1According to Ben-Shahar, realistic optimists are those who make the best of things that happen, but not those who believe everything happens for the best.
主干主语：realistic optimists；谓语：are；表语：those who... but not those who...
结构主句为“realistic optimists are those... but not those...”，表语由两个并列的those引导，各自后接定语从句：who make the best of things that happen（其中that happen再修饰things）以及who believe everything happens for the best。According to Ben-Shahar为介词短语作状语。整体形成对比结构，强调“现实乐观者”与“盲目乐观者”的区别。
译文在本-沙哈尔看来，现实的乐观主义者是那些能把发生的事情尽量往好处做的人，而不是那些相信凡事都会有最好结局的人。
考点those who... but not those who... 并列对比结构 · make the best of 后接名词/从句，意为“充分利用、尽量往好处做”
2When he feels down – say, after giving a bad lecture – he grants himself permission to be human.
主干主语：he；谓语：grants；间接宾语：himself；直接宾语：permission to be human
结构时间状语从句When he feels down置于句首，破折号内say, after giving a bad lecture为插入语，对feels down作举例说明。主句grant sb. permission to do sth. 为双宾语结构，to be human作permission的后置定语。破折号插入成分打断主从句，增加理解难度。
译文当他情绪低落时——比如说，刚讲完一堂糟糕的课后——他会允许自己做个普通人。
考点破折号插入语的举例功能 · grant sb. permission to do 的双宾语用法
3He analyzes the weak lecture, learning lessons for the future about what works and what doesn’t.
主干主语：He；谓语：analyzes；宾语：the weak lecture
结构主句后接现在分词短语learning lessons...作伴随状语，说明分析的同时所做之事。about后接两个并列的what从句（what works and what doesn’t）作lessons的定语，说明教训的具体内容。分词短语与主句主语一致，逻辑主语为he。
译文他会分析这堂糟糕的课，从中吸取对未来有用的教训：哪些做法有效、哪些无效。
考点现在分词作伴随状语 · what works and what doesn’t 并列名词性从句
4Finally, there is perspective, which involves acknowledging that in the grand scheme of life, one lecture really doesn’t matter.
主干主语：perspective；谓语：involves；宾语：acknowledging that...
结构there is perspective为存在句，which引导非限制性定语从句修饰perspective。involves后接动名词acknowledging，其后that引导宾语从句。in the grand scheme of life为介词短语作状语，插入宾语从句中。整体层层嵌套：定语从句→动名词→宾语从句。
译文最后是视角调整，即承认在人生的宏大格局中，一堂课其实无关紧要。
考点which非限制性定语从句修饰抽象名词 · involve doing 后接动名词