我明白了

Mr Jones: Oh, I see.

琼斯先生：噢，我明白了。

Karen: Oh, I get it. She's you.

哦，我明白了，她在扮你。

I see. And we could keep the house.

我明白了。我们还可以保留房子

Now,I understand what labor means.

现在我明白了劳动的意义。

Now I understand the value of labour.

现在我明白了劳动的价值所在。

David Langley:...I see.

大卫：……我明白了。

Then,two years later,I understood.

后来，两年后，我明白了。

I have learned ...

我明白了。。

I see. You're in one of your left-wing moods.

我明白了你现在是左倾思想严重

Leonard : Oh, I've got it.

哦，我明白了。

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。