奥利弗

I don't know, Oliver.

我不知道，奥利弗

Oliver:I don't know.

奥利弗：我不知道。

Oliver:No. No. I've got to get back.

奥利弗：不，不，我得回去了。

Oliver:I don't know. I'll look it up.

奥利弗：我不知道，我去查一下。

Oliver:So I want you to come.

奥利弗：所以我想叫你来。

Oliver: What are you talking about?

奥利弗：你在说些什么？

"We think you're very good, too, Oliver," said George.

"我们认为你也是很好的，奥利弗。"

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

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。