她的

She understood that she hadn't worn the hair clip to school at all.

她才明白她其实并没有戴她的发夹去学校。

She took a half step and made a pretty pirouette and clasped her hands before her.

她花了整整半步骤，并提出了非常旋转和紧握她的手在她面前。

Though her sister Oholibah saw all this, her lust was more depraved than her sister's, and she outdid her in harlotry.

她妹妹敖曷里巴虽看见了这一切，但她的情欲更甚于她姐姐，她的淫乱也远超过她姐姐的淫乱。

If you want her to like you, just talk about animals. That's herAchilles' heel.

如果你想让她喜欢你，就和她谈谈动物，那是最能打动她的。

As soon as they entered, Bingley looked at her so expressively, and shook hands with such warmth, as left no doubt of his good information; and he soon afterwards said aloud,"Mrs. Bennet, have you no more lanes hereabouts in which Lizzy may lose her way again to-day?"

两位贵客一走进门，彬格莱便意味深长地望着她，热烈地跟她的握手，她一看见这情形，便断定他准是消息十分灵通；不多一会儿工夫，他果然大声说道："班纳特太太，这一带还有什么别的曲径小道，可以让丽萃今天再去迷路吗？"

She said it was one of her dreams,she just wanted to have it for herself.

她说这是她的梦想，她只是想为自己做这个纹身。

When she lived in Italy, she was voted "Homecoming Queen" of her high school.

当她住在意大利，她是投反对票"回家女皇"她的高中。

She had no problem in keeping the hula hoop going around her hips even when she was walking.

她没有问题，在保持呼拉圈四处她的臀部，即使她走。

She would pray God to give her back her boy, and promise she would never, never ill-treat him any more.

她将扑在他身上，泪如雨下般的祈求上帝让她的孩子起死回生，她答应绝不再亏待他了。

She imagines that people don't like her, but they do.

她认为人们都不喜欢她，但他们是喜欢她的。

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。