我明白了

A: I see, but Annie is Nigel's girlfriend.

甲：我明白了，但安妮是奈哲尔的女朋友，你这样是不对的。

Niko:Oh,I see . Now I understand.

妮可：哦，我明白了。

B:No, not really, only a few minutes.

A：我明白了，很远吗？

I see. I'll note it down .

我明白了，我会把它记下来的。

I see. It's the old boy network.

我明白了，这是熟人联系网。

I see, you are on leave.

我明白了，你是在休假。

I understand, is not on the shelf of those things square bar!

我明白了，是架子上的那些方方的东西吧！

I see... Please, wait here one moment.

我明白了。。。请在这里等上一会儿。

Oh! I see the original ....

哦！ 我明白了。。。。

I see. And you call it the Palace Museum now, don't you?

我明白了，你们现在叫它故宫，是吗？

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。