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We can read of things that happened 5,000 years ago in the Near East, where people first learned to write.

我们从书籍中可读到5，000 年前近东发生的事情，那里的人最早学会了写字。

We can read of things that happended 5000 years ago in the Near East, where people first learned to write.

我们从书籍中可以读到5000年前近东发生的事情，那里的人最早学会了写字。

We can read of things that happened 5000 years ago in the Near East, where people first learned to write.

我们从书籍中可以读到5000年前近东发生的事情，那里的人最是学会了写字。

We can read of things that happened 5000 years ago in the Near East ,wherepeople first learned to write.

我们能读懂5000年前第一次出现在近东的文字。

We can read of things that happened 5,000 years ago in the Near East, where first learned to write.

我们从书籍中可以读到5，000年前近东发生的事情，那里的人最早学会了写字。

We can read of things that happened 5,000 years ago in the Near East, where people first learned to write.

我们能读到五千年前近东发生之事，那里的人。。。

We can read of things happened about 5,000 years ago in Near East,where people first learned to write.

我们可以通过阅读，了解5000年前近东发生的事，因为那里的人们首先学会了书写。

We can read of things that happened 5,000 years ago in the Near East, where people first learned to write.

我们可以在近东阅读到5000年以前发生的事情，那里是人们第一次学会书写的地方。

We can read of things that happened 5,000 years ago in the Near East, where people first learned to write.

参考翻译：我们从书籍中可读到5，000 年前近东发生的事情，那里的人最早学会了写字。

We can read of things that happened 5 000 years ago in the Near East where people first learned to write.

我们可以读到5000年前发生在近东的事情，那里的人们最先学会写字。

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。