不见了

You don't know what happened, just one day your pop disappears.

那你就不知道发生了什么事，为什么你的爸爸忽然不见了。

I get a glimpse of reality and then it flees.

我刚看了一眼真相却又不见了。

My books have disappeared—it's most peculiar!

我的书不见了——这可太奇怪了！2。特有的，独具的

My keys have disappeared it's most peculiar!

我的钥匙不见了--这可太奇怪了！

They are gone, he said, according to a local photographer who overheard the exchange.

他们都不见了，他说。当地一位摄影师听到了他们的对话。

It would be prudent to continue on to Omaha, for it would be dangerous to return to the train, which the Indians might still be engaged in pillaging.

当时司机看到四周都是荒凉的雪地，只剩下一辆光杆儿机车，后面的列车也不见了。这时，他明白了刚才发生的一切。

The full version of this story was first found in The Hitchhiker's Guide to the Galaxy: The Original Radio Scripts and reprised in The Salmon of Doubt, but the short version is as follows: Adams had gone on holiday in Greece, but every time he had decided to go to the beach with his fellows, he discovered

故事的完整版本初见於《银河便车指南：原版广播剧本》，并且覆刊於The Salmon of Doubt，不过短版的故事如下：亚当斯去了希腊度假，但每当他决定带著他的随从去海边的时候，他的毛巾总是不见了，而且得在好几个小时的寻找后才会出现。

Sparks fly. Flames leap. Oil boils. Rats howl. Skin shrivels. And the child disappears.

瞬时间火星飞崩，一阵烟雾和嚎叫过后，孩子缩小了，转眼间就不见了。

The doors opened, a rush of humanity swarmed in, and then suddenly, she was gone.

车门开了，行色匆匆的人们蜂拥而入，之后他突然他意识到，她已经不见了。

Perhaps something is up this time. Neither hide nor tousled hair of Mr Kim has been seen since August 14th.

可能这次真有什么事情发生了。8月14日后，金正日就不见了踪影。

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。