牛顿

He wants to be a second Newton.

他想成为牛顿式的人。

He is a Newton of today.

他是当代的牛顿。

John is the Newton of our school.

约翰是我们学校的牛顿。

He wants to be as great a scientist as Newton.

他想要成为像牛顿一样伟大的科学家。

E.g. He wants to be as great a scientist as Newton.

他想成为像牛顿那样的伟大的科学家。

I know Professor Newton's class is hard, but he's good.

我知道牛顿教授的课很难，但他教得好啊。

Bull;He is the Newton of this century.

他是本世纪的牛顿。

I told them, You listen to me, what is there to do after Newton?

"|我跟他们说"你们听我说在牛顿之后还能什么？

Einstein: You are not Newton who you are?

"爱因斯坦："你不是牛顿你是谁？

From 1665 to 1667, has been thinking about Newton's gravity.

1665至1667年间，牛顿已在思考引力的问题。

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。