3.翻譯第4句中“下層民眾很少有機(jī)會在朝廷謀職”時(shí)將否定的意義從“少有機(jī)會”轉(zhuǎn)譯到“很少有人”(fewpeople)，更符合英語的表達(dá)習(xí)慣。

　　4.倒數(shù)第2句中的謂語動(dòng)詞“讓……有機(jī)會”可譯成offer sth. to sb.或provide sb. with sth.的結(jié)構(gòu)。注意句末的“并為家庭帶來榮譽(yù)”是與“參加政府考試”并列，故處理為與to attend... exam并列的省略to的不定式。

　　5.最后一句的“科舉制被證明......”在翻譯時(shí)可套用prove to be句式，變被動(dòng)形式為主動(dòng)形式，或譯為it isproved that...的句型。“它之前的任何考試制度”可直譯為any other previous examination system或?qū)?“它之前的”處理成“考試制度”的后置定語existing before it。

　　參考譯文

　　The imperial examination system is the one that theimperial government adopted to select officials inancient China. It was first put into practice in the SuiDynasty and lasted more than

　　1300 years until the Qing Dynasty, enjoying a longand dominant position in the history of ancientChinese education. In the ancient society, because of the strong class consciousness, fewpeople from lower classes had the chance to get any position in the government. The "keju"evaluation system offered opportunities to children from poor families to attend thegovernment exams and bring honor to their families. This system proved to be fairer and morefar-reaching than any other examination system existing before it.