哥伦比亚

Columbia has got to be one of the most beautiful countries in the world.

哥伦比亚我们必须面对的一个最美丽的国家在世界上。

I think I just became a Columbia student...

我觉得只是我要成为哥伦比亚大学的学生了。。。

Well, I might want to go to Columbia. But I might not.

我可能想去读哥伦比亚大学，但也可能不想。

We are now in the District of Columbia.

我们现在是在哥伦比亚特区。

As we drove off from Columbia, I wanted to write a letter to you to tell ...

当我们开车驶出哥伦比亚大学的时候，我想写一封信给你，告诉你盘旋在我脑中的想法。

As we drove off from Columbia, I wanted to write a letter to you ...

当我们开车驶出哥伦比亚大学的时候，我想写一封信给你，告诉你盘旋在我脑中的想法。

I thought you wanted to go Columbia.

我原以为你想上哥伦比亚大学。

I suppose you want to apply to Columbia.

我猜你想申请哥伦比亚大学。

I'm a Columbia girl now.

我现在是一个哥伦比亚女孩了

I'm going to Columbia.

我要去哥伦比亚大学

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。