“爸爸，我难道没有试过吗？”乔治又问。

"Have I not tried, father?" again urged George.

youdao

老师回到教室前面，又问还有谁能闻到苹果的味道。

The teacher returned to the front of the classroom and asked again who else could smell the apple.

youdao

父亲又问：“我的儿子呢？”

The father again asked, "Where is my son?"

youdao

In a way, there's a subset of questions that arises from those, to the effect that this is, of course, what we'll be taking up next time: the question "What is an author?"

从这些大问题中又会产生一些小问题，这些问题也将是我们以后会讨论的：,关于文学的缘由，我们接着又会问，“作者是谁？“

耶鲁公开课 - 文学理论导论课程节选

No sooner has the speaker asked this question -- and you see this rhythm, this dynamic, appear continually throughout Lycidas - he asks the question, and then immediately he acknowledges the inadequacy of the question.

刚问完这个问题--这种节奏，这种动态是贯穿《利西达斯》始终的,-刚问完这个问题，弥尔顿又立即承认了,这个问题是不适当的。

耶鲁公开课 - 弥尔顿课程节选

We don't know the time and we don't know how high it's rising so you can ask, "How am I supposed to deal with this problem?"

我们既不知道时间,又不知道最高点的高度,那你就会问了,这道题该怎么做呢

耶鲁公开课 - 基础物理课程节选