英語長句子結構

英語長句是英語複雜語言現象的綜合。一個長句,長度可以達到20字左右,最長的句子,有時可達100多字甚至200多字。由於英語和漢語在語言習慣上存在較大差異,英語長句的翻譯比較困難。下面小編介紹英語長句子結構給大家，希望對大家有用。

　　英語長句子結構如下：

A breakthrough in the provision of energy from the sun for the European Economic Community(EEC) could be brought forward by up to two decades, if a modest increase could be provided in the EEC's research effort in this field, according to the senior EEC scientists engaged in experiments in solar energy at EEC's scientific laboratories at Ispra, near Milan. (199 閱讀. Text 2)

【譯文】根據歐洲經濟共同體資深科學家在伊斯普拉（米蘭附近）實驗室所進行的實驗表明，如果歐共體在太陽能供應這一領域的研究工作有些許增加，就能提前二十年取得該領域的突破。

【析句】多重複合句，主句爲A breakthrough could be brought forward by two decades,could此處表示一種可能性，從句爲if引導的條件狀語從句，最後是according to引導表示參考的狀語the senior EEC scientist,engaged in experiments爲過去分詞作定語。

The senior West German scientist in charge of the Community's solar energy programme, Mr. Joachim Gretz, told journalists that at present levels of research spending it was most unlikely that solar energy would provide as much as three percent of the Community's energy requirements even after the year 200 (199 閱讀. Text 2)

【譯文】歐共體太陽能項目負責人、西德資深科學家Joachim Gretz先生告訴記者，以目前的研究支出水平，即使在2000年後太陽能也不可能爲滿足歐共體高達百分之三的能源需求。

【析句】主幹爲Mr. Hoachim Gretz told journalists that+賓語從句，人名前The senior West German ramme是him的同位語，是對其身份的說明。賓語從句中又包含一套主從句爲it was most unlikely that+主語從句，it作形式主語。

This special liking for mathematics and science is partly explained by the fact that Asian American students who began their educations abroad arrived in the U.S. with a solid grounding in mathematics but little or no knowledge of English. ( 3)

【譯文】亞裔學生對數學和科學專業情有獨鍾，其部分原因是因爲這些來到國外求學的學生擁有牢固的數學基礎，卻幾乎對英語一竅不通。

【析句】多重複合句，主句爲THis special liking is partly explained by the fact,fact後是that引導的同位語從句說明fact的具體內容，同位語從句中又有主句和從句，主句爲Asian American students arrived with a ish,句中who began their educations abroad作Asian American students的定語從句。

重點重點單詞

senior ['si:nj?]

adj. 年長的，高級的，資深的，地位較高的

unlikely [?n'laikli]

adj. 不太可能的

engaged [in'geid?d]

adj. 忙碌的，使用中的，訂婚了的

breakthrough ['breik.θru:]

n. 突破

modest ['m?dist]

adj. 謙虛的，適度的，端莊的

community [k?'mju:niti]

n. 社區，社會，團體，共同體，公衆，[生]羣落

provision [pr?'vi??n]

n. 規定，條款; 供應(品); 預備

It may have been a sharp criticism of the pupil's technical abilities in writing, but it was also a sad reflection on the teacher who had omitted to read the essay, which contained some beautiful expressions of the child's deep feelings. (199 閱讀. Text 1)

【譯文】這或許是對學生寫作能力的尖銳批評，但也反映了教師的悲哀-他根本沒讀過這篇文章，而文章裏包含了學生內心感受的優美表達。

【析句】多重複合句，句子主幹爲It may have been a sharp criticism..., but it was a sad refection of the teacher, but連接兩個成轉折關係的句子，其中，後句又包含兩個從句：who had omitted to read the essay作定語從句修飾the teacher,而which引導非限制性定語從句修飾前面的句子。

The teacher was not wrong to draw attention to the errors, but if his priorities had centered on he child's ideas, an expression of his disappointment with the presentation would have given the pupil more motivation to seek improvement. (199 閱讀. Text 1)

【譯文】教師關注錯誤不可厚非，但如果他更重視學生的想法的話，那麼他表現出的失望本可以激發出學生更大的動力去改進。

【析句】本句的主幹與例句一相似，都是由but連接兩個句子，後句中，if his priorities had centered on...爲條件狀語從句，主句an expression of his disappointment would have given...。注意後句的時態搭配，主句would have given爲虛擬式，從句用had centered on過去完成時。

In 1862 Congress authorized two western railroad companies to build lines from Nebraska westward and from California eastward to a meeting point, so as to complete a transcontinental crossing linking the Atlantic seaboard with the Pacific. (199 閱讀. Text 4)

【譯文】1862年國會批准兩家西部鐵路公司修建從內布拉斯加往西和加利福利亞向東匯合的鐵路，以便建成橫跨大陸連接大西洋海岸和太平洋的十字路口。

【析句】本句結構比較簡單，只有一個較長的句子Congress authorized two western railroad companies,so as to complete...爲目的狀語。難點在於from Nebraska westward and from California eastward的理解，很多同學理解成Nebraska西部和California東部，實際上，westward/eastward這裏是形容詞，意爲“向西/向東”。

重點英語單詞

technical ['teknik?l]

adj. 技術的，工藝的

presentation [en'tei??n]

n. 陳述，介紹，贈與

n. [美]講課

improvement [im'pru:vm?nt]

n. 改進，改善

disappointment [#39;p?intm?nt]

n. 失望，令人失望的人或事

pacific [p?'sifik]

n. 太平洋

adj. 太平洋的

contained [k?n'teind]

adj. 泰然自若的，從容的；被控制的 v. 包含

reflection [ri'flek??n]

n. 反映，映像，折射，沉思，影響

This is usually when we are running into difficulties, when mismatch is occurring between expectations and meaning. (199 閱讀. Text 3)

【譯文】這通常發生在閱讀遇到難題，或是我們的閱讀期望與實際意義不符的時候。

【析句】本句結構比較簡單，主句This is..., 特別的是兩個when引導的表語從句，when we are running into...,when mismatch is occurring...爲並列關係，都在is後作句子的表語。

There is another conversation which from our point of view is equally important, and that is not to do with what is read but with how it is read. (199 閱讀. Text 3)

【譯文】在我們看來，另外一種對話同樣重要，這種對話與讀什麼無關，卻關係到怎麼讀。

【析句】複合句，主句由兩部分組成，第一部分是there be結構，there is another conversation，後面是which引導的定語從句which is equally important, from our point of view作插入語；第二部分是that is not to do with..., what is read和how is read作賓語，與with構成介賓結構。

It is precisely this kind of conversation that is of importance when we are seeking to develop our reading to meet the new demands being placed upon us by studying at a higher level. (199 閱讀. Text 3)

【譯文】正是這種對話方式，對於提高我們的閱讀能力以滿足更高水平的學習所帶來的新要求，極具重要性。

【析句】整體上看，這是一個強調句，標誌性結構It ..., 省略後句子意義不變。因此，真正的主句是this kind of conversation is of importance，when we are seeking to meet...作時間狀語從句，being placed upon us by...爲過去分詞作定語。