We read through the minutes of the last meeting.
我们认真通读上次会议的纪要。
We read English from left to right.
我们从左到右读英语。
我们阅读漫画书。
How do we feel when we read, excited or upset?
当我们阅读时，感觉如何？是兴奋还是沮丧？
In which part of a magazine can we read the passage?
我们可以在杂志的哪一部分读这篇文章？
We read the book in both classes in Snow Lake and Los Angeles.
我们在雪湖和洛杉矶的两个班级阅读这本书。
As soon as we read the next lines, we're struck by the possibility.
当我们读了接下来的这些句子，我们震惊于这种可能性。
It was definitely different from many plays that we read in high school.
它与我们在高中读到的许多戏剧完全不同。
When we read a piece of news online, we'd better make sure it's before sending it to others.
当我们在网上读到一则新闻时，我们最好在发送给别人之前确认一下它的真实性。
If we could banish all such preconceptions when we read, that would be an admirable beginning.
如果我们在阅读时能摈弃所有这些先入之见，那将是一个极好的开端。
How we read a given text also depends to some extent on our particular interest in reading it.
我们如何阅读给定的文本也在一定程度上取决于我们是否特别有兴趣去阅读它。
When we read the flood story in Genesis 6 through 9, we're often struck by the very odd literary style.
当我们在《创世纪》第6章到第9章中读到关于大洪水故事时，会被非常奇怪的文风震撼。
We read the Slavophiles, and we read the westernizers, taught by the late scholar of Russia, Arthur Mendel.
我们读过斯拉夫派，也读过西化派，由已故的俄国学者亚瑟·孟德尔教授。
现在我们分四个小组朗读。
We read word by word aloud and think about them.
我们逐字逐句地大声朗读并思考。
In which part of the newspaper can we read the news?
我们可以在报纸的哪一部分读到这个新闻？
Have you ever thought what we read for, information or skills?
你有没有想过我们阅读的目的是什么，获取信息还是增长技能？
That hypothesis makes a lot of sense, maybe the most sense of all the theories we read about.
这个假设很有意义，可能是我们读过的所有理论中最有意义的。
Sometimes it's easier to find problems with spelling, word usage, and grammar when we read aloud.
当我们大声朗读时，有时更容易发现拼写、单词用法和语法方面的问题。
We read a letter about the medulla spinalis of some quadrupeds.
我们读了一封关于一些四足动物的髓质脊髓的信。
我们研读不同的经文。
我们研读不同的经文。
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