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I have to go out for half an hour. Could you please answer the phone?

我得外出半小时，你能帮我接一下电话吗？

Could you answer the telephone for me, please?

请你替我接电话，好吗？

Hold on for a moment, I'll go and ask her to answer the telephone.

等一等，我叫她来接电话。

Come along, I'm waiting anxiously for your answer

快说，我正在焦急地等你的回答。

The teacher is in when putting forward to inspire sexual problem, because the student suffers what already experience of feature of intellectual structure, age, society, surroundings waits for " bottleneck " to restrict, also can appear now and then awkward silence at an occasion, student collective aphonia, thinking block, or although have an answer but understanding does not reach the designated position even irrelevant, be far from a teacher to set the goal that problem place should achieve beforehand, bring about education process " to coagulate to be illogical absolutely acoustical of short duration rests ".

教师在提出启发性新问题时，由于学生受已有知识结构、年龄特征、社会经验、生活环境等"瓶颈"的制约，偶然也会出现冷场，学生集体失声，思维阻塞，或虽有回答但熟悉不到位甚至不着边际，远离教师预设新问题所要达到的目标，导致教学过程"凝绝不通声暂歇"。

And, for the longest time, the dog had distained to answer to any other appellation.

而且，很长一段时间了，这只小狗都不屑于答应任何其他的称呼。

The Arabesque solution is the answer to a designer's desire for uniqueness.

阿拉伯风为设计师渴望独一无二给出了答案。

The Arabesque solution is the answer to adesigner's desire for uniqueness.

阿拉伯风为设计师渴望独一无二给出了答案。

The Arabesque solution is the answer to a designers desire for uniqueness.

阿拉伯风为设计师渴望独一无二给出了答案。

The Arabesque solution is the answer toadesigner's desire for uniqueness.

阿拉伯风为设计师渴望独一无二给出了答案。

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。