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英語四級(jí)真題閱讀的難句分析
在平平淡淡的學(xué)習(xí)、工作、生活中，大家都接觸過比較經(jīng)典的句子吧，句子可分為單句和復(fù)句，單句又可分為主謂句和非主謂句。你知道什么樣的句子才能稱之為經(jīng)典嗎？下面是小編幫大家整理的英語四級(jí)真題閱讀的難句分析，希望對(duì)大家有所幫助。
英語四級(jí)真題閱讀的難句分析 1
1. We need to train our-selves to think differently, shift our mindsets and realize that diversity opens doors for all of us, creating opportunities in organizations and communities that benefit everyone.
【閱讀】我們必須訓(xùn)練自己換一種思考方式，改變自己的思維定勢(shì)，并且意識(shí)到多元化的大門向我們每一個(gè)人敞開，這樣就能創(chuàng)造機(jī)會(huì)，使組織和社區(qū)中的每一個(gè)人都受益。
【析句】復(fù)合句。主干為We need to。to后帶了三個(gè)并列的不定式，分別是train ourselves to think，shift our mindsets和realize，而that引導(dǎo)的賓語從句that diversity opensus則作realize的'賓語。creatingcommunities為現(xiàn)在分詞作伴隨狀語，該狀語中又包括一個(gè)由that引導(dǎo)的定語從句that benefit everyone，修飾的是opportunities。
2. It was a lovely day at the park and Stella Bianchi was enjoying the sunshine with her two children when a young boy, aged about four, approached her two-year-old son and pushed him to the ground.
【譯文】那天天氣很好，斯黛拉和她的兩個(gè)孩子在公園里曬太陽。這時(shí)，一個(gè)大約四歲的小男孩走近她兩歲的兒子，把后者推到在地。
英語四級(jí)真題閱讀的難句分析 2
英語和漢語中的定語有很大的不同。漢語中定語只能前置，而英語中定語既可前置也可后置。兩者的不同，不僅表現(xiàn)在結(jié)構(gòu)上，也表現(xiàn)在意義上。英語中的定語從句有時(shí)從原因、結(jié)果、目的或條件等方面對(duì)中心詞加以限定。因此，在對(duì)語法結(jié)構(gòu)、上下文邏輯關(guān)系深刻理解的前提下，為了更明確地表明這種邏輯關(guān)系，可以將定語從句翻譯成相應(yīng)的狀語從句。同時(shí)值得注意的是，定語從句與中心詞之間常有分割成分，而該分割成分中與定語從句緊挨著的名詞，常常會(huì)被誤認(rèn)為定語從句的中心詞。
因此，遇到這種結(jié)構(gòu)，一定要根據(jù)上下文和常識(shí)進(jìn)行判斷。翻譯定語從句時(shí)可采用提前譯、順序譯、分譯或轉(zhuǎn)譯等多種方法。
1. As far as the third factor is concerned,the history of science shows many instances in which the force of authority has operated in such a manner as to build up an exceedingly powerfulresistanceto further investigation;in some cases centurieselapsedbefore this resistance was eventually broken down,as happened incosmology,for example.
第一層：As far as the third factor is concerned ,狀語從句1 the history 主 of science 定 shows 謂 many 定 instances 賓 in which the force of authority has operated in such a manner as to build up an exceedingly power- 定語從句 ful resistance to further investigation ; in some cases 狀 centuries 主 elapsed 謂 before this resistance was eventually broken down,as 狀語從句2 happened in cosmology,for example.
第二層： （狀語從句1） As far as 引 the third factor 主語 is 系 concerned 表語（定語從句） in which 引 the force 主 of authority 定 has operated 謂 in such a manner as to build up an exceedingly powerful re- 狀 sistance to further investigation（狀語從句2） before 引 this resistance 主 was 系 eventually 狀 broken down, 表 as happened in cosmology，for example 定語從句
第三層： （定語從句） as 引 happened 謂 in cosmology,狀 for example. 插入語
要點(diǎn)本句由兩個(gè)分句構(gòu)成，以分號(hào)連接。第一個(gè)分句的主干為the history of science shows many instances，in which引導(dǎo)的定語從句修飾instances，such ……as ……表結(jié)果，后接不定式；在第二個(gè)分句中，before 引出時(shí)間狀語從句：before this resistance was eventually broken down；代詞as在此是關(guān)系代詞，引出定語從句：as happened in cosmology。resistance：抵抗（力）；阻力。cosmology：宇宙論，宇宙哲學(xué)。
譯文至于第三個(gè)因素，科學(xué)史中有許多事例表明，權(quán)威的力量起到這樣一種作用：它給進(jìn)一步的研究設(shè)置了一道極其牢固的障礙；在許多情況下，要花上幾個(gè)世紀(jì)的時(shí)間才能最終打破這道障礙。例如，在宇宙學(xué)中就發(fā)生過這樣的事。
2. Behaviorists suggest that the child who is raised in an environment where there are manystimuliwhich develop his or her capacity for appropriate responses will experience greater intellectual development.
第一層： Behaviorists 主 suggest 謂 that the child who is raised in an environment where there are many stimuli which develop his 賓語從句 or her capacity for appropriate responses will experience greater intellectual development.
第二層：（賓語從句） that 引 the child 主 who is raised in an environment where there are many stimuli which develop his or her capacity 定語從句for appropriate responses will experience 謂 greater intellectual 定 development. 賓
第三層：（定語從句） who 引 is raised 謂 in an environment 狀 where there are many stimuli which develop his or her capacity for 定語從句appropriate responses
第四層：（定語從句） where 引 there 引 are 系 many 定 stimuli 主 which develop his or her capacity for appropriate responses 定語從句
第五層：（定語從句） which 引 develop 謂 his or her 定 capacity 賓 for appropriate 定 responses
要點(diǎn)根據(jù)上下文的邏輯關(guān)系可以看出，本句中suggest的詞義不是propose,而是bring an idea into the mind,所以翻譯為…的看法是。who引導(dǎo)的定語從句修飾child，根據(jù)上下文的語義關(guān)系，翻譯成條件句；where引導(dǎo)的定語從句修飾 environment,用合譯法譯出；which引導(dǎo)的從句修飾stimuli,用分譯法進(jìn)行翻譯。appropriate：適合的，相稱的。
譯文行為主義者的看法是，如果一個(gè)兒童在有許多刺激因素的環(huán)境里長大，而這些刺激因素能夠開發(fā)其相應(yīng)的反映能力，那么這個(gè)兒童將會(huì)有更好的智力發(fā)展。
3. I suggest transforming our social system from a bureaucratically managedindustrialismin whichmaximalproduction and consumption are ends in themselves into ahumanistindustrialism in which man and full development of his potentialities - those of love and of reason - are the aims of all social arrangements.
要點(diǎn)本句為含有兩個(gè)定語從句的主從復(fù)合句。主句的謂語動(dòng)詞suggest可接動(dòng)名詞作賓語。而賓語中的transform一詞常用在transform sth. from …… into……結(jié)構(gòu)中，譯為“把…從…轉(zhuǎn)變?yōu)椤薄＞渲袃蓚�(gè)in which分別修飾其先行詞industrialism，翻譯時(shí)宜采用前置法。兩個(gè)破折號(hào)之間的those of love and of reason為potentialities一詞的同位語。
譯文我建議把我們的社會(huì)制度從以最大限度的生產(chǎn)和最大限度的消費(fèi)為目的的管理下的'產(chǎn)業(yè)體制轉(zhuǎn)變?yōu)橐粋�(gè)充分發(fā)揮人的潛能——即愛和理智的潛能——為其全部社會(huì)工作之目的的人道主義產(chǎn)業(yè)體制。
4. President Kennedy wanted people who raised questions,who criticized,on whose judgment he could rely, who presented an intelligent point of view,regardless of theirrankor viewpoint.
要點(diǎn)本句中who……，who……，on whose……，who……四個(gè)定語從句并列，共同修飾中心詞people。
譯文肯尼迪總統(tǒng)需要提問題的人、能提批評(píng)意見的人、做出可靠判斷的人以及能提出明智看法的人，而不問他們的級(jí)別和觀點(diǎn)。
5. In the soap war between Proctor and Gamble and Unilever,tremendoususe is made of statistics to measure the dynamic difference in market resulting from theproportionalallocation to advertising, which constitutes such a large part of their production costs before selling, so that they regard their production costs as production plus advertising costs.
要點(diǎn)此句結(jié)構(gòu)比較復(fù)雜，但主句很簡單，主語為use，謂語為is made.主句正常語序?yàn)閠remendous use of statistics is made to……， to measure……作目的狀語，resulting from……為現(xiàn)在分詞短語作difference的后置定語。which引導(dǎo)一個(gè)非限制性定語從句，修飾allocation to advertising.so that引導(dǎo)一個(gè)結(jié)果狀語從句。plus為介詞，意為“加上”。soap war 為“肥皂廣告大戰(zhàn)”。
譯文在Proctor and Gamble和 Unilever兩家企業(yè)之間的“肥皂大戰(zhàn)”中，雙方就大量使用了統(tǒng)計(jì)學(xué)知識(shí)來測(cè)量由相應(yīng)的廣告投入所引起的市場(chǎng)上的動(dòng)態(tài)差異，這一項(xiàng)在前的生產(chǎn)成本中占較大部分，所以他們把生產(chǎn)成本看作是生產(chǎn)費(fèi)用與廣告費(fèi)用之和。
英語四級(jí)真題閱讀的難句分析 3
【難句】1. Adding a Bluetooth chip to a phone now costs very little around $2, down from $20 in 2001 but allows the manufacturer to increase the price of the handset by far more, and opens up a new market for high-margin accessories.
【結(jié)構(gòu)分析】 本句是典型的破折號(hào)分隔。首先以連詞為切入點(diǎn)，得到Adding a Bluetooth chip to a phone now costs but allows , and opens up ，介詞短語around $2, down from $20 in 2001充當(dāng)?shù)姆指舫煞肿魃衔腸osts very little的具體解釋說明，分隔了前兩個(gè)并列的謂語。
【參考譯文】 在手機(jī)里添加一個(gè)藍(lán)牙芯片的成本很低 從2001年時(shí)的20美元下降到2美元左右 但是可以允許制造者提高遠(yuǎn)遠(yuǎn)高出這個(gè)的價(jià)格，并且打開了一個(gè)高利潤附件的市場(chǎng)。
【難句】2. It was refreshing, across the age groups of the children I met, to see how quickly they grasped the whole idea of human rights and how, with a little bit of prompting from their teachers and me, they saw how relevant they were to their daily lives.
【結(jié)構(gòu)分析】 本句使用了兩處分隔，均由逗號(hào)表現(xiàn)。第一處分隔across the age groups of the children I met,分隔了主系表結(jié)構(gòu)的'一種特殊形式，即形容詞+to do作表語。去掉分隔部分，我們得到It was refreshing to see how quickly they grasped the whole idea of human rights and how, with a little bit of prompting from their teachers and me, they saw how relevant they were to their daily lives。這里我們注意到see后面的賓語由兩個(gè)how引導(dǎo)的從句充當(dāng)：how quickly they grasped the whole idea of human rights and how 清晰看到第二處分隔為介賓短語with a little bit of prompting from their teachers and me作的伴隨狀語。去掉分隔，得到It was refreshing to see how quickly they grasped the whole idea of human rights and how they saw how relevant they were to their daily lives，即由and并列的兩個(gè)how引導(dǎo)的賓語從句。在第二個(gè)從句中，謂語say后仍然是由how引導(dǎo)的名詞性從句how relevant they were to their daily lives充當(dāng)賓語。在翻譯時(shí)，我們可將兩個(gè)分隔部分所作的狀語提前。
【參考譯文】 在我所見到的同年齡段的孩子們中，在我和他們的老師只給了一點(diǎn)兒提示的情況下，見證他們?nèi)绾慰焖俚仡I(lǐng)會(huì)人權(quán)的整體觀念，如何認(rèn)識(shí)到人權(quán)與他們的生活密切相關(guān)，這一點(diǎn)是非常讓人興奮的。
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