上学

She usually goes to school at half past seven.

她通常在七点半去上学。

I go to school at half past seven and lessons start at eight o'clock.

我7：30去上学，8：00开始上课。

I would walk in to school feeling half-dead.

我走在上学的感觉半死亡。

He took out a half-length photo he pre-prepared from his pocket, handed to Yi Min:"I don't know if I can come to school again next term. Please keep this photo of mine as a souvenir."

他从衣袋里取出一张早就准备的半身照片，递给伊敏："不知道下学期能不能再上学，这张照片就给你留个纪念吧。"

It is during half-term, when urban traffic flows unusually freely, that you realise how much congestion comes from children travelling to school at the same time.

正是在城市交通特别通畅的期中假期间，你才会意识到，孩子们上学造成了多大的拥堵。

Darron Gibson, for one, is clearly taking notes from the little master on the training ground: playing with his head up, dropping to receive the ball on the half-turn, the measured passes, the sweetly timed shots… they're all there.

比如达伦。吉布森就在训练场上学了不少东西：抬头踢球，如何接球，如何传球，恰到好处的射门时机……他们都在学

I WAS very late for school that morning, and I was terribly afraid of being scolded, especially as Monsieur Hame l had told us that he should examine us on participles, and I did not know the first thing about them.

那天早晨，我去上学，去得非常晚，我好害怕被责骂，特别是，阿麦尔先生跟我们说过，他要考一考分词规则，而我连头一个字都不会。

I go to the handicapped high school.

我在残疾人高中上学。

I am a handicapped person, and it is not convenient for me to go to school.

我是一个残疾人，所以去学校上学也不方便。

But Hanley's poverty allows no leisure for such luxuries as going to school.

但汉利的贫穷使他无从享受上学这样的奢侈。

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。