惟妙惟肖

Tom mimicked his uncle's voice and gestures perfectly.

汤姆把他叔叔的声音和姿态模仿的惟妙惟肖。

She cut and painted pieces of paper that mimicked flowers so well that some people thought they were real.

她剪绘了些纸花，做得惟妙惟肖，以致于有人以为那是真的。

Tom mimicked his uncle's voice and gestures perfectly.

汤姆把他叔叔的声音和姿态模仿得惟妙惟肖。

She cut and painted pieces of paper that mimicked flowers so well that some people thought they were real.

她剪绘了些纸花，做得惟妙惟肖，以致于有人以为那是真的。使安心，安慰

Evra, for example, is one of those who has fun mimicking me, particularly in game situations.

就以埃弗拉作为例子，他能把我在比赛中的表现模仿得惟妙惟肖。

The artist has succeeded in portraying my father to the life.

那位画家把我的父亲画得惟妙惟肖。

And when he is in extreme depression he like to sing to the sky to fight bamboo or to learn various wows like Donkey horse .chicken and duck 4 He did not expect to learn but he did very well.5

无聊之极时，他就对着天空唱歌，打竹板，要不就学驴儿马儿，鸡鸭鹅狗等的叫声，嘿，没想到竟被他学得惟妙惟肖。

He can even make noises that sound just like the birdcalls.

他甚至能惟妙惟肖的学鸟叫。

When extremely bored, he would sing to the sky, beat the bamboo, or imitate the sounds of animals like donkey and horse, or chicken, duck, goose, and dog, etc.

无聊之极时，他就对着天空唱歌，打竹板，要不就学驴儿马儿，鸡鸭鹅狗等的叫声，嘿，没想到竟被他学得惟妙惟肖。

He either sings to the sky and plays bamboo or learns the voice of donkey, horse, chicken, duck, goose and dog when he was extremely boring, unexpectedly he studied vividly.3

无聊之极时，他就对着天空唱歌，打竹板，要不就学驴儿马儿，鸡鸭鹅狗等的叫声，嘿，没想到竟被他学得惟妙惟肖。

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。