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What I remember above all about Harvard was being in the midst of so much ener gy and intelligence.

不管怎样，我对哈佛的回忆主要都与充沛的精力和智力活动有关。

While he was in the midst of some dangerous gymnastic performances

他一面做惊险的体操动作

In the midst of my gyration, I heard a man standing nearby say, Gladys, forget about the gorilla!

在我旋转的当儿，我听到站在附近的一个男人说：格拉迪斯，忘了大猩猩把！

And there was an hole in the midst of the robe, as the hole of an habergeon, with a band round about the hole, that it should not rend.

39：23 袍上留一领口，口的周围织出领边来，彷佛铠甲的领口，免得破裂。

And there shall be an hole in the top of it, in the midst thereof: it shall have a binding of woven work round about the hole of it, as it were the hole of an habergeon, that it be not rent.

28：32 袍上要为头留一领口，口的周围织出领边来，仿佛铠甲的领口，免得破裂。

23 And there was an hole in the midst of the robe, as the hole of an habergeon, with a band round about the hole, that it should not rend.

袍上留一领口，口的周围织出领边来，仿佛铠甲的领口，免得破裂。

For thou hadst cast me into the deep, in the midst of the seas; and the floods compassed

2：3 你将我投下深渊，就是海的深处。大水环绕我。你的波浪洪涛都漫过我身。

In the midst of it all, he made plans to meet his half brother Roy in Washington, D.C.

在这过程中，他几乎在华盛顿跟他同父异母的各个罗伊见面。

What I remember above all about Har var d was being in the midst of so much energy and intelligence.

哈佛留给我的记忆，最突出的是感到自己置身于充满活力与智慧的环境之中。

But his promise is that in the midst of such hardship and difficulties, he is with us.

但是他的应许是：在这些苦难中，他与我们同在。

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。