2017年英语六级阅读长难句解析
很多同学知识掌握的不扎实，对感到迷茫，不知道该如何进行下去。以下是为大家搜索整理的2017年阅读长难句解析，希望大家能有所收获，更多精彩
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1. In our culture, the sources of what we call a sense of “mastery”—feeling important and worth-while-and the sources of what we call a sense “pleasure”-finding life enjoyable-are not always identical. (1994. 阅读. 1. Text 4)
【译文】在我们的文化中，我们常说的“控制感”——感觉自己很重要有价值，与“快乐感”——发现生活的乐趣，它们的来源是不尽相同的。
【析句】例句1句子看起来很长，但结构并不复杂。句子主干是the sources of... and the sources of...are not always identical,有两个并列的主语the sources of,而两个of后各有一个what引导的宾语从句what we call a sense of...。同时，主语后各有一个现在分词伴随状语，位于破折号后。
2. Ironically, those things that keep us from knowing another person too well (e.g., secrets and deceptions) may be just as important to the development of satisfying relationship as those things that enable us to obtain accurate knowledge about a person (e.g., disclosure and truthful statements). (1995. 阅读1. 1. Text 1)
【译文】让人感到讽刺的是，那些阻碍我们了解别人的东西(比如秘密和欺骗)对于培养令人满意的友谊，或许与那些使我们准确了解别人的东西(比如坦白和真话)同样重要。
【析句】复合句。主句是those things may be just as important to...as those things，包含了as...to sb/sth as...比较级结构。主语those things后有定语从句that keep us from knowing another person too well,而介词宾语those things后也有that引导的定语从句修饰，这样就使得整个句子的结构前后对称，工整顺口。
3. Interestingly, though, the rise of the unattractive overnight successes was attributed more to personal relationships and less to ability than was that of attractive overnight successes. (1995. 阅读. 6. Text 2)
【译文】但是，有趣的是，比起长相漂亮的人，长相不美者的迅速成功更容易归功于个人关系助力，而非能力卓越。
【析句】这也是个比较句。比较结构是the rise of the unattractive overnight successes was attributed more to...and less to...than was that of...,比较的对象是the rise of the unattractive overnight success与was that of attractive overnight success,其中that指代the rise。而比较的形式是动词词组attribute to的比较级，且由and连接两个并列的比较级。
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英语六级选词填空高分攻略
判断动词
动词可充当任何成分：动词一般作谓语，其分词结构和不定式结构可作主语、宾语、定语、状语或补语。常见结构为：
结构1：名词+_______+名词。空格前的名词作主语，空格后的名词作宾语，所填词充当谓语动词，且为及物动词。
结构2：名词+_______(+副词/介词)。空格前的名词作主语，所填词充当谓语动词，且为不及物动词。
结构3：have/has/had/be+_______。空格处为动词的分词形式，与have/has/had构成完成时态;与be构成进行时态或被动语态。
结构4：(连词+)_______+其它非主要成分，+一个结构完整的句子。空格处很可能为动词过去分词或现在分词作状语。过去分词
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示与其逻辑主语是被动关系;现在分词表示与其逻辑主语是主动关系。
例：Since children (主语) from poor families often are (助动词) _______ as at-risk for academic failure, teachers believe that advising families to speak English only is appropriate.
判断形容词
形容词一般充当定语、表语或补语。常见结构为：
结构1：(不定冠词/定冠词+)_______+名词。形容词作定语修饰名词。
结构2：be/get等系动词(+副词)+_______。形容词作表语。
结构3：make等使役动词+名词+_______。形容词作宾语补足语。
例：Teachers consider learning two languages to be (系动词) too (副词) _______ for children from poor families, believing that the children are already burdened by their home situations.
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