Unit 11 名词性从句.ppt

1、Unit 10,名词性从句的翻译（Translation of English Nominal Clauses）,英语名词性从句可分为主语从句、宾语从句、表语从句、同位语从句四类。这些从句的翻译一般按原句的语序处理即可，相对比较容易，但有时也可以译为并列分句、定语从句或其他形式的句子。,如果名词性从句包含两层以上的意思，需要把主句与从句分开译。一般先译出从句，放在句首，然后用汉语的复指代词“这”“那”，与主句的其他成分连成一句。同位语从句的翻译与定语从句的翻译非常近似，可以将同位语从句放在名词前，相当于前置的修饰语，但不必使用定语的标志“的”字；可以保持原句的语序，译为后置的并列句，加入冒号、

2、破折号或“这样”、“这”、“那就是”、“即”等字眼；也可以改变原句的同位语结构，采用汉语的无主句或其他方式的译法。,1 名词性从句译成并列分句,例1：That those who had learned from us now excelled us was a real challenge.(主语从句) 【译文】向我们学习过的人反倒超过了我们，这对我们的确是一个挑战。 例2：How the hot iron emits light energy, and how this energy reaches our eyes, is one of the natures deepest secre

3、ts. (主语从句) 【译文】高热的铁怎样放出光能，这种能又怎样辐射到我们的眼睛，这是自然界的奥秘之一。,例3：I take it for granted that you will come and talk the matter over with him.（it作形式宾语） 【译文】我理所当然地认为，你会来跟他谈这件事的。,例4：Another cause of obscurity is that the writer is himself not quite sure of his meaning. (表语从句) 【译文】写不清楚还有一个原因，那就是作者自己对于所要表达的意思也不是很有

4、把握。,例5：Its extraordinary that in all the years the British spent in Egypt they never got to know the real people of Egypt. (it作形式主语) 【译文】英国人在埃及呆了那么多年，却从来没有真正了解埃及人，这是异乎寻常的。 例6：It seemed inconceivable that the pilot could have survived the crash. (it作形式主语) 【译文】飞行员在飞机坠毁后竟然还能活着，这看来是不可想象的事。,例7：Many foste

5、r parents are driven by the belief that they have rescued societys most unwanted children. (同位语从句) 【译文】很多养父母都有这样一个信念，那就是他们挽救了社会上最没人想要的孩子。 例8：He is surprised to read the news in the newspaper that his father should be still alive. (同位语从句) 【译文】他在报纸上读到这条消息很吃惊：他的父亲竟然还活着。,2 名词性从句译成定语从句,有些名词性从句，特别是以what,

6、whatever, where, wherever, when, whenever 等引导的名词性从句，常可把指代的名词译出来，变成定语从句。,例1：Where you stumble becomes your opportunity to make corrections, to learn and grow. 【译文】你跌倒的地方就是你改正错误、吸取教训、开始成长的地方。,例2：This is where the shoe pinches. 【译文】这就是问题的症结所在。 例3：A principle of science tells what usually happens under

7、certain condition. 【译文】科学原理告诉我们在一定条件下所会发生的事情。,例4：Whatever he saw and heard on his trip gave him a very deep impression. 【译文】他此行所见所闻都给他留下了深刻的印象。,例5： The problem that all machines in this factory must be automated will be solved before long. （同位语从句译成定语从句） 【译文】该厂所有机器实现自动化的问题，不久就能解决。,例1：What we found is

8、 that to achieve quality in a product, or by inference, in a life, you have to look enthusiastically for mistakes.（主语从句译成主谓结构） 【译文】我们发现，在产品上追求质量，与在生活中追求质量一样，你须认真挑出各种失误。,3 名词性从句译成其他结构,例2：He expressed the hope that he could do the experiment again. （同位语从句译成宾语从句） 【译文】他希望他能重做那次试验。,例1：It is necessary for

9、 young people to understand how our society depends upon scientific and technological advancement and to realize that science is a basic part of modern living. (it作形式主语) 【译文】我们的社会怎样依赖科学和技术的进步；科学是现代生活的基础部分之一，青年人懂得并认识到这两点，那是十分必要的。,课堂练习：注意名词性从句的翻译,例2：To most people it is not easy to explain why Einstei

10、ns theory eventually shook the whole scientific and intellectual world. (it作形式主语) 【译文】为什么爱因斯坦的学说最后震撼了整个科学界和思想界，这对大多数人是难以解释清楚的。,例3：Not long ago the scientists made an exciting discovery that this “waste” material could be turned into plastics. (同位语从句) 【译文】不久前，科学家有了一个令人振奋的发现，即可以把这种废物变为塑料。,例4：The desig

11、n engineer should know what assumptions he has made about service loads and requirements, what service environment the products must withstand, and what appearance he wants the final products to have. (宾语从句) 【译文】设计工程师应该知道，他对产品的工作负荷和工作要求作了哪些设想。他应该知道产品要经受的工作环境，以及最后的产品应具备有什么样的外观。,例5：We can explain very

12、 simply the important differences between solids, liquids, and gases on the basis of the theory that matter is made up of particles, and that these particles can move more easily in some states of matter than in others. (同位语从句) 【译文】物质是由粒子组成的，这些粒子在一些物态中要比在另一些物态中更易于运动。 根据上述理论，我们可以简要地阐明固体、液体和气体之间的主要差别。

13、,例6：Bush has noted on several occasions that he will be the first president since John F. Kennedy to be inaugurated in the presence of his father. He is proud and thrilled about that. So are the Americans who voted for him. That is what they were counting on. 【译文】小布什曾在好几个场合里谈到，他将是自肯尼迪之后第一位有个显赫的父亲参加就

14、职典礼的总统。他对此深感骄傲，那些选他的人也对此感到骄傲。这是他们对他有信心的原因。,例7：The study followed four groups of children: one with supportive parents, one with stimulating parents, one whose parents combined both qualities and a final group who offered neither. The children were given electronic devices; when these made a sound, they had to