查询词典 stiff-arms

He's still a little stiff when acting, but it's because he's "greng jai" of me.

在演戏的时候他仍有一点生硬，但那是因为他疼惜我。

But China's press policy seems similar to, say, Dick Cheney's (if without the purposeful stiff-arming) and reflects the same view—that scrutiny from the Western press is not really necessary.

但是中国的新闻政策与切尼的新闻政策很接近，反映了同一种观点--没有必要让外国媒体调查中国。

As to blending, we make it almost by blind tasting instead of stiff percentage, so we can gain the optimal blending percentage.

在勾兑方面，我们从不设定呆板的百分比，而以盲品来确定最佳比例。1988年，我们重建了酒庄。

Are pure hemp fabrics of 7Nm-60Nm, 5S-60S hemp blended fabrics,which is blended with cotton,organic cotton, silk, wool, yak, bamboo and soy bean and other natural fibers,blended or interlaced with tencel, modal, rayon, recycled polyester and other new fibers Hemp and hemp blended fabrics are characterized by its stiff, noblest and rough style.

大麻面料山西绿洲纺织有限责任公司开发生产的大麻面料类产品主要有：7Nm－60Nm纯大麻布，5s－60s大麻与棉、有机棉、丝、毛、牦牛绒、竹纤维、大豆蛋白等天然纤维混纺面料，大麻与天丝、莫代尔、粘胶、复纺等各种新型纤维的混纺、交织面料。

As Jack carried the saddlebags, his boots felt stiff and tight. His leg were sore and wobbly. But he didn't mind. He threw down the saddlebags and his backpack. Then he flopped himself down. He was very tired. Annie joined him.

当杰克拿着鞍囊的时候，他的靴子又硬又紧，他的腿很疼，还不停的颤抖着，但是他不在乎，他扔下鞍囊和他的书包，然后他就地躺下，他太累了，安妮也是。

His fall was broken to some extent by the carpet, his back, too, was less stiff than he had thought, and so there was merely a dull thud, not so very startling.

格里高尔在城里短暂逗留期间，在和妹妹谈话中间就经常提到音乐学院，但是始终只把这当作一个永远无法实现的美梦。

This text will combine the psychological characteristics about the middle school student in psychology, according to the Chinese syllabus of middle school, on the basis of explaining content of courses of expository writing in an all-round way, discuss especially how to overcome the psychological obstacle that students think the expository writing stiff, uninteresting, arouse students enthusiasm to study expository writing, several kinds of methods to improve teaching result of the expository writing.

本文将依据中学语文教学大纲，结合心理学中关于中学生的心理特征，在全面阐述说明文教学内容的基础上，重点探讨如何让学生克服学习说明文呆板、枯燥的心理障碍，调动学生学习说明文的热情，提高说明文的教学效果的几种方法。

This text will combine the psychological characteristics about the middle school student in psychology, according to the Chinese syllabus of middle school, on the basis of explaining content of courses of expository writing in an all-round way, discuss especially how to overcome the psychological obstacle that students think the expository writing stiff, uninteresting, arouse students enthusiasm to study expository writing, several kinds of methods to improve teaching result of the expository writing.

因此，怎样改进说明文的教学方法，提高学生学习说明文的兴趣，是中学语文教师不断研究、探讨的重要课题。本文将依据中学语文教学大纲，结合心理学中关于中学生的心理特征，在全面阐述说明文教学内容的基础上，重点探讨如何让学生克服学习说明文呆板、枯燥的心理障碍，调动学生学习说明文的热情，提高说明文的教学效果的几种方法。

With dreams of sugar plums in their heads…actually large contracts, tours that span the globe, adulation of the world and screaming fans ringing in their ears, these music hopefuls sign away their lives and often their careers with stiff contracts that are not in their favor.

与梦想糖梅子在头上…其实大合同，游览，遍布全球，奉承的世界和尖叫的歌迷响铃在自己的耳朵，这些音乐有望签署远离他们的生活，往往在事业与僵硬的合同，是不符合他们的青睐。

With dreams of sugar plums in their heads…actually large contracts, tours that span the globe, adulation of the world and screaming fans ringing in their ears, these music hopefuls sign away their lives and often their careers with stiff contracts that are not in their favor.

食糖与梦想：：其实梅子头大合同，跨度赏地球奉承的世界球迷犹在耳，大喊大叫，这些音乐以外的生命迹象，并有望生涯西施合同往往并不在他们青睐。

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。