上学

He was late to school for the third time successively.

他连续三次上学迟到。

I'm going to summer school.

我要去上学。

Parents are encouraged to apply a high factor sunscreen to their children before they leave for school, and to send them to school wearing loose fitting clothing and a sun hat.

我们鼓励父母让孩子在上学之前涂抹高效防晒油，同时让孩子们穿松身的衣服和戴太阳帽。

We don't go to school on sunday.

5：我们星期天不去上学？

Don't we go to school on this Sunday?

5：我们星期天不去上学？

We don't go to school Sunday.

我们星期天不上学。

Frank Jackson and David Chalmers, in contrast, want to use the conceptual analysis thesis to support the claim that there is a metaphysical gap between mental and physical; it is part of an argument for a kind of dualism, for the conclusion that the facts about consciousness do not supervene on the physical facts.

Frank Jackson和 David Chalmers相反，需要使用概念分析主张来支持这样的主张：在精神和物理之间存在形上学鸿沟；这是一类二元论论证的一部分，所支持的结论是'关于意识的事实并不附着在物理事实上'。

Levine argues that the gap is an epistemological one that is compatible with the thesis that facts about consciousness supervene on the physical facts, while Jackson and Chalmers argue that the fact that there can be no conceptual analysis of consciousness supports metaphysical dualism: consciousness is neither identical with nor supervenient on the physical.

Levine认为这个鸿沟是认识上的，相容于'意识是附加在物理事实上的依附事实'的主张，而Jackson and Chalmers认为意识的不可概念分析支持形上学二元论：意识不是同一于也不是附着于物理物上。

At every stage of life we sustain losses- and grow in the process.

我们上学，一步一步，然后我们离开父母和儿时的家园。

Come to life, we are in swaddling clothes begin to listen to stories; school and we began to read stories, write their life story.

生命降临，我们在襁褓中就开始听故事；上学后我们开始阅读故事，书写自己的人生故事。

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。