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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"。

Probably the aphorism that there is no easy answer to what is very complex is true.

常言道，复杂的问题无简易的答案，这话大概是真的。

He looks apologetically while troubling himself on how to answer.

他看起来很内疚当困扰他如何回答这个问题的时候。

As has been pointed out, the object of apologetics is to give a scientific answer to the question, Why should I be Catholic?

正如有人指出，该物体的护教学，是给予科学的回答，我为什么要被天主教？

Ancient Greece: apologia=defense offered in a court of law, in answer to an accusation.

古罗马世代，apologia 这个字表示在法庭上，辩方为控方的指控所提出的辩解。

I wondered about my own life,if I would be able to answer the questions that kept appearing.

我也想知道自己的未来，问自己能否回答这些不断出现的问题。

Appeasement is not the answer my friends.

答案是不能姑息的朋友。

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。

My answer was apposite.

我的回答是得当的。

His answer was apposite.

他的回答是得当的。

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。