凯西

Look, Casey, we're gonna lose the biggestclient we have...

看，凯西，我们会失去我们最大的客户。。。

Casey: I thought the same thing, now I can't live without my e-mail.

凯西： 我也曾这麼认为，但现在我不能没有电子邮件。

What happened to your leg, Mr. Casey?

你的腿怎么了，凯西先生。

Casey:"He wants to be born now."

凯西："他想现在被生下来。"

Mr. Casey is a very influential teacher at our school.

凯西先生是我们学校非常有影响力的一位老师。

I admire you, Cassidy, and I want you.

凯西，我欣赏你，而且我想要你

Didn't Cassidy turn you on to this place?

不是凯西让你迷上这个地方的吗？

Or what Cassidy has told you...

也不晓得凯西跟你说了什么

No, I'm not competing for Cassidy.

不，我不要拿凯西比赛

I want you, Cassidy.

我要你，凯西

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。