(精品)初中英语长难句——语篇从句讲义(初中学生版)

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[全]中考英语阅读理解真题讲解,长难句句子成份分析

中考英语阅读理解讲解，长难句句子成份分析本文从中考英语阅读理解真题中，摘取两句长难句，进行句子成分分析，主要学习定语从句，宾语从句，状语从句。

第一句：Those who choose to be happy must help others to findhappiness , as the happiness of eachhas something to do with the happiness of all.长句分析：（1）首先寻找连词：who, as（2）As 引导原因状语从句，as 前面的句子是主句；（3）在主句中，who引导定语从句，修饰先行词those, 并且在定语从句中充当主；（4）Must help 是主句的符合谓语，others 是宾语，to find happiness 是宾语补足语；重点词汇解析：（1）choose to do something: 选择做某事；（2）help somebody ( to ) do something : 帮助某人做某事，to可以省略；（3）happiness: 幸福；（4）have something to do with : 和…有关系；have nothing to do with: 和…无关系；长句翻译：选择快乐的人必须帮助别人找到幸福，因为每个人的幸福都与所有人的幸福有关。

第二句：A survey made by Nelsen last year showed that kids are using mobile phone even before they go into their teens.长句分析：首先找出连词,有that, before ;（1）that 引导宾语从句，做动词showed 的宾语。

在此宾语从句中,before 引导时间状语从句，before前面是that宾语从句的主句；（2）A survey 是整个复合句的主语，其中made by Nelsen last year是过去分词短语做后置定语修饰survey重点词汇解析：（1）survey : 调查；信息反馈；问卷调查;（2）get into : 进入；穿上；成癖；陷于；（3）teens: 青少年；十多岁；青少年读物（13到19岁之间）长句翻译：尼尔森去年做的一项调查显示，孩子们甚至在十几岁之前就开始使用手机。

初中人教版英语单元长难句

初中人教版英语单元长难句Here is an essay on the topic of "Difficult Sentences in the English Textbooks of Junior High School in China" with a word count of over 1000 words:The English curriculum in junior high schools in China is a crucial stage in the language learning journey of students. One of the key challenges faced by students is the presence of long and complex sentences, often referred to as "difficult sentences," within the textbooks. These sentences pose a significant hurdle for learners as they grapple with comprehending the nuances of the English language.The inclusion of these challenging sentences is a deliberate pedagogical choice made by the authors of the textbooks. The rationale behind this decision lies in the belief that exposure to more advanced linguistic structures will ultimately aid students in developing a deeper understanding of the language. By confronting these difficulties, students are expected to hone their critical thinking skills, enhance their vocabulary, and refine their grasp of grammatical concepts.One of the primary factors contributing to the complexity of these sentences is the use of multiple clauses. Junior high school English textbooks often feature sentences that incorporate subordinate clauses, relative clauses, and adverbial clauses. These intricate sentence structures require students to navigate the relationships between the main clause and the supporting clauses, as well as to identify the roles and functions of each component.Another aspect that adds to the difficulty of these sentences is the inclusion of unfamiliar vocabulary. The textbooks introduce a range of subject-specific terminology, idiomatic expressions, and technical jargon that may be unfamiliar to the students. The need to decode the meaning of these words and phrases, in addition to comprehending the overall sentence structure, can be overwhelming for learners.Furthermore, the complexity of these sentences is often exacerbated by the use of passive voice constructions, inverted word order, and the placement of modifiers. These grammatical features can disrupt the typical subject-verb-object flow of a sentence, forcing students to carefully analyze the relationships between the various elements.The challenge posed by these difficult sentences is further amplified by the fact that they are often embedded within longer passages or dialogues. Students must not only understand the individualsentences but also the broader context in which they are presented. This requires the ability to make inferences, draw connections, and synthesize information, skills that may not be fully developed at the junior high school level.Despite the inherent difficulties, the inclusion of these challenging sentences in the English textbooks serves a crucial purpose. By exposing students to more sophisticated language structures, the curriculum aims to prepare them for the increasing demands of higher-level English study. As students progress through their academic journey, they will encounter even more complex linguistic forms, and the foundation laid by the junior high school curriculum becomes essential.To overcome the challenges posed by these difficult sentences, students must employ a range of strategies. Developing a strong foundation in grammar, expanding vocabulary, and practicing active reading techniques are all crucial elements in the learning process. Additionally, seeking support from teachers, engaging in collaborative learning activities, and utilizing supplementary resources can greatly enhance a student's ability to navigate these linguistic complexities.In conclusion, the presence of long and complex sentences in junior high school English textbooks is a significant challenge faced bystudents. However, this challenge is purposefully designed to push learners beyond their comfort zones and foster the development of essential language skills. By embracing these difficulties and employing effective learning strategies, students can gradually improve their comprehension, gain a deeper understanding of the English language, and pave the way for future academic and personal success.。

[全]中考英语-阅读理解真题精讲,长难句分析

中考英语-阅读理解精讲，长难句分析第1句From then on, when he wanted what he should not have, his mother would point to his hand which had been hurt before.长句分析：（1）首先寻找连词，例句中涉及到的连词有when, what和which；（2）when引导的是时间状语从句，该从句中，he 是主语，wanted是谓语动词，后面的what引导了宾语从句，充当wanted的宾语；（3）在what引导的宾语从句中，what充当谓语动词have的宾语；（4）His mother 是主句主语，would point to 是谓语动词，his hand是宾语；主句时态是过去将来时；（5）在主句中，Which 引导了定语从句，修饰先行词hand ，Which充当此定语从句的主语。

定语从句的时态是过去完成时的被动语态,由had been done 构成;重点词汇&语法解析：（1）from then on：从那时起；（2）point to: 指向，指明；（3）过去将来时：表示过去某一时间来看将要发生的动作或者状态，由would + 动词原形构成；（4）过去完成时：表示过去的过去发生的动作，对过去的影响，由had done 构成，被动语态had been done长句翻译：从那时起，当他想要不该有的东西时，他的母亲会指着他以前受伤的手。

第2句：What is more interesting is that the brain takes in all the information to create the first impression in about three seconds .长句分析：（1）首先寻找连接词，本句中出现了what 和that;（2）what 引导了一个主语从句，that引导的是表语从句，interesting 和that 之间的is 是主干句的系动词；（3）what在其引导的主语从句中充当主语的成分；（4）that引导的表语从句中,the brain 是主语，takes in 是谓语，information 是宾语，to create the first impression 是动词不定式短语做目的状语，in about three seconds是时间状语重点词汇&语法解析：（1）take in : 接纳,接待;吸收,汲取;（2）information : 信息，注意是不可数名词；（3）impression：印象，first impression 第一印象（4）that在其引导的表语从句中不充当任何句子成分，只是起到了连接的作用，但不可以省略（和主语从句类似）；长句翻译：更有趣的是，大脑在大约3秒钟内吸收所有的信息来产生第一印象。

(全)2021中考英语-长难句-分析详解含译文

(全)2021中考英语-长难句-分析详解含译文中考英语-长难句-分析详解含译文一、We all need heroes. We need to be XXX, done that, and succeeded. Many times the greatest heroesare the people we deal with every day - relatives（亲戚）, friends, andneighbors - who will keep going when it is easier to give up.二、词汇突破：1. be able to能够；2. respect尊敬，敬重；3. people who have been there先行者；4. deal with打交道，处理；5. neighbor邻人；6. keep going继续下去；7. give up放弃；三、拆分句子:Many times the greatest heroes are the people we deal with every day -relatives（亲戚）, friends, and neighbors - who will keep going when it iseasier to give up.本句话拆分后：1. Many times the greatest heroes are the people；2. (who) we deal with every day; who指代的是people,在定语从句中做宾语，可以省略；3. relatives（亲戚）, friends, and neighbors；是the people 的同位语；4. who will keep going；who指代的是people;5. when it is easier to give up;四、参考译文：我们都需要英雄。

初三英语阅读理解长难句的分析与翻译技巧

初三英语阅读理解长难句的分析与翻译技巧对于初三的学生来说，英语阅读理解中的长难句常常是令人头疼的难题。

这些长难句结构复杂、词汇丰富，理解和翻译起来颇具挑战性。

但只要掌握了正确的方法和技巧，就能够轻松应对，提高阅读理解的能力和得分。

一、长难句的特点初三英语阅读理解中的长难句通常具有以下几个特点：1、句子结构复杂包含多种从句，如定语从句、状语从句、宾语从句等，或者使用了复杂的短语结构，如分词短语、不定式短语等。

例如：“The book that I bought yesterday, which is very interesting, has been recommended by many of my friends” 这个句子中既有定语从句“that I bought yesterday”，又有非限制性定语从句“which is very interesting”，句子结构较为复杂。

2、词汇量大且生僻长难句中往往会出现一些高级词汇、学术词汇或专业术语，增加了理解的难度。

比如：“The phenomenon of climate change has raised wides pread concerns among scientists and policymakers” 其中“phenomenon”（现象）和“policymaker”（政策制定者）可能对学生来说不是常见词汇。

3、逻辑关系隐晦长难句中的逻辑关系可能不那么直接和明显，需要仔细分析才能理清。

例如：“Although he worked hard, he failed the exam because he didn't pay attention to the details” 这个句子中包含了转折和因果两种逻辑关系。

二、长难句分析技巧1、找出句子的主干句子的主干是指主语、谓语和宾语等主要成分。

先找到主干，可以帮助我们快速把握句子的基本意思。

从句长难句翻译例句及讲解教学内容

从句长难句翻译例句及讲解英语从句的翻译定语从句状语从句名词从句（主语从句、宾语从句、表语从句、同位语从句）定语从句的翻译●无论是限制性定语从句还是非限制性定语从句，翻译成汉语时是处理为前置定语还是后置定语，要视具体情况而定；有些定语从句和主句存在着状语关系，翻译时更要灵活对待。

●It was what sentimentalists, who deal in very big words, call a yearning after the ideal, and simply means that women are not satisfied until they have husbands and children on whom they may center affections, which are spent elsewhere, as it were, in small changes.●It was what sentimentalists call a yearning after the ideal, and means that women are not satisfied until they have husbands and children.●大意是说：这就是情感主义者称之为对于理想爱情的渴望，简单说来，就是女人必须在有了丈夫和孩子之后才能感到满足。

●who引导的定语从句who deal in very big words 用来修饰sentimentalists (情感主义者)●whom引导的定语从句on whom they may center affections用来修饰husbands and children●which 引导的定语从句which are spent elsewhere, as it were, in small changes用来修饰affections●一般情感主义者喜欢用大字眼，称之为对于理想爱情的渴望。

初中英语含定语从句长难句的讲解(初中英语必须掌握的定语从句知识点)

初中英语含定语从句长难句的讲解（初中英语必须掌握的定语从句知识点）#大有学问#大家好！今天我们一起来学习英语语法的重头戏—定语从句。

听起来很高级，但其实只要掌握了它的基本概念和知识点，定语从句就不再是难题了！首先，让我们看看什么是定语从句。

例如：I like the book. The book is on the table.这两个句子可以合并成：I like the book that is on the table.在这个新句子中，“that”是关系词，引导了修饰先行词“the book”的定语从句“that is on the table”。

定语从句包含先行词、关系词、从句主语、从句谓语和从句补语等基本要素。

1.先行词是被从句修饰的名词或代词。

2.关系词是用来引导定语从句的词，包括关系代词和关系副词。

关于关系词，我们可以分为三类：主语关系词、宾语关系词和表语关系词。

主语关系词包括：that、who和which；宾语关系词包括：that、whom和which；表语关系词只有一个，就是“whose”。

•关系代词“that”和“which”主要用于修饰事物。

例如：The book that I bought yesterday is very interesting.我昨天买的那本书非常有趣。

The movie which we watched last night was really good.我们昨晚看的电影非常好。

•关系代词“who”和“whom”主要用于修饰人，其中“who”用于主语或表语，而“whom”用于宾语。

例如：The person who is sitting next to me is my friend.坐在我旁边的那个人是我的朋友。

The woman whom I met at the party is a famous singer.我在派对上遇见的那位女士是一位著名的歌手。

初中英语长难句分析

初中英语长难句分析初中英语长难句分析1.The rapid development of technology has greatly improved people'slives, but it has also brought about some negative consequences,such as increased pollution and decreased privacy. (27 words) 分析：这个句子是一个复合句，包含一个主句和一个宾语从句。

主句是“The rapid development of technology has greatly improved people's lives” ，宾语从句是“but it has also brought about some negative consequences, such as increased pollution and decreased privacy”。

主句中的主语是“The rapid development of technology”，谓语是“has greatly improved”，宾语是“people's lives”。

宾语从句中的主语是“it”，谓语是“has also brought about”，宾语是“some negative consequences”。

2.Despite facing numerous challenges, the team managed to win thechampionship with their perseverance and determination. (17 words) 分析：这个句子是一个复合句，包含一个主句和一个状语从句。

主句是“The team managed to win the championship”，状语从句是“Despite facing numerous challenges”。

初中英语中的长难句解析

初中英语中的长难句解析在学习英语的过程中，我们经常会遇到一些长难句，这些句子结构复杂，用词繁琐，让人感到头疼。

然而，掌握长难句的解析方法，对我们的英语学习和应用至关重要。

本文将从不同角度解析初中英语中的长难句，帮助读者更好地理解和应用这些句子。

一、定语从句定语从句是初中英语中常见的长难句结构。

定语从句通常用来修饰名词，限定名词的意义。

在定语从句中，关系代词或关系副词起到连接作用，引导从句。

例如：The book that I borrowed from the library is very interesting.在这个句子中，关系代词"that"引导定语从句"that I borrowed from the library"，修饰名词"book"。

定语从句起到进一步说明、描述的作用，帮助我们更好地理解名词的意义。

二、状语从句状语从句也是初中英语中常见的长难句结构。

状语从句用来表示时间、原因、条件、目的等等。

在状语从句中，连词起到连接作用，引导从句。

例如：I will go to bed early if I finish my homework.在这个句子中，连词"if"引导状语从句"if I finish my homework"，表示条件。

状语从句起到进一步说明、解释的作用，帮助我们更好地理解句子的意义。

三、倒装句倒装句是初中英语中常见的长难句结构。

倒装句的主语和谓语动词的位置颠倒，用来强调某一部分的内容。

例如：Not only did he win the race, but he also broke the record.在这个句子中，主语"he"和谓语动词"did"的位置颠倒，形成了倒装句结构。

倒装句起到强调句子中某一部分的作用，使句子更加生动、有力。

中考英语阅读理解长难句

中考英语阅读理解长难句中考英语阅读理解中，长难句是常见的一种句型，它们通常包含多个从句、修饰语和复杂结构，使得句子难以理解。

以下是一些常见的中考英语阅读理解长难句类型和例子：1.复合句：包含主句和从句的句子，从句可以是名词性从句、定语从句或状语从句。

例子：When we consider the importance of individual differences in language learning, it is clear that teachers should be aware of the different needs and characteristics of their students.2.省略句：为了使语言更加简洁，句子中省略了一些不必要的部分。

例子：It is a waste of time to try to persuade him to do anything. 3.倒装句：句子中的一些成分颠倒了正常的顺序。

例子：Only when you have obtained enough evidence can you be sure of the defendant's guilt.4.强调句：通过使用强调结构或词汇来突出句子中的某个部分。

例子：It was because of bad weather that the plane was delayed. 5.并列句：由并列连词连接的两个或多个简单句。

例子：The film was interesting, but the plot was a little weak.6.被动句：主语是动作的接受者，而不是执行者。

例子：The book was written by Charles Darwin.在阅读长难句时，可以采取以下方法来理解和分析：1.找出句子的主语、谓语和宾语，确定句子的主干。

2.识别并分析从句、修饰语和其他成分，理解它们在句子中的作用。

2023年中考英语长难句方法重点讲解课件(共16张PPT)

长难句方法
① 我是李辉。 (I am Li Hui.) 主-系-表
② 我爱你。 (I love you. )
主-谓-宾
① 我是中国的李辉。 (I am Li Hui from China.) ② 我全心全意地爱你。 (I love you with all my heart.)
After chatting with Laura on this matter for two hours from 2:00 to 4:00 in the afternoon, I returned to my office.
3. 五步拆分步骤
① 隔离插入成分，寻找特殊标点② 寻找连词，确定句子种类 —— 并列句，主从句； ③ 寻找句中的动词或动词结构④ 确定整句框架 —— 标出主句主干部分及从属连词； ⑤ 确定从句框架 —— 标出从句主谓部分； **⑥ 分別翻译 —— 主从句分别进行翻译； **⑦ 词句推敲 —— 中文语言进行表述。注： ** 部分为翻译要求步骤。
“At present they largely remain in the period of research studies,” notes Dr Greg Feero, special advisor to the director of genomic medicine at the US National Human Genome Research Institute.
(2) 逆译法。
即不再遵照英文原有的顺序，甚至完全逆着原有顺序翻译，如果英文的表达次序和汉语的表达习惯不同甚至相反的话。
The world itself is becoming much smaller by using modern traffic and modern communication means ( 通讯设备 ).

精品)初中英语长难句——语篇从句讲义(初中学生版)

精品)初中英语长难句——语篇从句讲义(初中学生版)XXX that was going to be held on the other side of town。

However。

all traffic came to a。

due to the XXX。

as drivers were unable to see more than a yard in front of them。

Despite the challenge。

I decided to walk to the meeting。

which was led to begin at 9:00.Minutes later。

I XXX。

a young man's voice emerged from the fog。

offering to help me。

Grateful for his assistance。

I shared the n of my meeting。

and we began to walk quickly through the dark and winding streets.As XXX journey。

I couldn't help but wonder how he was able to XXX I asked him。

he simply replied。

"I know this part of London quite well."Although I was initially worried about arriving late。

I was able to make it to the meeting on time thanks to the kind XXX.I am blind。

sir," he answered。

"In the fog。

it is the same for me as usual."In English grammar。

(全)初中英语长难句的形成规律：多功能短语+从句层级嵌入+调整语序

初中英语长难句的形成规律：多功能短语+从句层级嵌入+调整语序一，乱序。

当句子的主谓宾定状补成分，打乱顺序，学生也应该能清晰的看懂句子的成分结构。

例句：What Do No. 5 High School Students Do in Their Free Time?人教版英语第八册特殊疑问句的句子成分结构英语中，句子成分的作用，不受语序影响。

二，利用介词短语功能和位置的多变，干扰学生确定句子成分。

一般情况下，介词短语在句子中，是作状语的。

例如：Last month we asked our students about their free time activities.人教版英语教材介词短语作状语但是，介词短语还可以作表语。

例如：Our questions were about exercise, use of the Internet and watching TV.介词短语作表语本句和上句中同样都有about引导的介词短语，但是上句中的about就是中规中矩的状语，而本句中about短语在句子中作表语。

介词短语的平行出现，也能拉长句子的长度。

例如：Most students use it for fun and not for homework.人教版英语句子成分结构还有，考试中，还经常能见到介词短语作定语的句子。

例如：The answers to our questions about watching television were also interesting.人教版英语八册介词短语作定语本句中，to为介词，to+名词在本句中很明显，是在修饰其前面的the answers。

然后，在考试中，真正有难度的句子，是将介词短语，从句，和非谓语等多个知识要点，融合在一个句子中的长难复杂句。

例如：It is good to relax by using the Internet or watching game showe shows, but we think the best way to relax is through exercise.人教版第八册长难复杂句的成分结构本句中，出现的考试难点有：形式主语，to do非谓语结构作主语，而且在谓语后面平行并列了两个doing充当的状语成分；宾语从句，从句的主语中又出现了to do作定语的成分；through引导的介词短语，在从句中，充当表语。

中考英语长难句分析

中考英语长难句分析4月26日------后置定语11. Earthquakes related to volcanic activity may produce hazards which include ground cracks, ground deformation and damage to manmade structures according to the historical records available.volcanic: [v?l?k?n?k]: adj. 火山的；猛烈的n. 火山岩hazard ： [?h?z?d] vt.冒险；使遭受危险 n.危险；冒险的事；机会deformation：[?di:f?:?men] n.变形；词的变形；形态损伤，形状损毁在本句中，分词短语related to volcanic activity是earthquakes 的后置定语，由关系代词which引导的定语从句修饰hazards.从句中包含ground cracks, ground deformation, damage to manmade structures三个成分，另外according to引导的部分作整个句子的状语。

2.下面我们来看这个句子的划分：Earthquakes related to volcanic activity may produce hazards 主语后置定语谓语宾语which include ground cracks, ground deformation and damage to manmade structure定语从句according to the historical records available.状语3.最后我们来看整个句子的翻译：根据已有的史料记载，与火山活动有关联的地震可能会造成的危害有地裂、地面变形及对人造建筑的破坏。

通过对句子成分的具体划分，同学们会慢慢发现其实所谓的长难句并没有我们想象的那么难，静下心来一步一步分析，循序渐进，这样长久的累积下来你会发现你的阅读能力提高了，自然解题速度会加快，另外可以积累很多好句子以及掌握好句子的构成，对英语作文会有很大的帮助，所以加油吧孩子们！4月27日------后置定语21.Two people confirmed on Saturday to be infected with bird flu were reportedto be in critical condition yesterday after being tested positive for the deadly H5N1 virus.confirm: [k?n?f?:m] vt.确认，批准；证实infect: [in?fekt] vt. 使受影响，感染；传染，散布病毒，侵染bird flu:禽流感critical: [?kritik?l] adj. 批评的，爱挑剔的；危险的，危急的；决定性的virus: [?vai?r?s] n. 病毒；病毒性疾病；毒素，毒害本句中，confirmed on Saturday to be infected with bird flu 是主语two people 的后置定语were reported是被动形式的谓语，而to be in critical condition是不定式作宾语，yesterday是后置定语的时间状语，after being tested positive for the deadly H5N1 virus则是介词短语作整个句子的时间状语。

(全)人教版初中英语第九册-长难句解析

人教版初中英语第九册-长难句解析（1）Each different part of China has its own special forms of traditional art.句子成分结构本句，是一个只有一套主谓宾结构的简单句，词法部分，of用法，自己动词单三变形。

字面意思，中国各地，都有自己的传统艺术。

大多数人，阅读至此，过程结束。

然而真正的分析是：本句是一个结论，位于段首文首，作用是描述现实，而非表明态度。

说明本文内容是介绍说明的功能。

而且，本句概括力度极大，为下文详述细节暗藏铺垫。

（2)These usually try to show the things that are important in life, such as love, beauty and family.非谓语动词和定语从句第二句：词法to do 非谓语。

句法：to do 作宾语，定语从句。

字面意思是：一般来说：各地传统技艺都试图表达生活中重要的人爱，精美和家庭。

真正阅读，分析出的结论是：本句存在一个很小的转折，上句提及各地都有自己独特技术，本句却总结了他们的一个相同之处。

言外之意，形式不同，本质相似。

此隐形的转折，意在，笼统描述各地技术的共同点。

承接上句，并为引出下句中，具体的三种技术。

（3)The most common things, from paper to clay to bamboo, are turned into objects of beauty.插入语和被动第三句：词法，名词单复数，形容词，最高级。

句法：插入语和被动。

字面意思是：寻常之物，如纸张，泥土，竹子，也可称为精美之作。

真正阅读，分析出的内容是：承接上文笼统的技术的描述，同时为开启下文，具体的详细描述打先锋。

Each different part of China has its own special forms of traditional art.These usually try to show the things that are important in life, such as love, beauty and family. The most common things, from paper to clay to bamboo, are turned into objects of beauty.所以，本段，虽然只有三句，但是暗含启乘转折，这其中的乐趣，绝非只背单词和背语法者能体会。

(精品)初中英语长难句——语篇从句讲义(初中学生版)

初中英语阅读理解之长难句分析讲义语篇学语法——从句I arrived in London on a foggy day, to go to a very important meeting. The place①where the meeting was going to be hel d was on the other side of the town. All traffic came to a stop②because the drivers were not able to see more than a yard in front of them. The meeting would begin at 9:00, so I decided to go there on foot.Minutes later, I was completely lost. I stood there and though t③that I would have to phone to the meeting to explain④that I was not able to arrive there on time. Then I heard a young man’s voice coming out of the fog, “I suppose⑤you are lost. Can I help you?” I was very glad to have a ma n ⑥who could take me to the meeting. Afterward I told him⑦where I wanted to go, took his arm, and we started. We walked quite fast, turning corners and crossing roads.⑧As I followed him through the dark streets, I wondered⑨why he found his way so easily. “I know this part of London quite well,” he said.“But in such a fog it’s impossible to see anything,” I said.“I am blind, sir.” he answered, “In the fog, it is exactly the same for me as usual.”在英语语法中，按照句子结构，英语句子主要可以分为三种类型：简单句、并列句和复合句。