2016-2025年高考英语真题长难句解析（讲义） 2026届高考英语复习

2016-2025年英语高考真题长难句分析(含解析教师版)
2025年全国一卷
1. (2025年全国一卷阅读A篇)As the world races to decarbonize everything, it faces particular problems with transportation—which accounts for about a quarter of our energy-related greenhouse gas emissions.
分析：本句为主从复合句，主句为it faces particular problems with transportation，As引导时间状语从句，表示“当……时”；破折号后为非限制性定语从句，修饰transportation。
句意：当全世界竞相推动各领域脱碳时，交通运输领域问题尤为突出——其温室气体排放约占能源相关排放总量的四分之一。
2. (2025年全国一卷阅读B篇) In my ninth-grade writing class last year, I met a cowboy who saved his town, a strict father who demanded his son earn straight A’s, and a modern-day Juliet who died of heartbreak after her parents rejected the love of her young life.
分析：本句主干为I met a cowboy, a strict father, and a modern-day Juliet，后面的三个who引导的定语从句分别修饰前面的三个宾语；最后一个定语从句中还包含一个after引导的时间状语从句。
句意：在我去年九年级的写作课上，我遇见了一个拯救了自己家乡的牛仔、一个要求儿子必须拿全优的严父，以及一位因父母反对其初恋而悲伤致死的现代朱丽叶。
3. (2025年全国一卷阅读B篇) When the final bell rang in June, I walked away with a yearbook full of messages about writing’s most powerful significance—the ability to connect people, to put us in another’s skin, to teach us what it means to be human.
分析：本句为主从复合句，When引导时间状语从句，full of messages...significance为后置定语，修饰yearbook；破折号后为对writing’s most powerful significance的进一步解释，三个并列的不定式结构to connect, to put, to teach为后置定语，修饰ability；what引导宾语从句，作teach的宾语。
句意：当六月的最后一声铃声响起时，我带着写满赠言的毕业纪念册离开，里面字里行间诉说着写作最强大的意义——那是一种联结人心的能力，一种让我们代入他人处境的能力，一种教会我们体味何以为人的能力。
4. (2025年全国一卷阅读C篇) Although these campaigns were widespread, the reality is that the majority of the western cities were completely redesigned around the needs of the motor car.
分析：本句中，Although引导让步状语从句；that引导表语从句。
句意：尽管这些活动影响广泛，但现实是，大多数西方城市都围绕着汽车的需求被彻底重塑了面貌。
5. (2025年全国一卷阅读D篇) “The way they demonstrated how microplastics were trapped through the boiling process was nice,” Caroline Gauchotte-Lindsay, an environmental engineer at the University of Glasgow in Scotland who was not involved in the research, tells New Scientist.
分析：直接引语部分主干为The way was nice，they demonstrated... process为省略了that的定语从句，修饰The way，其中how引导宾语从句，作demonstrated的宾语；an environmental engineer... Scotland为同位语，补充说明Caroline Gauchotte-Lindsay的身份，who引导定语从句，修饰engineer。
句意：“他们展示微塑料如何通过煮沸过程被捕获的方式很巧妙，”苏格兰格拉斯哥大学环境工程师卡罗琳·高肖特-林赛(未参与该项研究)在接受《新科学家》采访时表示。

6. (2025年全国一卷阅读七选五) One thing Murphy may not know is that her smile is contagious (有感染力) and can be the difference in a student having a much better day than they were having before seeing her.
分析：本句中Murphy may not know为省略了that/which的定语从句，修饰One thing，that引导表语从句，作is的表语；having a...day为现在分词短语作后置定语修饰student，than引导比较状语从句。
句意：Murphy或许不知道的一件事是，她的微笑具有感染力，而且可能使某位学生的这一天变得比见到她之前要好得多。
7. (2025年全国一卷完形填空) We had decided on key items for the apartment we were moving to in town, donated what we could, and rented a place to store our supposedly important objects.
分析：本句中we were moving to in town为定语从句，修饰apartment；what we could为宾语从句，作donated的宾语；to store...为动词不定式短语，作目的状语。
句意：我们已为即将搬入的镇上公寓选好关键物品，捐出能捐之物，并租了处场地用以存放那些自以为重要的物件。
8. (2025年全国一卷语法填空) Tu says that the balance between the black and white pieces, the beauty in thestrategic placement of the pieces, and the energy flow following each move inspired artists to create oil paintings, sculptures, digitally generated pictures and silk-screen prints for the exhibition.
分析：主句中that引导宾语从句，宾语从句的主语为三个并列成分：the balance..., the beauty..., the energy flow...；following each move为现在分词短语作定语，修饰energy flow。
句意：涂表示，黑白棋子间的平衡、落子布局的战略之美，以及每步棋带来的能量流动，激发了艺术家们的创作灵感——他们为展览打造了油画、雕塑、数字生成图像与丝网印刷作品。


2025年全国二卷
1. (2025年全国二卷阅读C篇) Our study showed that there was a 30% decrease in sick leave for people who were in plant-rich workplaces.
分析：本句中that引导宾语从句，作showed的宾语；宾语从句中包含一个who引导的定语从句，修饰people。
句意：我们的研究表明，在植物丰富的工作环境中，人们的病假减少了30%。
2. (2025年全国二卷阅读C篇) If you’re among the groups of people who are enjoying the mental and physical health benefits of surrounding yourself with plants, don’t beat yourself up if one (or a few!) doesn’t make it.
分析：本句中包含两个if引导的条件状语从句；第一句if从句中还包含一个who引导的定语从句，修饰people。
句意：如果你正属于那类因亲近植物而获得心理和身体健康益处的人，那就算有一株(或几株)植物未能存活，也请勿苛责自己。
3. (2025年全国二卷阅读D篇) Maybe that feeling comes from growing up in South Africa, where the phrase “there are children starving in Africa” was more of an uncomfortable reminder of fact than a prayer at dinner time.
分析：主句中where引导非限制性定语从句，修饰South Africa；本句中还包含一个more of...than...结构，表示比较关系。
句意：也许那种感觉源于我在南非的成长经历，在那里，“非洲还有孩子正在挨饿”这句话，与其说是一句饭前祈祷，不如说是一种令人不安的事实提醒。
4. (2025年全国二卷阅读D篇) Nevertheless, it serves as a reminder that there are many ways to address problems of sustainability, and that you can make an amazing meal out of almost anything.
分析：本句中两个that引导的均为同位语从句，解释说明reminder的内容；to address...sustainability为动词不定式短语作后置定语，修饰ways。
句意：尽管如此，它亦在提醒我们：有很多方法可以应对可持续性问题，而且纵是平凡万物亦可做出一顿美味的饭菜。
5. (2025年全国二卷语法填空) Growing up, my family and our neighbors never used clotheslines to dry clothing, denying me the chance to discover one of the great wonders of sunshine—the sweet “sunshine scent” after sunning clothes for an entire day.
分析：本句中Growing up为现在分词短语作时间状语；denying me the chance...为现在分词短语作结果状语；不定式短语to discover...作后置定语，修饰chance；破折号后为wonders的同位语，具体说明其内容。
句意：在我成长的过程中，我的家人和邻居从不用晾衣绳晾衣服，导致我没机会发现阳光的一大妙处——衣服晒一整天后那种好闻的“太阳味道”。
6. (2025年全国二卷读后续写) Every time I gave a self-introduction, I had to explain how to pronounce my name at least five times, yet they still could not say it the way I did.
分析：本句为复合句，Every time引导时间状语从句；主句包含yet连接的并列转折结构；the way I did为方式状语从句。
句意：每次我做自我介绍时，都得教别人念我的名字至少五遍，可他们依然无法像我那样正确发音。

2025年1月浙江卷
1. (2025年1月浙江卷阅读A篇) Interlibrary Loan (ILL) provides teachers, students and staff with access to books that are checked out or not owned by our own libraries, as well as digitized copies of articles and book chapters from our collection.
分析：本句为主从复合句，主句为Interlibrary Loan (ILL) provides teachers, students and staff with access to books，that引导定语从句，修饰books，as well as连接并列成分，补充说明图书馆间互借服务所提供的内容。
句意：图书馆间互借服务(ILL)为教师、学生和职工提供了借阅已被借出或本馆未收藏的书籍的途径，同时也提供了本馆收藏的文章和书籍章节的数字化副本。
2. (2025年1月浙江卷阅读B篇) There are so many things in parenting that are good to talk through, but I’m not convinced that food is one of them.
分析：本句为并列复合句，由but连接两个分句。前一个分句中，that引导定语从句，修饰things；后一个分句中，that引导宾语从句，作convinced的宾语。
句意：在育儿过程中，有很多事情值得讨论，但我并不认为饮食问题是值得讨论的问题之一。
3. (2025年1月浙江卷阅读B篇) Instead, she recommends applying a well-known concept among nutrition experts called the “Division of Responsibility,” where parents provide a variety of mostly healthy foods to their kids at fixed times, and the kids themselves decide what and how much they want to consume—even if that means occasionally eating more cookies than carrots.
分析：本句的主干是she recommends applying a well-known concept among nutrition experts，called the “Division of Responsibility”为过去分词短语作后置定语，修饰concept；where引导定语从句，修饰先行词the “Division of Responsibility”；定语从句中包含and连接的两个并列句子，其中decide后接宾语从句what and how much they want to consume；even if引导让步状语从句。
句意：相反，她建议采用营养学专家熟知的一个概念，即“责任分工”。在这种模式下，家长定时为孩子提供多种健康食物，而孩子自己决定吃什么以及吃多少——即便这意味着他们偶尔吃饼干多于胡萝卜。
4. (2025年1月浙江卷阅读B篇) I’ve been trying out these strategies and I’ve found that when I’m less restrictive, they do make better decisions.
分析：本句为并列复合句，由and连接两个分句。后一个分句中，that引导宾语从句，作found的宾语，其中when引导时间状语从句。
句意：我一直在尝试这些策略，并且发现当我减少限制时，他们确实会做出更好的决定。
5. (2025年1月浙江卷阅读C篇) The concept was born when German city planners sought to plant large areas of parkland after World War II in a reproducible way that would need minimal maintenance.
分析：本句为主从复合句，主句为The concept was born，when引导时间状语从句，其中that引导定语从句，修饰way。
句意：这一概念诞生于二战后德国城市规划者试图以可复制的方式种植大面积公园绿地，这种方式只需要最少的维护。
6. (2025年1月浙江卷阅读C篇) In a matrix garden, plants with similar cultural needs are grouped so that they will grow together above and below ground, forming a cooperative ecosystem that conserves water and discourages weeds.
分析：本句的主干是plants with similar cultural needs are grouped，so that引导目的状语从句；forming a cooperative ecosystem ... weeds为现在分词短语作结果状语，其中that引导的定语从句，修饰ecosystem。
句意：在矩阵式花园中，具有相似栽培需求的植物被归类种植，使它们能够在地表和地下共同生长，形成一个协作的生态系统，从而节约用水并抑制杂草生长。
7. (2025年1月浙江卷阅读C篇) Dutch plantsman and designer Piet Oudolf’s gardens popularized this style, adding artistic flavors to the planting mixes while playing with color and form, including four-season interest and serving the needs of wildlife.
分析：本句为简单句，主干为Piet Oudolf’s gardens popularized this style，adding...为现在分词短语作状语，while引导时间状语，including...补充说明this style的内容。
句意：荷兰植物学家兼设计师Piet Oudolf的花园推广了这种风格，在植物搭配中添加了艺术气息，同时运用色彩和造型，兼顾四季景观，并满足野生动植物的需求。
8. (2025年1月浙江卷阅读D篇) Yet as Martin has found in her work, gender is one of the fundamental ways people form connections with objects, particularly those designed with human characteristics.
分析：本句为主从复合句，主句为gender is one of the fundamental ways，as引导定语从句；people form connections with objects为定语从句，修饰ways；those指代前文的 objects，designed with human characteristics为过去分词短语作those的后置定语。
句意：然而，正如Martin在她的工作中所发现的那样，性别是人们与物品建立联系的基本方式之一，尤其是那些被赋予人类特征的物品。
9. (2025年1月浙江卷阅读D篇) Similarly, anthropomorphized products could be created to take on stereotype-inconsistent roles — a male robot that assists with nursing or a female robot that helps do calculations, for instance.
分析：本句主干为anthropomorphized products could be created to take on stereotype-inconsistent roles，破折号后是对stereotype-inconsistent roles的进一步解释，包含两个并列成分：a male robot和 a female robot，其中that assists with nursing和that helps do calculations均为定语从句，分别修饰a male robot和a female robot。
句意：同样，拟人化产品可以被设计成与刻板印象不符的角色——例如，协助护理的男性机器人或帮助进行计算的女性机器人。
10. (2025年1月浙江卷阅读七选五) If you’ve ever worked as an instructor, manager, trainer or coach, you’ll know that there are few better ways to learn new information than to teach it.
分析：本句为主从复合句，if引导条件状语从句，主句为you’ll know，that引导宾语从句，作know的宾语。
句意：如果你曾经担任过讲师、经理、培训师或教练，你就会知道，学习新知识最好的方法之一就是教授它。
11. (2025年1月浙江卷完形填空) The platform has enabled Ribeiro to realise her dream with a great deal of freedom, as opposed to a restaurant where the service is impersonal, the menu is known in advance, and the meal is expected to be no surprise.
分析：本句的主干为The platform has enabled Ribeiro to realise her dream，其中with a great deal of freedom为介词短语作方式状语；as opposed to引导比较结构，对比Ribeiro的家宴与餐馆的不同；where引导定语从句，修饰先行词restaurant，where从句内部包含三个并列成分。
句意：这个平台使Ribeiro能够在极大的自由度下实现她的梦想，而不像餐馆那样——服务冷漠、菜单预先设定，饭菜也毫无惊喜可言。
12. (2025年1月浙江卷语法填空) Customers today look past the fact that something is secondhand and focus instead on/upon the fact that they have something unique to wearandare not overstuffing their own wardrobes(衣柜) or contributing to landfill.
分析：本句为主从复合句，主句为Customers today look past the fact and focus instead on/upon the fact，两个that引导同位语从句，分别解释两个fact的内容，其中第二个同位语从句中包含and连接的并列结构。
句意：如今的顾客不再在意物品是二手的，而是更加关注自己能穿上独特的衣物，同时不会过度填满自己的衣柜或增加垃圾填埋场的负担。
13. (2025年1月浙江卷语法填空) Tanya is also looking beyond special-occasion dresses to less formal clothing, which she plans to package as capsule wardrobes and offer to travellers, such as those headed to weddings abroad, with a longer-term rental period.
分析：本句为主从复合句，主句为Tanya is also looking beyond special-occasion dresses to less formal clothing，which引导非限制性定语从句，修饰less formal clothing，such as those headed to weddings abroad补充说明travellers的内容。
句意：Tanya也不仅限于特殊场合礼服，而是将目光投向更休闲的服装，她计划将这些服装打包成胶囊衣柜，提供给旅行者，比如那些前往国外参加婚礼的人，并提供较长期的租赁期限。


2024年新课标I卷
1. (2024年新课标I卷阅读A篇) We’ll explore beautiful park sites whileconducting invasive plant removal, winter planting, and seed collection.
分析：本句的主干为We’ll explore beautiful park sites，while conducting...是现在分词短语作伴随状语。
句意：我们将在探索美丽的公园景点的同时，进行入侵植物清除、冬季种植和种子采集工作。
2. (2024年新课标I卷阅读B篇) After Charlie had a heart attack, Tindale says, she was prepared to put him to sleep, but Farber’s treatments eased her dog’s suffering so much that she was able to keep him alive for an additional five months.
分析：本句为主从复合句，After引导时间状语从句，but引导两个并列分句，其中so...that引导结果状语从句。
句意：在Charlie得了心脏病后，Tindale说她本打算让它安乐死，但Farber的治疗极大地缓解了她的狗的痛苦，使她能够让它多活了五个月。
3. (2024年新课标I卷阅读B篇) Farber is certain that the holistic approach will grow more popular with time, and if the past is any indication, he may be right: Since 1982, membership in the American Holistic Veterinary Medical Association has grown from 30 to over 700.
分析：本句中，and连接并列分句，前一个分句that引导宾语从句，后一个分句if引导条件状语从句，冒号后的内容为进一步补充说明。
句意：Farber确信，随着时间的推移，全方位治疗会越来越受欢迎，如果过去有任何迹象的话，他可能是对的：自1982年以来，美国整体兽医医学协会的会员人数已从30人增长至700多人。
4. (2024年新课标I卷阅读C篇) The benefits of print reading particularly shine through when experimenters move from posing simple tasks—like identifying the main idea in a reading passage—to ones that require mental abstraction—such as drawing inferences from a text.
分析：本句的主干是The benefits of print reading particularly shine through，when引导时间状语从句；like identifying the main idea in a reading passage和such as drawing inferences from a text分别补充说明simple tasks和ones that require mental abstraction的内容，此外that引导定语从句，修饰ones。
句意：当实验人员将布置的任务从简单任务——比如辨认一篇短文的主旨大意——转换到需要抽象思维的任务——比如从文本中推断信息时，印刷文本阅读的优势尤其凸显出来。
5. (2024年新课标I卷阅读C篇) People often link their memory of what they’ve read to how far into the book it was orwhere it was on the page.
分析：本句中，what引导宾语从句，作of的宾语；how和where分别引导宾语从句，共同作介词to的宾语。
句意：人们常常将他们对所读内容的记忆与当时读到书的哪个进度，或是该内容在页面上的具体位置联系起来。
6. (2024年新课标I卷阅读C篇) According to this theory, people approach digital textswith a mindset suited to social media, which are often not so serious, and devote less mentaleffort thanwhen they are reading print.
分析：本句的主干是people approach digital texts and devote less mental effort；其中suited to social media为过去分词短语作后置定语，修饰mindset；which引导的非限制性定语从句修饰social media；than引导比较状语从句，为了避免重复，使句子更加简洁，than后省略了they devote mental effort，只保留时间状语从句when they are reading print。补全后的完整结构为：People devote less mental effort (in digital reading) than (they devote mental effort) when they are reading print.。
句意：根据这一理论，人们阅读数字文本时所带有的心态是适合社交媒体的心态，使用社交媒体通常没那么严肃，相较于阅读印刷文本，也不会那么努力地进行思考。
7. (2024年新课标I卷阅读C篇) However, for maximizing learning where mental focus andreflection arecalled for, educators shouldn’t assume all media are the same, evenwhen theycontain identicalwords.
分析：本句为主从复合句，主句为educators shouldn’t assume all media are the same，all media are the same为省略了that的宾语从句，作为动词assume的宾语；for maximizing learning为介词短语作目的状语，where引导定语从句，修饰learning；even when引导让步状语从句。
句意：然而，为了在需要专注和反思的学习中取得最大效果，教育者不应该认为所有媒介都是相同的，即使它们包含相同的文字。
8. (2024年新课标I卷阅读D篇) These observations now outnumber the primary data that comes from physical specimens (标本), and since we are increasingly using observational data to investigate how species areresponding to global change, I wanted to know:Are they usable
分析：本句是由and连接的并列复合句，前半句的主干是These observations now outnumber the primary data，that引导的定语从句修饰the primary data，表示其来源；后半句由since引导原因状语从句，解释I wanted to know的原因，其中how species are responding to global change为宾语从句，作investigate的宾语。
句意：现在，这些观察结果的数量超过了来自实物标本的原始数据，而由于我们越来越多地使用观察数据来研究物种如何应对全球变化，我想知道：这些观察数据可靠吗？
9. (2024年新课标I卷阅读D篇) This makes sense because the people who get observational biodiversity data onmobile devices are often citizen scientists recording their encounters with species in areas nearby.
分析：本句的主干是This makes sense，其中because引导原因状语从句，解释其合理性；who引导定语从句，修饰the people；recording ... nearby为现在分词短语作后置定语，修饰citizen scientists，表示其身份特点。
句意：这是有道理的，因为市民科学家经常通过移动设备获取生物多样性观察数据，他们记录在附近地区接触到的物种。
10. (2024年新课标I卷阅读七选五) Of course, these days there are plenty of online dictionaries and thesauruses, but I’m old-fashioned enough to prefer a hard cover and pages I can leaf through with my fingers.
分析：本句是由but连接两个并列分句，后一个分句中I can leaf through with my fingers为省略了关系代词that或which的定语从句，修饰pages。
句意：当然，如今虽然有很多在线词典和同义词词典，但我还是足够守旧，更喜欢硬壳封面和可以用手指翻阅纸张的感觉。
11. (2024年新课标I卷完形填空) Between the girl making my achievement seem small and the pure boredom of jogging, I decided that the only reason I’d ever run again is if a big dog was running after me!
分析：本句的主干是I decided that ...，其中Between ... and ... 为介词短语作状语，表示促成决定的两个原因；making my achievement seem small为现在分词短语作后置定语，修饰the girl；that引导的宾语从句中，包含一个省略关系代词that的定语从句，修饰the only reason和一个由if引导条件状语从句，表示唯一可能例外的情况。
句意：这个女孩使得我自己的跑步成就看起来如此微小，跑步又是如此枯燥乏味，我决定再次跑步的唯一原因是有一只大狗在后面追赶我！
12. (2024年新课标I卷语法填空) Further, the Silk Route Garden around the greenhouse walks visitors through a journey influenced by the ancient Silk Road, by which silk as well as many plant species came to Britain for the first time.
分析：本句的主干是the Silk Route Garden ... walks visitors through a journey，其中around the greenhouse为介词短语作后置定语，修饰the Silk Route Garden；influenced by the ancient Silk Road为过去分词短语作后置定语，修饰a journey；by which引导非限制性定语从句，补充说明the ancient Silk Road。
句意：另外，环抱该温室建筑的丝路公园则会引领参观者完成一段旅程，这段旅程会展现古老丝绸之路的影响，包括丝绸和许多植物品种就是通过丝绸之路首次传入英国的。
13. (2024年新课标I卷语法填空) TheGlasshousestandsas agreatachievementincontemporarydesign, tohouse the plants of the southwestern part of China at the end of a path retracing(追溯) the steps along the Silk Route thatbrought the plants from their native habitat in Asia to come todefine much of the richnessofgardeninginEngland.
分析：本句为主从复合句，主句为The Glasshouse stands as a great achievement in contemporary design，to house the plants为不定式作目的状语，说明玻璃房存在的目的；retracing the steps为现在分词作后置定语，修饰path；that引导定语从句，修饰the steps；to come to define...为结果状语，说明植物被带来英国的最终影响。
句意：“玻璃屋”是当代设计的一个伟大成果，容纳了来自中国西南部的植物。建筑位于公园内一条小路的末端，这条小路追溯了丝路沿线，各种植物品种正是沿此路线从其亚洲的原生地来到英国，并由此定义了今日英国园艺的丰富性。


2024年新课标Ⅱ卷
1. (2024年新课标Ⅱ卷阅读B篇) “You enter the fare gates and you’ll see a kiosk that is lit up and it tells you can get a one-minute, a three-minute, or a five-minute story,” says Alicia Trost, the chief communications officer for the San Francisco Bay Area Rapid Transit—known as BART.
分析：本句是一个复合句，包含多个并列的分句。主句为You enter the fare gates and you’ll see a kiosk；句中that引导定语从句并在从句中作主语，修饰先行词a kiosk；it tells后为省略了that的宾语从句；the chief communications officer for the San Francisco Bay Area Rapid Transit是Alicia Trost的同位语，known as BART是过去分词短语作后置定语。
句意：旧金山湾区快速交通系统(BART)交通主管Alicia Trost说：“你检票进站后就可以看到一个亮灯的小亭，亭子可以向乘客提供一分钟、三分钟或五分钟阅读时长的故事。”
2. (2024年新课标Ⅱ卷阅读C篇) Moreover, having a system in the same building where it’s eaten means zero emissions from transporting plants from soil to salad.
分析：本句中having a system in the same building为动名词短语作主语，means为句子谓语，where it’s eaten引导定语从句，修饰先行词building。
句意：此外，在同一楼内拥有(果菜园)系统意味着免去了蔬菜从农场到餐桌的运输环节，实现了零排放。
3. (2024年新课标Ⅱ卷阅读D篇) Given the astonishing potential of AI to transform our lives, we all need to take action to deal with our AI-powered future, and this is whereAI by Design: A Plan for Living with Artificial Intelligence comes in.
分析：本句为并列复合句，由and连接两个分句。前一个分句中，Given引导条件状语，主句为we all need to take action to deal with our AI-powered future；后一个分句中，where引导表语从句。
句意：鉴于AI有惊人的潜力改变我们的生活，我们有必要采取行动，应对我们被AI驱动的未来。这就是为什么AI by Design: A Plan for Living with Artificial Intelligence一书应时出版。
4. (2024年新课标Ⅱ卷阅读D篇) In the wrong hands, such a book could prove as complicated to process as the computer code (代码) that powers AI but, thankfully, Campbell has more than two decades’ professional experience translating the heady into the understandable.
分析：本句是由but连接的并列复合句。在第一个分句中，包含一个定语从句that powers AI，修饰先行词the computer code；第二分句中，translating the heady into the understandable为现在分词短语作定语，修饰前面的professional experience，heady是形容词的名词化用法，指“令人头大的内容”。
句意：假如换个糟糕的写手，该书可能同驱动AI的计算机代码一样复杂，但是幸好Campbell有二十多年的职业经验，把令人头大的内容变得深入浅出，平和易懂。
5. (2024年新课标Ⅱ卷阅读D篇) She writes from the practical angle of a business person rather than as an academic, making for a guide which is highly accessible and informative and which, by the close, will make you feel almost as smart as AI.
分析：本句是一个主从复合句，主句为She writes from the practical angle of a business person rather than as an academic；making for ... as AI是现在分词短语作伴随状语，其中嵌入两个which引导的定语从句，分别修饰先行词guide。
句意：她从一个商人的实际角度而不是从一位学者的角度进行写作，将该书写成了一个既浅显易懂，又信息充实的指导书，读者看完后会感到自己跟AI一样聪明。
6. (2024年新课标Ⅱ卷阅读D篇) As we soon come to learn from AI by Design, AI is already super-smart and will become more capable, moving from the current generation of “narrow-AI” to Artificial General Intelligence.
分析：本句是一个主从复合句，As引导非限制性定语从句；moving from... to...为现在分词短语作伴随状语。
句意：正如我们很快会从AI by Design这本书了解到的那样，AI已经成为超级智慧，而且还会越来越强大，从当前的“narrow-AI”一代，到Artificial General Intelligence一代。
7. (2024年新课标Ⅱ卷阅读D篇) This is why Campbell has set out to raise awareness of AI and its future now—several decades before these developments are expected to take place.
分析：本句中，why引导表语从句，破折号后为补充说明，before引导时间状语从句。
句意：就是为什么Campbell现在就着手提高人们对AI及其未来的认识——比这些进展可能发生的时间提前几十年。
8. (2024年新课标Ⅱ卷阅读D篇) Campbell’s point is to wake up those responsible for AI—the technology companies and world leaders—so they are on the same page as all the experts currently developing it.
分析：本句主句为Campbell’s point is to wake up those responsible for AI，破折号后面的部分是同位语，解释前面提到的those，so引导目的状语从句，currently developing it为现在分词短语作后置定语，修饰experts。
句意：Campbell旨在唤醒那些对AI负责的人——技术公司和世界领袖，以便他们与当下所有开发AI的专家们达成共识。
9. (2024年新课标Ⅱ卷完形填空) Whatever disadvantages life in Italy might have, the problems are forgotten once you sit down to a big meal with friends and family.
分析：开头是一个由whatever引导的让步状语从句，逗号后为主句，主句中又包含一个由连词once引导的状语从句。
句意：在意大利，无论生活中有什么不足之处，只要一跟朋友家人坐在一起聚餐，就能立刻忘掉这些问题。
10. (2024年新课标Ⅱ卷语法填空) Chinese cultural elements commemorating Tang Xianzu, who is known as “the Shakespeare of Asia,” add an international character to Stratford-upon-Avon, William Shakespeare’s hometown.
分析：本句主句为Chinese cultural elements…add an international character to…，其中commemorating Tang Xianzu为现在分词短语作后置定语，修饰Chinese cultural elements；who引导非限制性定语从句，修饰先行词Tang Xianzu；William Shakespeare’s hometown作为同位语，解释Stratford-upon-Avon的身份。
句意：纪念被称为“亚洲莎士比亚”的作家汤显祖的中国文化元素给威廉 莎士比亚的家乡Stratford-upon-Avon增添了一抹国际色彩。
11. (2024年新课标Ⅱ卷语法填空) Those cultural elements have increased Stratford’s internationalvisibility, said Edmondson, adding that visitors walking through the Birthplace Garden were often amazedto findthe connection between the two great writers.
分析：本句主句为Those cultural elements have increased Stratford’s international visibility，adding that...为现在分词短语作伴随状语，that引导宾语从句，其中walking through the Birthplace Garden为现在分词作后置定语，修饰visitors。
句意：Paul Edmondson说，那些文化元素提高了Stratford的国际知名度。他还补充说，走过故居花园的游客，经常会惊喜地发现两位伟大作家的关联。
12. (2024年新课标Ⅱ卷语法填空) Recallingwatching a Chinese opera version of Shakespeare’s play Richard III in Shanghai and meeting Chinese actors who came to Stratford a few years ago to perform parts of The Peony Pavilion, Edmondson said, “It was very exciting to hear the Chinese languageandsee how Tang’s play was being performed.”
分析：本句中，Recalling...为现在分词短语作伴随状语，其中who引导定语从句，修饰Chinese actors，to perform parts of The Peony Pavilion为不定式短语作目的状语，直接引语中包含一个how引导的宾语从句。
句意：回忆起在上海看莎士比亚《理查德三世》的中国戏剧版，以及几年前会见那些来Stratford演出《牡丹亭》的中国演员，Paul Edmondson说：“听到中文并且看见汤显祖的戏剧上演，很是令人激动。”


2024年全国甲卷
1. (2024年全国甲卷阅读A篇) Join Javier Marin from the Harvard Museum of Natural History to learnhow insects and other invertebrates dance, inspire fashion and create art, whilemaking your own spineless artists out of craft (手工艺) materials.
分析：本句主句为祈使句Join Javier Marin from the Harvard Museum of Natural History。不定式短语to learn...作目的状语，后面跟着how引导的宾语从句，while making...是现在分词短语作伴随状语。
句意：加入哈佛自然历史博物馆的Javier Marin的行列，观察昆虫等无脊椎动物如何舞动，从中获得艺术灵感和创造艺术，同时用手工材料制作自己的无脊椎艺术品。
2. (2024年全国甲卷阅读B篇) That’s why most pet cats are able to tell immediately if their owners were around any other cats, which they don’t usually like.
分析：本句主句为That’s why most pet cats are able to tell immediately，why引导表语从句；if引导宾语从句，作tell的宾语；which引导非限制性定语从句，修饰前面整个句子。
句意：这就是为什么大多数宠物猫能够立即判断它们的主人是否曾接触过其他猫，而它们通常对此颇为不悦。
3. (2024年全国甲卷阅读C篇) The government has struggled to come up with measures to address the problem, particularly in the poorer, rural areas east of the Volga River, including arranging doctor’s appointments by video chat and expanding financial aid programs to motivate doctors to practice medicine in remote parts of the country like Krasnoyarsk.
分析：本句为简单句，主干为The government has struggled to come up with measures；particularly...Volga River为插入语，including...Krasnoyarsk为介宾短语作后置定语，补充说明measures的内容；to address the problem和to motivate doctors...均为动词不定式短语作目的状语。
句意：政府已经在极力采取措施解决问题，特别是在伏尔加河以东的穷困边远地区，所采取的措施包括通过视频安排就诊预约、加强资金支持以促使医生去Krasnoyarsk等偏远地区行医。
4. (2024年全国甲卷阅读D篇) He suggested I think about the difference between endings that I wanted for the characters and endings that were right for the characters, endings that satisfied the story even if they didn’t have a traditionally positive outcome.
分析：本句是一个主从复合句，包含多个定语从句。主句为He suggested I think about the difference between endings，其中宾语从句I think about the difference...省略了should，为虚拟语气；that I wanted for the characters修饰endings；that were right for the characters修饰另一个endings；that satisfied the story修饰第三个endings；even if引导让步状语从句。
句意：他建议我思考我想要的角色结局和适合角色的结局之间的区别，即满足小说需要的结局，即便小说没有以传统的大圆满方式结束。
5. (2024年全国甲卷阅读D篇) You have to balance creating an ending that’s unpredictable, but doesn’t seem to come from nowhere, one that fits what’s right for the characters.
分析：本句为主从复合句，主句为You have to balance creating an ending，that引导定语从句，修饰ending，but连接并列结构；one为同位语，指代前文的ending，that引导定语从句，修饰one，该定语从句还包含一个what引导的宾语从句。
句意：你要创作出既不可预测，又不能毫无根据的结局，结局应该符合小说角色的需要。
6. (2024年全国甲卷阅读D篇) That’s why this issue (期) of Writer’s Digest aims to help you figure out how to write the best ending for whatever kind of writing you’re doing.
分析：本句中，why引导表语从句，whatever 引导宾语从句。
句意：这就是为什么这一期的《作家文摘》旨在帮助你了解创作自己所需类型作品结局的写作技巧。
7. (2024年全国甲卷阅读七选五) It actually takes a few minutes for your brain to tell your body that it has had enough food, so eat slowly and stop eating before you feel full.
分析：本句为并列复合句，由so连接两个分句。前一个分句中，it为形式主语，真正的主语为to tell your body that it has had enough food，that引导宾语从句；后一个分句为祈使句，祈使句中包含一个before引导的时间状语从句。
句意：我们的大脑需要一定时间来让身体作出反应，告知我们已经吃得足够了，所以要慢慢吃，在感觉饱了之前就停止进食。
8. (2024年全国甲卷阅读七选五) Studies suggest that eating only when you’re most active and giving your digestive system a long break each day may help to regulate weight.
分析：本句中，that引导宾语从句，其中when引导时间状语从句，and连接并列动名词eating...和giving...作主语。
句意：有研究建议说，如果我们每天只在最活跃的时间进食，让消化系统长时间休息可以帮助控制体重。
9. (2024年全国甲卷完形填空) This training taught her to read and write her Chinese upside down—a skill that has turned out to be quite practical, especially whenever we share the newspaper.
分析：本句主句为This training taught her to read and write her Chinese；破折号后面的内容起补充说明作用；that引导定语从句，修饰skill；whenever引导时间状语从句。
句意：这种训练教会她倒着认字和写字——这种技巧在我们共读一张报纸时尤为实用。
10. (2024年全国甲卷语法填空) Yellowstone was the largest United States national park—2.2 million acres—until Wrangell-Saint Elias in southern Alaska, whichbecame a national monument in 1978, took the honors as a national park in 1980 with 12.3 million acres.
分析：本句为主从复合句，主句为Yellowstone was the largest United States national park，until引导时间状语从句，其中which引导非限制性定语从句，修饰Wrangell-Saint Elias。
句意：黄石公园曾经是美国最大的国家公园——面积为220万英亩——直到1978年成为国家纪念碑、1980年以1230万英亩面积成为国家公园的阿拉斯加南部的兰格尔-圣伊莱亚斯公园取代了它的地位。


2024年1月浙江卷
1. (2024年1月浙江卷阅读B篇) As it has been many years since I last used one, I should hardly be surprised that there are no longer any public telephones near my house.
分析：本句为主从复合句，As引导原因状语从句，since引导时间状语从句，主句为I should hardly be surprised that there are no longer any public telephones near my house，that引导宾语从句。
句意：由于我已经多年没有使用过公共电话，所以我几乎没有对家附近不再有公共电话感到惊讶。
2. (2024年1月浙江卷阅读D篇) We’re not tempted (诱惑) by sugary treats, but by our computers, phones, and tablets—all the devices that connect us to the global delivery system for various types of information that do to us what marshmallows do to preschoolers.
分析：本句主句为We’re not tempted by sugary treats, but by our computers, phones, and tablets，破折号后内容为补充说明，that引导定语从句，修饰devices，其中that do to us... to preschoolers为嵌套的定语从句，修饰information，what引导宾语从句。
句意：我们不是被甜食诱惑，而是被电脑、手机和平板电脑诱惑——这些设备将我们连接到全球信息传递系统，这些信息对我们产生的影响就如同棉花糖对学龄前儿童的影响一样。
3. (2024年1月浙江卷阅读D篇) We are tempted by sugary treats because our ancestors lived in a calorie-poor world, and our brains developed a response mechanism to these treats that reflected their value—a feeling of reward and satisfaction.
分析：本句为主从复合句，主句为We are tempted by sugary treats，because引导原因状语从句，and连接并列分句，that引导定语从句，修饰response mechanism，破折号后为补充说明。
句意：我们之所以被甜食诱惑，是因为我们的祖先曾生活在热量匮乏的环境中，我们的大脑对这些食物演化出一套反映其重要价值的反应机制——奖励感和满足感。
4. (2024年1月浙江卷阅读D篇) But as we’ve reshaped the world around us, dramatically reducing the cost and effort involved in obtaining calories, we still have the same brains we had thousands of years ago, and this mismatch is at the heart of why so many of us struggle to resist tempting foods that we know we shouldn’t eat.
分析：本句是由and连接的并列句。as引导让步状语从句；reducing the cost and effort involved in obtaining calories为现在分词短语作结果状语；we had thousands of years ago是省略that的定语从句，修饰先行词brains；why引导宾语从句，解释了我们为何难以抗拒诱人的食物，其中嵌入了由that引导的定语从句，修饰先行词foods。
句意：然而，尽管我们已经改变了周围的世界，大大降低了获取卡路里所需的成本和努力，但我们的大脑依旧与数千年前相同，而这种不匹配正是我们许多人难以抗拒明知不该吃的诱人食物的核心原因。
5. (2024年1月浙江卷阅读D篇) Our formative environment as a species was information-poor, so our brains developed a mechanism that prized new information.
分析：本句为主从复合句，主句为Our formative environment as a species was information-poor，so引导结果状语从句，that引导定语从句，修饰mechanism。
句意：作为一个物种，我们的进化初期信息匮乏，因此大脑演化出一套赋予新信息高价值的机制。
6. (2024年1月浙江卷阅读D篇) Therefore, just as we need to be more thoughtful about our caloric consumption, we also need to be more thoughtful about our information consumption, resisting the temptation of the mental “junk food” in order to manage our time most effectively.
分析：本句为主从复合句，主句为we also need to be more thoughtful about our information consumption，just as引导方式状语从句，resisting为现在分词作状语，in order to引导目的状语。
句意：因此，正如我们需要更加谨慎地对待热量摄入一样，我们也需要更加谨慎地对待信息摄入，抵制精神“垃圾食品”的诱惑，以便最有效地管理我们的时间。
7. (2024年1月浙江卷完形填空) Over several hours he would tell me about how he had attended a two-year professional school to quickly find a job building highways in order to help support his family.
分析：本句中，how引导宾语从句，to quickly find a job为不定式作目的状语，in order to引导目的状语。
句意：他花了数小时向我讲述他是如何通过就读两年制职业院校，快速找到一份修建公路的工作来养家糊口的。
8. (2024年1月浙江卷语法填空) Either your shopping is then too heavy to carry homeor you can’t use what you’ve bought while it’s still fresh.
分析：本句为并列复合句，由Either...or...连接两个分句，what引导宾语从句，作use的宾语，while引导时间状语从句。
句意：要么你买的东西太重无法带回家，要么你无法在东西还新鲜时使用它们。
9. (2024年1月浙江卷读后续写) She decided that she would memorize where her classes were and then pretend that the rest of the place didn’t exist.
分析：本句中，两个that均引导宾语从句，分别作decided和pretend的宾语；where引导宾语从句，作memorize的宾语。
句意：她决定记住她的教室在哪里，然后假装其他地方不存在。


2023年新课标I卷
1. (2023年新课标I卷阅读B篇) When John Todd was a child,he loved to explore the woods around his house,observing how nature solvedproblems.
分析：本句为主从复合句，When引导时间状语从句，主句为he loved to explore the woods around his house，observing为现在分词作状语，how引导宾语从句。
句意：当John Todd还是个孩子时，他喜欢探索家周围的树林，观察大自然如何解决问题。
2. (2023年新课标I卷阅读B篇) When he got older, John started to wonder if this process could be used to clean up the messes peoplewere making.
分析：本句为主从复合句，When引导时间状语从句，if引导宾语从句，people were making为定语从句，修饰messes。
句意：当他长大后，John开始思考这个过程是否可以用来清理人们制造的脏乱。
3. (2023年新课标I卷阅读C篇) The goal of this book is to make the case for digital minimalism,including a detailed exploration of what it asksand why it works,and then to teach you how to adopt this philosophy if you decide it’s right for you.
分析：本句的主干是The goal of this book is to make the case for digital minimalism, and then to teach you how to adopt this philosophy，由and连接两个不定式短语作表语。including ...why it works为分词短语作后置定语，修饰the case for digital minimalism，其中what it asks and why it works是and连接的两个宾语从句，作介词of的宾语。在后半句中，if引导条件状语从句，该从句中还含一个宾语从句it’s right for you。
句意：该书的目的在于为数字极简主义阐明理由，包括详细探讨对它的要求及它为什么有效，然后在你认为它适合你的情况下，教会你如何运用这种哲学。
4. (2023年新课标I卷阅读C篇) In part one,I describe the philosophical foundations of digitalminimalism,starting with an examination of the forces that are making so many people’s digital lives increasinglyintolerable,before moving on to a detailed discussion of the digital minimalism philosophy.
分析：本句的主干是I describe the philosophical foundations。其中，starting with....the digital minimalism philosophy为v.-ing形式作方式状语，其中，that引导定语从句，修饰先行词the forces, before moving on to...philosophy为介词短语作时间状语。
句意：在第一部分中，我阐述了数字极简主义的哲学基础，在对数字极简主义哲学进行详细讨论之前，首先审查了使得许多人的数字生活越来越难以忍受的力量。
5. (2023年新课标I卷阅读C篇) At the end of the thirty days,you willthen add back a small number of carefully chosen online activities that you believe will provide massive benefits to thethings you value.
分析：that引导定语从句，修饰先行词online activities；you value为省略关系代词的定语从句，修饰先行词the things。
句意：在这三十天结束后，你将恢复少量精心挑选的网上活动，这些活动你认为将为你珍视的事物带来巨大的益处。
6. (2023年新课标I卷阅读C篇) You’ll hearthese participants’ stories and learn what strategies worked well for them,and what traps they encountered that youshould avoid.
分析：learn后有两个由what引导的宾语从句，that引导定语从句，修饰先行词traps。
句意：你将听到这些参与者的故事，了解哪些策略对他们有效，以及他们遇到的你应避免的陷阱。
7. (2023年新课标I卷阅读D篇) The key finding of the study was that when crowds were further divided into smaller groups that were allowed to have a discussion, the averages from these groups were more accurate than those from an equal number of independent individuals.
分析：本句的主干是The key finding was that the averages were more accurate。本句中第一个that引导表语从句，表语从句中又包含一个when引导的时间状语从句，该时间状语从句还包含一个that引导的定语从句，修饰先行词smaller groups，主句中的those指代the averages。
句意：这项研究的关键发现是，当人群被进一步划分为允许进行讨论的更小的群体时，这些群体的平均值会比同等数量的群体每人独立估算的平均值要更准确。
8. (2023年新课标I卷阅读七选五) It might be the time when you helped a friend with their homework,when you did the ironing withoutbeing asked,or when you baked cookies after the family had had a tiring day.
分析：本句主句为It might be the time，后面跟着三个由when引导的定语从句，用逗号和or连接，修饰time；after引导时间状语从句。
句意：这可能是在你帮助朋友温习功课时，可能是在你主动熨烫衣物时，抑或是在家人们经历疲惫的一天后你烘焙饼干时。
9. (2023年新课标I卷语法填空) To eat one, you have to decide whetherto bite a small hole in it first, releasing the stream and risking a spill (溢出), or to put the whole dumpling in your mouth, letting the hot soup explode on your tongue (舌头).
分析：本句为简单句，whether...or...连接并列结构，releasing和letting为现在分词作状语。
句意：吃的时候，你得首先确定是要冒着汤汁溢出的风险先咬上一小口，稍稍让热气散出，还是把整个小笼包直接扔进嘴里，让烫嘴的汤汁在你的舌头上爆开。
10. (2023年新课标I卷语法填空) No matter where I buy them, though, one steamer basket is rarely enough, yet two seems greedy, andso I am always left wanting more next time.
分析：本句为由yet和and连接的并列复合句，No matter where引导让步状语从句。
句意：无论我在哪儿买小笼包，往往都是一屉不太够吃而两屉又太贪多，所以总是令我想要下次多吃一些。
11. (2023年新课标I卷读后续写) Writing was so difficult and painful for me that my teacher had allowed me to present my paper on the sinking of the Titanic by acting out a play, where I played all the parts.
分析：本句为主从复合句，so...that...引导结果状语从句，where引导非限制性定语从句，修饰play。
句意：写作于我而言既困难又痛苦，因此老师允许我把想要表达的内容表演出来来展示我关于泰坦尼克号沉没的论文，我一个人扮演了所有角色。

2023年新课标Ⅱ卷
1. (2023年新课标Ⅱ卷阅读C篇) The image of the reader appears throughout history, in art made long before books as we now know them came into being.
分析：本句主干是The image of the reader appears throughout history；in art作状语，made long before books ... came into being作后置定语，修饰art；as we now know them为插入语。
句意：读者的形象出现在整个历史时期，在我们所知道的书籍出现之前就有艺术对读者形象加以表现。
2. (2023年新课标Ⅱ卷阅读C篇) More recently, as books have become inexpensive or even throwaway, artists have used them as the raw material for artworks—transforming covers, pages or even complete volumes into paintings and sculptures.
分析：本句为主从复合句，主句的主干为artists have used them as the raw material for artworks；as引导原因状语从句，破折号后的v.-ing短语作伴随状语，修饰主句动作。
句意：后来，当书籍便宜了甚至可以用后即弃，艺术家们以它们为原材料来制作艺术品——将其封皮、页面甚或整本转变为画作和雕塑。
3. (2023年新课标Ⅱ卷阅读C篇) And in contrast to our increasingly networked lives where the information we consume is monitored and tracked, a printed book still offers the chance of a wholly private, “off-line” activity.
分析：本句主句为a printed book still offers the chance of a wholly private, “off-line” activity，in contrast to...为介词短语作状语，where引导定语从句，修饰lives，we consume为定语从句，修饰information。
句意：在日益网络化的生活中，我们所摄取的信息被监督和追踪，相比之下，纸质书仍能给我们提供一项完全私密、“离线的”活动。
4. (2023年新课标Ⅱ卷阅读D篇) If you’re lucky, there might be a pocket park near where you live, but it’s unusual to find places in a city that are relatively wild.
分析：本句为并列复合句，由but连接两个分句，前一个分句中，If引导条件状语从句，where引导宾语从句，作为near的宾语；后一个分句中，it是形式主语，真正的主语是不定式短语to find places in a city，that引导定语从句，修饰places。
句意：如果你幸运的话，住所附近可能有袖珍公园(口袋公园)，但城市里要找到相对原始的地方很不容易。
5. (2023年新课标Ⅱ卷阅读D篇) They surveyed several hundred park-goers, asking them to submit a written summary online of a meaningful interaction they had with nature in the park.
分析：本句主干是They surveyed several hundred park-goers；asking them ...作伴随状语，状语中包含省略了关系代词的定语从句they had with nature in the park，修饰先行词interaction。
句意：他们调查了数百名游园者，要求他们在线提交一份书面总结，描述他们在公园里与大自然互动的有意义的经历。
6. (2023年新课标Ⅱ卷阅读D篇) Naming each nature experience creates a usable language, which helps people recognize and take part in the activities that are most satisfying and meaningful to them.
分析：本句主干是Naming each nature experience creates a usable language；which引导定语从句，修饰先行词language，该定语从句中又包含另一个由that引导的定语从句，修饰先行词activities。
句意：给各项自然体验命名创造了一种便于使用的语言，有助于人们识别并参与那些令他们满足且对他们有意义的活动。
7. (2023年新课标Ⅱ卷完形填空) George, the husband, was trying to be calm, but I could tell this was hard for him, having to leave his dog to a stranger and trust that everything would work out.
分析：本句为并列复合句，由but连接两个分句，having to leave...work out为现在分词作状语，that引导宾语从句。
句意：丈夫乔治努力平复心情，但我看得出来对他并不容易，因为他不得不把爱狗交到一个陌生人手里，还得相信后面一切都会顺利。
8. (2023年新课标Ⅱ卷语法填空) They talk to the flood of international tourists and to visiting Chinese zookeepers who often come to check on the pandas, which are on loan from China.
分析：本句主句为They talk to the flood of international tourists and to visiting Chinese zookeepers，who引导定语从句，修饰zookeepers；which引导非限制性定语从句，修饰pandas。
句意：他们(熊猫饲养员)与大量的国际游客交流，这些动物饲养员经常会来园查看从中国租来的熊猫的状况。


2023年全国甲卷
1. (2023年全国甲卷阅读B篇) With millions of people likely to take on DIY projects over the coming weeks, new research shows that more than half of people are planning to make the most of the long, warm summer days to get jobs done.
分析：本句中，“With+宾语+宾补(形容词短语)”引导伴随状语，表示伴随背景或原因；that引导宾语从句，to get jobs done是目的状语。
句意：随着数百万人可能在接下来的几周内开始DIY项目，新研究表明，超过一半的人打算充分利用漫长而温暖的夏日来完成这些工作。
2. (2023年全国甲卷阅读C篇) Weiner starts each chapter with a scene on a train ride between cities and then frames each philosopher’s work in the context of one thing they can help us do better.
分析：本句中动词starts和frames为并列谓语，they can help us do better为省略了关系代词的定语从句，修饰先行词one thing。
句意：Weiner书中每个章节都开始于一个城市间的火车旅行场景，然后将每位哲学家的思想框架置于他们能帮助我们更好完成的一件事情的背景之中。
3. (2023年全国甲卷阅读C篇) Weiner enters into conversation with some of the most important philosophers in history, and he becomes part of that crowd in the process by decoding(解读) their messages and adding his own interpretation.
分析：本句为并列复合句，由and连接两个分句，by decoding their messages and adding his own interpretation为方式状语。
句意：通过与历史上一些最重要的哲学家展开对话，并在这一过程中通过解读他们的思想、融入自己的阐释，Weiner最终成为了这群思想巨擘中的一员。
4. (2023年全国甲卷阅读C篇) The Socrates Express is a fun, sharp book that draws readers in with its apparent simplicity and gradually pulls them in deeper thoughts on desire, loneliness, and aging.
分析：本句主干为The Socrates Express is a book。fun和sharp是两个并列的前置定语，that引导定语从句，修饰先行词book。定语从句中包含两个谓语：draws和pulls；on desire, loneliness, and aging是介词短语，修饰thoughts。
句意：《苏格拉底哲学特快车》是一本趣味无穷、观点鲜明的书，它凭借看似简单的内容吸引读者，并逐步引导他们深入思考欲望、孤独与衰老。
5. (2023年全国甲卷阅读D篇) Grizzly bears, which may grow to about 2.5m long and weigh over 400kg, occupy a conflicted corner of the American psyche—we revere(敬畏) them evenas they give us frightening dreams.
分析：本句为主从复合句，which引导非限制性定语从句，修饰Grizzly bears；破折号后为补充说明，even as引导让步状语从句。
句意：灰熊可能长到约2.5米，体重超过400公斤，它们占据了美国人心中一个矛盾的角落——即使它们给我们带来可怕的梦境，我们仍然敬畏它们。
6. (2023年全国甲卷阅读D篇) Ask the tourists from around the world that flood into Yellowstone National Park what they most hope to see, and their answer is often the same: a grizzly bear.
分析：句中that引导定语从句，修饰先行词tourists；what引导宾语从句，作ask的直接宾语。
句意：如果询问那些从世界各地涌入黄石国家公园的游客们最期待看到什么，他们的回答往往是一致的：灰熊。
7. (2023年全国甲卷阅读D篇) As grizzly bears expand their range into places where they haven’t been seen in a century or more, they’re increasingly being sighted by humans.
分析：本句为主从复合句，As引导时间状语从句，其中where引导定语从句，修饰places。
句意：随着灰熊的活动范围扩展到它们一个多世纪以来未曾出现过的地方，它们越来越多地被人类发现。
8. (2023年全国甲卷阅读D篇) Their recovery has been so successful that the U.S. Fish and Wildlife Service has twice attempted to de-list grizzlies, which would loosen legal protections and allow them to be hunted.
分析：句中so ...that为引导结果状语从句，which引导非限制性定语从句，指代逗号前面提到的内容，即U.S. Fish and Wildlife Service has twice attempted to delist grizzlies。
句意：它们(灰熊的数量)的恢复如此成功，以至于美国鱼类和野生动物保护协会曾两次想将灰熊从濒危物种名录中取消，这将放宽法律保护并允许捕猎。
9. (2023年全国甲卷阅读D篇) “Our hope is to have a clean, attractant-free place where bears can pass through without learning bad habits,” says James Jonkel, longtime biologist who manages bears in and around Missoula.
分析：本句中where引导定语从句，修饰place；who引导定语从句，修饰James Jonkel。
句意：“我们希望为灰熊提供一个干净、没有诱引物的地方，这样灰熊就会径直走开，不会养成坏习惯，”长期管理密苏拉及周边地区熊的生物学家James Jonkel说道。
10. (2023年全国甲卷阅读七选五) So many of us have the belief that being comfortable is the only state we will tolerate, and when we experience something outside of our comfort zone, we get impatient about the circumstances.
分析：本句为并列复合句，由and连接两个分句，前一个分句中，that引导同位语从句，解释belief，we will tolerate为省略了关系代词的定语从句，修饰state；后一个分句中，when引导时间状语从句。
句意：我们许多人认为舒适是唯一能接受的状态，当我们遇到舒适区之外的事物时，会对环境感到不耐烦。
11. (2023年全国甲卷完形填空) But when we looked at the tomatoes, we were worried because they were so misshapen: not at all like the nice, round, shiny things you get in a supermarket.
分析：本句为主从复合句，when引导时间状语从句，because引导原因状语从句，冒号后为补充说明，you get in a supermarket为定语从句，修饰things。
句意：但当我们看到这些西红柿时，我们很担心，因为它们形状怪异：完全不似在超市里买到的那些圆润鲜亮的西红柿。
12. (2023年全国甲卷完形填空) What we discovered is that it’s unwise to judge what you eat only by its appearance.
分析：本句为主从复合句，第一个What引导主语从句，that引导表语从句，第二个what引导宾语从句，作judge的宾语。
句意：我们发现，仅凭外观来判断你吃的东西是不明智的。



2023年全国乙卷
1. (2023年全国乙卷阅读B篇) Although landscapes in the Midwest tend to be quite similar, either farm fields or highways, sometimes I find distinctive character in the hills or lakes.
分析：Although引导让步状语从句，句中的either...or...结构作landscapes的同位语。
句意：尽管中西部的景观往往非常相似，要么是农田，要么是公路，但我有时会在山丘或湖泊中发现独特的风貌。
2. (2023年全国乙卷阅读B篇) I often leave early to seek the right destinations so I can set up early to avoid missing the moment I am attempting to photograph.
分析：本句为主从复合句，主句为I often leave early to seek the right destinations，so引导目的状语从句，I am attempting to photograph为定语从句，修饰moment。
句意：我经常早早出发去寻找恰当的摄影地，以便能够提前做好准备，避免错过我想要拍摄时机。
3. (2023年全国乙卷阅读B篇) Still, looking back on the photos, they are some of my best shots though they could have been so much better if I would have been prepared and managed my time wisely.
分析：looking back on the photos为现在分词短语作状语，though引导让步状语从句，从句中包含了if引导的虚拟条件句，表示对过去情况的虚拟。
句意：尽管如此，回顾这些照片，它们仍是我拍得最好的一些照片，虽然说如果做好更充分的准备和更好地安排时间的话，或许能够拍出更好的照片。
4. (2023年全国乙卷阅读C篇) Even though Britain has a reputation for less-than-impressive cuisine, it is producing more top class chefs who appear frequently on our television screens and whose recipe books frequently top the best seller lists.
分析：本句含有由even though引导的让步状语从句，主句中包含了两个定语从句，第一个由who引导，修饰先行词top class chefs；第二个由whose引导，修饰先行词recipe books。
句意：尽管英国的烹饪因平庸而声名不显，但它正培养出更多的顶级大厨，这些大厨频繁出现在电视上，他们的烹饪书籍也频繁登上畅销书榜。
5. (2023年全国乙卷阅读D篇) If you want to tell the history of the whole world, a history that does not privilege one part of humanity, you cannot do it through texts alone, because only some of the world has ever had texts, while most of the world, for most of the time, has not.
分析：本句中，if引导条件状语从句，a history为同位语，其后被关系代词that引导的定语从句修饰，主句为you cannot do it through texts alone；because引导原因状语从句，原因状语从句中还包含一个while引导的表转折的并列句。
句意：如果你想讲述全球的历史，一段不偏袒任何人类某一部分的历史，仅仅通过文字记载是不够的，因为世界上只有部分地区曾经存在文字，而大多数地区在大部分时期没有文字。
6. (2023年全国乙卷阅读D篇) The Caribbean Taino, the Australian Aboriginals, the African people of Benin and the Incas, all of whom appear in this book, can speak to us now of their past achievements most powerfully through the objects they made: a history told through things gives them back a voice.
分析：句子的主干是The Caribbean Taino, the Australian Aboriginals, the African people of Benin and the Incas can speak of their past achievements。句中的all of whom appear in this book是非限制性定语从句，whom指代先行词；they made是省略了关系代词的定语从句，修饰先行词objects；told through things为过去分词短语作后置定语，修饰history。
句意：加勒比泰诺人、澳大利亚土著人、非洲贝宁人以及印加人，这些本书提及的种族，现今通过他们制造的物品，能够最有力地向我们讲述他们过去的成就：通过物品讲述的历史赋予了他们发言的机会。
7. (2023年全国乙卷阅读七选五) Not only do they look beautiful, but studies have shown that they can promote people’s wellbeing by improving their mood (心情), reducing stress and helping their memory.
分析：本句为not only...but (also)连接的并列句，not only位于句首时，分句采用部分倒装结构。that引导宾语从句，by improving...为方式状语。
句意：它们不仅外观美丽，而且研究表明，它们能通过改善情绪、减缓压力和增强记忆来提升人们的幸福感。
8. (2023年全国乙卷阅读七选五) Younger plants are often cheaper than fully grown ones, and you get to care for them as they mature — which is part of the joy of owning plants.
分析：本句为并列复合句，由and连接两个分句，as引导时间状语从句，which引导非限制性定语从句，修饰整个主句。
句意：植物幼苗通常比成熟的植物便宜，而且你可以在它们成熟的过程中照顾它们——这是拥有植物的乐趣之一。
9. (2023年全国乙卷完形填空) As it turned out, Douglas did exactly what she needed to do to become Olympic champion when she defeated two Russians.
分析：As引导定语从句；what引导宾语从句；when引导时间状语从句。
句意：训练结果是，Douglas毫不差地做到了成为一名奥运会冠军所要做到的一切，这点在她击败两位俄罗斯运动员后就证实了。
10. (2023年全国乙卷完形填空) Not so long ago, Martha Karolyi, the coordinator of the women’s national team, did not think Douglas had what it took to be an Olympian.
分析：the coordinator of the women’s national team是Martha Karolyi的同位语；think后跟省略that的宾语从句；what引导第二层宾语从句，作had的宾语。
句意：不久前，女子国家队的联络员Martha Karolyi还觉得Douglas并不具备奥林匹克运动员的资质。
11. (2023年全国乙卷语法填空) But for all its ancient buildings, Beijing is also a place that welcomes the fast-paced development of modern life, with 21st-century architectural wonders standing side by side with historical buildings of the past.
分析：本句中，that引导定语从句，修饰place；“with+宾语+现在分词(宾补)”引导伴随状语。
句意：北京城遍布古建筑，同时北京又是一座拥抱现代生活飞速发展的地方，二十一世纪建筑杰作与历史古建筑交相辉映。
12. (2023年全国乙卷语法填空) The remarkable development of this city, which is consciously designed to protect the past while stepping into the modern world, means there is always something new to discover here, and I could be photographing Beijing for the next 50 years.
分析：本句中，which引导非限制性定语从句，修饰development，while stepping...为现在分词短语作伴随状语； means后接省略that的宾语从句there is always something new to discover here；and连接并列分句。
句意：这座城市的飞速发展是有意识地设计来保护好历史传统的同时迈向现代世界，这意味着在这里总会有值得发掘的惊喜出现，未来五十年我摄影的内容就是北京城。


2023年1月浙江卷
1. (2023年1月浙江卷阅读A篇) All camp sessions are created with age-appropriate activities that are tailored to the multiple ways that kids learn.
分析：本句为主从复合句，主句为All camp sessions are created with age-appropriate activities，第一个that引导定语从句，修饰activities，第二个that引导定语从句，修饰ways。
句意：所有夏令营课程均采用适龄活动设计，并根据孩子们不同的学习方式量身打造。
2. (2023年1月浙江卷阅读B篇) I experienced this when I started switching to a zero waste lifestyle five years ago, as I was living with my parents, and I continue to experience this with my husband, as he is not completely zero waste like me.
句意：五年前我开始尝试零废弃生活方式时，因为当时和父母同住，我遭遇不理解；如今我和丈夫一起生活依然遭遇不理解，因为我的丈夫并不是和我一样零废弃生活方式的人。
3. (2023年1月浙江卷阅读B篇) I’ve learned a few things along the way though, which I hope you’ll find encouraging if you’re doing your best to figure out how you can make the change in a not-always-supportive household.
分析：本句为主从复合句，which引导非限制性定语从句，修饰things，if引导条件状语从句；how引导宾语从句，作figure out的宾语。
句意：不过，我在此过程中总结出一些经验，如果你正在努力弄清楚如何在一个并不总是支持的家庭中作出改变，希望这些心得能为你增添几分勇气。
4. (2023年1月浙江卷阅读B篇) As you make your lifestyle changes, you may find yourself wanting to speak up for yourself if others comment on what you’re doing, which can turn itself into a whole household debate.
句意：当你开始改变生活方式时，如果别人对你正在做的事情评头论足，你可能会想为自己辩护，这可能会升级为全家参与的辩论。
5. (2023年1月浙江卷阅读C篇) What Hammond is referring to is the question of meaning, and meaning is central to what distinguishes the least intelligent of humans from the most intelligent of machines.
分析：本句含有两个what引导的从句，第一个what引导主语从句；第二个what引导宾语从句，作介词to的宾语。
句意：Hammond所指的是正是意义问题，而意义是区分最不聪明的人类与最聪明的机器的核心所在。
6. (2023年1月浙江卷阅读C篇) And that’s why, however astonishing Project Debater may seem, the tradition that began with Socrates and Confucius will not end with artificial intelligence.
分析：本句为主从复合句，why引导表语从句，however引导让步状语从句，that引导定语从句，修饰tradition。
句意：这就是为什么，纵使Project Debater令人惊叹不已，但始于苏格拉底与孔子的思想传统，绝不会终结于人工智能时代。
7. (2023年1月浙江卷阅读D篇) InSPIRE is investigating practical approaches to “low-impact” solar development, which focuses on establishing and operating solar farms in a way that is kinder to the land.
分析：本句中，which引导非限制性定语从句，修饰approaches，定语从句中包含一个由that引导的定语从句，修饰way。
句意：InSPIRE项目正在探索“低影响”太阳能开发的可行方案，其核心理念是通过更友善对待土地的方式建设与运营太阳能农场。



2022年新高考I卷
1. (2022年新高考I卷阅读A篇) Class activities will vary from day to day, but students must be ready to complete short in-class writings or tests drawn directly from assigned readings or notes from the previous class’ lecture/discussion, so it is important to take careful notes during class.
分析：本句中，but引导两个并列分句，drawn directly from... lecture/discussion为过去分词短语作后置定语，修饰writings or tests；so引导结果状语从句。
句意：课堂活动每天会有所不同，但学生必须做好准备完成简短的课堂写作或测试，这些内容直接来源于指定的阅读材料或上节课的讲座/讨论笔记。因此，课堂上认真记笔记非常重要。
2. (2022年新高考I卷阅读A篇) An essay not submitted in class on the due date will lose a letter grade for each class period it is late.
分析：not submitted in class为过去分词短语作后置定语，修饰essay；it is late为省略关系词when的定语从句，修饰先行词each class period。
句意：凡未能在截止日期上课时提交课程论文，每迟交一节课成绩会降一个等级。
3. (2022年新高考I卷阅读B篇) It’s jaw-dropping how much perfectly good food is thrown away—from “ugly”(but quite eatable) vegetables rejected by grocers to large amounts of uneaten dishes thrown into restaurant garbage cans.
分析：本句中，It为形式主语，真正的主语是how引导的从句；破折号后的内容是对前文内容的进一步解释，其中，rejected by grocers和thrown into restaurant garbage cans作后置定语，分别修饰“ugly” vegetables和uneaten dishes。
句意：令人瞠目结舌的是，数量如此庞大的完好食物竟被丢弃——从因“卖相不佳”（但仍可食用）遭零售商拒收的蔬菜，到被成堆倒入餐馆垃圾桶的未动过的菜肴。
4. (2022年新高考I卷阅读B篇) If food waste were a country, it would be the third largest producer of greenhouse gases in the world.
分析：本句为if引导的虚拟条件句，表示与现在事实相反的情况。
句意：如果食物浪费是一个国家，那么它将是世界上第三大温室气体排放国。
5. (2022年新高考I卷阅读C篇) I used to keep hens when I was younger and had to prepare their breakfast each morning before I went to school.
分析：本句包含一个由when引导的时间状语从句和一个before引导的时间状语从句。
句意：我小的时候养过母鸡，每天上学前都要给母鸡准备早餐。
6. (2022年新高考I卷阅读D篇) A ground-breaking, five-year study shows that diet-related changes in human bite led to new speech sounds that are now found in half the world’s languages.
句意：一项历时五年的开创性研究表明，与饮食相关的人类咬合方式变化导致了新语音的产生，这些语音如今已存在于全球半数语言中。
7. (2022年新高考I卷阅读D篇) More than 30 years ago, the scholar Charles Hockett noted that speech sounds called labiodentals, such as “f” and “v”, were more common in the languages of societies that ate softer foods.
句意：30多年前，学者查尔斯·霍克特指出：称为唇齿音的语音，如“f”和“v”，主要常见于吃较软食物的语言社会圈中。
8. (2022年新高考I卷阅读D篇) They discovered that the upper and lower front teeth of ancient human adults were aligned, making it hard to produce labiodentals, which are formed by touching the lower lip to the upper teeth.
句意：他们发现古人类成年人的上下门牙是对齐的，而唇齿音要求下唇碰到上齿才能发出，所以发唇齿音对他们来说有困难。
9. (2022年新高考I卷阅读D篇) Analyses of a language database also confirmed that there was a global change in the sound of world languages after the Neolithic age, with the use of “f” and “v” increasing remarkably during the last few thousand years.
分析：本句中，that引导宾语从句，with the use of “f” and “v” increasing为“with+宾语+现在分词(宾补)”复合结构作状语。
句意：对语言数据库的分析还证实，新石器时代之后语音也发生了全球性变化，在过去几千年里，“f”和“v”的使用显著增加。
10. (2022年新高考I卷阅读D篇) This research overturns the popular view that all human speech sounds were present when human beings evolved (进化) around 300,000 years ago.
分析：本句中，that引导同位语从句，在该同位语从句中还包含一个when引导的时间状语从句。
句意：该研究推翻了关于人类语音在三十万年前人类进