衔接点02 句子种类（初高考点差异及衔接）（讲义，上海专用）英语初升高衔接

衔接点02 句子种类 初中视角 高中展望 初中阶段，学生主要学习简单句，即只包含一个主语和谓语的句子。学生学习基本的句型结构，如主语+谓语+宾语（SVO）。此外，学生也会开始接触复合句，即包含一个主句和一个或多个从句的句子。 高中阶段，学生需要更深入地理解和使用复合句，包括各种类型的从句（如名词性从句、定语从句、状语从句等）。此外，学生需要掌握更复杂的句型结构，如倒装句、强调句、省略句等。 衔接引导 初中阶段考查形式：侧重语法知识的识记和简单运用，多以单句填空、选择题等基础形式考查语法知识。 高中阶段考查形式：注重语法知识的灵活运用和理解，更多地在语篇语法填空中综合运用语法知识。 【初中句子种类考点聚焦】 句子种类 一、英语句子按照其用途可分四种 1）陈述句（肯定、否定）：He is six years old; She didn’t hear of you before. 2）疑问句（一般、特殊、选择、反意）：Do they like skating? How old is he? Is he six or seven years old? Mary can swim, can’t she? 3）祈使句：Be careful, boys; Don’t talk in class 4）感叹句：How clever the boy is! 二、英语句子按照其结构可分三大类 (1).简单句（Simple Sentences）：只包含一个主谓结构的句子叫简单句， All roads lead to Rome. He got up, dressed quickly, washed himself and went out. Is he a superman? (2).并列句（Compound Sentences）：包含两个或两个以上主谓结构的句子叫并列句，句与句之间通常用并列连词或分号来连接，常用的并列连词有and,then,but,or,or else, so, for, while; both…and, either…or, neither…nor, not only…,but also, as well as He is a basketball fan, and his wife is a volleyball fan. Honey is sweet, but the bee stings. Don’t be late, for there is a meeting. Hurry up, or you’ll be late. He works hard while his brother is a lazy bone. (3).复合句（Complex Sentences）：复合句的某个成分，如主语、宾语、表语、同位语、定语、状语等，由另一个句子承当。 China has the largest number of people who speak Chinese. The film had been on when we got to the cinema. 【高中句子种类考点聚焦】 课标解读 英语句子按照使用目的可分为陈述句、疑问句、祈使句、感叹句四大类；按照句子结构（分句数量）可分为简单句、并列句、复合句（名词性从句、定语从句、状语从句）三类。 陈述句细分肯定句与否定句；疑问句包含一般疑问、特殊疑问、选择疑问、反义疑问句；祈使句侧重肯定结构与否定结构；感叹句聚焦 what/how 两种核心句式。并列句依托 and/but/or/so 等并列连词衔接分句；复合句是高中重难点，三大从句依托从句引导词搭建主从复合结构。 总的来说，高中英语对句子种类不再局限于基础句式识别，侧重在完形、语法填空、短文改错、书面表达中辨析句式类型、精准选用连词与句式结构，要求学生依托句式特征读懂长难句、规范写作造句。 考点清单 英语句子按照其结构分为简单句、并列句和复合句 1．简单句：简单句是指只有一套主、谓结构（或并列主语和并列谓语）并且句子各成分都只由单词或短语构成的独立句子。简单句由五种基本句型构成，如下： 1） Ｓ Ｖ Ｐ （主＋系＋表） 2） Ｓ Ｖ （主＋谓） 3） Ｓ Ｖ Ｏ （主＋谓＋宾） 4） Ｓ Ｖ ｏ Ｏ （主＋谓＋间宾＋直宾） 5） Ｓ Ｖ Ｏ Ｃ （主＋谓＋宾＋宾补） 6) there be 句型 1）主语 + 系动词 + 表语：这种句型结构主要指谓语动词为连系动词的情况。常见的系动词有 ①be；②keep, remain, stay；③feel, taste, smell, sound, look；④seem, appear；⑤get, come, become, turn, grow, go；⑥prove, turn out等。 This is my English book. The weather is getting windy and rainy. The trouble is that they are short of money. 练习：划分句子成分 a. He looked unhappy at that time. b. It seemed like a good idea at the time. c. She turned 21 in June. d. I was so pleased to hear from you. 2) 主语 + 谓语：此句式中的谓语动词为不及物动词（短语）, 如live, travel, work, lie, arrive, stay, agree, rise, fail, succeed, happen, get up，take place, 等。其后没有宾语。因为此句型中的动词表达的意思已经很明确，所以不需要跟宾语。有时为了表示动作发生的频率、程度、原因、结果、目的、场所、时间等，可以带状语修饰动词。 Poems don't translate easily. My recent book sells very well. The sun was shining. 练习：划分句子成分 a. Its economy has developed rapidly in the past ten years. b. Great changes have taken place in our hometown these years. c. This morning we met at the school gate and went there together. 3) 主语 + 谓语 + 宾语：此句式中的谓语动词为及物动词（短语）, 如spend, visit, reach, forget, explain, take, discover, waste, trust, do with, look forward to, look after等，其后必须跟宾语才能使句意表达完整、准确。宾语可以由名词、代词或相当于名词的词或短语充当,如动词的-ing形式、动词不定式或从句等.。 I look forward to hearing from you soon. You can put the dishes in the kitchen. They ate what was left over. 练习：划分句子成分 a. In the afternoon, I’ll show you around and take you to some places of interest. b. I’m looking forward to meeting you soon. c. Last year I won first prize in the school computer competition. d. In my spare time I enjoy listening to popular music and collecting stamps. 4) 主语 + 谓语 + 间接宾语 + 直接宾语：英语中有些及物动词能跟双宾语,即间接宾语(指人) 和直接宾语(指物) 。通常情况下间接宾语在前，直接宾语在后。能跟双宾语的动词常见的有：give, offer, lend, teach, bring,take, return, send, hand, pass, buy, make, cook, get, sing, ask等。 The driver saved us a lot of trouble. They have offered us ＄60,000 for the house. I told him that the bus was late. 练习：划分句子成分 a. Mr Wang taught us English last year. b. It took me two hours to finish my homework last night. c. They offered him a job, but he turned it down. d. Tomorrow I’ll write him a letter and tell him the good news. 5) 主语 + 谓语 + 宾语 + 宾语补足语：英语中,有些及物动词除能跟宾语外,有时还须加一个补足语,句意才能完整。宾语补足语的作用是说明宾语的动作或状态。作宾语补足语的主要是名词、形容词、动词不定式和分词,副词和介词短语等也可以用作宾语补足语。 本句型中的"宾语 + 宾语补足语",也可称之为复合宾语。宾语和宾语补足语之间有着逻辑上的主谓关系,因此,逻辑上的主谓关系乃是本句型的特点,它不同于第四基本句型中的 "间接宾语 + 直接宾语","间接宾语 + 直接宾语"之间并无逻辑上的主谓关系。 例： 1) We elected Liu Lei monitor.  2) The news made him unhappy.  3) You shouldn't let him go there alone.    4) I had the bike repaired.  5) I feel it very pleasant to be with your family.    注意： （1）后跟名词作宾语补足语的动词有call, name, make, choose, elect, appoint, think, consider, find等。（call, name, make, choose, elect, appoint后面跟表示职位的名词做宾语补足语时，职位名词前不要冠词）例： We call him Tom for short． I made painting the house the project for the summer. （2）后跟形容词做宾语补足语的动词有keep, make, find, get, think, believe, feel, leave等。例如： She thought him kind and generous. We’d better keep the windows open． （3）动词不定式做宾语补足语有以下三种情况： 1. 后跟带to的不定式作宾语补足语的动词常有ask, tell, teach, warn, encourage, allow, advise, 等。例： He told us to keep quiet in the hospital． David taught his brother to use the computer. 2. 后跟不带to的不定式作宾语补足语的动词可归纳为：“吾看三室两厅一感觉” 感官动词：五看(see, watch, notice, observe, look at)、 三个使役动词（make, let, have）、 两听(hear, listen to)、 一感觉（feel），变被动，to还原。例： Let me try again． I often hear her sing in the next room． She is often heard to sing in the next room. 感官动词hear, see, watch, feel, notice, observe等后既可接不带to的不定式作宾补，也可用v-ing形式作宾补。前者表示动作已结束，后者表示动作正在发生。试比较：     a. He saw a girl get on the bus.          b. He saw a girl getting on the bus.      3. help后跟不定式作宾语补足语时，不定式既可带to,也可不带to。例如： My father often helps me(to) study English． （4）后跟分词形式作宾语补足语的动词有find, feel, get, make, leave, keep, have, hear, notice, see, watch等。 We found a man lying on the ground． He saw a woman’s wallet stolen yesterday. She couldn’t make herself heard above the noise of the traffic. （5）后跟介词短语作宾语补足语的动词有keep, find, take等。例： I’ll keep the words in my mind． I often find him at work. （6）由 as 构成的短语作宾补:常用as构成的短语作宾补的动词有：consider…as, treat…as, regard…as, look on…as, think of…as等。例： They treat me as their daughter. 练习：划分句子成分 a. I saw the kids/children playing by the river at that time. b. We are making our country more and more beautiful. c. I had my wallet stolen on a bus yesterday afternoon. d. I noticed Kate reading in the library all the morning. e. Father asked/got me to bring him some newspapers. f. She made it her business to find out who was responsible. 6) there be 句型表示人或事物"存在"的概念,一般译作"有",本句型句首的 There只是一个引导词,本身并无任何词汇意义。句子的主语是处于动词  be 后的那个名词。动词 be 的人称和数应同其后的主语取得一致。动词 be 的时态随具体情况而变化。如果是单个的主语,动词 be则随这个主语的数和人称而变化。如果是并列的主语,动词be一般随最靠近be的那个主语的人称和数而变化。反意问句的疑问句部分要用isn’t there?或aren’t there?在本句型中,还可将谓语动词be换成某些表示"来往,存在,发生"之类的不及物动词,如 arrive, come, go, exist, happen, live, remain, seem, stand 等。 a. There is a dictionary lying on the desk.  b. There will be a sports meet next week.  c. There stands a big tree in front of the classroom.  e. There used to be a shop on the corner of the street.  综合练习：指出下面句子分别属于哪个句型。 ①I will spend this summer holiday in the countryside. ②In the modern city, there are some problems, such as air pollution, crowdness and noise. ③In the countryside I can enjoy a comfortable and quiet life. ④There, the air is fresh and the water is clean. ⑤I can hear birds singing in the green trees. ⑥I can also go boating, fishing, and swimming in the lake. ⑦He wished me good luck. ⑧So I want to go to the countryside for a change. 1. ( S + V ) _______________ 2. ( S + V +O ) _________________ 3. ( S + V + P ) ____________________ 4. ( S + V + IO + DO ) _______________ 5. ( S + V + O + C ) __________________ 6. There be 句型 ______________ 2. 并列句：两个或两个以上的简单句用并列连词或标点符号连接而成的句子叫并列句。 1）并列句的构成方式：用连接词连接，前面可加逗号。例： These flowers are white and those flowers are red. We fished all day, but we didn't catch a thing. Hurry up; it's getting late. I found a bucket, put it in the sink, and turned the tap on. I took off my coat, searched all my pockets, but couldn't find my key. 2）并列句的分类： （1）表示连接两个同等概念，常用and, not only…but also…, neither…nor…, then等连接。 e. g. The teacher’s name is Smith, and the student’s name is John. （2）表示选择，常用的连词有or, either…or…, otherwise等。 e. g. Hurry up, or you’ll miss the train. （3）表示转折，常用的连词有but, still, however, yet, while, when等。 e. g. He was a little man with thick glasses, but he had a strange way of making his classes lively and interesting. （4）表示因果关系，常用的连词有so, for, therefore等。 e. g. August is the time of the year for rice harvest, so every day I work from dawn until dark. 练习:指出下列划线词属于哪一类并列关系 a. Neither is he mistaken, nor am I. b. Not only did the students dance, but (also) their teacher sang. c. We love peace but we are not afraid of war. d. He worked hard, yet he failed. e. The news may be unexpected; nevertheless it is true. f. Put on your coat, or you'll catch a cold. g. Start out right away, or/ otherwise you'll miss the first train. h. It was late, so we went home. i. We listened eagerly, for he brought news of our families. 3. 复合句：复合句又称主从复合句，由一个主句和一个或一个以上的从句构成。主句为句子的主体,从句只用作句子的一个次要成分,不能独立成为一个句子。从句通常由关联词引导,并由关联词将从句和主句联系在一起。从句按其在复合句中的作用,分为名词性从句（主语从句、表语从句、宾语从句、同位语从句）、定语从句和状语从句。 状语从句（高一学）——状语从句在句中起状语作用，修饰主句中的谓语动词、形容词或副词。 定语从句（高一学）——在复合句中，修饰某一名词或代词的从句叫做定语从句。定语从句的作用相当于形容词，用来修饰主句中的某一名词或代词或整个主句，所以，也称作形容词性从句。 名词性从句（高二学） 主语从句:作句子主语的从句叫主语从句 宾语从句:用作宾语的从句叫做宾语从句。 表语从句:用作表语的从句叫作表语从句，它位于主句中的连系动词之后。 同位语从句: 用作同位语的从句叫同位语从句。 例：1）How the book sells depends on its author. （主语从句） 2）I want to know whether/if he can arrive on time. （宾语从句） 3）That's because he didn't understand me. （表语从句） 4）The question who should come with me has not been settled. （同位语从句） 5）He has a friend whose father is a doctor. （定语从句） 6）By the time I graduate next year, I will have lived here for 5 years. （状语从句） 一、单项选择（判断句子类型） 1．They/also really/wish/to discover other planets/that are suitable enough to support life. A．主语+状语+谓语+宾语+宾补 B．主语+状语+谓语+宾语+同从 C．主语+状语+谓语+宾语+状从 D．主语+状语+谓语+宾语+定从 【答案】D 【详解】句意：他们也真的希望发现其他足够适合支持生命存在的行星。分析句子结构可知，They作主语，also really作状语，wish作谓语，to discover other planets作宾语，that are suitable enough to support life是that引导的定语从句，修饰先行词planets。句子结构是：主语+状语+谓语+宾语+定从。 2．The climate/is/mild/all year round, /meaning it is always a good time to visit. A．主语+谓语+宾语+状语+定语 B．主语+谓语+宾语+定语+状语 C．主语+系动词+表语+定语+定语 D．主语+系动词+表语+状语+状语 【答案】D 【详解】句意：这里一年四季气候温和，这意味着任何时候都是游览的好时机。句中The climate作主语；is为系动词；mild作表语；all year round作时间状语；meaning it is always a good time to visit为现在分词短语作状语。因此该句的结构为“主语+系动词+表语+状语+状语”。 3．To earn a living, / some / opened up / shops and restaurants / in Chinatown. A．状语+主语+系动词+表语+状语 B．状语+主语+谓语+宾语+状语 C．定语+主语+谓语+宾语+状语 D．定语+主语+系动词+表语+状语 【答案】B 【详解】句意：为了谋生，一些人在唐人街开了商店和餐馆。句中“To earn a living”为动词不定式短语，表示目的，作目的状语；“some”为代词，作主语；“opened up”为实义动词短语，作谓语；“shops and restaurants”为名词短语，作宾语；“in Chinatown”为介词短语，表示地点，作地点状语。因此该句的句子结构为：状语+主语+谓语+宾语+状语。 4．She/greatly impressed/her American colleagues, /who invited her to stay. A．主语+谓语+宾语+状从 B．主语+谓语+宾语+定从 C．主语+系动词+表语+定从 D．主语+系动词+表语+状从 【答案】B 【详解】句意：她给她的美国同事留下了深刻的印象，他们邀请她留下来。She作主语，greatly impressed为副词修饰作谓语动词，her American colleagues作宾语，“who invited her to stay”是由who引导的非限制性定语从句，修饰先行词“her American colleagues”。因此该句的结构为主语+谓语+宾语+定从。 5．Since she had no children of her own, / she / left / her savings / to a kindergarten and a fund for new doctors. A．原因状从+主语+谓语+间宾+直宾 B．时间状从+主语+谓语+宾语+宾补 C．原因状从+主语+谓语+宾语+宾补 D．时间状从+主语+谓语+间宾+直宾 【答案】A 【详解】句意：因为她没有自己的孩子，她把积蓄留给了一家幼儿园和一项新医生基金。句中“Since she had no children of her own”是since引导的原因状语从句，表示“因为”；主句中“she”作主语，“left”作谓语，“her savings”作直接宾语，“to a kindergarten and a fund for new doctors”作间接宾语，属于“leave sth. to sb.”的双宾语结构。 6．I/ walked around / looking at the street art/ for a few hours. A．主+谓+原因状语+时间状语 B．主+谓+方式状语+时间状语 C．主+谓+伴随状语+时间状语 D．主+谓+结果状语+时间状语 【答案】C 【详解】句意：我四处走动，看了几个小时的街头艺术。句中I作主语，walked around作谓语，looking at the street art为现在分词短语作伴随状语，表示与谓语动作同时发生，for a few hours为介词短语作时间状语。 7．He/ crashed into/ the stone,/ spilling the milk everywhere. A．主语+谓语+宾语+结果状语 B．主语+谓语+状语+伴随状语 C．主语+谓语+宾语+宾语补足语 D．主语+系动词+表语+后置定语 【答案】A 【详解】考查句子成分。句意：他撞到了石头上，把牛奶洒得到处都是。句中He作主语；crashed into为动词短语，整体作谓语；the stone作宾语；spilling the milk everywhere为现在分词短语，表示撞到石头后自然而然产生的结果，在句中作结果状语。 8．They / allow / visitors / who have never been to China / to experience traditional Chinese culture first hand. A．主+谓+宾+宾语从句+伴随状语 B．主+谓+宾+宾语从句+目的状语 C．主+谓+宾+定语从句+宾语补足语 D．主+谓+宾+定语从句+目的状语 【答案】C 【详解】句意：他们允许从未到过中国的游客亲身体验中国传统文化。本句中，They作主语；allow作谓语；visitors作宾语；who have never been to China是who引导的定语从句，修饰先行词visitors；to experience traditional Chinese culture first hand作宾语补足语，构成allow sb. to do sth.（允许某人做某事）的固定搭配，即该句结构为“主+谓+宾+定语从句+宾语补足语”。 9．His friends/ tried/ to help him/ through his dark times,/ but/ his life/ became/ marked / by sadness. A．主+谓+宾语+状+连词 but+主+谓+宾+状 B．主+谓+宾语+状+连词 but+主+系+表+状 C．主+谓+目的状语+状+连词 but+主+谓+宾+状 D．主+谓+目的状语+状+连词 but+主+系+表+状 【答案】B 【详解】句意：他的朋友们试图帮助他度过黑暗的时期，但他的生活变得充满了悲伤。这是一个由but连接的并列句。在前半句“His friends tried to help him through his dark times”中，His friends作主语，tried作谓语，to help him作宾语，through his dark times是介词短语作状语；在后半句his life became marked by sadness中，his life作主语，became是连系动词（作系语），marked是过去分词作表语，by sadness是介词短语作状语。 10．Inspired, / he / asked / his fans / to make videos, / which he then joined together into one performance. A．定语+主+谓+宾+宾补+定语从句 B．状语+主+谓+宾+宾补+定语从句 C．定语+主+谓+宾+状语+宾语从句 D．状语+主+谓+宾+状语+宾语从句 【答案】B 【详解】句意：受到启发，他要求他的粉丝们制作视频，然后他把这些视频拼接成一个表演。Inspired为过去分词作状语，表示主语的状态或原因；he为句子主语；asked为谓语动词；his fans为宾语；to make videos为动词不定式作宾语补足语，构成固定搭配ask sb. to do sth.；which he then joined together into one performance为which引导的非限制性定语从句，修饰先行词videos。因此，该句的结构为“状语+主+谓+宾+宾补+定语从句”。 二．分析句子:阅读短文，判断加粗句子所属基本句型 A Now autumn arrives quietly in our neighbourhood.①The weather becomes cool and comfortable.Our community centre gives us ②many interesting outdoor activities every weekend.We find ③outdoor sports relaxing and helpful for our health.④There are many maple trees along both sides of the street.We always enjoy the beautiful scenery in fall. 答案 1. SVP（主系表）2. SVoO（主谓 + 间宾 + 直宾） 3. SVOC（主谓宾宾补.）4. There be 句型 B Tom is a volunteer in the city library.①He works hard every weekday.He usually reads ②various science books during his spare time.The librarian keeps ③the reading room tidy and quiet all year round.④There is a big book sale in the library next Friday.Lots of readers look forward to the coming activity. 答案: 1.SV（主谓） 2. SVO（主谓宾） 3. SVOC（主谓宾宾补） 4.There be 句型 一、句子翻译 1．会议九点开始。(S＋V) (汉译英) _____________________________________________________________ 【答案】The meeting begins at nine. 【详解】考查“主谓”结构。“会议”使用名词meeting，作主语，“开始”使用动词begin，作谓语，“九点”使用介词短语at nine，描述事实使用一般现在时，主语表示单数意义，谓语动词使用三单形式，故翻译为：The meeting begins at nine. 2．一群交换生来了。（S＋V）（汉译英） ______________________________________________________________________________ 【答案】A group of exchange students came. 【详解】考查句型结构、名词短语和时态。根据括号内的要求可知，本句应用“主语（S） + 谓语（V）”结构表达句子。“一群交换生”是主语，其中“一群”用a group of，“交换生”译为exchange student，用复数形式，组合为名词短语a group of exchange students，位于句首，首字母应大写；句子描述过去发生的事实，应用一般过去时，“来了”表示过去发生的动作，用动词come的过去式came作谓语。故翻译为A group of exchange students came. 3．这项发明的实际应用非常广泛。(汉译英) __________________________________________________________________________ 【答案】The practical application of this invention is very wide. 【详解】考查形容词和主系表结构。主语“这项发明的实际应用”翻译为the practical application of this invention；谓语“是”用系动词be，描述客观事实用一般现在时态，主语是单数名词，谓语用单数形式is；表语“非常广泛”译为形容词短语very wide。综上，全句译为：The practical application of this invention is very wide. 4．对我而言，词汇是我最大的问题。(汉译英) _________________________________________________________________________ 【答案】As far as I am concerned, vocabulary is my biggest problem. 【详解】考查固定短语、主系表结构、时态和最高级。“对我而言”可用固定短语as far as I am concerned；“……是……”用主系表结构，其中“词汇”为主语，用vocabulary表示，为抽象名词，不可数，谓语“是”用第三人称单数，描述现在的状态，用一般现在时。“我最大的问题”用形容词最高级，翻译为my biggest problem。故翻译为：As far as I am concerned, vocabulary is my biggest problem.。 5．她留着长长的直发。(汉译英) ______________________________________________________________________ 【答案】She has long straight hair. 【详解】考查时态和句子结构。表示“她”用she，作主语，位于句首，首字母大写；表示“有”用have，本句描述一般事实，时态用一般现在时，主语she是第三人称单数，谓语动词用has；表示“长长的直发”用long straight hair，作宾语。故翻译为She has long straight hair. 6．进入成年时期就意味着承担成年人的责任。（shoulder）（汉译英） _______________________________________________________ 【答案】Entering adulthood means shouldering adult responsibilities. 【详解】考查主谓宾结构和时态。“进入成年时期”为主语，“进入”用动词enter表示，“成年时期”用名词adulthood表示；此处作主语，应处理为动名词短语，译为Entering adulthood。“意味着”是谓语，用动词mean表示，描述普遍真理或客观规律时用一般现在时，主语为第三人称单数，谓语为means。“承担成年人的责任”为宾语，“承担”根据提示用动词shoulder表示，“成年人的责任”译为名词短语adult responsibilities，responsibility在表示具体责任、职责时，通常是可数名词，且成年后要承担的责任不止一种，应用复数形式；这部分处理为动名词短语作宾语，为shouldering adult responsibilities。故全句翻译为：Entering adulthood means shouldering adult responsibilities.。 7． 他给他妹妹买了一架钢琴。 （汉译英） ____________________ 【答案】He bought his sister a piano. 【详解】考查时态和句子结构。“给某人买某物”常用结构：buy + 间接宾语 + 直接宾语。根据句意用一般过去时，buy的过去式是bought，piano“钢琴”是可数名词，此处表示泛指，用不定冠词a，故译为He bought his sister a piano. 8．我得把一些书还给图书馆。（SVOO）（汉译英） ________________________________________________________________ 【答案】I must return some books to the library. 【详解】考查双宾语结构（SVOO）和动词短语。根据句意，句子描述当前的需求，使用一般现在时。表示“我”为I作主语，位于句首；“得把……还给……”为情态动词must+动词原形，作谓语，“把……还给……”译为return...to... “一些书”为直接宾语some books，“图书馆”为间接宾语the library，符合SVOO结构“主语+谓语+直接宾语+间接宾语”）。故翻译为I must return some books to the library. 9．我下次把那本书给你带来。(S＋V＋IO＋DO) (汉译英) _____________________________________________________________ 【答案】I will bring you the book next time. 【详解】考查一般将来时、双宾语结构。主语“我”用人称代词I；时间状语“下次”用next time表示，可置于句末；谓语“带来”用动词bring，结合时间状语，描述将要做的事情用一般将来时态will bring；间接宾语“你”用宾格人称代词you，直接宾语“那本书”用the book。综上，全句译为：I will bring you the book next time. 10．你会发现英语很容易学。(SVOC) (汉译英) _________________________________________________________________ 【答案】You will find English very easy to learn. 【详解】考查基本句型、时态。表示“你”用you，作主语，位于句首，首字母大写。表示“发现”用find，描述将来发生的事情，句子时态用一般将来时，谓语用will find。表示“英语”用English，作宾语。表示“很容易学”用very easy to learn，作宾语补足语。故翻译为：You will find English very easy to learn. 11．你应该保持你的房间干净且整齐。(SVOC) (汉译英) ______________________________________________________________ 【答案】You should keep your room clean and tidy. 【详解】考查句子结构。主语“你”用人称代词you，“应该”用情态动词should，谓语“保持”用动词keep，在情态动词后用原形，宾语“你的房间”译为your room，“干净且整齐”作宾语补足语，译为clean and tidy；句子使用了“主语+谓语+宾语+宾语补足语”句型，即SVOC。综上，全句译为：You should keep your room clean and tidy. 12．我们的英语老师说话太快了。(S＋V＋Ad) (汉译英) ______________________________________________________________________________ 【答案】Our English teacher speaks too quickly. 【详解】考查动词时态。表示“我们的英语老师”应用our English teacher，作主语；表示“说话”应用speak作谓语，陈述客观事实，使用一般现在时，主语为单数名词，谓语动词使用第三人称单数形式；表示“太快了”应用too quickly，作状语。故翻译成：Our English teacher speaks too quickly.。 13．过去十年里，我的家乡发生了巨大的变化。(主语+谓语+状语) (汉译英) ______________________________________________________________________________ 【答案】Great changes have taken place in my hometown in the past ten years. 【详解】考查时态、固定短语、句子结构。表示“巨大的变化”用great changes，作主语，句首单词，首字母大写；表示“发生”用take place，强调已经完成的动作，时态用现在完成时，且主语为复数，故谓语用have taken place；表示“在我的家乡”用in my hometown，作地点状语；表示“过去十年里”用in the past ten years，作时间状语，句子为“主语+谓语+状语”结构。故翻译为Great changes have taken place in my hometown in the past ten years. 14．一群来自英国的交换生下个月要来我们学校参观。(SVOA) （汉译英） ______________________________________________________________. 【答案】A group of exchange students from the UK are going to visit our school next month. 【详解】考查句子结构。该句要求使用 SVOA 句型，句首表示“一群来自英国的交换生”为A group of exchange students from the UK，作主语（S），表示“要来参观”是将来要发生的事情，用are going to visit作谓语（V），表示“我们学校”为our school作宾语（O），表示“下个月”为next month作时间状语（A），符合主谓宾状句型要求。故翻译为A group of exchange students from the UK are going to visit our school next month. 15．我们学生应该经常与我们的父母交流想法。（SVOA）(汉译英) __________________________________________________________________________________________ 【答案】We students should often communicate our ideas with our parents. 【详解】考查句子结构和情态动词。句中“我们学生”用We students，“应该”是should，“经常”是often；“与我们的父母交流想法”可以翻译为communicate our ideas with our parents，符合SVOA（主语+谓语+宾语+状语）结构。故翻译为We students should often exchange ideas with our parents. 二、阅读理解 A、阅读理解应用文 CONTRIBUTORS NATIONAL GEOGRAPHIC EXPLORERS These contributors have received funding from the National Geographic Society, which is committed to the illumination of our world. Learn more about the Society’s support of Explorers at natgeo.com/impact. Babak Tafreshi, p.112 The Boston-based Explorer visited four continents for this month’s feature pairing his photographs with those made by astronaut Don Pettit from aboard the International Space Station. He’s the recipient of the Royal Photographic Society’s Award for Scientific Imaging. Prasenjeet Yadav, p.16 An Explorer since 2014, Yadav spent nearly 16 months reporting on conservationists’ groundbreaking efforts to preserve genetic diversity in India’s tiger reserves. For his last National Geographic assignment, he captured rare snow leopards in the Indian Himalaya. Marina Koren, p.112 A former Atlantic staff writer, Koren says her beat is “all things space,” including astronomical discoveries and human stories. For this month’s feature about Don Pettit, she highlights his project pairing photos made in orbit with terrestrial ones. The assignment reminded her, Koren says, “that the cosmos is a physical place we inhabit.” Paola Kudacki, p.40 Photographing iconic sports stars for the magazine’s feature on what we can learn from aging athletes was a privilege, says the photographer, who’s long been “intrigued by what drives someone to become great.” The New York-based portrait photographer has shot for publications like Time, the New York Times, Vogue, and GQ. Neha Wadekar, p.100 The writer divides her time between London and Nairobi, where she reported this month’s story on Kenya not only as a solo journalist but also as part of the New Yorker’s the New York Times and the Economist, and her reporting on jihadi imagery won a Breakthrough Journalism Award. Matt Griffin, p.8 Based in Ennis, Ireland, the sci-fi and fantasy illustrator created the retro-futuristic satellites for this month’s story on the historic value of space relics. Griffin has created art for special editions of books by Pearls Before Swine’s Stephan Pastis. For the magazine, he illustrated a real-life, Cold War nuclear base hidden beneath a glacier. 1．According to the passage, which of the following contributors is specifically recognized for scientific imaging? A．Marina Koren B．Babak Tafreshi C．Paola Kudacki D．Neha Wadekar 2．The word “terrestrial” in the description of Marina Koren’s work (p.112) most likely means ______ . A．from the moon B．related to the sea C．from the Earth D．taken by astronauts 3．What can be inferred about the National Geographic Society from this page? A．It only funds projects related to space exploration. B．It supports explorers in creating diverse and global content. C．Its contributors are all award-winning photographers. D．Its main goal is to publish stories about sports and aging. 4．What is the main purpose of this “CONTRIBUTORS” page? A．To promote the magazine’s subscription plans to new readers. B．To summarize the main articles featured in the current issue. C．To compare the different works of several famous photographers. D．To provide background and credits for the creators of the content. 【答案】1．B 2．C 3．B 4．D 【导语】本文是一篇应用文。文章主要介绍了《国家地理》杂志本期几位获得资助的贡献者及其创作背景和成就。 1．细节理解题。根据Babak Tafreshi, p.112部分中“He’s the recipient of the Royal Photographic Society’s Award for Scientific Imaging.(他是皇家摄影学会科学影像奖的获得者。)”可知，Babak Tafreshi获得了科学影像奖，因此是专门因科学影像而获得认可的贡献者。故选B。 2．词句猜测题。根据第Marina Koren, p.112部分中“For this month’s feature about Don Pettit, she highlights his project pairing photos made in orbit with terrestrial ones.(在本月关于Don Pettit的专题报道中，她重点介绍了他的一个项目，该项目将轨道上拍摄的照片与terrestrial照片配对。)”可知，Marina Koren的工作涉及将轨道上拍摄的照片与陆地拍摄的照片配对，因此terrestrial在这里意思是“来自地球的”。故选C。 3．推理判断题。根据第一段中“These contributors have received funding from the National Geographic Society, which is committed to the illumination of our world.(这些贡献者得到了国家地理学会的资助，该学会致力于照亮我们的世界。)”以及后文对不同贡献者的介绍可知，国家地理学会资助了来自不同领域、不同地区的贡献者，支持他们创作多样化和全球化的内容。故选B。 4．推理判断题。根据全文内容可知，文章主要介绍了本期杂志的几位贡献者，包括他们的背景、成就以及他们为本期杂志所做的贡献，因此这篇“CONTRIBUTORS”页面的主要目的是为内容创作者提供背景和署名信息。故选D。 B、阅读理解说明文 Saltwater is typically harmful to most plants. As sea levels rise, crops in coastal regions are at great risk, so scientists are racing to find solutions to this problem. One strategy is to look for ways to engineer plants to tolerate (忍受) saltwater. To this end, Adam Roddy, a plant biologist at New York University, seeks to better understand what enables mangroves — among the few plants that can live in saltwater—to grow so well in that environment. Researchers usually group mangroves based on their physiological qualities rather than genetic ties—there are about 80 species of mangroves covering nearly 20 plant families, and many mangroves have developed special abilities to block or pump salt out of their systems. However, Roddy and his team wondered if other qualities, such as the size and shape of cells (细胞) that make up the leaves’ outer layer, called the epidermal pavement cells, might contribute to mangroves’ ability to tolerate salty waters as well. To test this hypothesis (假设), the researchers observed the leaves of 34 mangrove species and 33 of their inland relatives under the microscope. They measured cell size, cell wall thickness, and other features. Then, they analyzed whether any of these characteristics were different between mangroves and their relatives that live farther from the coast. The team discovered that compared with the cells of their inland relatives, mangroves’ epidermal pavement cells were significantly smaller and had thicker cell walls, supporting the researchers’ hypothesis. However, there was no difference in the size of the stomata (small openings in leaves), meaning mangroves rely more on their cells’ strength than on gas exchange to survive. Roddy said, “Our study shows that only a few simple cell features are key to surviving extreme conditions. These results point to a promising strategy for engineering other salt-tolerant plants in the face of rising sea levels: by changing the size of cells and the structure of their walls.” 5．What does Roddy’s research want to explore? A．The effects of saltwater on plant cells. B．Why mangroves can survive in saltwater. C．The deadly results of rising sea levels. D．How salty water affects trees on the coast. 6．What is paragraph 4 mainly about? A．The value of the study. B．Notable qualities of mangroves. C．The process of the study. D．Newfound species of mangroves. 7．How do mangroves’ epidermal pavement cells differ from those of their inland relatives? A．They are less dependent on cells’ strength. B．They tend to grow better in hot conditions. C．They are smaller and have thicker cell walls. D．They are weaker than those of inland plants. 8．What can we infer from Roddy’s words? A．These results are far from satisfactory. B．The study provides a complex method. C．Engineering salt-tolerant plants is risky. D．The finding suggests a practical approach. 【答案】5．B 6．C 7．C 8．D 【导语】主要介绍随着海平面上升，沿海地区农作物面临咸水威胁，科学家们致力于寻找解决办法。 【详解】5．细节理解题。根据第二段“To this end, Adam Roddy, a plant biologist at New York University, seeks to better understand what enables mangroves—among the few plants that can live in saltwater—to grow so well in that environment.(为此，纽约大学的植物生物学家亚当·罗迪试图更好地理解是什么让红树林——少数能生活在咸水中的植物之一——在那种环境中生长得如此之好。）可知，罗迪的研究想要探索为什么红树林能在咸水中生存。 6．主旨大意题。根据第四段“To test this hypothesis (假设), the researchers observed the leaves of 34 mangrove species and 33 of their inland relatives under the microscope. They measured cell size, cell wall thickness, and other features. Then, they analyzed whether any of these characteristics were different between mangroves and their relatives that live farther from the coast.(为了验证这个假设，研究人员在显微镜下观察了34种红树林物种和33种它们的内陆亲缘植物的叶子。他们测量了细胞大小、细胞壁厚度和其他特征。然后，他们分析了这些特征在红树林和生活在离海岸较远的亲缘植物之间是否存在差异)”可知，第四段主要讲述了研究的过程。 7．细节理解题。根据第五段“The team discovered that compared with the cells of their inland relatives, mangroves’ epidermal pavement cells were significantly smaller and had thicker cell walls, supporting the researchers’ hypothesis.(研究小组发现，与它们内陆亲缘植物的细胞相比，红树林的表皮铺路细胞明显更小，细胞壁更厚，这支持了研究人员的假设)”可知，红树林的表皮铺路细胞与内陆亲缘植物的细胞相比，更小且细胞壁更厚。 8．推理判断题。根据最后一段“Roddy said, “Our study shows that only a few simple cell features are key to surviving extreme conditions. These results point to a promising strategy for engineering other salt-tolerant plants in the face of rising sea levels: by changing the size of cells and the structure of their walls.”(罗迪说：“我们的研究表明，只有几个简单的细胞特征是在极端条件下生存的关键。这些结果为应对海平面上升培育其他耐盐植物指出了一个有前景的策略：通过改变细胞大小和细胞壁结构。”)”可知，从罗迪的话可以推断出该发现提出了一种实用的方法。 1 / 12 zxxk.com 学科网（北京）股份有限公司 $ 衔接点02 句子种类 初中视角 高中展望 初中阶段，学生主要学习简单句，即只包含一个主语和谓语的句子。学生学习基本的句型结构，如主语+谓语+宾语（SVO）。此外，学生也会开始接触复合句，即包含一个主句和一个或多个从句的句子。 高中阶段，学生需要更深入地理解和使用复合句，包括各种类型的从句（如名词性从句、定语从句、状语从句等）。此外，学生需要掌握更复杂的句型结构，如倒装句、强调句、省略句等。 衔接引导 初中阶段考查形式：侧重语法知识的识记和简单运用，多以单句填空、选择题等基础形式考查语法知识。 高中阶段考查形式：注重语法知识的灵活运用和理解，更多地在语篇语法填空中综合运用语法知识。 【初中句子种类考点聚焦】 句子种类 一、英语句子按照其用途可分四种 1）陈述句（肯定、否定）：He is six years old; She didn’t hear of you before. 2）疑问句（一般、特殊、选择、反意）：Do they like skating? How old is he? Is he six or seven years old? Mary can swim, can’t she? 3）祈使句：Be careful, boys; Don’t talk in class 4）感叹句：How clever the boy is! 二、英语句子按照其结构可分三大类 (1).简单句（Simple Sentences）：只包含一个主谓结构的句子叫简单句， All roads lead to Rome. He got up, dressed quickly, washed himself and went out. Is he a superman? (2).并列句（Compound Sentences）：包含两个或两个以上主谓结构的句子叫并列句，句与句之间通常用并列连词或分号来连接，常用的并列连词有and,then,but,or,or else, so, for, while; both…and, either…or, neither…nor, not only…,but also, as well as He is a basketball fan, and his wife is a volleyball fan. Honey is sweet, but the bee stings. Don’t be late, for there is a meeting. Hurry up, or you’ll be late. He works hard while his brother is a lazy bone. (3).复合句（Complex Sentences）：复合句的某个成分，如主语、宾语、表语、同位语、定语、状语等，由另一个句子承当。 China has the largest number of people who speak Chinese. The film had been on when we got to the cinema. 【高中句子种类考点聚焦】 课标解读 英语句子按照使用目的可分为陈述句、疑问句、祈使句、感叹句四大类；按照句子结构（分句数量）可分为简单句、并列句、复合句（名词性从句、定语从句、状语从句）三类。 陈述句细分肯定句与否定句；疑问句包含一般疑问、特殊疑问、选择疑问、反义疑问句；祈使句侧重肯定结构与否定结构；感叹句聚焦 what/how 两种核心句式。并列句依托 and/but/or/so 等并列连词衔接分句；复合句是高中重难点，三大从句依托从句引导词搭建主从复合结构。 总的来说，高中英语对句子种类不再局限于基础句式识别，侧重在完形、语法填空、短文改错、书面表达中辨析句式类型、精准选用连词与句式结构，要求学生依托句式特征读懂长难句、规范写作造句。 考点清单 英语句子按照其结构分为简单句、并列句和复合句 1．简单句：简单句是指只有一套主、谓结构（或并列主语和并列谓语）并且句子各成分都只由单词或短语构成的独立句子。简单句由五种基本句型构成，如下： 1） Ｓ Ｖ Ｐ （主＋系＋表） 2） Ｓ Ｖ （主＋谓） 3） Ｓ Ｖ Ｏ （主＋谓＋宾） 4） Ｓ Ｖ ｏ Ｏ （主＋谓＋间宾＋直宾） 5） Ｓ Ｖ Ｏ Ｃ （主＋谓＋宾＋宾补） 6) there be 句型 1）主语 + 系动词 + 表语：这种句型结构主要指谓语动词为连系动词的情况。常见的系动词有 ①be；②keep, remain, stay；③feel, taste, smell, sound, look；④seem, appear；⑤get, come, become, turn, grow, go；⑥prove, turn out等。 This is my English book. The weather is getting windy and rainy. The trouble is that they are short of money. 练习：划分句子成分 a. He looked unhappy at that time. b. It seemed like a good idea at the time. c. She turned 21 in June. d. I was so pleased to hear from you. 2) 主语 + 谓语：此句式中的谓语动词为不及物动词（短语）, 如live, travel, work, lie, arrive, stay, agree, rise, fail, succeed, happen, get up，take place, 等。其后没有宾语。因为此句型中的动词表达的意思已经很明确，所以不需要跟宾语。有时为了表示动作发生的频率、程度、原因、结果、目的、场所、时间等，可以带状语修饰动词。 Poems don't translate easily. My recent book sells very well. The sun was shining. 练习：划分句子成分 a. Its economy has developed rapidly in the past ten years. b. Great changes have taken place in our hometown these years. c. This morning we met at the school gate and went there together. 3) 主语 + 谓语 + 宾语：此句式中的谓语动词为及物动词（短语）, 如spend, visit, reach, forget, explain, take, discover, waste, trust, do with, look forward to, look after等，其后必须跟宾语才能使句意表达完整、准确。宾语可以由名词、代词或相当于名词的词或短语充当,如动词的-ing形式、动词不定式或从句等.。 I look forward to hearing from you soon. You can put the dishes in the kitchen. They ate what was left over. 练习：划分句子成分 a. In the afternoon, I’ll show you around and take you to some places of interest. b. I’m looking forward to meeting you soon. c. Last year I won first prize in the school computer competition. d. In my spare time I enjoy listening to popular music and collecting stamps. 4) 主语 + 谓语 + 间接宾语 + 直接宾语：英语中有些及物动词能跟双宾语,即间接宾语(指人) 和直接宾语(指物) 。通常情况下间接宾语在前，直接宾语在后。能跟双宾语的动词常见的有：give, offer, lend, teach, bring,take, return, send, hand, pass, buy, make, cook, get, sing, ask等。 The driver saved us a lot of trouble. They have offered us ＄60,000 for the house. I told him that the bus was late. 练习：划分句子成分 a. Mr Wang taught us English last year. b. It took me two hours to finish my homework last night. c. They offered him a job, but he turned it down. d. Tomorrow I’ll write him a letter and tell him the good news. 5) 主语 + 谓语 + 宾语 + 宾语补足语：英语中,有些及物动词除能跟宾语外,有时还须加一个补足语,句意才能完整。宾语补足语的作用是说明宾语的动作或状态。作宾语补足语的主要是名词、形容词、动词不定式和分词,副词和介词短语等也可以用作宾语补足语。 本句型中的"宾语 + 宾语补足语",也可称之为复合宾语。宾语和宾语补足语之间有着逻辑上的主谓关系,因此,逻辑上的主谓关系乃是本句型的特点,它不同于第四基本句型中的 "间接宾语 + 直接宾语","间接宾语 + 直接宾语"之间并无逻辑上的主谓关系。 例： 1) We elected Liu Lei monitor.  2) The news made him unhappy.  3) You shouldn't let him go there alone.    4) I had the bike repaired.  5) I feel it very pleasant to be with your family.    注意： （1）后跟名词作宾语补足语的动词有call, name, make, choose, elect, appoint, think, consider, find等。（call, name, make, choose, elect, appoint后面跟表示职位的名词做宾语补足语时，职位名词前不要冠词）例： We call him Tom for short． I made painting the house the project for the summer. （2）后跟形容词做宾语补足语的动词有keep, make, find, get, think, believe, feel, leave等。例如： She thought him kind and generous. We’d better keep the windows open． （3）动词不定式做宾语补足语有以下三种情况： 1. 后跟带to的不定式作宾语补足语的动词常有ask, tell, teach, warn, encourage, allow, advise, 等。例： He told us to keep quiet in the hospital． David taught his brother to use the computer. 2. 后跟不带to的不定式作宾语补足语的动词可归纳为：“吾看三室两厅一感觉” 感官动词：五看(see, watch, notice, observe, look at)、 三个使役动词（make, let, have）、 两听(hear, listen to)、 一感觉（feel），变被动，to还原。例： Let me try again． I often hear her sing in the next room． She is often heard to sing in the next room. 感官动词hear, see, watch, feel, notice, observe等后既可接不带to的不定式作宾补，也可用v-ing形式作宾补。前者表示动作已结束，后者表示动作正在发生。试比较：     a. He saw a girl get on the bus.          b. He saw a girl getting on the bus.      3. help后跟不定式作宾语补足语时，不定式既可带to,也可不带to。例如： My father often helps me(to) study English． （4）后跟分词形式作宾语补足语的动词有find, feel, get, make, leave, keep, have, hear, notice, see, watch等。 We found a man lying on the ground． He saw a woman’s wallet stolen yesterday. She couldn’t make herself heard above the noise of the traffic. （5）后跟介词短语作宾语补足语的动词有keep, find, take等。例： I’ll keep the words in my mind． I often find him at work. （6）由 as 构成的短语作宾补:常用as构成的短语作宾补的动词有：consider…as, treat…as, regard…as, look on…as, think of…as等。例： They treat me as their daughter. 练习：划分句子成分 a. I saw the kids/children playing by the river at that time. b. We are making our country more and more beautiful. c. I had my wallet stolen on a bus yesterday afternoon. d. I noticed Kate reading in the library all the morning. e. Father asked/got me to bring him some newspapers. f. She made it her business to find out who was responsible. 6) there be 句型表示人或事物"存在"的概念,一般译作"有",本句型句首的 There只是一个引导词,本身并无任何词汇意义。句子的主语是处于动词  be 后的那个名词。动词 be 的人称和数应同其后的主语取得一致。动词 be 的时态随具体情况而变化。如果是单个的主语,动词 be则随这个主语的数和人称而变化。如果是并列的主语,动词be一般随最靠近be的那个主语的人称和数而变化。反意问句的疑问句部分要用isn’t there?或aren’t there?在本句型中,还可将谓语动词be换成某些表示"来往,存在,发生"之类的不及物动词,如 arrive, come, go, exist, happen, live, remain, seem, stand 等。 a. There is a dictionary lying on the desk.  b. There will be a sports meet next week.  c. There stands a big tree in front of the classroom.  e. There used to be a shop on the corner of the street.  综合练习：指出下面句子分别属于哪个句型。 ①I will spend this summer holiday in the countryside. ②In the modern city, there are some problems, such as air pollution, crowdness and noise. ③In the countryside I can enjoy a comfortable and quiet life. ④There, the air is fresh and the water is clean. ⑤I can hear birds singing in the green trees. ⑥I can also go boating, fishing, and swimming in the lake. ⑦He wished me good luck. ⑧So I want to go to the countryside for a change. 1. ( S + V ) _______________ 2. ( S + V +O ) _________________ 3. ( S + V + P ) ____________________ 4. ( S + V + IO + DO ) _______________ 5. ( S + V + O + C ) __________________ 6. There be 句型 ______________ 2. 并列句：两个或两个以上的简单句用并列连词或标点符号连接而成的句子叫并列句。 1）并列句的构成方式：用连接词连接，前面可加逗号。例： These flowers are white and those flowers are red. We fished all day, but we didn't catch a thing. Hurry up; it's getting late. I found a bucket, put it in the sink, and turned the tap on. I took off my coat, searched all my pockets, but couldn't find my key. 2）并列句的分类： （1）表示连接两个同等概念，常用and, not only…but also…, neither…nor…, then等连接。 e. g. The teacher’s name is Smith, and the student’s name is John. （2）表示选择，常用的连词有or, either…or…, otherwise等。 e. g. Hurry up, or you’ll miss the train. （3）表示转折，常用的连词有but, still, however, yet, while, when等。 e. g. He was a little man with thick glasses, but he had a strange way of making his classes lively and interesting. （4）表示因果关系，常用的连词有so, for, therefore等。 e. g. August is the time of the year for rice harvest, so every day I work from dawn until dark. 练习:指出下列划线词属于哪一类并列关系 a. Neither is he mistaken, nor am I. b. Not only did the students dance, but (also) their teacher sang. c. We love peace but we are not afraid of war. d. He worked hard, yet he failed. e. The news may be unexpected; nevertheless it is true. f. Put on your coat, or you'll catch a cold. g. Start out right away, or/ otherwise you'll miss the first train. h. It was late, so we went home. i. We listened eagerly, for he brought news of our families. 3. 复合句：复合句又称主从复合句，由一个主句和一个或一个以上的从句构成。主句为句子的主体,从句只用作句子的一个次要成分,不能独立成为一个句子。从句通常由关联词引导,并由关联词将从句和主句联系在一起。从句按其在复合句中的作用,分为名词性从句（主语从句、表语从句、宾语从句、同位语从句）、定语从句和状语从句。 状语从句——状语从句在句中起状语作用，修饰主句中的谓语动词、形容词或副词。 定语从句——在复合句中，修饰某一名词或代词的从句叫做定语从句。定语从句的作用相当于形容词，用来修饰主句中的某一名词或代词或整个主句，所以，也称作形容词性从句。 名词性从句 主语从句:作句子主语的从句叫主语从句 宾语从句:用作宾语的从句叫做宾语从句。 表语从句:用作表语的从句叫作表语从句，它位于主句中的连系动词之后。 同位语从句: 用作同位语的从句叫同位语从句。 例：1）How the book sells depends on its author. （主语从句） 2）I want to know whether/if he can arrive on time. （宾语从句） 3）That's because he didn't understand me. （表语从句） 4）The question who should come with me has not been settled. （同位语从句） 5）He has a friend whose father is a doctor. （定语从句） 6）By the time I graduate next year, I will have lived here for 5 years. （状语从句） 一、单项选择（判断句子类型） 1．They/also really/wish/to discover other planets/that are suitable enough to support life. A．主语+状语+谓语+宾语+宾补 B．主语+状语+谓语+宾语+同从 C．主语+状语+谓语+宾语+状从 D．主语+状语+谓语+宾语+定从 2．The climate/is/mild/all year round, /meaning it is always a good time to visit. A．主语+谓语+宾语+状语+定语 B．主语+谓语+宾语+定语+状语 C．主语+系动词+表语+定语+定语 D．主语+系动词+表语+状语+状语 3．To earn a living, / some / opened up / shops and restaurants / in Chinatown. A．状语+主语+系动词+表语+状语 B．状语+主语+谓语+宾语+状语 C．定语+主语+谓语+宾语+状语 D．定语+主语+系动词+表语+状语 4．She/greatly impressed/her American colleagues, /who invited her to stay. A．主语+谓语+宾语+状从 B．主语+谓语+宾语+定从 C．主语+系动词+表语+定从 D．主语+系动词+表语+状从 5．Since she had no children of her own, / she / left / her savings / to a kindergarten and a fund for new doctors. A．原因状从+主语+谓语+间宾+直宾 B．时间状从+主语+谓语+宾语+宾补 C．原因状从+主语+谓语+宾语+宾补 D．时间状从+主语+谓语+间宾+直宾 6．I/ walked around / looking at the street art/ for a few hours. A．主+谓+原因状语+时间状语 B．主+谓+方式状语+时间状语 C．主+谓+伴随状语+时间状语 D．主+谓+结果状语+时间状语 7．He/ crashed into/ the stone,/ spilling the milk everywhere. A．主语+谓语+宾语+结果状语 B．主语+谓语+状语+伴随状语 C．主语+谓语+宾语+宾语补足语 D．主语+系动词+表语+后置定语 8．They / allow / visitors / who have never been to China / to experience traditional Chinese culture first hand. A．主+谓+宾+宾语从句+伴随状语 B．主+谓+宾+宾语从句+目的状语 C．主+谓+宾+定语从句+宾语补足语 D．主+谓+宾+定语从句+目的状语 9．His friends/ tried/ to help him/ through his dark times,/ but/ his life/ became/ marked / by sadness. A．主+谓+宾语+状+连词 but+主+谓+宾+状 B．主+谓+宾语+状+连词 but+主+系+表+状 C．主+谓+目的状语+状+连词 but+主+谓+宾+状 D．主+谓+目的状语+状+连词 but+主+系+表+状 10．Inspired, / he / asked / his fans / to make videos, / which he then joined together into one performance. A．定语+主+谓+宾+宾补+定语从句 B．状语+主+谓+宾+宾补+定语从句 C．定语+主+谓+宾+状语+宾语从句 D．状语+主+谓+宾+状语+宾语从句 二．分析句子:阅读短文，判断加粗句子所属基本句型 A Now autumn arrives quietly in our neighbourhood.①The weather becomes cool and comfortable.Our community centre gives us ②many interesting outdoor activities every weekend.We find ③outdoor sports relaxing and helpful for our health.④There are many maple trees along both sides of the street.We always enjoy the beautiful scenery in fall. B Tom is a volunteer in the city library.①He works hard every weekday.He usually reads ②various science books during his spare time.The librarian keeps ③the reading room tidy and quiet all year round.④There is a big book sale in the library next Friday.Lots of readers look forward to the coming activity. 一、句子翻译 1．会议九点开始。(S＋V) (汉译英) _____________________________________________________________ 2．一群交换生来了。（S＋V）（汉译英） ______________________________________________________________________________ 3．这项发明的实际应用非常广泛。(汉译英) __________________________________________________________________________ 4．对我而言，词汇是我最大的问题。(汉译英) _________________________________________________________________________ 5．她留着长长的直发。(汉译英) ______________________________________________________________________ 6．进入成年时期就意味着承担成年人的责任。（shoulder）（汉译英） _______________________________________________________ 7． 他给他妹妹买了一架钢琴。 （汉译英） ____________________ 8．我得把一些书还给图书馆。（SVOO）（汉译英） ________________________________________________________________ 9．我下次把那本书给你带来。(S＋V＋IO＋DO) (汉译英) _____________________________________________________________ 10．你会发现英语很容易学。(SVOC) (汉译英) _________________________________________________________________ 11．你应该保持你的房间干净且整齐。(SVOC) (汉译英) ______________________________________________________________ 12．我们的英语老师说话太快了。(S＋V＋Ad) (汉译英) ______________________________________________________________________________ 13．过去十年里，我的家乡发生了巨大的变化。(主语+谓语+状语) (汉译英) ______________________________________________________________________________ 14．一群来自英国的交换生下个月要来我们学校参观。(SVOA) （汉译英） ______________________________________________________________. 15．我们学生应该经常与我们的父母交流想法。（SVOA）(汉译英) __________________________________________________________________________________________ 二、阅读理解 A、阅读理解应用文 CONTRIBUTORS NATIONAL GEOGRAPHIC EXPLORERS These contributors have received funding from the National Geographic Society, which is committed to the illumination of our world. Learn more about the Society’s support of Explorers at natgeo.com/impact. Babak Tafreshi, p.112 The Boston-based Explorer visited four continents for this month’s feature pairing his photographs with those made by astronaut Don Pettit from aboard the International Space Station. He’s the recipient of the Royal Photographic Society’s Award for Scientific Imaging. Prasenjeet Yadav, p.16 An Explorer since 2014, Yadav spent nearly 16 months reporting on conservationists’ groundbreaking efforts to preserve genetic diversity in India’s tiger reserves. For his last National Geographic assignment, he captured rare snow leopards in the Indian Himalaya. Marina Koren, p.112 A former Atlantic staff writer, Koren says her beat is “all things space,” including astronomical discoveries and human stories. For this month’s feature about Don Pettit, she highlights his project pairing photos made in orbit with terrestrial ones. The assignment reminded her, Koren says, “that the cosmos is a physical place we inhabit.” Paola Kudacki, p.40 Photographing iconic sports stars for the magazine’s feature on what we can learn from aging athletes was a privilege, says the photographer, who’s long been “intrigued by what drives someone to become great.” The New York-based portrait photographer has shot for publications like Time, the New York Times, Vogue, and GQ. Neha Wadekar, p.100 The writer divides her time between London and Nairobi, where she reported this month’s story on Kenya not only as a solo journalist but also as part of the New Yorker’s the New York Times and the Economist, and her reporting on jihadi imagery won a Breakthrough Journalism Award. Matt Griffin, p.8 Based in Ennis, Ireland, the sci-fi and fantasy illustrator created the retro-futuristic satellites for this month’s story on the historic value of space relics. Griffin has created art for special editions of books by Pearls Before Swine’s Stephan Pastis. For the magazine, he illustrated a real-life, Cold War nuclear base hidden beneath a glacier. 1．According to the passage, which of the following contributors is specifically recognized for scientific imaging? A．Marina Koren B．Babak Tafreshi C．Paola Kudacki D．Neha Wadekar 2．The word “terrestrial” in the description of Marina Koren’s work (p.112) most likely means ______ . A．from the moon B．related to the sea C．from the Earth D．taken by astronauts 3．What can be inferred about the National Geographic Society from this page? A．It only funds projects related to space exploration. B．It supports explorers in creating diverse and global content. C．Its contributors are all award-winning photographers. D．Its main goal is to publish stories about sports and aging. 4．What is the main purpose of this “CONTRIBUTORS” page? A．To promote the magazine’s subscription plans to new readers. B．To summarize the main articles featured in the current issue. C．To compare the different works of several famous photographers. D．To provide background and credits for the creators of the content. B、阅读理解说明文 Saltwater is typically harmful to most plants. As sea levels rise, crops in coastal regions are at great risk, so scientists are racing to find solutions to this problem. One strategy is to look for ways to engineer plants to tolerate (忍受) saltwater. To this end, Adam Roddy, a plant biologist at New York University, seeks to better understand what enables mangroves — among the few plants that can live in saltwater—to grow so well in that environment. Researchers usually group mangroves based on their physiological qualities rather than genetic ties—there are about 80 species of mangroves covering nearly 20 plant families, and many mangroves have developed special abilities to block or pump salt out of their systems. However, Roddy and his team wondered if other qualities, such as the size and shape of cells (细胞) that make up the leaves’ outer layer, called the epidermal pavement cells, might contribute to mangroves’ ability to tolerate salty waters as well. To test this hypothesis (假设), the researchers observed the leaves of 34 mangrove species and 33 of their inland relatives under the microscope. They measured cell size, cell wall thickness, and other features. Then, they analyzed whether any of these characteristics were different between mangroves and their relatives that live farther from the coast. The team discovered that compared with the cells of their inland relatives, mangroves’ epidermal pavement cells were significantly smaller and had thicker cell walls, supporting the researchers’ hypothesis. However, there was no difference in the size of the stomata (small openings in leaves), meaning mangroves rely more on their cells’ strength than on gas exchange to survive. Roddy said, “Our study shows that only a few simple cell features are key to surviving extreme conditions. These results point to a promising strategy for engineering other salt-tolerant plants in the face of rising sea levels: by changing the size of cells and the structure of their walls.” 5．What does Roddy’s research want to explore? A．The effects of saltwater on plant cells. B．Why mangroves can survive in saltwater. C．The deadly results of rising sea levels. D．How salty water affects trees on the coast. 6．What is paragraph 4 mainly about? A．The value of the study. B．Notable qualities of mangroves. C．The process of the study. D．Newfound species of mangroves. 7．How do mangroves’ epidermal pavement cells differ from those of their inland relatives? A．They are less dependent on cells’ strength. B．They tend to grow better in hot conditions. C．They are smaller and have thicker cell walls. D．They are weaker than those of inland plants. 8．What can we infer from Roddy’s words? A．These results are far from satisfactory. B．The study provides a complex method. C．Engineering salt-tolerant plants is risky. D．The finding suggests a practical approach. 1 / 12 zxxk.com 学科网（北京）股份有限公司 $