这首诗是对她许多著作的核心主题的概括。
The poem encapsulates many of the central themes of her writing.
这首诗有关一座繁忙的城市。
这首诗被收录在中国高中教科书中。
这首诗是唐朝的孟浩然（689年-740年）写的。
This poem was writtten by Meng Haoran (689-740), who lived during the Tang Dynasty.
这首诗出版于1971年，至今仍深受世界各地中文使用者的欢迎。
The poem came out in 1971, and it remains highly popular among Chinese speakers worldwide.
诗人的朗诵是很有用的，因为我们能从诗人运用强调和停顿的地方理解这首诗的含义。
A poet's reading is very helpful because we can understand the poem's meanings from where the poet places emphasis or pauses.
杜甫想通过这首诗表达什么？
大声朗读能让这首诗的节奏清晰。
你理解这首诗的意思有困难吗？
然后我们可以在聚会上朗诵这首诗。
《送孟浩然至广陵》这首诗展现了两位诗人间的友谊。
The poem named Seeing Meng Haoran off at Yellow Crane Tower shows the friendship between the two poets.
“现在告诉我们，你是怎么能把这首诗背得这么好的。”老师说。
"And now tell us how you could recite the poem so well," said the teacher.
那晚她写了一首诗，这首诗可能并不会获奖，但听起来不错。
That night she had a poem that might not be a prizewinner but sounded good enough.
“老师让我们背诵‘小吉姆’这首诗，背诵得最好的学生将获得奖品。但我不认为我能做好。”汤姆说。
"Our teacher asked us to recite the poem 'Little Jim'. The student who can recite it best will get a prize. But I don't think I can do it well." said Tom.
教这个女孩如何写这首诗的康玉老师20岁从北京的中国人民大学毕业后不久，搬到了云南的一个小镇，在那里的一所中学当老师。
Kang Yu, the teacher who taught the girl how to write the poem, graduated from Renmin University of China in Beijing in 20Soon after her gradation, Kang moved to a town in Yunnan, and worked as a teacher at a middle school there.
人们只有了解了这首诗不押韵这个事实，才能理解它。
People can't deal with this poem until they can get a handle on the fact that it doesn't rhyme.
对我的母亲来说，这首诗表达了父母对孩子长大离开时的爱。
To my mother, the poem revealed a parent's affection when her child grows up and leaves.
这首诗似乎是一首你们自己就可以读懂的，不用我多做解释的诗。
This poem seemed like one you might find and be able to read yourself, without me there to explain it.
在某种程度上，战争的背景也投影于这首诗，并一直存在于诗中。
There's a way in which the context of the war, too, shadows the poem and remains present in it.
这首诗是云南省一个偏僻山区的一名中学生在她的第一堂诗歌课上写的。
This poem was written by a middle school student in a lonely mountainous town in Yunnan Province during her first poetry class.
第一个是激进的神学，第二个是这首诗同样激进、同样大胆的原始诗歌形式。
The first is the radical theology, and the second is this poem's equally radical and equally daring original verse form.
根据新英格兰历史学会的说法，黑尔只写了这首诗的一部分，但声称自己是作者。
According to New England Historical Society, Hale wrote only one part of the poem, but claimed authorship.
根据新英格兰历史学会的说法，黑尔只写了这首诗的一部分，但声称自己是作者。
According to the New England Historical Society, Hale wrote only part of the poem, but claimed authorship.
在这首诗的最后，粗鄙的乡村青年：“起身，抖抖他的蓝披风，明天到新的森林和牧场去。”
At the very end of the poem, the uncouth swain, "rose, and twitch his mantle blue, tomorrow to fresh woods and pastures new."
我们会认为，与弥尔顿的同时代人，可能会被这首诗的开头所使用的对撒旦同情的描述所震惊。
We would think that Milton's contemporaries might be aghast that such a sympathetic portrait of Satan could be used at the beginning of the poem.
我认为弥尔顿鼓励我们去质疑，去与神学上的确定性搏斗，而这正是这首诗的其余部分所努力建立的。
I think Milton is encouraging us to question, to wrestle with the theological certainties that the rest of the poem labors to establish.
如果1916年赫尔的侄孙女的一篇文章可信的话，赫尔余生都宣称“一些人谎称是别人写了这首诗”。
If a 1916 piece by her great-niece is to be trusted, Hale claimed for the rest of her life that "Some other people pretended that someone else wrote the poem".
这首诗引起了读者的共鸣。
This poem has struck a responsive chord in the hearts of its readers.
这首诗有民歌风味。
换句话说，这首诗是一次对话。
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