心目

I do not know you are how to treat me, but I think of being telling you: Disregard the household position in your mental view how, impression how, you do not all ought to behind the back of others, criticize him And satirize him.

我不知道你是怎样看待我的，但是我想告诉你的是：不管人家在你心目中的地位如何，印象怎样，你都不应该在别人的背后说他和讽刺他。

Akuei wants us to be serious, I still believed in my mind,"Whenever you go out, it must be fun, no matter scariness in your heart or other people's advice, I must be happy and make it my way to play, and I'll turn it into fun in my heart."

，连ㄚ贵老师都要我们严肃且认真，我还是坚决我出去别人一定破不了的道理：「出去ㄧ定都好玩、不管心理负担或别人劝告，我一定放轻松且照自己的方式享受活动的任何一部分，把它转为我心目中的好玩。

He is my stereotype of a schoolteacher.

他是我心目中的典型老师。

It is interesting to design our own schoolyard.

设计自己心目中理想的校园是很有意思的。

The canny, lovable old Scotsman carelessly tossed it into my mind, when I was but a boy.

该Canny算子，可爱的老苏格兰人不小心抛出它变成我心目中，当我，但一名男童。

Simply type in the name of the artist or of the song and Seeqpod would scours through it's database of millions of songs and pulls out exactly what you're looking for.

简单型的名称，艺术家或歌曲，并seeqpod会冲刷，通过它的数据库中的数百万首歌曲，并拉起了，那该多好。心目中的理想伴侣。

Of course, raul scores so frequently that his image is seared in the minds of many football fans.

当然了，劳尔破门是如此频繁，以至于这一形象成为了许多球迷心目中的经典。

Of course, Raul scores so frequently that this image is one seared in the minds of many football fans.

当然了，劳尔破门如此频繁，以致于这一形象成为了许多球迷心目中的经典。

Our granddaughter's second-grade class was asked to write about their personal heroes.

我们的孙女儿读二年级，老师要求班上的同学写他们心目中的英雄。

Our granddaughters second-grade class was asked to write about their personal heroes.

我们的孙女儿读二年级，老师要求班上的同学写他们心目中的英雄。

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。