年级

He is in Class One, Grade One.

他在一年级一班。

I like to tell you some things that I like in second grade.

我想告诉你一些在二年级我喜欢的事情。

You and I are in Grade.

我和你在一年级。

I am a grade one of student .

我是一年级的学生。

B: I am a third grader, too.

我也是三年级的学生。

I'm not saying it's because of Website Grader, but it helped me determine problem areas.

我不是说这是因为它的网页年级，但它帮助我确定有问题的地方。

I would like to write to another third grader.

我喜欢给其他三年级的学生写信。

B: I am a fourth grader, too.

我也是四年级的学生。

Yeah, and he's a ninth grader, so that means tongue.

是的，他是九年级的学生这意味着他会舌吻

B : He is a six grader.

他是六年级的学生！

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。