彭斯

"Oh, surely that's most unlikely," said Spence.

"哦，那简直不可能。"斯彭斯说。

"A nasty business," said Spence. I thought so when I heard about it.

"真歹毒，"斯彭斯说，我听说后也想过。

Michael Spence: I would be delighted to try.

教授迈克尔斯彭斯：我将高兴地尝试。

Spence:Would you please tell me something about current accounts?

斯彭斯：您能给我讲讲有关往来帐户的事吗？

"Blest if I can think who it could .have been, all the same," said Spence.

"上帝保佑，我要是能想得出是谁干的就好了。无论着重点放在哪儿，"斯彭斯说。

Following the breakup of the Roemans, he returned to Tarpon Springs and over the course of the '70s, he slowly built up a collection of songs which formed the basis of Just Another Day in Paradise.

继Roemans解体，他回到塔彭斯普林斯并主持了70年代的过程中，他慢慢地建立了这首歌曲就形成了在天堂的另一天的基础上集合。

Helen Burns asked some slight questions about her work of Miss Smith, was chidden for the triviality of the inquiry, returned to her place, and smiled at me as she again went by.

海伦。彭斯问了史密斯小姐某个关于她作业的小问题，因为问题琐碎而被申斥了一通。她回到自己的位置上去时，再次走过我，对我微微一笑。

Jordan Spence has skippered England at three different age groups, and the youngster hopes to follow in his hero's footsteps and lead his country at senior level one day.

乔丹·斯彭斯分别在三个年龄阶段的英格兰代表队中担任队长一职，年轻人希望紧随英雄的脚步，且在日后获得带领成年队征战的机会。

This ominous tool she presented to Miss Scatcherd with a respectful curtsey; then she quietly, and without being told, unloosed her pinafore, and the teacher instantly and sharply inflicted on her neck a dozen strokes with the bunch of twigs.

她毕恭毕敬地行了个屈膝礼，把这个不祥的刑具递交给了斯卡查德小姐。随后，她不用吩咐，便默默地解开了罩衣，这位教师立刻用这束木条狠狠地在她脖子上揍了十几下，彭斯没有掉一滴眼泪。

Spence is a year 2001 Nobel Prize co-winner in Economics for his joint contribution in discovering the Asymmetric Structure of Marketing.

斯彭斯教授是2001年诺贝尔奖的共同得主在经济学的联合贡献发现了不对称的市场结构。

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。