奥利

Oliver:I think if you don't say yes, I'll ...

奥利弗：我想如果你不说"是"的话，我就要

Oliver: I'm not watching you study. I'm studying.

奥利弗：我没在看你学习，我也在学习。

Oliver:Jenny, you don't believe I love you

奥利弗：詹妮，难道你不相信我爱你

Oliver: I believe you, I really do.

奥利弗：我相信你，真的相信。

I've had Oliver for a couple weeks now, and he has been a wonderful dog.

我已奥利弗为几个星期，现在，他一直是美好的的狗。

Oliver:OK. What I mean is that you should always keep at it.

奥利弗：好吧，我的意思是你应该永远坚持下去。

Oliver: I will, baby, I will.

奥利弗：我会的，宝贝，一定会很坚强的。

Oliver: Well, that you got, baby.

奥利弗：我已经是你的了，宝贝！

Oliver:Because I didn't like the way they were treating you.

奥利弗：因为我不喜欢他们对待你的方式。

Oliver: I'm saying it now.

奥利弗：我现在不是在跟你说吗？

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。