后天

What do you do on mondays ?...

我后天上课，你呢？

He held the opinion that the individual differences of intelligence and morality was the result of after-born learning.

他指出：性相近，习相远也《论语·阳货①》认为人的智能品行的差异是后天学习的结果。

The term 'alexia' is used to refer to any acquired disorder of reading.

&失读症&常用来指后天阅读障碍。

If you don't win the bargain to day , Franklin would say, go after it again tomorrow--and the next day .

&如果今天你没说服他，&富兰克林会说，&明天再继续说——后天再继续说。&

Interpret the future under a hill, South Point Shenzhen Bay, Hong Kong, a back hills overlooking the site setup, Shenzhen gold content is the highest available plots, Whether congenital or acquired advantages planning, the central area of Shenzhen city centres will be most vividly demonstrated in real style functional areas.

中心区北依莲花山，南望深圳湾、香港，形成背山面海的用地格局，是深圳含金量最高的绝版地块，无论先天优势还是后天规划，深圳中心区将淋漓尽致地凸现城市中心功能区的真风采。

It may be necessary that boiling is the particular physical process with which the explanation identifies it, but if so, it is clearly necessary a posteriori.

沸腾是特定的物理过程（这个解释把它和这个物理过程取为同一）'这可以是必然的，但如果这样，显然是后天必然的。

I asked them to transfer the book to the post office next to my work place, I guess I can take it in these two days.

我要求他们把我的收件运到我公司附近的邮局，大概后天便可以取了。

Today do not buy food to cook tomorrow to buy the clothes, the day after you buy that.

今天买吃的不做饭了，明天买件衣服了，后天买那个啦。

We can put the task through the day after tomorrow.

我们可以后天完成这项工作。

Up until 13, boys and girls turn on the waterworks the same amount,"showing that blubbing because of joy, sadness or anger is something that is learned," researchers conclude d.

研究人员总结称，在13岁以前，男孩和女孩哭泣的频率差不多，&这说明因欢乐、悲伤或愤怒而哭泣是一种后天习得的行为。&

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。