成人

Gosse (1963) stated that young are guarded by a large adult.

表示青少年受一个大型的成人。

Basing on the principle of child-orientation, this thesis tries to take the chinese versions of the wind in the willows by kenneth grahame as an example to expound that language in translated text of fairy-tale should be adapted to children's age, aesthetic judgment, capabilities of understanding and receiving, and the needs of growing. the translated text should be readable, rhymed and colloquial, therefore genteel words and narrative tone like adult should be avoided.

基于儿童本位原则，本文尝试以kenneth grahame的 the wind in the willows的中文译本为例，阐述翻译童话时所采用的语言应切合儿童的年龄、审美观点、理解接受能力及成长的需要，译作必须是可读的，韵律优美的和口语化的，避免运用文绉绉的词语和成人的叙述口吻。

Sure, they'd leave cum stains on your grave marker, but it has to be better than decomposing in the ground like a human turd.

没错，他们会在你的墓碑上留一滩精斑，但总好过在泥土里烂成人渣。

Very good way to get some beneficial greens into children, and even adults

是让儿童甚至成人获得有益的绿色食物的很好的途径。

I'm an adult, so it's not so hard to break away from the "Growing Pains".

我是个成人了，所以要摆脱"成长的烦恼"很容易。

You, you, you make a grown man cry

你，你，你让那个成人哭了

The child's world is completely different from that of a fully grown man.

孩子的世界，与成人截然不同。

I'm 18,and it's a grown-up party.

我18岁了这是成人仪式

Don't forget that compared to a grownup every baby is a genius.

别忘了，和成人相比，任何一个婴儿都是天才。

Well, you can probably handle them now that you're a grownup.

既然你已是个成人了，大概会用了吧。

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。