目录

  • 1 Introduction
    • 1.1 Writing
    • 1.2 Listening Comprehension
    • 1.3 Reading Comprehension
    • 1.4 Translation
  • 2 CET6-2016-6-1
    • 2.1 Writing
    • 2.2 Listening Comprehension
    • 2.3 Reading Comprehension
    • 2.4 Translation
  • 3 CET6-2016-6-2
    • 3.1 Writing
    • 3.2 Listening Comprehension
    • 3.3 Reading Comprehension
    • 3.4 Translation
  • 4 CET6-2016-6-3
    • 4.1 Writing
    • 4.2 Listening Comprehension
    • 4.3 Reading Comprehension
    • 4.4 Translation
  • 5 CET6-2016-12-1
    • 5.1 Writing
    • 5.2 Listening Comprehension
    • 5.3 Reading Comprehension
    • 5.4 Translation
  • 6 CET6-2016-12-2
    • 6.1 Writing
    • 6.2 Listening Comprehension
    • 6.3 Reading Comprehension
    • 6.4 Translation
  • 7 CET6-2016-12-3
    • 7.1 Writing
    • 7.2 Listening Comprehension
    • 7.3 Reading Comprehension
    • 7.4 Translation
  • 8 CET6-2017-6-1
    • 8.1 Writing
    • 8.2 Listening Comprehension
    • 8.3 Reading Comprehension
    • 8.4 Translation
  • 9 CET6-2017-6-2
    • 9.1 Writing
    • 9.2 Listening Comprehension
    • 9.3 Reading Comprehension
    • 9.4 Translation
  • 10 CET6-2017-6-3
    • 10.1 Writing
    • 10.2 Listening Comprehension
    • 10.3 Reading Comprehension
    • 10.4 Translation
  • 11 CET6-2017-12-1
    • 11.1 Writing
    • 11.2 Listening Comprehension
    • 11.3 Reading Comprehension
    • 11.4 Translation
  • 12 CET6-2017-12-2
    • 12.1 Writing
    • 12.2 Listening Comprehension
    • 12.3 Reading Comprehension
    • 12.4 Translation
  • 13 CET6-2017-12-3
    • 13.1 Writing
    • 13.2 Listening Comprehension
    • 13.3 Reading Comprehension
    • 13.4 Translation
  • 14 CET6-2018-6-1
    • 14.1 Writing
    • 14.2 Listening Comprehension
    • 14.3 Reading Comprehension
    • 14.4 Translation
  • 15 CET6-2018-6-2
    • 15.1 Writing
    • 15.2 Listening Comprehension
    • 15.3 Reading Comprehension
    • 15.4 Translation
  • 16 CET6-2018-6-3
    • 16.1 Writing
    • 16.2 Listening Comprehension
    • 16.3 Reading Comprehension
    • 16.4 Translation
  • 17 CET6-2018-12-1
    • 17.1 Writing
    • 17.2 Listening Comprehension
    • 17.3 Reading Comprehension
    • 17.4 Translation
  • 18 CET6-2018-12-2
    • 18.1 Writing
    • 18.2 Listening Comprehension
    • 18.3 Reading Comprehension
    • 18.4 Translation
  • 19 CET6-2018-12-3
    • 19.1 Writing
    • 19.2 Listening Comprehension
    • 19.3 Reading Comprehension
    • 19.4 Translation
  • 20 CET6-2019-6-1
    • 20.1 Writing
    • 20.2 Listening Comprehension
    • 20.3 Reading Comprehension
    • 20.4 Translation
  • 21 CET6-2019-6-2
    • 21.1 Writing
    • 21.2 Listening Comprehension
    • 21.3 Reading Comprehension
    • 21.4 Translation
  • 22 CET6-2019-6-3
    • 22.1 Writing
    • 22.2 Listening Comprehension
    • 22.3 Reading Comprehension
    • 22.4 Translation
  • 23 CET6-2019-12-1
    • 23.1 Writing
    • 23.2 Listening Comprehension
    • 23.3 Reading Comprehension
    • 23.4 Translation
  • 24 CET6-2019-12-2
    • 24.1 Writing
    • 24.2 Listening Comprehension
    • 24.3 Reading Comprehension
    • 24.4 Translation
  • 25 CET6-2019-12-3
    • 25.1 Writing
    • 25.2 Listening Comprehension
    • 25.3 Reading Comprehension
    • 25.4 Translation
Translation
  • 1 Sentence Ana...
  • 2 Model Transl...

【逐句解析】

第一句:牡丹花色艳丽,形象高雅,象征着和平与繁荣,因而在中国被称为花中之王

通过句式分析,句子主干为“牡丹象征着和平与繁荣,因而被称为花中之王'”故可翻译为The peony is a symbol of peace and prosperity, thus known as “the king of flowers”. 当然,象征着和平与繁荣也可译为symbolizes peace and prosperity因而被称为还可翻译为is thus well recognized as

花色艳丽,形象高雅可以看作对牡丹特征的修饰语,故采用非限制性定语从句,或是with 引导的补充说明结构来翻译,which is characterized with /features bright color and graceful shape,其中feature是动词,意为 ……为特征,或者是The peony with its bright color and graceful shape is a symbol of peace and prosperity, known as “the king of flowers” in China. 

第二句:中国许多地方都培育和种植牡丹。

中国许多地方"可以翻译为地点状语in many places/ parts of China或者in most parts of China。整个句子可以用被动,Peonies are cultivated/ bred and grown in many parts of China. 

第三句:千百年来,创作了许多诗歌和绘画赞美牡丹。

千百年来"可翻译为For hundreds of years/ over centuries,这一结构提示句子应该用完成时态。“赞美”可以用 “to praise/ extol” , “to sing high praise for”或者 “in praise of”。整个句子用被动结构:Over centuries many/ numerous poems and paintings have been created… 

第四句:唐代时期,牡丹在皇家园林普逼种植并被誉为国花,因而特别风行。

这句话前后两部分之间的关系是因果关系,可以采用so …that/ so much so that句式。中国的朝代用汉语拼音+Dynasty”来表示。“特别风行”可以翻译为be extremely popular/ prevailing/ prevalent/ 或者是enjoy popularity/ be widely planted. 整个句子可以说: In the Tang Dynasty, peonies were widely planted in the Royal Garden, so much so that it was hailed as the national flower and enjoyed extreme popularity;或者Peonies were so widely planted in the imperial gardens as “the national flower” that they were extremely prevailing.

第五句:十世纪时,洛阳古城成为牡丹栽培中心,而且这一地位一直保持到今天。

成为.....中心可译为became the center of/for牡丹栽培peony cultivation而且这一地位一直保持到今天可处理为同位语+定语从句a position that it has retained until now

第六句:现在,成千上万的国内外游客蜂拥到洛阳参加一年一度的牡丹节,欣赏洛阳牡丹的独特之美,同时探索九朝古都的历史。

这句话的主体结构应该是“游客蜂拥而至参加牡丹节”,后面的“欣赏”和“探索”部分可处理为定语从句修饰“洛阳”。 游客蜂拥到洛阳参加一年一度的牡丹节可以翻译成tourists pour in/ flock to Luoyang for the annual peony festival/ to attend the annual peony festival欣赏洛阳牡丹的独特之美,同时探索九朝古都的历史可以译为where they can both appreciate the unique beauty of peonies and explore the history of the ancient capital of nine dynasties.