查询词典 one after another

He gulped down one glass of whisky after another, and was as drunk as a lord in next to no time.

他灌下了一杯又一杯的威士忌，很快就酩酊大醉了。

One memorable scene after another, including now-legendary crop-dusting and Mount Rushmore sequences; one of the all-time great entertainments.

一个难忘的场景一次又一次，包括现在传奇色彩的作物除尘和泰山北斗序列，其中一个最伟大的娱乐活动。

Exactly it is this intense emotion that has burned out one miracle being gasped in admiration by the common people after another: without mineral advantage,we have brought up maximal electric steel of the whole nation, produced a base; without forest reserves, we become one of the biggest centre of distributing wood and water carriage in the whole nation; we have built up the biggest base of processing comprehensiveness food and edible oil in Asia, while The per capita grainfield has been insufficient 0.7 mu ,...

正是这种激情，燃烧出了一个又一个让世人赞叹的奇迹：没有矿产优势，却造就了全国最大的电炉钢生产基地；没有森林资源，却成为全国最大的木材水运集散地之一；人均粮田不足0.7亩，却建起了亚洲最大的综合性粮油加工基地……这种激情，不是一时的冲动，更不是不讲科学的盲动，而是持之以恒的进取精神、强烈执着的竞争意识。

As an "acceptor", the teachers" professional development will be influenced by many exterior factors, namely the restrictions and limitations, which includes the factors from the society and school which are expounded on from the outside to inside and one tier after another. As a "subject", the impellent of the teachers" subjectivity plays an essential role in their professional development by reasons of the intrinsic factors-teachers" activity, sociality, independence and creativity, that is the teachers" subjectivity in the professional development. As an "object", teachers have obvious characteristics and relatively centralized needs and attention in their development, so the teachers"development is quite different from other professional development in developing phases and training modes, viz, the uniqueness of the stages of the teachers" professional development. The factors analysis connotes two clues. One is the lognitudinal analysis from "acceptor" to "subject", the other is lateral analysis from the "object".

外在影响因素包括社会影响因素和学校影响因素两方面，采用由外向内，逐层递进的考察方式；第二个层面是把教师看作"主体"，教师在专业发展中不只是被动地接受外部的影响，教师本身具有能动性、社会性、自主性和创造性，教师要受到自身各种内在因素的影响，教师专业发展要考虑教师主体性的发挥对自身发展的推动，即"教师专业发展的主体性"；第三个层面是把教师看作"本体"，教师在专业发展中具有相对明显的阶段性特征和相对集中的教师发展需要与教师关注点，教师专业发展作为一种相对独立的专业发展历程，有区别于其他专业发展历程的独特的发展阶段特点和培养模式，即"教师专业发展的独特阶段性"。

One day I pass two exams, one right after another for the MCSE.

有一天我通过了两个考试，其中一个紧接在MCSE之后。

Put one under the body when he walks out, and then change another one after he finishes walking on this leaf, and then change again.

不过，小蜗牛眼光又停在洞口的几片叶子上出去旅行一片垫在身体下，走完就在换一片，交替着前进。

Wessel describes one long meeting and one tough decision after another.

韦塞尔在书中描述了一个又一个冗长的会议和艰难的决定。

The Venus hardware factory starts an undertaking many years, achieving taking tradition as it happens knife cream, one proud person achievement after another is created by to be called'the first knife of'Yang Jiang City Triratna, out combining with my ancestor'He Quan Li exclusive work'handed down from one's ancestors.

金星五金厂创业多年，巧取传统的造刀精华，结合我祖'何全利'祖传绝活(被称为'阳江三宝'的第一刀)，创造出一个又一个骄人成绩。

Come nearly one many year, numerous the website that supports without safe technology is one disaster after another really, the website is hanged the horse does not say, return in Google search result by friendly clew user this site browbeats likely your computer.

近一年多来，众多没有安全技术支持的网站真是雪上加霜，网站被挂马不说，在google搜索结果中还被友好的提示用户此站点有可能威胁到您的计算机。

Shams said,"The devil finds a way in"—to our presence, because he presents one subject after another, until we find one of them interesting enough to become veiled.

夏姆斯说，「魔鬼找到了一条进入的路」─侵入当下，因为他不断提供一个又一个主题，直到我们发现其中的一个足够有趣而耽溺其中。

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。