查询词典 longest

The second longest river in China is the Yellow River with a length of 5,464 km.

第二次在中国最长的河流是黄河全长5464公里。

The longest portion, from Mosiah to Mormon, chapter 7, inclusive, is a translation of Mormon's abridgment of the Large Plates of Nephi.

最长的部分，从对摩门教Mosiah ，第7章，包容性，是一个翻译的摩门教徒的删节大板尼法。

The longest abstention I had was 2 months without drugs.

我最长有两个月没有沾过毒品。

It is special not only because it is the longest Psalm, with 176 verses, it is an "Acrostic" Psalm.

特别不是单因为它是最长的诗，共176节，而是因为它是一篇"ACROSTIC/离合诗"，意思是在这176节中分为22段，而每段有8节。

The Los Angeles was America's most successful and longest lived rigid airship.

造，是美国最成功的，使用时间最长的硬式飞艇。

China is one of t he countries with the longest history in the production of alcoholic beverages .

中国是世界上酿酒历史最长的国家之一。

China is one of the counties with the longest history in the production of alcoholic beverages.

中国是世界上酿酒历史最长的国家之一。

Attention all Chinese challengers to the Indian with the world's longest ear hair (4 inches) or the Americans who smooched their way to the world's longest kiss (30 hours, 59 minutes, 27 seconds)-- your day has come.

吉尼斯世界记录中耳毛最长的记录保持者在印度(4英寸)，接吻时间最长的则是一对美国人(30小时59分27秒)。

As if it were as easy as coming up with the idea, the Rockets bring their longest winning streak of the season — four games — into the longest homestand of the season — five games — beginning tonight against the last-place Minnesota Timberwolves.

当火箭获得2连胜，他说＂在西部，你的处境非常艰难，很快就会被埋没，尤其当你看到了今年黄蜂和开拓者的崛起，似乎看上去他们不会离开（西区8强），我们必须坚持我们自己的思路，并确立自己的定位。

It is concluded in Chapter Eight that: 1 linguistic proficiencies in three languages play a considerable part in code-switching of EFL teachers in trilingual context; the inter-sentential switching outweighs the intra-sentential switching both in frequencies and percentage; discourse-related switching also outweighs participant-related switching in frequencies and percentage; the EFL is maintained longest in EFL classroom and the language maintained second longest depends upon learners" higher proficiency in Chinese or Tibetan. 2 Ethnic identity and educational background is the major causal factor of EFL teachers" Chinese-English switching in trilingual classroom; duration of language contact and relative trilingual proficiencies are the two principal contributors to the English-Tibetan switching; while Tibetan-English switching is mainly driven by EFL teachers" ethnic identity and education background, as well as the duration of language contact; English-Chinese switching is also largely motivated by the duration of trilingual contact; and Chinese-Tibetan switching is determined by trilingual proficiency to a considerable extent. Meanwhile, psychologically, the switching is mainly motivated by a procedure of psychological projection, trilingual system conceptualization and the mentality of trilingual selection. 3 The educational reflections upon this study indicate: firstly, in trilingual context, the teachers" classroom discourse is characterized by the multilingual involvement, flexibility in strategy option as well as the extension and strengthening of the domination of teachers" discourse. Secondly, the discourse movement and code-switching are largely affected by two cultural ecological mechanisms: enculturation and cultural manipulation. Thirdly, the status quo of EFL trilingual teachers are characterized by unbalanced trilingual proficiencies, poor cultural awareness, and little knowledge of trilingual education and trilingual code-switching, therefore, suggestions are advanced in the end to provide them further education. Fourthly, in trilingual context, the EFL curriculum for ethnic minorities is characterized by plurality of aims, complexity of organization and variety of resources. Meanwhile, it is of great necessity to understand the linguistic values of EFL education for ethnic minority learners. To be specific, firstly, we should not only have a deep understanding of the distribution, construction, function as well as communicative effects of the three languages, but also have a comparative study of the three languages and thus provide the standardization and guidance for the trilingual education. In the end, it is advanced that trilingual EFL provision for ethnic minority should pursue to develop learners" multicultural value system in which first language culture and mother language culture take the central position and EFL culture plays a vital role.

3在三语环境下，教师课堂话语具有话语形态多元化、话语选择策略具有灵活性和教师话语权得到延伸和拓展等特征；文化涵化和文化操控是影响三语教师课堂语码转换的两种文化生态机制；参差不齐的三语水平、淡薄的多元文化意识和对三语教学和语码转换缺乏科学认识是我国目前三语师资的主要特点，因此应对三语教师进行职后继续教育；在三语环境下，民族外语课程具有课程目标多元化、课程组织复杂化和课程资源多样化等特点；应对民族外语教育的语言价值进行审视和解读，对三种语言在课堂话语中的分布趋势、结构特征、功能作用和交际效果等问题进行深入研究，加强对三种语言间的对比分析研究，同时对民族外语教育中的三语教学进行规范和指导；在强调民族文化和二语文化在三语文化格局中心地位和外语文化的重要作用的同时，民族地区的外语教育应以构建多元文化价值观为其文化追求。

As she looked at Warrington's manly face, and dark, melancholy eyes, she had settled in her mind that he must have been the victim of an unhappy attachment.

每逢看到沃林顿那刚毅的脸，那乌黑、忧郁的眼睛，她便会相信，他一定作过不幸的爱情的受害者。

Maybe they'll disappear into a pothole.

也许他们将在壶穴里消失