伊丽莎白

Elizabeth: Somtimes I don't know why I like you.

伊丽莎白：有时，我真不明白为什么我会喜欢你。

Elizabeth: I don't agree with it either.

伊丽莎白：我也不同意。

She is innocent, my Elizabeth,' I said, 'and I am quite sure of it.

"我的伊丽莎白，她是无辜的，"我说，而我对此十分有信心。

Elizabeth: I'm a teacher.

伊丽莎白：我是老师。

You know i would go through fire and water,elizabeth,to be with you.

你知道，伊丽莎白，就是赴汤蹈火我也和你在一起。

Elizabeth: Well, that's life.

伊丽莎白：嗯，这就是生活。

Elizabeth: Oh, I do love this time of day.

伊丽莎白：噢，我喜欢一天之中的这个时候。

"I am Elizabeth, of the English."

我是伊丽莎白，英国的统治者。

Elizabeth:"Hope you like it."

伊丽莎白："希望你喜欢。"

Jeff: Elizabeth, I have a question I'd like to ask you.

杰夫：伊丽莎白，我有一个问题想问你。

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。