查询词典 lily-livered

Lily: Well, I'm sure I'll think of something.

好了，我肯定会想出什么来的。

Lily: No, it's my fault.

没有，是我的错。

Jack: Lily, it's for you.

杰克：莉莉，是你的。

Lily: No, I don't think so

不，我不想。

Lily: You know all I want is for you to be happy, right?

你知道我想要的是你能快乐，对吗？

Lily: I told you you'd like it.

莉莉：我说过你会喜欢的。

Lily: Oh, I didn't know.

哦，我不知道呢。

Lily: What? I don't know.

什么？我不知道。

Lily: Of course, I don't like to be late.

当然，我不喜欢迟到。

Lily: I have to tell you something.

我得告诉你点事。

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。