教区

Says the parishioner to the minister who explains that while shaving he was thinking about his sermon and cut his chin:"You should have been thinking about you chin and cut the sermon."

牧师说刮胡子的时候他想着布道所以划破了下巴，于是教区的居民说："你应该想着自己的下巴，划掉布道辞。"

The clergyman stayed to exchange a few sentences, either of admonition or reproof, with his haughty parishioner; this duty done, he too departed.

牧师呆着同他高傲的教区居民交换了几句劝导或是责备的话，尽了这番责任，也离去了。

And your parochial school misadventures?

是，你的教区学校的遭遇吗？

A priest at a parochial school, wanting to point out the proper behavior for church, was trying to elicit from the boys rules that their parents might have before taking them to a nice restaurant.

一所教区学校的牧师想要指出在教堂做礼拜的正确举止，于是他让学生们先说说，父母带他们去高档餐厅之前叮嘱的话来引出他要传授的内容。

As soon as she had finished parochial school,a brighr young girl named Lena shook the dust of New Ireland off her shoes and made her way to New York where ,before long,she became a successful performer in show business.

忏悔年轻的阳光女孩列娜结束了教区学校的学业，抖掉鞋子上新爱尔兰的泥土，来到了纽约。不久就在商业演出秀中成为一个成功的演员。

He is very interested in parochial affair s.

他对教区的事务非常感兴趣。

He is very interested in parochial affairs .

他对教区的事务非常感兴趣。

I hope that this unfortunate little circumstance will not deprived me of my parochial office?

我希望这一不幸的小节不至于导致我被革去在教区担任的的职务。

In that parsonage, and on those moors, unhappy and lonely, in her poverty and her exaltation, she remains for ever.

在那教区牧师的住宅里，在那荒野的沼泽地带，她不幸而又孤独，永远处于贫困和精神奋发的状态之中。

Let us remember the context here: Paul is writing to one of his spiritual "sons" who is having a tough time in his first pastorate.

提要 我们必须记住这里的教训：保罗正在写信给他的一个「属灵的儿子」，因为他在头一个工作的教区中就遭遇到困难。

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。