饼干

I often look back on our lunchtimes together, bathed in the soft midday light. They were the commas in my childhood, the pauses that told me life is not savored in premeasured increments, but in the sum of daily rituals and small pleasures we share with loved ones. Over peanut-butter sandwiches and chocolate-chip cookies, I learned that love, first and foremost, means being there for the little things.

沐浴在中午柔和的光线中，我常常回想起我们一起度过的午饭时光，它们是我童年生活中的逗号，这些小小的停顿告诉我，生活的滋味不在可以预先测算的拥有的增加，而是在日复一日的生活琐事以及和亲人们共同度过的小小的欢乐，吃着花生奶油三明治和巧克力片饼干，我领悟到，爱的意义首先在于生活琐事。

I was baking this morning, and like an idiot, I made too many macaroons.

我早晨做了太多的蛋白杏仁饼干。

Paul: Now how did you know I love macaroons?

你怎么知道我喜欢杏仁饼干？

BREE: Oh, I was making macaroons before I left the house.

哦， 离家之前我在做蛋白杏仁饼干。

M.J.: Macaroons are my favorite.

蛋白杏仁饼干是我的最爱。

Sarah : So that's two boxes of the Holiday Macaroons.

共是两盒蛋白杏仁饼干。

Would you like some ice cream with your macaroons?

除了蛋白杏仁饼干要不要再来点冰淇淋？

For someone happy to remain a sous chef at home, this was a big step up, especially since the quality of the macaroons in Dalloyau, Ladurée and other upmarket food stores in Paris is so high.

对于某些乐于在家里继续做助理厨师的人而言，这是个重大飞跃，特别是在达洛优、Ladurée和巴黎其它上等食品店的蛋白杏仁饼干质量如此之高的情况下。

Unfortunately, it is utterly impossible for overworked teachers to preserve an instinctive liking for children; they are bound to come to feel towards them as the proverbial confectioner's apprentice does towards macaroons.

这些教师对孩子肯定会产生一种和谚语中做糖果的人对蛋白杏仁饼干的感觉一样的感觉。（注：说白了就是讨厌呗。） PS：顺便，说人家第一个机翻，无耻的那位，该看看你自己了，你反得好得到哪里去吗？！

Having taken the veal dish in my stride, the next day I set my sights on something a little more ambitious: a 90-minute, early evening lesson in how to make macaroons, held at another atelier in the 15th arrondissement.

在我从容地吃完牛肉餐之后，第二天我将目光集中在更具雄心的东西上：一堂90分钟的傍晚课程，学习如何制作蛋白杏仁饼干，上课地点在第15区的另一个教学地点。

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。