找出下列句子的主要成分

找出下列句子的主要成分（主谓宾） 找出下列句子的主要成分（主谓宾） 一 1.​ I hurried to the ticket office. 2.​ I'm sorry. 3.​ You must give up fishing. 4.​ But they don't realize one important thing. 5.​ She lives in Nigeria. 6.​ We are now living in a beautiful new house in the country. 7.​ In my letter, I told her that she could stay with us. 8.​ The house has many large rooms. 9.​ There is a lovely garden. 10.​ Work on it had begun before my sister left. 11. When John Milton, writer of “Paradise Lost”, entered Cambridge University, in 1625, he was already skilled in Latin after seven years of studying it as his second language at St. Paul’s School, London. 12. Like all English boys who prepared for college in grammar schools, he had learned not only to read Latin but also to speak and write it smoothly and correctly. 13. His pronunciation of Latin was English, however, and seemed to have sounded strange to his friends when he later visited Italy. 　　14. Schoolboys gained their skill in Latin in a bitter way. 15. They kept in mind the rules to make learning by heart easier. 16. They first made a word -for -word translation and then an idiomatic translation into English. 17. As they increased their skill, they translated their English back into Latin without referring to the book and then compared their translation with the original. The schoolmaster was always at hand to encourage them. 18. All schoolmasters believed Latin should be beaten in. 　 19. After several years of study, the boys began to write compositions in imitation of the Latin writers they read. 20. And as they began to read Latin poems, they began to write poems in Latin. 21. Because Milton was already a poet at ten, his poems were much better than those painfully put together by the other boys. 22.During the seven years Milton spent at university, he made regular use of his command of Latin. He wrote some excellent Latin poems, which he published among his works in 1645. 23. There are two factors which determine an individual’s intelligence. 24. The first is the sort of brain he is born with. 25. Human brains differ considerably, some being more capable than others. 26. But no matter how good a brain he has to begin with, an individual will have a low order of intelligence unless he has opportunities to learn. 27. So that second factor is what happens to the individual - the sort of environment in which he is reared. 28. If an individual is handicapped environmentally, it is likely that his brain will fail to develop and he will never attain the level of intelligence of which he is capable. 29. The importance of environment in determining an individual’s intelligence can be demonstrated by the case history of the identical twins, Peter and Mark. 30. Being identical, the twins had identical brains at birth, and their growth processes were the same. 31. When the twins were three months old, their parents died, and they were placed in separate foster homes. 32. Peter was reared by parents of low intelligence in an isolated community with poor educational opportunities. 33. Mark was reared in the home of well-to-do parents who bad been to college. 34. He was read to as a child, sent to good schools, and given every opportunity to be stimulated intellectually. 35. This environmental difference continued until the twins were in their late teens, when they were given tests to measure their intelligence. 36. Mark's IQ was 125, twenty- five points higher than the average and fully forty points higher than his identical brother. 37. Given equal opportunities, the twins, having identical brains, would have tested at roughly the same level. 划分句子成分（所有的句子成分） 二 1.​ An electric razor that meets the European Union's safety standards must be approved by American testers before it can be sold in the United States, and an American-made dialysis machine needs the EU's okay before is hits the market in Europe. 2.​ The Americans would happily reach one accord on standards for medical devices and them hammer out different pacts covering, say, electronic goods and drug manufacturing. 3.​ The EU -- following fine continental traditions -- wants agreement on general principles, which could be applied to many types of products and perhaps extended to other countries. 4.​  5.​ When anyone opens a current account at a bank, he is lending the bank money, repayment of which he may demand at any time, either in cash or by drawing a cheque in favour of another person. 6.​ Primarily, the banker-customer relationship is that of debtor and creditor -- who is which depending on whether the customer's account is in credit or is overdrawn. 7.​ Many of these obligations can give in to problems and complications but a bank customer, unlike, say, a buyer of goods, cannot complain that the law is loaded against him. 8.​ When, for example, a customer first opens an account, he instructs the bank to debit his account only in respect of cheques draw by himself. 9.​ He gives the bank specimens of his signature, and there is a very firm rule that the bank has no right or authority to pay out a customer's money on a cheques on which its customer's signature has been forged. 10.​ For this reason there is no risk to the customer in the practice, adopted by banks, of printing the customer's name on his cheques. 11.​ But, in addition to that basically simple concept, the bank and its customer owe a large number of obligations to one another.