阅读训练解读

意群在英语长句中的应用

在英语阅读中，很多同学对于英语长句的理解难以掌握，主要原因是不能把握句子中的意群，因而影响了对整个句子的理解。长句的阅读和理解在很大程度上阻碍了同学们阅读的精准性，因而掌握一定的长句阅读技巧是非常重要的。不论一个英语句子有多长，都可以分为若干个意群。这些意群属于不同的层次，就像一颗树有主干、只干、树叶一样。分析句子如果能够抓住各个不同的层次，长句的理解显得非常轻松了。

Ⅰ. 分句意群

划分意层是理解英语长句的关键，掌握帮助意群划分的因素是至关重要的。一个英语句子的层次从大到小可以分为主句、从句、短语和单词。每一个层次可以是一个意群，所以英语句子可以有几个大的意群组成，而大的意群还可以分为更小的意群。

1.谓语动词。

英语是以动词为中心的，谓语是英语句子的灵魂。判断一个英语长句有几个谓语结构式判断该句意群层次的重要一步。如：

It further requires that when opinions are from the opposite side, the doctor doesn’t overreact, which might prevent fellow doctors from voicing opinions again.

2.连词。

在分析句子成分或拆分意群时，应首先找到连词。对连词的分析有助于从句意群和短语意群的掌握。从句连词引导从句，从句与主句对应，都是句子，都表达完成的语法意义。只是从句时主句的一个下属层次。再如上面的句子：

It further requires that when opinions are from the opposite side, the doctor doesn’t overreact, which might prevent fellow doctors from voicing opinions again.

通过谓语动词和连词的分析和标示，该句的宏观结构一目了然。

Ⅱ. 短语意群

一个短语就是一个意群。短语可以根据其中心词的性质分成不同类型：介词短语、名词短语、动词短语、形容词短语、副词短语等。

1.介词短语。

英语中介词占有十分重要的地位。介词本身不能单独做句子成分，它必须和其后的成分构成介词短语在句子中做状语，表达与谓语有关的时间、目的、原因、地点等信息。

介词短语属于微观层次的意群，属于枝叶部分。如：

The national gallery is the British national art museum built on the north side of London ranging from 13th-cuntury religious paintings to more modern ones by Renoir and Van Gogh.

2.名词短语。

名词短语的中心词是名词，它还需要带有一些修饰语。如：

Soon, groups of students firstly from Edinburgh University, and later from the university of Oxford, and Cambridge, Durham and Birmingham were making the journey to the Scottish capital each summer to perform theatre by little-known writers of plays in small church halls to the people of Edinburgh.

3.非谓语动词短语。

非谓语动词分为不定式、分词和动词名，它们在句中同样有着非常重要的作用。如：Forty-two percent of people asked admitted they turned to the back of the book to read the end before finishing the story.

III. 长句的理解步奏

在对长句的理解中，我们要学会利用意群把长句化整为零，从而达到理解它们的目的。具体步骤为：

（1）先根据句子中的谓语和连词，判断句子有几个主谓结构、几个从句；标出从句和主句的边界。

（2）进一步找出标出边界后的主从句中的各种类型的短语结构，并分析各短语意群的意义。

（3）分析更上一级意群的意义，并进一步分析整个句子的意义。

我们用这个步奏来分析一下这个句子：

When he started, he assumed认为that signs of the bends would be rarer in young fossils化石, reflecting their gradual evolution of measures to deal with decompression. (减压)

第一步：

When he started, he assumed that signs of the bends would be rarer in young fossils, reflecting their gradual evolution of measures to deal with decompression. (减压)

第一层分句：

第二层分句：

谓语动词：

第二步：

When he started, he assumed that signs of the bends would be rarer in young fossils, reflecting their gradual evolution of measures to deal with decompression. (减压)

名词短语：

中心词：

介词短语：

非谓语动词短语：

名词短语：

中心词：

非谓语动词短语：

第三步：

综合上述分析，整个长句意为:

练习：

Students with incorrect belief

Do you know what cause the change in seasons? Studies have shown that as many as 95 percent of people ----including most college graduates---- hold the incorrect belief that the seasons are the results of the Earth moving closer of further from the sun.

The real answer, scientists say, is that as Earth’s axis(轴线) is titled with respect to its orbit (轨道), when on its journey it is titled inward, the sun rises higher in the sky, which results in more direct sunlights, longer days and higher temperatures. Distance play no role, and we are actually closet to he sun in the dead end of winter, during first week of January.

“Why do so many people hold the wrong idea?” said Philip Sadler, the director of the science education department. “The answer may be found in what science teacher know.”

As part of unusual study, Sadler and colleagues tested 181 middle school physical science teachers and nearly 10,000 of their students, and showed that while most of the teachers were

knowledgeable in their subjects, those better able to predict their students’ wrong answers on standardized (标准化的) tests helped students learn the most. The findings were described in a paper published last month, titled “The influence of teacher s’knowledge on student learning in middle school physical science classrooms.”

“What our research groups found was that for the science, teacher s’knowledge is very important. If the teacher don’t know the fact, they can’t convey them to the students,” said Sadler. “But for the kinds of questions that measure conceptual(概念的) understanding, even if the teacher know the scientific explanation, they can’t make sure that their students would actually learn the science.”

For most major scientific concepts, kids come into the classroom with a whole set of beliefs that are commonly at odds with what scientists know. If teachers are to help students change their incorrect beliefs, they first need to know what those are.

根据文章内容回答问题：

According to paragraph 3, 5 and 6, why so many students hold the wrong idea, and how cab this problem be corrected?