凯西

Now, that's the Cassie I know.

这才是我所认识的凯西

Cassie, there's not much time. I need to know.

凯西，时间不多了我非知道不可

Cathy: I'm saying that I hate you.

凯西：我说我恨你。

Cathy: I guess you're right.

凯西： 我想你说得对。

Cathy: Gosh, I don't know.

凯西：天哪，我不知道。

"Oh, I know what I mean to tell you, Cathy will come this Saturday."

哦，我知道我想告诉你什么，凯西本星期六准备来。

Cathy: Well, even if they don't like you, I always will.

凯西：就算他们不喜欢你，我永远都会喜欢你。

Cathy: I think I'd have died if you hadn't.

凯西：如果你没有这样我会死的。

This is my daughter, Cathy.

这是我的女儿，凯西。

Hi, Cathy. Nice to see you.

嗨，凯西。很高兴见到你。

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。