter, A, B, C, or D.Write your answers in boxes 27-30 on your answer sheet14 Most researchers accept that one feature of intelligence is the ability toA change our behav
37、iour 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 skillsB to explore whether several
38、 abilities are involved in the development of intelligenceC to demonstrate that mathematical models can predict test results for different skillsD to discover whether common sense is fundamental to developing childrens abilities16 Why are Horn and Cattell mentioned?A They disagreed about the interpr
39、etation 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 peoples cognitive skills vary with age.
40、17 What was innovative about Piagcts 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
41、 of all ages and levels of intelligence.Questions 18-22Do the following statements agree with the information given in Reading Passage 3?In boxes 31-36 on your answer sheet, writeYES if the statement is trueNO if the statement is falseNOT GIVEN if the information is not given in the passage18 A surp
42、rising 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 a
43、ccount which skills are tested when comparing intelligence at different ages.22 Piagets work influenced theoretical studies more than practical research.Questions 23-26Complete the summary using the list of words, A-1, below.Write your answers in boxes 37-40 on your answer sheet.Researchers investig
44、ating 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 v
45、erbalD spatial E inquisitive F uncertainG academic H plentiful I unfamiliar*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14One feature,abilityA段第三，四句Two key features,N
46、ot onlybut also, to adapt to ones environmentA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A15Psychometricians,Statistics, forB段第二句Statistical techniques,Explained byB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
47、B16Why, Horn, CattellC段第二，三句For instance,Studies of age-related changesC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D17Innovative,Piaget researchE段第二句Revolution,His argumentE段第二句focus on thinking processes rather than on levels of achievemen
48、ts,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B18Number of academics, same conclusion, termA段第二句Yet, concept, difficult to define, controversialA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NO19General test, unlikely, level of perf
