-
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
）
3
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.
Al
though 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
）
5
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
）
-
-
-
-
-
-
-
-
-
上一篇：考研英语写作经典必背语料集锦
下一篇：2015年英语高考试题及答案解析 全国卷1