高考英语核心方法——句子思维 讲义-2026届高三英语上学期一轮复习专项

句子思维 思维 1 长难句是如何炼成的 如何找到句子的灵魂——谓语 在句子的大舞台上,如果各种词性的单词是“演员”的话,它们扮演的“角色”叫成分。 谓语这个成分,自然是绝对的主角。抓住主角自带的 “光环”,就能迅速捕捉到它。 三个维度,快速识谓语 (1)位置上:谓语一般跟在主语后,偶尔会被一些插入成分用逗号分隔开。 (2)构成上:谓语必须是动词或动词短语。谓语有时态、语态、主谓一致的变化,常常和情态动词、助动词一起构成复合谓语。 自带 “光环” 的谓语谓语动词的原形 各种变化的谓语动词 do( 实义动词 ) was/were, have done, be doing...( 时态变化 ), be/keep/remain/stay/feel/ be done...( 时态、语态变化 ) smell/sound/taste/seem/appear/ does/has...( 主谓一致变化 ) prove/become...( 系动词 ) can do( 情态动词 +do), don’t do( 助动词 +do)... Tips: done/to do/doing/to be done/having done... 这些是非谓语形式, 可不能与谓语混淆! * 实义动词:表达具体的动作或状态,且可以单独作谓语的动词。此概念主要是为了和助动词、系动词作区分。情态动词 (如 can、must 等) 或助动词 (如 do、have 等) 不可单独作谓语。系动词 (如 be、feel 等) 突出事物状态或属性,而不是动作。 (3)句法上:记住三句话: ① 如果一个句子里只有一个动词 (短语), 那么它一定是谓语。 ② 两个动词之间用并列连词(and、but、or、so 等)连接,则两个动词都作谓语。 ③ 将两个动词分别放在主句和从句中,那么这两个动词分别作主句和从句的谓语。 我们结合以上维度来判断 2024 年新课标 I 卷阅读理解 B 篇第二自然段各句中的谓语: 段落的第一句话: Farber, a graduate of Colorado State University, started out as a more conventional veterinarian. 谓语 分析 整句话只有 started out 这一个动词短语, 可知 started out 是谓语。谓语与主语 ( Farber ) 被插入成分隔开。 段落的第二句话: 从句连接词 He became interested in alternative treatments 20 years ago when he suffered from terrible back 主句谓语 从句谓语 pain. 分析 句中有从句连接词 when。“He...ago”是主句, when 引导从句。became 是主句的谓语, suffered from 是从句的谓语。 段落的第三句话: He tried muscle-relaxing drugs but found little relief. 并列谓语①_____并列谓语② 分析 并列连词 but 连接了两个谓语动词 tried 和 found。 段落的第四句话: Then he tried acupuncture, an ancient Chinese practice, and was amazed that he improved after 主句谓语①_____ 主句谓语② 从句谓语 two or three treatments. 分析 he 是主语, tried 是主句谓语,之后有并列连词 and 连接, was amazed 也是主句谓语。 在 that 引导的从句中, he 是从句主语, improved 是从句谓语。 段落的第五句话: 从句连接词 What worked on a veterinarian seemed likely to work on his patients. 从句谓语 主句谓语 介 Br 而 seemed 是主句的谓语。 段落的第六句话: So, after studying the techniques for a couple of years, he began offering them to pets. 谓语 分析 studying 是非谓语形式, 不是谓语。跟在主语 he 后的 began 是谓语。 句子变长、变复杂的逻辑 1. 句子的核心 主谓结构是句子基本的结构。 主语是动作的发出者, 表示 “谁”, 谓语表示 “干了什么”, 主谓结构就是 “谁干了什么事”。 在做语法填空、阅读理解或完形填空时, 你一下子就看出 “谁干了什么事”, 那就厉害了! 因为这样很容易就读懂了内容! 主谓结构好比句子的母体, 在这个基础上, 如果谓语是及物动词, 其后需要加宾语, 就成了“主谓宾”结构；有些动词(如 allow、ask、cause 等)后面跟双宾语,就成了 “主谓宾宾”结构；谓语后跟一个宾语和宾语的补足语 (补充说明宾语),就成了 “主谓宾宾补” 结构；谓语是系动词时,构成“主系表”结构。 2. 句子变长的游戏 五种基本句型,加并列连词可构成并列句；加从句连接词可构成主从复合句。 并列连词 not only ... but (also) ..., and, or, but, for, yet, so, either ...or..., neither ... nor ... 等 从句连接词 that, if, whether, who, whom, whose, what, which, when, where, why, how, whoever, whatever, whenever, wherever, while, as, before, after, until, once, because, since, unless, though, even if, as if 等 我们通过一个句子理解: 简单句: Hua Mulan was offered a reward. (花木兰受到了奖励。) 并列句: [ Hua Mulan was offered a reward ], but [ she turned it down ]. ( 花木兰受到了奖励, 但主语 谓语 并列连词《主语 谓语 是她拒绝了。) 定语从句 复合句: Hua Mulan, who served in the army for her country’s sake ], was offered a reward. (花主语 谓语 木兰为国而战, 她受到了奖励。) 3. 句子变复杂的游戏 句子变长之后, 我们再增加一些修饰成分, 如定语、状语, 就可以把句子变复杂。如在以上复合句例子的基础上,我们加上定语、状语之后,句子变成: Hua Mulan, who served in the army for her country’s sake, was offered a well-deserved reward 非限制性定语从句 for her unparalleled courage, loyalty, and contribution to the nation’s security, inspiring countless 介词短语作原因状语 future generations to follow her heroic deeds. 非谓语动词作状语 这句话的核心意思还是花木兰受到了奖励, "who...sake" 修饰限定花木兰, for...security 说明为什么花木兰受到嘉奖, inspiring...deeds 说明嘉奖花木兰的影响。 思维 2 长难句拆解——标连断,定主干,理枝干 我们学习了如何找到谓语, 根据谓语前面是主语, 我们可以抓住主语和谓语, 也就是句子的主干,同时也理解了句子变长、变复杂的逻辑,那么如何拆长难句就很容易理解了。 第 1 步 标连断 看到标点、连词就断开。如果标点分隔的词太短,可略过。 标点:标点中,最常用来断开长难句的就是逗号、分号、冒号和破折号。 逗号 ①常用在作状语的非谓语动词前后,构成 “非谓语,句子” 或 “句子,非谓语” 的结构; ②常用在非限制性定语从句前后,构成“句子/主语,非限制性定语从句”的结构； 分号 表示前后并列; 冒号 表示解释说明,冒号前的内容通常是句子主干成分； 破折号 表示解释说明,破折号后的内容通常不是句子主干成分。 连词: 通过连接词断开长难句 (最常用, 最重要)。连接词 (简称连词, 包括并列连词和从句连接词)一般是用来连接句子的,那么从哪里连接,自然就从哪里断开。 第 2 步 定主干 主干: 主语+系动词+表语 第 3 步 理枝干 抓住主干后,剩下的部分是起修饰限定、补充说明作用的枝干。枝干通常是副词、介词短语、非谓语动词、独立主格结构、定语从句、状语从句等。 4 特别注意: 第3步不一定会用到 如果在长难句的地方设题,这个时候我们需要理枝干,并能完全理解句子； 如果没在长难句的地方设题,这个时候我们通常不需要理枝干,定主干即可读懂句子。 示例 1: While safety improvements might have been made to our streets in recent years, transport studies also show declines in pedestrian (行人) mobility, especially among young children. 第一步,标连断: While safety improvements might have been made to our streets in recent years, I transport studies also show declines in pedestrian (行人) mobility, especially among young children. While 引导让步状语从句, 位于句首不用断开; 第一个逗号处断开; 第二个逗号处断开。 第二步,定主干: 通过锁定谓语 show, 确定句子主干是 transport studies also show declines in pedestrian mobility。 (三维度, 识谓语: ①位置上, show 跟在主语 transport studies 后; ②构成上, show 是动词原形；③句法上, show 作谓语,其前 transport studies 是主语,其后 declines 是宾语,构成 “主谓宾”结构。) 第三步,理枝干: While 引导的是让步状语从句; especially among young children 是副词短语, 对 declines in pedestrian mobility 进行补充限定。 由此我们完成了长难句的拆解以及核心义的提取: ## While引导让步状语从句 长难句拆解: [ While safety improvements might have been made to our streets in recent years ], / transport studies also show declines in pedestrian (行人) mobility, [ especially among young 句子主干 (主谓宾结构) 副词短语,起补充限定作用 主语是transport studies, 谓语是show, 宾语是declines children ] . 句子核心义:交通研究也显示行人流动性在下降。 句子完整义:尽管近年来我们的街道可能已进行了安全改进,但交通研究也显示行人 流动性在下降,尤其在幼儿群体中。 示例 2: As we soon come to learn from AI by Design, AI is already super-smart and will become more capable, moving from the current generation of "narrow-AI" to Artificial General Intelligence. 第一步,标连断: As we soon come to learn from AI by Design, AI is already super-smart and will become more capable, / moving from the current generation of "narrow-AI" to Artificial General Intelligence. 连词 As 位于句首不用断开；第一个逗号处断开；第二个逗号处断开。 第二步,定主干: 通过锁定谓语 is 和 will become, 确定句子主干是 AI is already super-smart and will become more capable。 ( 三维度, 识谓语: ①位置上, is 跟在主语 AI 后; ②构成上, is 是系动词; ③句法上, is 后用并列连词 and 连接了 will become, 两个动词都作谓语。) 第三步,理枝干: As 引导的是状语从句; moving...Intelligence 是非谓语动词作状语,其中 from...to... 表示 “从……到……”。 由此我们完成了长难句的拆解以及核心义的提取: 状语从句 长难句拆解: [ As we soon come to learn from AI by Design ], [ AI is already super-smart and 句子主干 (主系表结构) will become more capable, / [ moving from the current generation of "narrow-AI" to Artificial General Intelligence I. 动词-ing形式作状语 句子核心义:人工智能已经超级智能,并且将变得更强。 句子完整义: 正如我们很快从 by Design 中了解到的,人工智能已经超级智能,并且将变得更强,从当前的“狭义人工智能”一代转向通用人工智能。 示例 3: The benefits of print reading particularly shine through when experimenters move from posing simple tasks-like identifying the main idea in a reading passage-to ones that require mental abstraction-such as drawing inferences from a text. 第一步,标连断: The benefits of print reading particularly shine through / when experimenters move from posing simple tasks- / like identifying the main idea in a reading passage - / to ones / that require mental abstraction—/ such as drawing inferences from a text. when 前断开; 第一个、第二个破折号处均断开; that 前断开; 最后一个破折号处断开。 第二步, 定主干: 通过锁定谓语 shine through, 确定句子主干是 The benefits of print reading particularly shine through。 (三维度, 识谓语: ①位置上, shine through 跟在主语 The benefits of print reading 后, 而 particularly 是副词; ② 构成上, shine through 是动词短语的原形; ③句法上, shine through 是主句里唯一可作谓语的动词短语。) 第三步, 理枝干: when 引导时间状语从句, 其中 from...to... 是固定短语; like...passage 和 such as...text 是解释说明部分；that 引导的定语从句修饰 ones, ones 指代的是 tasks。 由此我们完成了长难句的拆解以及核心义的提取: 时间状语从句 长 难 句拆 解: The benefits of print reading particularly shine through [when experimenters 句子主干 主语是The benefits of print reading, 谓语是shine through move from posing simple tasks -/ ( like identifying the main idea in a reading passage ) -/ to > 解释说明simple tasks 引导定语从句,修饰ones ones / that require mental abstraction - / ( such as drawing inferences from a text ) ]. 解释说明ones that require mental abstraction 句子核心义:纸质阅读的好处尤其明显。 句子完整义:当实验者从提出简单的任务(如确认阅读文章的主旨)转向需要抽象思维的任务(如从文本中推论出结果)时,纸质阅读的好处尤其明显。 个动动小手,拆一拆！ [ 2024 新 课 标 II 卷, D ]She writes from the practical angle of a business person rather than as an academic, making for a guide which is highly accessible and informative and which, by the close, will make you feel almost as smart as AI. 第一步,标连断: She writes from the practical angle of a business person rather than as an academic, making for a guide / which is highly accessible and informative and which, by the close, will make you feel almost as smart as AI. 第一个逗号处断开; 两个 which 处断开, 第二个 which 后 by the close 比较短, 不用再断开了。 第二步,定主干: 通过锁定谓语 writes, 确定句子主干是 She writes from the practical angle...an academic。 (三维度,识谓语:①位置上, writes 跟在主语 She 后；②构成上, writes 是有时态、主谓一致变化的动词；③句法上, writes 是主句里唯一可作谓语的动词。) 第三步,理枝干: making for...AI 是非谓语动词作状语；两个 which 引导的定语从句修饰 a guide。 由此我们完成了长难句的拆解以及核心义的提取: 非谓语动词作状语。 长难句拆解: She writes from the practical angle of a business person rather than as an academic, [ making 句子主干 主语是She, 谓语是writes 定语从句,修饰a guide 定语从句, 修饰a guide for a guide / (which is highly accessible and informative) and / (which, by the close, will make you feel almost as smart as AI )]. 句子核心义:她从一个商业人士而非学者的实际角度进行写作。 句子完整义:她从一个商业人士而非学者的实际角度出发,撰写了一本非常通俗易懂、内容丰富的指南,读完之后,你会觉得自己几乎和人工智能一样聪明 学科网（北京）股份有限公司 $$