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I'll come back for an answer later on!

晚些时候，我会再来听你的回音！

I'm waiting for your answer.

我在等你的答案。

I'm waiting for an answer to you.

我在等你的答案。

If you don't know the answer, you can ask for me.

如果你不知道答案，你可以问我。

When you say,'I don't know' you are waiting for an answer...

当你说"我不知道"的时候，你在等一个答案。。。

It is time for us to answer this question.

现在是我们回答这个问题的机会。

It is difficult for me to answer the question.

对我来说这个问题是困难的。

We're waiting for your answer.

我们在等你的答案呢。

I sure hope I can answer them for you.

我真的希望我能回答你的问题。

It is time for her to answer the question.

是该她回答问题的时候了。

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。