四級(jí)閱讀長難句子三大特點(diǎn)

1、四級(jí)閱讀長難句子三大特點(diǎn)(2009-08-13 22:49:51) 標(biāo)簽：雜談 分類：四級(jí)英語    四級(jí)閱讀長難句子三大特點(diǎn)四級(jí)閱讀理解難，難在長難句。如何破解長難句，是做好四級(jí)閱讀理解的關(guān)鍵一環(huán)。破解長難句通常采用方法是找準(zhǔn)主謂賓去除定狀補(bǔ)，筆者認(rèn)為，抓住長難句特點(diǎn)進(jìn)行庖丁解牛是破解四級(jí)閱讀理解長難句的又一制勝法寶。四級(jí)閱讀理解長難句有以下六大特點(diǎn)：1、 主語拉長一般來講，漢語主語比較簡短。相比之下，英語中主語一旦拉長，就會(huì)增加讀者的理解難度。解決方法：有效分解主謂成分，斷開之后各個(gè)擊破。例如：The streams, lakes, meadows(草地),

2、mountain ridges and forests that make the Poconos an ideal place for black bears have also attracted more people to the region. （2005.6）首先，把原句子分解為兩個(gè)簡單獨(dú)立的句子：（1）The streams, lakes, meadows(草地), mountain ridges and forests that make the Poconos an ideal place for balck bears溪流、湖泊、草地、山脈、森林，使得Pocono成為黑熊理

3、想的棲息地（2）have also attracted more people to the region. 吸引了越來越多的人們來到這里。其次，句子整合翻譯：溪流、湖泊、草地、山脈、森林，這些不僅使得Pocono成為黑熊理想的棲息地，而且吸引了越來越多的人們來到這里。2、 分詞短語打頭，句子呈現(xiàn)三段（或三段以上）的長句式分詞短語（包括現(xiàn)在分詞和過去分詞）做狀語，這一句式比較常見，讀者閱讀時(shí)由于要區(qū)分短語和主語之間的邏輯關(guān)系，所以理解上有難度。并且分詞短語本身往往由于摻入了插入語成分，理解上就更為困難。解決方法：理清主動(dòng)和被動(dòng)關(guān)系。一般來說現(xiàn)在分詞與主語之間是主動(dòng)關(guān)系；而過去分詞與主語之間是被

4、動(dòng)關(guān)系。例如：Operating out of a century-old schoolhouse in the village of Long Pond, Pennsylvanis, the Conservancys Bud Cook is working with local people and business leaders to balance economic growth environmental protection. （2005.6）翻譯：在賓西法尼亞州的朗龐德村莊有一棟上百年歷史的校舍，大自然保護(hù)協(xié)會(huì)的成員巴德-庫克就在這里辦公，他與當(dāng)?shù)厝嗣窈蜕虡I(yè)領(lǐng)導(dǎo)合作，以努力平衡好

5、經(jīng)濟(jì)發(fā)展與環(huán)境保護(hù)之間的關(guān)系。注意：介詞短語位于句首類似分詞短語形式。例如：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）翻譯：有一段時(shí)間，美國的兒童學(xué)業(yè)表現(xiàn)不盡如人意，許多人于是轉(zhuǎn)向日本，想從中尋求可能的解決辦法，因?yàn)槿毡静粌H經(jīng)濟(jì)實(shí)力強(qiáng)，而且學(xué)

6、術(shù)成就也很高。特別注意不定式to位于句首表目的，一定是考試重點(diǎn)。例如：原文：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 function as a member of a group. (2005.1)翻譯：為了使孩子能在一年級(jí)

7、和以后有良好的表現(xiàn)，日本的學(xué)校并不教授閱讀、寫作、和算數(shù)，而是教孩子們諸如毅力、注意力和群體合作能力等技巧?？碱}：In Japans preschool education, the focus is onA. preparing children academically B. developing childrens artistic interestsC. tapping childrens potential D. shaping childrens character3、多重復(fù)合句疊加所謂多重復(fù)合句疊加，就是說一個(gè)長句子當(dāng)中可能包含了好幾種句式（并列的定語從句、狀語從句、介詞短語等等

8、）。解決方法：分清主從句，理清句子邏輯關(guān)系至關(guān)重要。通常采用圖表法。例如：（1）Then there is the general, all covering apology, which avoids the necessity of identifying a specific act that was particularly hurtful or insulting, and which the person who is apologizing should promise never to do again. (2006.1)結(jié)構(gòu)圖：說明：=then there is the ge

9、neral, all covering apology=which avoids the necessity of identifying a specific act= and which the person should promise never to do again= that was particularly hurtful or insulting= Who is apologizing顯然，原句子是由有there be引導(dǎo)做主句，后面跟了兩個(gè)which 引導(dǎo)的定語從句，兩者是并列的。比較特殊的是which定語從句中有各自有一個(gè)定語從句，像是一個(gè)連環(huán)套。分解為以下幾個(gè)句子：1.Then there is the general, all covering apology2.Which avoids the necessity of identifying a specific act3.That was particularly hurtful or insulting4.And which the person5.Who is apologizing6.Should promise never to do again翻譯：1.然后就有