年级

I still vividly remember my band director in 9th grade saying that to me. I was the best oboe player, but I was also the only oboe player.

至今，我还清楚地记得在我九年级时，我的乐团指挥曾这样对我说，我是最好的双簧管表演者，但我是乐团唯一的双簧管表演者。

3185 adolescents aged 15±2 year-old(52% male)were measured with Leyton Obsessional Inventory-Child Version.

以班为单位用LOI-CV调查北京市四所中学六个年级72个班的学生，收回有效问卷3185份。

Third-year pupils took part in a number of teamwork activities, such as dragon boating, the three-legged race and obstacle courses.

三年级学生参加了一系列的团队活动，例如划龙舟，两人三足和障碍赛。

I was teaching in a small town in Ohio where my

我在俄亥俄州的一个小镇上教小学三年级。

I was teaching in a small town in Ohio where my twenty-seven ''.

我在俄亥俄州的一个小镇上教小学三年级。

A member of the civil service is expected to maintain political impartiality and all grades must not seek nomination or election to the European Parliament or Houses of the Oireachtas.

一名成员的公务员队伍，是预计将保持政治中立和各年级不得寻求提名或当选为欧洲议会或房屋的国会。

There are no significant differences on the consideration of the school's organizational climate among teachers who have different subjects, different sexes, marriage state, ages, classes, teaching lengths and working hours of each week.

教师不会因为任教科目、性别、婚姻状况、年龄、任教年级、教龄、每周任教课时数的不同而影响对学校组织气氛的知觉。

This paper focuses on the relationship between the English score of entrance examination and the score of CET-4, on the basis of which, four pieces of English teaching advice are proposed.

本文从连续的三个年级各选取200名学生作为对象，研究了四级成绩与高考英语成绩的相关性，并据此对目前的教学现状进行思考，提出了相关建议。

One fifth of the students in our grade are from other cities.

我们年级有五分之一的学生来自其他城市。

About one-fifth of the freshmen reported that they had been brought up in small towns.

大约有五分之一的一年级生是在小城镇长大的。

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。