雅思剑桥真题长难句解析(题目)
关于狼的作文-领导祝酒词
1
分析句子并翻译成中文
一、
1. The
scent she carried in her samples and on her body
was a message to the other bees that this was the
one they
were looking for.（剑4, General
Training Test B section 3）
2.
Soon he would also discover a number of other
remarkable facts about how bees communicate and,
in doing so,
revolutionize the study of animal
behavior generally.（剑4, General Training Test B
section 3）
3. There had, of
course, been dictionaries in the past, the first
of these being a little book of some 120 pages,
compiled by a certain Robert Cawdray,
published in 1604 under the title A Table
Alphabeticall ‗of hard usual
English
words'.（剑5, Test 1 passage 1）
4. It is highly appropriate that Dr Samuel
Johnson, the very model of an eighteenth-century
literary man, as famous
in his own time as in
ours, should have published his Dictionary at the
very beginning of the heyday of the middle
class.（剑5, Test 1 passage 1）
5. His approach to the problems that had
worried writers throughout the late seventeenth
and early eighteenth
centuries was intensely
practical.（剑5, Test 1 passage 1）
6. He was to be paid ￡1,575 in installments,
and from this he took money to rent 17 Gough
Square, in which he
set up his ‗dictionary
workshop'.（剑5, Test 1 passage 1）
7. James
Boswell, his biographer, described the garret
where Johnson worked as ‗fitted up like a counting
house'
with a long desk running down the
middle at which the copying clerks would work
standing up.（剑5, Test 1
passage 1）
8. He was also helped by six assistants,
two of whom died whilst the dictionary was still
in preparation.（剑5, Test
1 passage 1）
9. The fact that Johnson had
taken on the Academies of Europe and matched them
(everyone knew that forty
2
French academics had taken forty years to
produce the first French national dictionary) was
cause for much English
celebration.（剑5, Test 1
passage 1）
10. A few years ago,
in one of the most fascinating and disturbing
experiments in behavioural psychology, Stanley
Milgram of Yale University tested 40 subjects
from all walks of life for their willingness to
obey instructions given
by a ‗leader' in a
situation in which the subjects night feel a
personal distaste for the actions they were called
upon
to perform.（剑5, Test 1 passage 2）
11. Milgram told each volunteer ‗teacher-
subject' that the experiment was in the noble
cause of education, and was
designed to test
whether or not punishing pupils for their mistakes
would have a positive effect on the pupil's
ability
to learn.（剑5, Test 1 passage 2）
二、
1. The teacher-subject was
told that whenever the pupil gave the wrong answer
to a question, a shock was to be
administered,
beginning at the lowest level and increasing in
severity with each successive wrong answer.（剑5,
Test 1 passage 2）
2.
Milgram told the teacher-subject to ignore the
reactions of the pupil, and to administer whatever
level of shock
was called for, as per the rule
governing the experimental situation of the
moment.（剑5, Test 1 passage 2）
3. As the experiment unfolded, the pupil would
definitely give the wrong answers to questions
posed by the teacher,
thereby bringing on
various electrical punishments, even up to the
danger level of 300 volts and beyond.（剑5, Test
1 passage 2）
4. In
these situations, Milgram calmly explained that
the teacher-subject was to ignore the pupil's
cries for mercy
and carry on the
experiment.（剑5, Test 1 passage 2）
5. If the subject was still
reluctant to proceed, Milgram said that it was
important for the sake of the experiment that
the procedure be followed through to the
end.（剑5, Test 1 passage 2）
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6. What
Milgram was trying to discover was the number of
teacher-subjects who would be willing to
administer the
highest levels of shock, even
in the face of strong personal and moral revulsion
against the rules and conditions of
the
experiment.（剑5, Test 1 passage 2）
7. Prior to carrying out the experiment,
Milgram explained his idea to a group of 39
psychiatrists and asked them to
predict the
average percentage of people in an ordinary
population who would be willing to administer the
highest
shock level of 450 volts.（剑5, Test 1
passage 2）
8. The
overwhelming consensus was that virtually all the
teacher-subjects would refuse to obey the
experimenter.
（剑5, Test 1 passage 2）
9. The psychiatrists felt that
‗most subjects would go beyond 150 volts' and they
further anticipated that only four
percent
would go up to 300 volts.（剑5, Test 1 passage 2）
10. How can we
possibly account for this vast discrepancy between
what calm, rational, knowledgeable people
predict in the comfort of their study and what
pressured, flustered, but cooperative ‗teachers'
actually do in the
laboratory of real
life?（剑5, Test 1 passage 2）
11. One's first inclination might be to
argue that there must be some sort of built-in
animal aggression instinct that
was activated
by the experiment, and that Milgram's teacher-
subjects were just following a genetic need to
discharge this pent-up primal urge onto the
pupil by administering the electrical shock.（剑5,
Test 1 passage 2）
4
1. The problem of how
health-care resources should be allocated or
apportioned, so that they are distributed in the
most just and efficient way, is not a new
one.（剑4, test4 passage 3）
2. What is new is that, from the 1950s
onwards, there have been certain general changes
in outlook about the
finitude of resources as
a whole and of health-care resources in
particular, as well as more specific changes
regarding the clientele of health-care
resources and the cost to the community of those
resources. （剑4, test4
passage 3）
3. Thus, in the 1950s and 1960s,
there emerged an awareness in Western societies
that resources for the
provision of fossil
fuel energy were finite and exhaustible and that
the capacity of nature or the environment to
sustain economic development and population
was also finite. （剑4, test4 passage 3）
4. Looking back, it now seems
quite incredible that in the national health
systems that emerged in many
countries in the
years immediately after the 1939-45 World War, it
was assumed without question that all the basic
health needs of any community could be
satisfied, at least in principle; the ‗invisible
hand‘ of economic progress
would provide. （剑4,
test4 passage 3）
5. Although the language of ‗rights‘ sometimes
leads to confusion, by the late 1970s it was
recognized in most
societies that people have
a right to health-care( though there has been
considerable resistance in the United States
to the idea that there is a formal right to
health-care). （剑4, test4 passage 3）
6. It is also accepted
that this right generates an obligation or duty
for the state to ensure that adequate
health-
care resources are provided out of the public
purse. （剑4, test4 passage 3）
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7. Just at the time when it
became obvious that health-care resources could
not possibly meet the demands
being made upon
them, people were demanding that their fundamental
right to health-care be satisfied by the state.
8. The second
set of more specific changes that have led to the
present concern about the distribution of
health-care resources stems from the dramatic
rise in health costs in most OECD countries,
accompanied by
large-scale demographic and
social changes which have meant, to take one
example, that elderly people are now
major
(and relatively very expensive) consumers of
health-care resources. （剑4, test4 passage 3）
9. Beginning as
something unusual in a handful of big cities—New
York, London, Paris and Berlin—the new
medium
quickly found its way across the world, attracting
larger and larger audiences wherever it was shown
and
replacing other forms of entertainment as
it did so. （剑4, General Training Test A passage 3）
1. These methods include
strength training that duplicates what they are
doing in their running events as well as
plyometrics, a technique pioneered in the
former Soviet Union. （剑4, test4 passage 1）
2. A biomechanic films
an athlete in action and then digitizes her
performance, recording the motion of every
joint and limb in three dimensions. （剑4, test4
passage 1）
3.
That understanding took the later analysis of
biomechanics specialists, who put their minds to
comprehending something that was too complex
and unorthodox ever to have been invented through
their own
mathematical simulations. （剑4, test4
passage 1）
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4. But it is also the painstaking task
of interpretation, so that we come to understand
what these things mean
for the human story.
（剑4, test4 passage 2）
分析：本句的主句为―But it is
also the painstaking task of interpretation‖；―so
that we come to understand
what these things
mean for the human story‖为so that引导的结果状语从句；―what
these things mean for the
human
story‖为what引导的宾语从句，做understand的宾语。
5.
Anthropologists also use the term ‗culture' in a
more restricted sense when they refer to the
‗culture' of a
particular society, meaning the
non-biological characteristics unique to that
society, which distinguish it from other
societies. （剑4, test4 passage 2）
分析：本句的主句为―Anthropologists also use the term
‗culture' in a more restricted sense‖，―when they
refer
to the ‗culture' of a particular
society‖为when引导的时间状语从句；―meaning the non-biological
characteristics
unique to that
society‖为现在分词短语做定语；―which distinguish it from
other societies‖为非限制性定语从句，
关系词为which。
6.
Physical anthropology, or biological anthropology
as it is also called, concerns the study of human
biological or physical characteristics and how
they evolved. （剑4, test4 passage 2）
分析：本句的主句为―Physical anthropology, or biological
anthropology concerns the study of human
biological or physical characteristics and how
they evolved‖；―as it is also
called‖定语从句，做biological
anthropology的定语，关系词为as；―how they
evolved‖为how引导的宾语从句，做concern的宾语。
7. Whereas
cultural anthropologists will often base their
conclusions on the experience of living within
contemporary communities, archaeologists study
past societies primarily through their material
remains—the
buildings, tools, and other
artifacts that constitute what is known as the
material culture left over from former
societies. （剑4, test4 passage 2）
分析：本句主句为―archaeologists study past societies
primarily through their material remains‖；―Whereas
cultural anthropologists will often base their
conclusions on the experience of living within
contemporary
communities‖为whereas引导的让步状语从句；―that constitute
what is known as the material culture left over
from former societies‖为定语从句，做the buildings,
tools, and other artifacts的定语，关系词为that；―what is
known as the material culture left over from
former societies‖为what引导的宾语从句，做constitute的宾语。
8. Archaeologists in recent decades have developed
‗ethnoarchaeology', where, like ethnographers,
they live
among contemporary communities, but
with the specific purpose of learning how such
societies use material
culture—how they make
their tools and weapons, why they build their
settlements where they do, and so on. （剑
4,
test4 passage 2）
分析：本句主句为―Archaeologists in
recent decades have developed
‗ethnoarchaeology'‖；―where, like
ethnographers, they live among contemporary
communities, but with the specific purpose of
learning how such
societies use material cultu
re‖为定语从句，做‗ethnoarchaeology'的定语，关系词为where；―how
such societies
use material
culture‖为how引导的宾语从句，做learn的宾语；―how they make their
tools and weapons, why they
build their
settlements where they do‖位于破折号后面，解释前文中的―how such
societies use material culture‖,
也是how和why引导的宾语从句；―where they
do‖为where引导的地点状语从句。
9. Heritage studies
constitute a developing field, where it is
realized that the world's cultural heritage is a
diminishing resource which holds different
meanings for different people. （剑4, test4 passage
2）
分析：本句的主句为―Heritage studies constitute a
developing field‖；―where it is realized that the
world's
cultural heritage is a diminishing
resource‖为定语从句，做a developing
field的定语，关系词为where；―that the
world's cultural
heritage is a diminishing
resource‖为that引导的主语从句，it为形式主语；―which holds
different
meanings for different
people.‖为定语从句，做a diminishing
resource的定语，关系词为which。
10. To archaeology,
which studies all cultures and periods, whether
with or without writing, the distinction
between history and pre-history is a
convenient dividing line that recognizes the
importance of the written word,
but in no way
lessens the importance of the importance of the
useful information contained in oral histories.
（剑4,
7
test4 passage 2）
分析：本句较长，主句为―the distinction between history
and pre-history is a convenient dividing
line‖；
―which studies all cultures and periods,
whether with or without
writing‖为定语从句，做archaeology的定语，关
系词为which；―that
recognizes the importance of the written word, but
in no way lessens the importance of the
importance of the useful
information‖也是定语从句，做dividing
line的定语，关系词为that；―contained in oral
histories‖为过去分词短语作定语，限定useful information。
11. Since the aim of archaeology is the
understanding of humankind, it is a humanistic
study, and since it deals
with the human past,
it is a historical discipline. （剑4, test4 passage
2）
分析：本句为并列句，由and连接，句子―Since the aim of
archaeology is the understanding of humankind,
it is a humanistic study‖和句子―since it deals
with the human past, it is a historical
discipline.‖并列；句子―Since
the aim of archaeology
is the understanding of humankind, it is a
humanistic study‖中主句为―it is a humanistic
study‖, ―Since the aim of archaeology is the
understanding of
humankind‖为since引导的原因状语从句；句子
―since it deals
with the human past, it is a historical
discipline‖中主句为―it is a historical discipline‖,
―since it deals
with the human
past‖为since引导的原因状语从句。
1. The
dominant idea, raised by 64% of the pupils, was
that rainforests provide animals with habitats.
（test1
passage 1）
分析：―raised by 64% of
the pupils‖为过去分词短语作定语，―that rainforests provide
animals with habitats‖
为表语从句，作was的表语，本句的主句为―The
dominant idea…was that…‖。
2. These
observations are generally consistent with our
previous studies of pupils' views about the use
and
conservation of rainforests, in which
girls were shown to be more sympathetic to animals
and expressed views
which seem to place an
intrinsic value on non-human animal life. （test1
passage 1）
分析：本句的主句是―These observations are
generally consistent with our previous studies of
pupils' views
about the use and conservation
of rainforests‖, 而后面的―in which girls were shown to
be more sympathetic to
animals and expressed
views which seem to place an intrinsic value on
non-human animal
life‖为定语从句，而在
此定语从句中还有一个定语从句―which seem to
place an intrinsic value on non-human animal
life‖。
3. Perhaps encouragingly, more than
half of the pupils (59%) identified that it is
human activities which are
destroying
rainforests, some personalizing the responsibility
by the use of terms such as ‗we are'. （test1
passage 1）
分析：本句的主句为―more than half of the
pupils (59%) identified that …‖, ―that it is human
activities which
are destroying
rainforests‖为that引导的宾语从句，作identify的宾语；―which are
destroying
rainforests‖为which
引导的定语从句，作activities的定语；―some
personalizing the responsibility by the use of
terms such as ‗we are'‖
为独立主格结构。
4.
While two fifths of the students provided the
information that the rainforests provided oxygen,
in some
cases this response also embraced the
misconception that rainforest destruction would
reduce atmospheric oxygen,
making the
atmosphere incompatible with human life on earth.
（test1 passage 1）
分析：本句的主句为―this response
also embraced the misconception‖；―While two fifths
of the students
provided the information that
the rainforests provided oxygen‖为while引导的让步状语从句，wh
ile在此相当于
although；―that rainforest destruction
would reduce atmospheric oxygen‖为that引导的同位语从句，作
misconception的同位语；―making the atmosphere
incompatible with human life on earth‖为分词短语作状语。
5. One encouragement is that the results of
similar studies about other environment issues
suggest that older
children seem to acquire
the ability to appreciate, value and evaluate
conflicting views. （test1 passage 1）
分析：本句的主句为―One encouragement is that…‖；―that the
results of similar studies about other
environment issues suggest
…‖为that引导的表语从句，作is的表语；―that older children seem to
acquire the
ability to appreciate, value and
evaluate conflicting
views‖为that引导的宾语从句，作suggest的宾语。
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6. Environmental education offers an
arena in which these skills can be developed,
which is essential for these
children as
future decision-makers. （test1 passage 1）
分析：本句主句为―Environmental education offers an
arena‖；―in which these skills can be
developed‖为
which引导的定语从句，作arena的定语；―which is
essential for these children as future decision-
makers‖为which
引导的非限制性定语从句。
7. Eye
position in freshwater dolphins, which often swim
on their side or upside down while feeding,
suggests
that what vision they have is
stereoscopic forward and downward. （test1 passage
2）
分析：本句的主句为―Eye position in freshwater
dolphins suggests that…‖；―which often swim on
their side
or upside
down‖为which引导的定语从句，作freshwater dolphins的定语；―while
feeding‖为while引导的状
语，分词短语作状语；―that what vision
they have is stereoscopic forward and
downward.‖为that引导的宾语从
句，作suggest的宾语；―what
vision they have‖为what引导的主语从句，作is的主语。
8.
And although preliminary experimental evidence
suggests that their in-air vision is poor, the
accuracy with
which dolphins leap high to take
small fish out of a trainer's hand provides
anecdotal evidence to the contrary.
（test1
passage 2）
分析：本句主句为―the accuracy provides
anecdotal evidence to the contrary‖；―although
preliminary
experimental evidence suggests
that their in-air vision is
poor‖为although引导的让步状语；―that their in-air vision
is poor‖为that引导的宾语从句，作suggest的宾语；―which
dolphins leap high to take small fish out of a
trainer's
hand‖为which引导的宾语从句，作with的宾语从句；―to
take small fish out of a trainer's
hand‖为不定式作目
的状语。
9. But a written form
is essential for this, so the mere possibility of
revival has led many speakers of
endangered
languages to develop systems of writing where none
existed before. （test2 passage 1）
分析：本句中用so（连词）连接―a written form is essential for
this‖和―the mere possibility of revival has led
many speakers of endangered languages to
develop systems of writing where none existed
before‖两个简单句成为
一个并列句；―where none existed
before‖为where引导的地点状语从句。
10. One factor
which may help to ensure that some endangered
languages do not die out completely is people's
increasing appreciation of their cultural
identity. （test2 passage 1）
分析：本句主句为―One
factor is people's increasing appreciation of
their cultural identity‖；―which may help
to
ensure that some endangered languages do not die
out completely‖为which引导的定语从句，作factor的定语；
―that
some endangered languages do not die out
completely‖为that引导的宾语从句，作ensure的宾语。
1. A
popular explanation of play has been that it helps
juveniles develop the skills they will need to
hunt. （test2
passage 3）
分析：本句的主句为―A
popular explanation of play has been that…‖；―that
it helps juveniles develop the
skills they
will need to hunt‖为that引导的表语从句，作has been的表语；―they
will need to hunt‖为定语从句，
关系词在定语从句中作宾语，被省略。
2. Comparing measurements for fifteen orders of
mammal, he and his team found larger brains (for a
given
body size) are linked to greater
playfulness. （test2 passage 3）
分析：本句的主句为―he
and his team found larger brains (for a given body
size) are linked to greater
playfulness‖；―Comparing measurements for
fifteen orders of mammal‖为现在分词短语作状语；―larger brains
(for
a given body size) are linked to greater
playfulness‖为宾语从句，that被省略。
3. If you plot
the amount of time a juvenile devotes to play each
day over the course of its development, you
discover a pattern typically associated with a
‗sensitive period‘—a brief development window
during which the
brain can actually be
modified in ways that are not possible earlier or
later in life. （test2 passage 3）
分析：本句较长，主句为―you discover a pattern‖；―If you plot
the amount of time‖为if引导的本句的条件
状语从句；―a juvenile
devotes to play each day over the course of its
development‖为定语从句，作time的定语，
9
关系词在定语从句中作宾语，被省略；―associated with a ‗sensitive
period‘‖为过去分词短语作定语；―during
which the brain can
actually be
modified‖为which引导的定语从句，作window的定语从句；―that are not
possible
earlier or later in
life‖为定语从句，作ways的定语，关系词为that。
4. These
fracture zones, where the collisions occur, are
where earthquakes happen. （test3 passage 2）
分析：本句的主句为―These fracture zones are where
earthquakes happen‖；―where the collisions
occur‖为定
语从句，作zones的定语，关系词为where；―where
earthquakes happen‖为where引导的表语从句。
5. When
studying their mother tongue, linguists act as
their own informants, judging the ambiguity,
acceptability, or other properties of
utterances against their own intuitions. （test3
passage 3）
分析：本句的主句为―linguists act as their
own informants‖, ―When studying their mother
tongue‖为when引
导的现在分词短语做时间状语；―judging the
ambiguity, acceptability, or other properties of
utterances against
their own
intuitions.‖为现在分词短语做伴随状语，引导词省略。
6. People
talk abnormally when they know they are being
recorded, and sound quality can be poor. （test3
passage 3）
分析：本句为and连接的一个并列句―People talk
abnormally‖和―sound quality can be poor‖并列；―when
they know they are being
recorded‖为when引导的时间状语从句；―they are being
recorded‖为宾语从句，做know
的宾语，引导词that省略。
7.
Linguists also make great use of structured
sessions, in which they systematically ask their
informants for
utterances that describe
certain actions, objects or behaviors. （test3
passage 3）
分析：本句主句为―Linguists also make
great use of structured sessions‖；―in which they
systematically ask
their informants for
utterances that describe certain actions, objects
or behaviors.‖为which引导的定语从句，做
structured
sessions的定语；―that describe certain actions,
objects or
behaviors.‖为定语从句，做utterances的定
语，关系词为that。
8. An important principle is that all corpora,
whatever their size, are inevitably limited in
their coverage, and
always need to be
supplemented by data derived from the intuitions
of native speakers of the language, through
either introspection or experimentation.
（test3 passage 3）
分析：本句主句为―An important
principle is…‖；―that all corpora, whatever their
size, are inevitably limited
in their
coverage, and always need to be supplemented by
data derived from the intuitions of native
speakers of the
language, through either
introspection or
experimentation.‖为that引导的表语从句，做is的表语；―whatever
their
size‖为whatever引导的状语从句，在表语从句中做让步状语；―derived
from the intuitions of native speakers of
the
language‖为过去分词短语做定语，做data的定语。
9. No corpora
can ever cover the whole language and so linguists
often find themselves relying on the
additional information that can be gained from
the intuitions of those who speak the language
concerned. （test3
passage 3）
分析：本句为并列句，用―and so‖连接。―that can be gained from the
intuitions of those who speak the
language
concerned‖为that引导的定语从句，做additional
information的定语；―who speak the language
concerned‖也为定语从句，关系词为who, 做those的定语。
10.
Since the early years of the twentieth century,
when the International Athletic Federation began
keeping
records, there has been a steady
improvements in how fast athletes run, how high
they jump and how far they are
able to hurl
massive objects, themselves included, through
space. （test4 passage 1）
分析：本句较长，主句为there
be结构，即―there has been a steady improvements in how
fast athletes run,
how high they jump and how
far they are able to hurl massive objects,
themselves included, through space‖；―how
fast
athletes run, how high they jump and how far they
are able to hurl massive objects, themselves
included,
through
space‖中三个how引导的从句并列，都为in的宾语从句；―Since the early
years of the twentieth
century‖
为本句的时间状语，由since引导；―when the
International Athletic Federation began keeping
records‖为定语从
句，关系词为when, 做the early years of
the twentieth century的定语从句。
10
11. Over the past century, the
composition of the human gene pool has not changed
appreciably, but with
increasing global
participation in athletics –and greater rewards to
tempt athletes –it is more likely that individuals
possessing the unique complement of genes for
athletic performance can be identified early.
（test4 passage 1）
分析：本句为并列句，由but连接，句子―Over
the past century, the composition of the human
gene pool has
not changed appreciably‖和句子―with
increasing global participation in athletics –and
greater rewards to tempt
athletes –it is more
likely that individuals possessing the unique
complement of genes for athletic performance can
be identified early‖并列；句子―with increasing
global participation in athletics –and greater
rewards to tempt
athletes –it is more likely
that individuals possessing the unique complement
of genes for athletic performance can
be
identified early‖中主句为―it is more likely that
individuals possessing the unique complement of
genes for
athletic performance can be
identified early‖；其中―that individuals possessing
the unique complement of genes for
athletic
performance can be identified
early‖为that引导的主语从句，it为形式主语。