雅思閱讀真題中典型長難句分析

　　毫無疑問，攻克閱讀中的長難句是雅思閱讀獲得理想分?jǐn)?shù)必不可少的一步。在雅思閱讀備考前期，與其盲目的進(jìn)行題海戰(zhàn)術(shù)，還不如將劍橋真題里典型的長難句進(jìn)行系統(tǒng)的分析整理，這樣做的效果可謂是既節(jié)省了時(shí)間精力，也能如期為下一階段的備考打下堅(jiān)實(shí)的基礎(chǔ)。下面，就典型語法點(diǎn)來介紹閱讀中的長難句該如何突破，今天所介紹的長難句語法點(diǎn)就是“過去分詞作后置定語”。

　　過去分詞在雅思閱讀中作后置定語的情況簡直如of，on等介詞在一篇文章中出現(xiàn)的情況一樣多，這一知識點(diǎn)不僅不能忽視，還應(yīng)該熟練掌握。

　　先來舉幾個(gè)過去分詞的例子：

　　1.This is the book recommended by the teacher.

　　2.The person invited to the conferenceis my old friend.

　　3.The vase broken by my sonhas been swept away.

　　根據(jù)上面三個(gè)例句，如果將劃線的部分去掉，并不影響整個(gè)句子語法的正確性，可見，劃線部分的作用是修飾補(bǔ)充，有了它們，句子更具體，沒有它們，句子也不是錯(cuò)誤的。

　　是的，劃線部分就是“過去分詞作后置定語”，其所充當(dāng)?shù)淖饔镁投ㄕZ的作用，只是后置了。

　　過去分詞作后置定語的表現(xiàn)形式：名詞+ v-ed

　　特點(diǎn)：放在被修飾名詞后(要不也不會(huì)叫后置了)

　　作用：表示被動(dòng)，即這個(gè)過去分詞與它前面的名詞是被動(dòng)的關(guān)系(大家可以再次體會(huì)下上面三個(gè)例句)

　　需要大家注意的是，千萬不要把句子里的“過去分詞”當(dāng)成是該句的謂語動(dòng)詞!此外，老師還需要大家注意的是，“過去分詞作后置定語”相當(dāng)于一個(gè)被動(dòng)語態(tài)的定語從句。

　　大家可以把上面三個(gè)例句轉(zhuǎn)換成定語從句的形式：

　　1.This is the book that isrecommended by the teacher.

　　2.The person who isinvited to the conference is my old friend.

　　3.The vase that wasbroken by my son had been swept away.

　　大家可以再次體會(huì)一下~

　　接下來，帶領(lǐng)大家進(jìn)入到雅思閱讀長難句之“過去分詞作后置定語”的模式中。

　　1.Situated in the heart of urban centres, they would drastically reduce the amount of transportation required to bring food to consumers.(劍11T1P1)

　　2.The New Zealand Ministry of Health has found from research carried out over two decadesthat 6-10% of children in that country are affected by hearing loss. (劍9T2P1)

　　3.They based their calendars on three natural cycles: the solar day, markedby the successive periods of light and darkness as the earth rotates on its axis: the lunar month, following the phases of the moon as it orbits the earth; and the solar year,definedby the changing season that accompany our planet’s revolution around the sun. (劍8T1P1)

　　4.The percentage of Gross National Product spent on educationis reasonably similar in the two countries, so how is this higher and more consistent attainment in maths achieved? (劍8T4P1)