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I sat in my mother's office and help her answer the telephone.

我坐在我母亲的办公室，并帮助她回答的电话。

In my mother's office and help her answer the telephone.

在我母亲的办公室，帮她接电话。

I called him again and again, but he didn't answer the telephone.

我一次又一次地给他打电话，可是他就是不接。

E.g. I called him again and again, but he didn't answer the telephone.

我一次又一次地给他打电话，可是他就是不接。

I can't answer the telephone.

我不能接电话，我正在洗澡。

Could you answer the telephone for me, please?

请你替我接电话，好吗？

They also decided not to answer the telephone.

他们还决定不回答电话。

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。

Please tell him to answer the telephone.

请告诉他接电话

You had better not answer the telephone.

你最好不要接电话。

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。