外研版高中英语Key Learning Notes 2:句子成分与简单句: 英语句子结构全图解---八大成分・五种基本句型・拆解长句底层逻辑

例句

分析

The teacher explained the grammar rule clearly.

The teacher 是动作 explained 的发出者，回答"谁讲解了语法规则"的问题。

She is a senior English teacher with 25 years of experience.

She 是表语所描述状态的持有者，回答"谁是有25年经验的老师"的问题。

Reading aloud every morning helps improve your sense of language.

动名词短语 Reading aloud every morning 作主语，回答"什么有助于培养语感"的问题。动名词作主语表示一种习惯性、经常性的行为。

To master English grammar takes time and patience.

不定式短语 To master English grammar 作主语，回答"什么需要时间和耐心"的问题。不定式作主语常表示一次性或将来的动作。

What he wrote in the continuation task was surprisingly vivid.

主语从句 What he wrote in the continuation task 作主语，回答"什么出乎意料地生动"的问题。从句作主语时，谓语动词用单数。

It is important to practice listening every day.

it 是形式主语，真正的主语是后面的不定式 to practice listening every day。这种结构避免了"头重脚轻"，使句子更加平衡。

Neither of the students was late for class.

Neither 作主语，表示"两者都不"，谓语动词用单数。这体现了主谓一致的逻辑：主语的中心词决定谓语的单复数。

例句

分析

The students are practicing listening comprehension.

are practicing 是现在进行时的复合谓语，表示动作正在进行。are 是助动词，practicing 是实义动词的现在分词形式。

She has been teaching English for two decades.

has been teaching 是现在完成进行时的复合谓语，表示从过去持续到现在的动作。has 是助动词，been 是 be 的过去分词，teaching 是实义动词的现在分词。

The exam was designed to test critical thinking.

was designed 是一般过去时的被动语态谓语，表示主语是动作的承受者而非发出者。was 是助动词，designed 是实义动词的过去分词。

The bell rang at eight o'clock.

rang 是简单谓语，不及物动词，表示主语发出的动作，不需要宾语句子就完整。

Students must finish their homework before Friday.

must finish 是复合谓语，must 是情态动词表示"必须"，finish 是实义动词原形。情态动词后必须接动词原形。

She can speak three languages fluently.

can speak 是复合谓语，can 表示能力，speak 是实义动词原形。整个谓语说明主语"能够做什么"。

He looks tired after the long journey.

looks 是系动词作谓语，后接形容词 tired 作表语。系动词说明主语"处于什么状态"而非"做了什么动作"。

例句

分析

She graded the essays carefully.

the essays 是动词 graded 的承受者，回答"她批改了什么"的问题。去掉宾语后"She graded"语义不完整。

The principal approved our teaching plan.

our teaching plan 是动词 approved 的承受者，回答"校长批准了什么"的问题。

I enjoy reading English novels.

reading English novels 是动名词短语作宾语，回答"我喜欢什么"的问题。enjoy 后必须接动名词作宾语，不能接不定式。

She decided to take the exam next month.

to take the exam next month 是不定式短语作宾语，回答"她决定做什么"的问题。decide 后必须接不定式作宾语。

I don't know what he means.

what he means 是宾语从句，回答"我不知道什么"的问题。从句作宾语时，语序用陈述语序而非疑问语序。

例句

分析

The students rely on their dictionaries.

their dictionaries 是介词 on 的支配对象，回答"学生们依赖什么"的问题。rely 是不及物动词，必须借助介词 on 才能接宾语。

She cares about every student's progress.

every student's progress 是介词 about 的支配对象，回答"她关心什么"的问题。

We listened to the teacher attentively.

the teacher 是介词 to 的支配对象，回答"我们听了谁"的问题。listen 是不及物动词，不能直接接宾语。

例句

分析

She gave me a useful tip.

me 是间接宾语（人），a useful tip 是直接宾语（物）。可转换为 She gave a useful tip to me. 间接宾语回答"给谁"，直接宾语回答"给了什么"。

The school offered the teachers free training.

the teachers 是间接宾语，free training 是直接宾语。可转换为 The school offered free training to the teachers.

My father bought me a new bicycle.

me 是间接宾语，a new bicycle 是直接宾语。可转换为 My father bought a new bicycle for me. 注意：buy 转换时用 for 而非 to。

She asked me a question.

me 是间接宾语，a question 是直接宾语。可转换为 She asked a question of me. ask 的转换较为特殊，用 of 而非 to。

例句

分析

The loud noise made the students nervous.

nervous 是形容词作宾补，说明宾语 the students 在承受 made 这一动作后所处的状态。去掉 nervous，"The loud noise made the students"语义不完整——让学生们怎么了？

We found the continuation task challenging.

challenging 是形容词作宾补，说明宾语 the continuation task 的性质。去掉 challenging，"We found the continuation task"语义缺失——我们发现读后续写怎么了？

She asked the monitor to collect the homework.

to collect the homework 是不定式短语作宾补，说明宾语 the monitor 被要求做什么。ask sb. to do sth. 是固定结构。

The teacher let the students leave early.

leave early 是省略 to 的不定式作宾补。let/make/have 等使役动词后接不带 to 的不定式作宾补。

I heard someone knocking at the door.

knocking at the door 是现在分词短语作宾补，表示动作正在进行。hear sb. doing sth. 强调听到动作的过程。

We elected him monitor of our class.

monitor of our class 是名词短语作宾补，说明宾语 him 被选为什么职务。elect sb. + 名词（职务）是固定结构，职务前不加冠词。

The news kept us excited all day.

excited 是形容词作宾补，说明宾语 us 持续的状态。keep sb. + 形容词表示"使某人保持某种状态"。

例句

分析

She is an experienced teacher.

an experienced teacher 是名词短语作表语，说明主语 She 的身份。is 是连系动词，连接主语和表语，本身没有实际动作意义。

The grammar rule seems complicated.

complicated 是形容词作表语，说明主语 The grammar rule 的性质。seems 是连系动词，表示"看起来"。

His pronunciation sounds natural.

natural 是形容词作表语，说明主语 His pronunciation 的状态。sounds 是连系动词，表示"听起来"。

The students remained silent during the test.

silent 是形容词作表语，说明主语 The students 持续的状态。remained 是连系动词，表示"保持"。

The problem is how we can improve our writing skills.

how we can improve our writing skills 是表语从句，说明主语 The problem 的具体内容。is 是连系动词，后接从句作表语时，从句用陈述语序。

My dream is to become a translator.

to become a translator 是不定式短语作表语，说明主语 My dream 的内容。不定式作表语常表示将来的目标或计划。

The leaves turned yellow in autumn.

yellow 是形容词作表语，说明主语 The leaves 变化后的状态。turned 是连系动词，表示"变得"，强调状态的转变。

She felt disappointed about the result.

disappointed 是形容词作表语，说明主语 She 的感受。felt 是连系动词，表示"感觉"。

例句

分析

an experienced teacher

experienced 是形容词作前置定语，修饰 teacher，回答"什么样的老师"的问题。

her students

her 是代词作前置定语，修饰 students，回答"谁的学生"的问题。

a challenging task

challenging 是形容词作前置定语，修饰 task，回答"什么样的任务"的问题。

the first period

first 是序数词作前置定语，修饰 period，回答"第几节课"的问题。

a three-year-old boy

three-year-old 是复合形容词作前置定语，修饰 boy，回答"什么样的男孩"的问题。注意：复合形容词中的名词用单数形式。

例句

分析

The students sitting in the back row are from Class 3.

sitting in the back row 是现在分词短语作后置定语，修饰 The students，回答"哪些学生"的问题。相当于定语从句 who are sitting in the back row 的省略形式。

She has a lot of work to do tonight.

to do tonight 是不定式短语作后置定语，修饰 work，回答"什么样的工作"的问题。不定式作定语常表示将来要做的动作。

The book on the desk is mine.

on the desk 是介词短语作后置定语，修饰 The book，回答"哪本书"的问题。介词短语作定语必须后置。

The student who answered the question correctly won a prize.

who answered the question correctly 是定语从句作后置定语，修饰 The student，回答"哪个学生"的问题。关系代词 who 在从句中作主语。

There is nothing interesting in today's newspaper.

interesting 是形容词作后置定语，修饰 nothing。形容词修饰不定代词（something, anything, nothing, everything 等）时必须后置。

The girl dressed in white is my sister.

dressed in white 是过去分词短语作后置定语，修饰 The girl，回答"哪个女孩"的问题。过去分词表示被动或完成的状态。

例句

状语类型

分析

She checks the homework every morning.

时间状语

every morning 说明动作发生的时间，回答"什么时候检查作业"的问题。去掉后"She checks the homework"主干完整。

The students are reading in the classroom.

地点状语

in the classroom 说明动作发生的地点，回答"在哪里读书"的问题。介词短语作地点状语通常置于句末。

She prepared extra materials to help the weak students.

目的状语

to help the weak students 说明准备额外材料的目的，回答"为什么准备材料"的问题。不定式作目的状语可转换为 in order to 结构。

He stayed late because he had to grade the papers.

原因状语

because he had to grade the papers 说明留到很晚的原因，回答"为什么留到很晚"的问题。because 引导的原因状语从句通常置于主句之后。

She explained the rule patiently.

方式状语

patiently 说明讲解的方式，回答"怎样讲解"的问题。副词作方式状语通常紧挨谓语动词之后。

The task was extremely difficult.

程度状语

extremely 修饰形容词 difficult，说明困难的程度，回答"多么困难"的问题。程度副词通常置于被修饰词之前。

Although it was raining, she went to school on time.

让步状语

Although it was raining 表示让步关系，回答"尽管什么情况她还是按时到校"的问题。although 引导的让步状语从句可置于句首或句末。

Fortunately, all the students passed the exam.

评注状语

Fortunately 是对整句话的评述，表达说话者的态度，回答"对这件事怎么看"的问题。评注性状语通常置于句首，用逗号隔开。

She speaks English so clearly that everyone can understand her.

结果状语

so clearly that everyone can understand her 说明说话清晰的结果，回答"清晰到什么程度"的问题。so...that 结构引导结果状语从句。

例句

逻辑分析

My colleague Ms. Wang, a veteran teacher, will retire next year.

a veteran teacher 是 Ms. Wang 的同位语，二者指同一人——王老师就是一位资深教师。去掉同位语，"My colleague Ms. Wang will retire next year"主干仍然完整。

We all agree with the opinion that grammar should be taught in context.

that grammar should be taught in context 是同位语从句，说明 the opinion 的具体内容。同位语从句与先行词是"等号"关系：opinion = grammar should be taught in context。

The news that the exam had been postponed surprised everyone.

that the exam had been postponed 是同位语从句，说明 The news 的具体内容。news = the exam had been postponed。注意与定语从句的区别：定语从句中关系词在从句中充当成分，而同位语从句中 that 不充当任何成分。

She mentioned her favorite book, The Little Prince, during the class.

The Little Prince 是 her favorite book 的同位语，二者指同一本书。专有名词作同位语时通常用逗号隔开。

Mr. Li, our English teacher, has been working here for 20 years.

our English teacher 是 Mr. Li 的同位语，二者指同一人。同位语对前面的名词进行身份说明。

The fact that he failed the exam disappointed his parents.

that he failed the exam 是同位语从句，说明 The fact 的具体内容。fact = he failed the exam。

例句

逻辑分析

The bell rang.

rang 是不及物动词，动作不需要承受者，句子主干即完整。

The sun rises in the east.

rises 是不及物动词，in the east 是地点状语，去掉后"The sun rises"主干完整。

Birds fly.

fly 是不及物动词，主语发出动作即可，无需宾语。

She smiled happily.

smiled 是不及物动词，happily 是方式状语，修饰动词。

例句

逻辑分析

She teaches English.

teaches 是及物动词，动作必须有一个承受者，English 是宾语。去掉宾语"She teaches"语义不完整——教什么？

The students are practicing listening comprehension.

are practicing 是及物动词的现在进行时，listening comprehension 是宾语。

I enjoy reading English novels.

enjoy 是及物动词，reading English novels 是动名词短语作宾语。

例句

逻辑分析

She is patient.

is 是连系动词，patient 是表语，描述主语的状态。连系动词不表示动作，而是连接主语和描述主语的成分。

The grammar rule seems complicated.

seems 是连系动词，complicated 是表语，描述主语的性质。

His pronunciation sounds natural.

sounds 是连系动词，natural 是表语，描述主语的状态。

例句

逻辑分析

She gave me a book.

gave 是及物动词，后接两个宾语：me 是间接宾语（人），a book 是直接宾语（物）。动词需要同时回答"给谁"和"给了什么"两个问题。

The school offered the teachers free training.

offered 后接两个宾语：the teachers 是间接宾语，free training 是直接宾语。

My father bought me a new bicycle.

bought 后接两个宾语：me 是间接宾语，a new bicycle 是直接宾语。

例句

逻辑分析

We found the task easy.

found 是及物动词，the task 是宾语，easy 是宾补。去掉宾补"We found the task"语义不完整——我们发现任务怎么了？

The loud noise made the students nervous.

made 是使役动词，the students 是宾语，nervous 是宾补，说明宾语的状态。

Sheasked her students to finish their homework on time.

asked 是谓语动词，her students 是宾语，to finish their homework on time是宾补，说明宾语承受asked的动作后，所出现的状态。