凯西

K:One's for me, and the other's for my best friend, Judith.

凯西：一件给我自己，另一件则给我最好的朋友茱蒂丝。

K:I think I'm really going to like it here.

凯西：我想我会很喜欢这里的。

K:No. I'm your friend.

凯西：不。我是你的朋友。

Still in traffic, Kat.- What's your location?

我还在路上，凯西-你现在在什么位置？

Kathy : i don't know.

凯西 ：我不知道。

Kathy : i'm not sure. my hair is so long. what do you think?

凯西 ：我不知道，我的头发长好长了，你觉得呢？

I'm Kathy king how are you?

我是凯西金你好吗？

Kathy, I'd like to introduce my friend ,John, to you.

凯西，这是我的朋友约翰。

Kathy : i know. that's what she'll say, too.

凯西 ：我知道，她也会这样说。

Kathy : maybe you're right.

凯西 ：也许你说的对。

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。