查询词典 cut-rate

After lettuce is abluent, cut 4 centimeters of full-length film, ginger cuts into shreds, bean curd cuts 1 centimeter thick piece

莴苣洗净后，切4厘米长片，生姜切丝，豆腐切1厘米厚块

On cue, ABN Amro announced last week that it would cut back its investment banking in America.

有消息称，荷兰银行上周宣布，它会中止在美洲的投资银行业务。

A small hole should be cut into the aboveground end of the drum to transform it into a squatting plate.

这些方式均是非常短期的卫生干预措施。

Cut all the remaining canes back to 12 to 15 inches aboveground or to a bud 1 inch below any damaged part of the cane.

切断所有剩余拐杖回到12至15英寸的地上或1芽1以下的任何损坏的部分甘蔗英寸。

The injury after falling has smaller cut, abrade and more severe loss, the coxa ministry fracture that if cause functional activity commonly,is damaged badly.

跌倒后的损伤有较轻的划伤、擦伤和更严重的损伤，如常见的导致功能活动严重受损的髋部骨折。

Absinthe over the bread that's been cut or broken.

将硬蛋糕切成块，再混入鸡蛋马牛奶，香草，最重要的是最上层放碎的苦艾。

East side buildings across the north side buildings, and form a maze street, cut the sight abstemiously, succeeding the Chinese traditional artistic conception, which is through but not penetrable.

建筑东侧向北交互错位，形成一眼无法看穿的曲径，对视线形成有节制地隔断，通而不透，颇具中国传统意境。

The huge sandstone temple of Abu Simbel was cut into more than a thousand blocks and moved to higher ground.

埃及阿布辛拜勒石窟神庙被切割成1000多块并移到更高的地方。

All her troops in Libya and in Abyssinia would be cut flowers in a vase.

所有它在利比亚和阿比西尼亚的军队，将变成拆下来插在瓶中的花朵一样。

MethodTo cut the lamina arcus vertebrae on upper 1/3 level from L2 to S1 acantha,chisel the lamina arcus vertebrae on inner edge of little processus articularis upward and lift the acanthi、lamina arcus vertebrae、ligamentum flavum upward, the spinal cannel was exposed.

方法自L2～S1各棘突、椎板的上1／3水平截骨，小关节突内缘两侧椎板向上凿开，将棘突、椎板、黄韧带向上掀起，显露椎管，节段切开硬脊膜行SPR术。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。