弗里克

You've heard of Christopher Columbus. You've read about the Vikings.

你一定听说过克里斯多弗·哥伦布，也一定看过北欧海盗的故事。

I don't know, Christopher.

我不知道，克里斯托弗

This is my son, Christopher.

这是我儿子，克里斯托弗

Christopher: No, she won't.

克里斯托弗：不，她不去。

Christopher: Yeah. It's our last game of the season.

克里斯托弗：是的，这次是我们队在这个赛季的最后一场比赛了。

Kathy: Christopher, aren't you going to work on your project for school?

凯西：克里斯托弗，你不去完成你的学校项目吗？

You gotta get Christopher from daycare. I can't.

你得去幼儿园接克里斯托弗我不能。。。

When Dame Cicely Saunders, who founded the Saint Christopher's Hospice in London in 1967, first aired those ideas, the medical world was hostile.

曾在1967年创建了伦敦圣克里斯托弗临终关怀院的桑德斯女士首次提出上述观点时，曾遭到医疗界的抵触。

Kalkstein tells you to find 10 sephirot. He'll also give you one of them (Chocc'mah Sephirah). You found Maal'kad by the cockatrice's body at the beginning of the chapter. Ghe'vrath,'Oth and Veen'ah can be found at Melitele altar in the hospital (M8.30) if you offer something to eat by placing it on the altar. Tipperath can be bought from Leuvaarden (M9.10) for 500 orens (it's done during the conversation).

Sephirot 卡尔克斯坦让你找到 10 个卡巴拉石，他会给你一个；玛尔卡德在石化鸡蛇尸体上搜刮得到；基弗拉兹，欧兹，维纳在医院(图 8.30)的梅里泰莉神像用食物献祭得到；提普拉兹从雷瓦登(图 9.10)那里买到(500 奥伦，对话就可以买到)。

There were four people in Judge Lawrence Waldman's chambers: Judge Waldman, District attorney Robert Di Silva, Thomas Colfax, and Jennifer.

劳伦斯·沃特曼法官的议事室里坐着四个人。他们是沃特曼法官、地区检察官罗伯特·迪·西尔瓦、托马斯·柯尔法克斯和詹妮弗。

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。