生动

Ascham, in The Schoolmaster, tells a touching story of his last visit to Lady Jane Grey.

阿斯克姆在《教师》中，讲述了他最后一次拜访格雷郡主的感人故事阿斯卡姆在《教师》一书中生动地叙述了他最后一次去拜访简·格雷小姐的经过。。

Ascham , in "The Schoolmaster", tells a touching story of his last visit to Lady Jane Grey.

阿斯卡姆在《教师》一书中生动地叙述了他最后一次去拜访简·格雷小姐的经过。

Ascham, in "The schoolmaster", tells a touching story of his last visit to Lady Jane Grey.

Ascham在《教师》一书中生动地叙述了他最后一次去拜访Jane Grey小姐的经过。

Ascham, in "The Schoolmaster", tells a touching story of his last visit to Lady Jane Grey.

阿斯克姆在《教师》一书中生动地叙述了他最后一次去拜访简。

Ascham, in The Schoolmaster, tells a touching story of his last visit to Lady Jane Grey.

阿斯克姆在《教师》中，讲述了他最后一次拜访格雷郡主的感人故事阿斯卡姆在《教师》一书中生动地叙述了他最后一次去拜访简。

Ascham, in "The - 17 -职称英语英汉对照 2007 版作者:winme Schoolmaster", tells a touching story of his last visit to Lady Jane Grey.

阿斯克姆在《教师》一书中生动地叙述了他最后一次去拜访简格雷小姐的经过。

All can not only assi st students to understand the life process, the nature and significance, and also can guide them to grasp the life conception, life position, objectives and planning and to learn basic life conduction methods and strategies, which enhances their prediction and initiation of life and extends the field of political thought for Higher Education institutions, so that this education can be more lively and effective.

这不仅有利于帮助学生了解人生的过程、本质以及意义，更有利于引导他们把握人生的经营理念、人生定位、经营目标与规划，学会基本的人生经营方法和策略，增强他们的人生的前瞻性、主动性，并且拓展了高职院校的思想政治教育领域，使思想教育更生动、更深入人心、更具实效。

Firstly, the good qualities of his fairy tales, such as fitness for children, interesting plot, vivid characters, humorous language and well-kept inborn traits in personification are analyzed in detail from the perspective of aesthetics, besides, his weakness in structure and atmos...

论文首先从美学的角度，分析孙幼军童话中存在着儿童面向、故事性强、形象生动、语言幽默、拟人化形象物性保持良好等明显优点，并指出部分童话在结构安排和童话氛围营造上所存在的不足。

And he complained that in our house there was only one toilet, whereas in Barra, they had three.

他们开始只是把他的故事当成是他的生动的想像。

Behind them,on the beached,soldiers left vivid evidence pf the world they once had known.

他们已经慢慢地推进到了内陆，就在他们身后的海滩上，留下了一堆生动的证据，证明他们曾经生活在这个世界上。

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。