大卫

I heard of David , but I don't know him .

我听说过大卫，但我不认识他。

Hi, my name is David, and you are?

嗨，我的名字是大卫，你是……？

I have known David for more than 20 years.

我认识大卫20多年了。

David: No, I can't.

大卫： 不，我不能。

And David said to him, Where did you come from?

1：3 大卫问他说，你从那里来？

David: You know, I've been having a lot of trouble...

大卫：您知道，我一直有不少的困扰。。。。。。

And David said to him, Where have you come from?

1：3 大卫问他说，你从哪里来。

David, I hope you are well.

大卫，我希望你们都好。

Davy, we are going to strike.

大卫，我们要罢工了。

Billy and his brother Davy were in the same class.

比利和他的哥哥大卫在同一个班里上学。

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。