我放不下你,因为我喜欢你的英语怎么说?

You always cause me not to be able to lay down.

教英语11年、念汉字10年、在中国住6年的外国人说：Because (I) cannot put it down,so (I) cannot never forget it.

第一个空：用了叠加的方式,读起来琅琅上口,从一个侧面表达出“苦书”之多,间接描写出了父亲的执着与付出之多
第二个空：特有的精神,面对生活的艰辛和苦难时那种不服输不放弃,包含了“我”对父亲的疼惜和淡淡无奈
第三个空：是医术,更是父亲解决困苦生活的一种方式---顽强的努力下去.
第四个空：坚韧不拔、决不放弃
要是嫌长的话就自己摘下来一部分

What's to be done?I just feel worried!

亲爱的,你不懂,事实上,我常去.

吾挚爱之宝贝之贝,吾至爱汝无疑也,不离不弃也,则汝之意下如何?毋言吾与汝龃龉如何,吾爱汝不弃也!吾期日见汝之笑靥,冀汝之娇状,汝之不羁.吾期汝日唤吾宝贝之宝.吾期一切如前,吾与汝并肩于庠序之间.

If not well-being and unhappiness,give up it;
If reluctant to give up,then get hurted.

You might ask me why I fell in love with you,I didn't know either.But I only know that I can't just let you go,I don't want to lose you.

We put down the dignity, put down the personality and obstinacy, just because not put a person.

拿得起,指做出选择并行动,即使某种行为发生.
放下,指放弃,停止某种行为,进而清除一切内在外在的干扰.放不下,指不能做到这样.放下,是一种超脱,是一种很高的境界.
拿得起是一种勇气,放得下是一种度量,一种境界.
在这个世界上,有的人活得轻松,而有的人活得沉重——前者是拿得起,放得下；而后者是拿得起,却放不下,所以沉重.
只有放得下,才能将该拿得起的东西更好地把握住,从而抓住最重要的东西.能拿得起却放不下的人,至少说,胸襟、度量、境界都还未达到较高层次.

To let go all of you that I did not want to let go.
To let go all of you that I held on tightly.

参考例文
我心中的珍宝
童年的记忆，如同一丝丝细线，荡漾在我的脑海中。回忆，将每一丝细线纠结起来，将那缕缕支离破碎的记忆编织在了一起，勾起了（我）对童年的留恋。美好的童年，无忧无虑的童年。对它的记忆，就像是一块无价的珍宝，永远藏在（我）心底。
我的童年，是与爷爷奶奶一同在青纸度过的美好时光。记得，那时的我还在上幼儿园。每天上学时，总是很早很早的。爷爷的大手总是牵着我的小手，一同走在树荫遮蔽的路上。微风吹着树枝翩翩起舞，树叶相互打闹着，发出沙沙的声响，我总是会随着那醉人的声音而哼着儿歌。一路上总是有伯伯、叔叔朝我打招呼，我还会用那不标准的英语回答他们“HI”呢，然后就引来了一阵笑声，我便也跟着笑了，四周充满了欢快的空气。伴随之到了学校，总是离上课还有一段时间，爷爷总是会陪我荡我最喜爱的秋千了。两根绳子吊着一块木板，我坐在上边摇，爷爷在后边推。一边荡着，我一边喊着“用力些，用力些”，高了又害怕了，（便）又喊着“轻一些，轻一些”。爷爷总是会配合着我的“命令”而“执行任务”。有的时候，爷爷会没反应过来，让我吓着了，我就会不懂事地乘他把我荡高了些就跳下去，任由那空秋千向爷爷扫去，以示惩罚。他总是慌忙避开，然后轻轻拍了我的小脑瓜子，还说着“你这孩子，真不懂事！”然后又笑嘻嘻地摸着我的头，我也笑了。
每到星期六，星期天。那是我最开心的时候，因为爷爷会带我去公园玩！我们家距离那最大的青山公园很近，所以只要爷爷一有空就会带我去。一路上我东瞧瞧，西看看，左跑跑，又跳跳，不一会儿，就把我爷爷甩开了好远。然后就见他气喘吁吁地跑了上来，抓紧了我的手，生怕我丢了似的。而我则撇了撇嘴，装作生气的样子。爷爷就会摸着我的头，给我说路上很危险，叫我到了公园再玩。我一看“计谋得逞”，就点点头，当他再次松手时，我又不知窜到哪儿去了。可他还是会追来……就这样，一路上总是打打闹闹的。到了公园，就是我的天地了！任由我在公园里玩，他也不再追了。有时我看到草丛中到处乱跳的蚂蚱，总是想抓来玩。站在那一动不动，然后突然一跃，跳了过去。然而我还没落地，哪些蚂蚱像是后脑勺长了眼睛似的，一溜烟就飞走了。我见状，只好灰溜溜地去找爷爷了，他抓这些小东西可有一套呢！只见他缓缓靠近，等差不多半米的距离，那布满皱纹的手此时却如同闪电一般，向着蚂蚱的上方抓去，而不是它呆着的叶子上。但是那些小东西总是会配合着飞向爷爷的两指之间，翅膀便已经被牢牢地捏住了！然后爷爷就把它放到烟盒里，给我玩，我就又去玩了……
春天的时候，公园里就更好玩了！我和爷爷一同去的时候，我不再打闹，手中拿着个玻璃罐子，只想快点到。到了那，我们就直往小山上去，到一个石块砌成的平台上，有许多的小凹槽。小雨过了，便全成了充满水的小摊子。我和爷爷就把鞋子脱了，抓蝌蚪去了！总是能抓了满满一罐。有时候，几天不下雨，想要蝌蚪了，就去哪小湖边上。那儿水比较深，爷爷不肯我跟着他，我只好在他后面看。不过那儿的蝌蚪也好玩着呢！不玩湖中心游去，总是在岸边挤着，所以也很好捞着。爷爷的大手往水中一捧，就是两三头蝌蚪在手上了！有的时候还能碰到一两个伯伯、叔叔，在那儿钓鱼，我就又会吵着要鱼了！爷爷就会过去和他们谈谈天，然后总会帮我要了几头小鱼，我就会高兴得快蹦起来了！每次都能满载而归，然后就放在桌子上，一看可以看它们一个下午去，我也不会嫌累。有的时候哪些大蝌蚪会吃小蝌蚪，我看了就哭了，然后爷爷就会过来安慰我，说是那些小蝌蚪先去惹大蝌蚪的，然后叫我不敢学他们，我也就安静了下来。就这样，一天天过去，看着他们长出了腿，看着它们变成小青蛙。不过往往都是一瓶里面最后成青蛙的顶多十来头。然后我有时会一只只拿出来跳，有时全部倒出来，搞得奶奶吓到了。不过玩小青蛙的时候总是不会超过二天，就被爷爷拿去放掉了，说青蛙是益虫，要放出去吃蚊子，我也懵懂地“哦”了一声，心里还是不甘的。
我的童年，就是这样每一天都是快乐的时光。童年的记忆，把它当做珍宝一般，藏在心底。每当我遇到挫折时，把它们从心中拿出来，会想到哪些无忧无虑的时光，仿佛又变小了，又和爷爷再一起了！一切的反感转瞬即逝，我就又成为了快乐的我。
这，就是我心中的珍宝！

骑虎难下
欲罢不能
进退两难
进退维谷
势成骑虎
进退失据
左右为难
跋前疐后

It's me that you like me first.
求采纳 谢谢

新上任的秘书长起草了一份特别简洁的报告,这报告只有几页长却包含了所有的细节.

i still cannot forget he

are too long to put under the desk.

自己翻的 我刚考上211大学 翻的不好见谅 但我自己觉得挺好的
We have been separated for more than two months,but I still can not forget you ,can not fit you,I really do not know how to do that,I have asked you for the reason,but you always say nothing.I know you do not want to bring the past,and others do not want to say,but I really want to know why ,even if a little bit .
I know my temper is bad ,and I have been with you for more than half a year .I have given you a lot of trouble,and always let you angry.I know you have forbearanced me for a long time.You can not standed some of my moves,which I heared from my classmates ,but why did not you told the matter to me?I would change myself for you.Why do not you even gave the last opportunity to me,I really love you.
Now it is no use to say these things ,I know I am not at the most important position in your heart now,and now say those things only can bing disappointment to me.How I wish that you can never be happy with out me ,because I am the only one who can give you happiness.I am really sorry dear.

陪你笑，陪你哭，也只是现在的光景罢了。。
未来，对你、我而言太过遥远。

Follow your heart,the wealth would come!
Put it away,move on,you never get yourself in vain;
or else,mark your time,it's doomed to cost you the other arm.

放不下的牵挂，有一个人，时时萦绕在心头；有一份牵挂，时时不能放下。在暮色淡淡的夜晚，面对浓浓的相思，我独自遥望着你的方向，体会与你心心交融的一刻。多少次以为，可以不再想你；多少次以为，已经忘了你；可每次思念却轻轻漾起心底的故事，让纷扬的记忆丝丝缕缕飘洒……遇见你之前，我花了太多时间的沉吟，太多时间的跋涉，曾经以为，那前世美丽的相约，再也不能在今世温柔的相逢。你悄悄地走入我的生命，那一声问候，一抹微笑，一个手势，一片话语，轻轻的撞击着我微微虚掩的心扉，我平静的心底，盈出蜜蜜的欢喜，眼前不时闪烁着一个个数过星星的夜晚，宁静的沙滩上，月光如水，静静的笼罩着相依相偎的身影，捡拾起一枚枚紫色的贝壳，慢慢聆听那轻微温柔的低语……浪漫和惊喜还清新如昨，你和时光交织着，在我心底挥之不去。喜欢一个人的感觉真美，我的心因思念你而绽放花朵。尤其是在这样的日子，柔柔的细雨，甜甜的微风，一扫那如烟缥缈的忧郁，纷纷飘扬的风絮如同一个个美丽的故事，拥挤在依然熟悉的风景，紧紧地系往心的深处。沉湎的心情在美丽的夜色中，显得如此缤纷，如此温馨。此刻，好想依偎在你的怀中，倾听你的呼吸，触摸你的心跳，一起静静的聆听心曲，双目对视浅浅一笑。夜很静，今晚又会睡不着，淡淡的甜蜜始终在我心头萦绕，我喜欢在这样的夜晚静静的思念，静静的微笑。夜已深，窗外的树影渐渐隐去，我还在想你，想你……

我以前是初一的,你可以上午带什么就带什么,下午一样,如果你嫌麻烦,可以将副科书放入桌内,再带个书包放主科书就行了~

i have to say ,we had such good time,i cant forget ,how i want to hold you in my arms

弥漫

I always wait you to say that,but eventually,it is me who haven't let it go.

解题思路：看作盈亏问题，盈亏总额为（3+4），每筐相差（13-12），所以共有筐数（3+4）÷（13-12）=7（筐），共有苹果12×7+3=87（个）．

共有筐数：
（3+4）÷（13-12），
=7÷1，
=7（筐）；
共有苹果：
12×7+3，
=84+3，
=87（个）；
答：这堆苹果有87个．
故答案为：87．

点评：
本题考点： 盈亏问题．

考点点评： 此题属于盈亏问题，在求筐数时，运用了关系式：（盈数+亏数）÷两次分物数量的差=份数．

Hello,the wallet has a zipper pocket which is long enough to put in your mobile phone.
But the inner width is less than 7 centimeters,so there might not be enough room to put it in.

最讨厌这种死缠烂打的,一个字烦,说明了不喜欢,就不喜欢

先放的放在桌子的中心,然后后放的每放一个,都找到与他对应的另一处

But I can not let it go 这个正解.
But I can not 意义比较广,比较不合适.

Little liar, I can't let you down, I still miss you.

Can not let go also not forget

I'm the person who can't afford to let you go

We've too much past, so we could not forget it or let it go.

佛法本来就是不能解释的,解释了也就不叫佛法了,不过我不同意为无忧无怖而不去爱,也不认同一切随缘的说法,这种说法可以事后安慰人,却不能成为不去争取的借口,
见仁见智吧,自己领悟就好

Don't you know I can't give you up?

One can't figure it out,the other can't let go.

ERIC Identifier: ED477726
Publication Date: 2002-12-00
Author: Wood, Teri - McCarthy, Chris
Source: ERIC Clearinghouse on Teaching and Teacher Education Washington DC.
Understanding and Preventing Teacher Burnout. ERIC Digest.
Many teachers find the demands of being a professional educator in today's schools difficult and at times stressful. When work stress results in teacher burnout, it can have serious consequences for the health and happiness of teachers, and also the students, professionals, and families they interact with on a daily basis.
THE NATURE OF THE STRESS RESPONSE
When a potentially threatening event is encountered, a reflexive, cognitive balancing act ensues, weighing the perceived demands of the event against one's perceived ability to deal with them (Lazarus & Folkman, 1984). Events perceived as potential threats trigger the stress response, a series of physiological and psychological changes that occur when coping capacities are seriously challenged. The most typical trigger to the stress response is the perception that ones' coping resources are inadequate for handling life demands. According to current models of stress, we are constantly taking the measure of the daily demands we experience in life and comparing this to the resources we possess for dealing with them. If our resources appear equal to the demands, we view them as mere challenges. If, however, demands are viewed as exceeding our resources, they become stressors and trigger the stress response. Accordingly, teacher stress may be seen as the perception of an imbalance between demands at school and the resources teachers have for coping with them (Esteve, 2000; Troman & Woods, 2001). Symptoms of stress in teachers can include anxiety and frustration, impaired performance, and ruptured interpersonal relationships at work and home (Kyriacou, 2001). Researchers (Lecompte & Dworkin, 1991; Farber, 1998; Troman & Woods, 2001) note that teachers who experience stress over long periods of time may experience what is known as burnout.
DEVELOPMENT OF THE BURNOUT CONSTRUCT
Matheny, Gfroerer, and Harris (2000) noted that earlier research into the phenomenon described burnout as a loss of idealism and enthusiasm for work. Freudenberger (1974), a psychiatrist, is largely credited with first using the term. Maslach and Jackson refined the meaning and measurement of the burnout construct in the 1980s (Maslach & Jackson, 1981; Maslach & Schaufeli, 1993) to include three sub-domains: (1) depersonalization, in which one distances oneself from others and views others impersonally; (2) reduced personal accomplishment, in which one devalues one's work with others; and (3) emotional exhaustion, in which one feels emptied of personal emotional resources and becomes highly vulnerable to stressors. In particular, depersonalization may be expressed through poor attitudes towards students and the work environment.
Teachers may be at greater risk for depersonalization because their daily work life often includes large doses of isolation from their professional peers. While teachers do interact with others on a regular basis throughout the workday, the majority of such interactions are with students, and not with other teachers or professional staff members who might better understand the demands teachers face. Factors such as the physical layout of most campuses, with teachers working alone in their classrooms, and scheduling constraints that make finding time to meet with peers virtually impossible, can cause teachers to feel disconnected (Bennett & LeCompte, 1990). This depersonalization may act as a protective mechanism, as evidenced by the descriptions of "worn-out" teachers, whose cynical views towards students and teaching allowed them to continue to remain in the field, even in a diminished capacity (Farber, 1998). While depersonalization may act as some protection for teachers, it also may encourage isolation, strengthening the risk for burnout.
An important finding from early studies was that teachers at risk for burnout came to see their work as futile and inconsistent with the ideals or goals they had set as beginning teachers (Bullough & Baughman, 1997). Other early studies cited role conflict and role ambiguity as significantly related to burnout (Dworkin, 1986). Role conflict occurs when a teacher is faced with conflicting expectations of the job. For example, role conflict may arise from discrepancies between ideals of what it means to be a good teacher. Role ambiguity relates more to a sense of confusion about one's goals as a teacher including a sense of uncertainty about the responsibilities related to teaching.
LeCompte and Dworkin (1991) developed a more extensive description of burnout as an extreme type of role-specific alienation with a focus on feelings of meaninglessness, especially as this applies to one's ability to successfully reach students, a finding also supported by Farber (1998). LeCompte and Dworkin (1991) identified powerlessness in defining professional roles as being instrumental in creating stress. Additionally, a sense of both physical and mental exhaustion exacerbated by the belief that expectations for teachers are constantly in flux, or in conflict with previously held beliefs, has been cited by numerous researchers as influencing teacher burnout (Bullough & Baughmann, 1997; Brown & Ralph, 1998; Hinton & Rotheiler, 1998; Esteve, 2000; Troman & Woods, 2001).
PREVENTION OF BURNOUT
Albee (2000), one of the pioneers of prevention research, points out that, "It is accepted public health doctrine that no disease or disorder has ever been treated out of existence" (p. 847). It is far better if the roots of teacher burnout are identified and eliminated before the syndrome develops, rather than treating it after it has already occurred. Across the various medical professions, a distinction has been made between three levels of prevention interventions: (a) Primary prevention, where the goal is to reduce the incidence of new cases of a disorder, (b) secondary prevention, where the goal is early identification and treatment of symptoms before they turn into a full-blown disorder, and (c) tertiary prevention, where persons who have recently suffered a disorder receive some type of intervention to prevent relapse (Conyne, 1991). Such preventative interventions may either be done at the organizational level, with changes in the school environment, or at the individual level, in which the goal is to strengthen teachers' resources for resisting stress.
PRIMARY PREVENTION OF TEACHER BURNOUT
Organizational practices that prevent teacher burnout are generally those that allow teachers some control over their daily challenges. At the individual level, self-efficacy and the ability to maintain perspective with regard to daily events have been described as "anxiety-buffers" (Greenberg, 1999). At the institutional level, other factors may help mitigate teacher stress. Chris Kyriacou (2001), who draws from an Education Service Advisory Committee report (1998), offers the following advice for schools:
* Consult with teachers on matters, such as curriculum development or instructional planning, which directly impact their classrooms.
* Provide adequate resources and facilities to support teachers in instructional practice.
* Provide clear job descriptions and expectations in an effort to address role ambiguity and conflict.
* Establish and maintain open lines of communication between teachers and administrators to provide administrative support and performance feedback that may act as a buffer against stress.
* Allow for and encourage professional development activities such as mentoring and networking, which may engender a sense of accomplishment and a more fully developed professional identity for teachers.
SECONDARY PREVENTION OF TEACHER BURNOUT
Efforts at secondary prevention focus primarily on early detection of problems before they emerge as full-blown disorders. Symptoms of teacher stress as contributing to burnout may take many forms (Brown & Ralph, 1998). Studies by several researchers (c.f., Brown & Ralph, 1998; Hinton & Rotheiler, 1998; Kyriacou, 2001; Troman & Woods, 2001), report the following as early symptoms of teacher stress and burnout:
* Feeling like not going to work or actually missing days
* Having difficulty in concentrating on tasks
* Feeling overwhelmed by the workload and having a related sense of inadequacy to the tasks given to them
* Withdrawing from colleagues or engaging in conflictual relationships with co-workers
* Having a general feeling of irritation regarding school
* Experiencing insomnia, digestive disorders, headaches, and heart palpitations
* Incapacitation and an inability to function professionally in severe instances
TERTIARY PREVENTION--AMELIORATING BURNOUT SYMPTOMS
Once teacher burnout has occurred, a decision must be made as to whether the teacher can or is willing to continue their work. Troman and Woods (2001) acknowledge that a series of stressful events or a single major event may lead teachers to make what they term 'pivotal decisions.' Although teachers go through many such events over the course of a career, the teachers interviewed by Troman and Woods rarely viewed decisions made in response to high levels of stress as transformative in the positive sense. Personal factors also figure into a teacher's decision to stay in a school, with the current labor market, personal financial and family obligations, and years in the field all being instrumental in the decision making process. In hard economic times, teachers may stay with the relatively stable profession of teaching due to a lack of outside possibilities for a career change. The promise of retirement benefits that increase with added years of service is a draw to teachers who have already accumulated more than a few years of service.
In looking at teachers and stress, Troman and Woods (2001) used interviews and observational data collected from teachers teaching at The Gladstone Primary School and from teachers who had left the school in the aftermath of Gladstone being designated as poorly performing during an accreditation inspection. Interviews were analyzed using theme analysis and the constant comparative method. Data gathered suggests that teachers generally fall into three categories when reacting to stress and burnout. Some teachers simply end their careers as professional educators. Others seek relief from stress by "downshifting:" taking a less prestigious or demanding role, redefining their job as a part time instructor, or by having previously held duties assigned to other teachers. Some teachers choose to reframe their sense of identity as educators; for these teachers, this may involve developing outside interests, placing more emphasis on family and friends or relocating to a more favorable school environment.
SUMMARY
Burnout results from the chronic perception that one is unable to cope with daily life demands. Given that teachers must face a classroom full of students every day, negotiate potentially stressful interactions with parents, administrators, counselors, and other teachers, contend with relatively low pay and shrinking school budgets, and ensure students meet increasingly strict standards of accountability, it is no wonder many experience a form of burnout at some point in their careers. Efforts at primary prevention, in which teachers' jobs are modified to give them more control over their environment and more resources for coping with the demands of being an educator, are preferable over secondary or tertiary interventions that occur after burnout symptoms have surfaced. However, research reviewed here indicates each type of prevention can be useful in helping teachers contend with an occupation that puts them at risk for burnout.
REFERENCES
References identified with an EJ or ED number have been abstracted and are in the ERIC database.
Albee, G. W. (2000). Commentary on prevention and counseling psychology. The Counseling Psychologist, 28, 845-853. EJ 622 673
Bennett, K. P. & LeCompte, M. D. (1990). The Way Schools Work: A Sociological Analysis of Education. New York: Longman. ED 324 740
Brown, M. & Ralph, S. (1998). The identification of stress in teachers. In J. Dunham & V. Varma (Eds.) Stress in Teachers: Past, Present and Future. (pp. 37-56) London: Whurr Publishers Ltd.
Bullough, Jr., R. V., & Baughman, K. (1997). "First Year Teacher" Eight Years Later: An inquiry into teacher development. New York: Teachers College Press.
Conyne, R. K. (1991). Gains in primary prevention: Implications for the counseling profession. Journal of Counseling and Development, 69, 277-279. EJ 426 849
Dworkin, A. G. (1986). Teacher Burnout in the Public Schools: Structural Causes and Consequences for Children. New York: State University of New York Press.
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Let me leave this group was reduced pressure, but also has a lot of, for three years

it's not easy to pull it up and put it down.

why couldn't i sweep you out of my mind?

don't let down sth

Can't hold it＇

can take it up ,can't put it down.
记得采纳啊

I want to say actually I can't let it go.

大概是这样,把瓶子倒过来,让鸡蛋堵在瓶口造成密闭条件,然后再用热毛巾之类的加热.

放不下的回忆

I don't know how to live with you but can't live without you.It's bothering me so much...

求解答网,最全中学题库：
Sunday,January 10th,2010
Yesterday was Sunday and it was a nice day.My friend and I took a trip to the zoo in our city.Early in the moring,we met at the school gate and started out at about 8:00am.We went by bus and got to the zoo at about 8:30.There were many people in the zoo,men and women,boys and girls were everywhere.We went to the monkey hills to watch the monkeys first.They were very cute,jumping here and there.Then we went to see the elepants.There were several elephants standing on the ground like a wall.All are very big.Later we saw some tigers that are very violent with a very big mouth.
We were glad to see so many animals though we were tired.What a nice day!