打球

In Japan, you should buy valuable gifts for your fellow golfers if you happen to be a hole-in-one lucky man.

在日本，如果您打出一杆进洞，您应该给一同打球的球友买份贵重礼物。

While most Hainan courses are fully booked during the winter peak tourist season, the insufferable heat and relentless rains of summer keep away all but the most dedicated or frugal (greens fees are often heavily discounted during the quiet months).

尽管在冬季的旅游旺季，海南多数球场都被预定一空，但在热得令人难以忍受、雨水不断的夏季，几乎就连最敬业或是最节俭的人也不会来这里打球（在淡季，草坪费通常会打很高的折扣）。

Maybe you can correct it by going to a driving range before youplay again.

或许你可以在下次打球以前到练习场改正过来。

And if I didn't get the dream of playing in the NFL, that's OK.

假如我当时没有梦想要到全国橄榄球联盟打球的话，那橄榄球也就不算什么了。

I was 15 and playing AAU ball, watching a teammate do the crossover.

15岁的时候我在业余体育联合会打球，看见同学在做过人。

I was 15 and playing AAU ball, watching a teammate do the crossover.

我15岁在&业余体育联合会&打球，看见同学在做过人。

I was 15 and playing AAU ball, watching a teammate do the crossover.

15岁的时候我在业余体育联合会打球，看见一位同学在做crossover。

Quot;I was 15 and playing AAU ball, watching a teammate do the crossover.

15岁的时候我在业余体育联合会打球，看见同学在做过人。

Oh yeah. It was the summer after my freshman year. I was playing AAU, and man, I just went up and dunked with one hand in a scrimmage. Later on, I went up with two.

Oh，当然。那是在我大一时候的夏天，当时我在AAU打球，伙计，在一次队内训练中，我轻松地跳起来用一只手扣进了一个球，接着，我又用双手扣进了一个球。

I was 15 and playing AAU ball,watching ateammate do the crossover.

wo15岁在业余体育结合会打球，看见同窗在做过人。

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。