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【雅思培训】剑桥雅思阅读长难句分析(二)

来源:朗阁教育12-06-27编辑:PMC_ivy0人看过

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剑桥雅思阅读长难句分析系列(二)

      1.    The teacher-subject was told that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answer.(剑5, Test 1 passage 2

      分析:本句的主句为The teacher-subject was told that; that whenever the pupil gave the wrong answer to a question, a shock was to be administered, beginning at the lowest level and increasing in severity with each successive wrong answerthat引导的宾语从句,做tell的宾语;在该宾语从句中a shock was to be administered为主句,而whenever the pupil gave the wrong answer to a question”whenever引导的时间装语从句,在该宾语从句中做时间状语,beginning at the lowest level and increasing in severity with each successive wrong answer为现在分词短语做状语,在该宾语从句中做伴随状语。

 

      2. Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for, as per the rule governing the experimental situation of the moment.(剑5, Test 1 passage 2

      分析:本句的主句为Milgram told the teacher-subject to ignore the reactions of the pupil, and to administer whatever level of shock was called for”; 其中whatever level of shock was called for”whatever引导的宾语从句,做administer的宾语;as per为介词短语,意为依据,根据;governing the experimental situation of the moment为现在分词短语作定语,做the rule的定语。

 

      3.    As the experiment unfolded, the pupil would definitely give the wrong answers to questions posed by the teacher, thereby bringing on various electrical punishments, even up to the danger level of 300 volts and beyond.(剑5, Test 1 passage 2

      分析:本句主句the pupil would definitely give the wrong answers to questions; As the experiment unfolded”As引导的时间状语从句,做该主句的时间状语;“posed by the teacher”为过去分词短语作定语,做questions的定语;bringing on various electrical punishments, even up to the danger level of 300 volts and beyond为现在分词短语作状语,做主句的伴随状语。

 

      4.    In these situations, Milgram calmly explained that the teacher-subject was to ignore the pupil’s cries for mercy and carry on the experiment.(剑5, Test 1 passage 2

      分析:本句的主句为Milgram calmly explained that; that the teacher-subject was to ignore the pupil’s cries for mercy and carry on the experimentthat引导的宾语从句,做explain的宾语;在该宾语从句中to ignore the pupil’s cries for mercy and carry on the experiment为不定式做表语。

 

      5.    If the subject was still reluctant to proceed, Milgram said that it was important for the sake of the experiment that the procedure be followed through to the end.(剑5, Test 1 passage 2

      分析:本句的主句为Milgram said that; If the subject was still reluctant to proceed”If引导的条件状语从句;that it was important for the sake of the experiment that the procedure be followed through to the end.”that引导的宾语从句,做said的宾语;在该宾语从句that it was important for the sake of the experiment that the procedure be followed through to the end.”中,it为形式主语,that the procedure be followed through to the end”that引导的主语从句,是该宾语从句真正的主语。

 

      6.    What Milgram was trying to discover was the number of teacher-subjects who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.(剑5, Test 1 passage 2

      分析:本句的主句为What Milgram was trying to discover was the number of teacher-subjects; What Milgram was trying to discoverWhat引导的主语从句;who would be willing to administer the highest levels of shock, even in the face of strong personal and moral revulsion against the rules and conditions of the experiment.”为定语从句,做teacher-subjects的定语,关系词为who

 

      7.    Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists and asked them to predict the average percentage of people in an ordinary population who would be willing to administer the highest shock level of 450 volts.(剑5, Test 1 passage 2

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