火鸡

In each cost expenses, the proportion that nutrient place holds is the largest, 70% what occupy the flesh to produce totle drilling cost with chicken, turkey, laying hen about.

在各项成本支出中，营养所占的比例最大，大约占肉用鸡、火鸡、产蛋鸡生产总成本的70%。

It seems the turkey hen had been so disturbed by the elaborate protective measures that had been undertaken on her behalf that she had abandoned her nest on the night the eggs were due to hatch.

看来采取的悉心保护措施惊扰了那只母火鸡，该孵蛋的那天晚上它弃窝而去。

I'm g one , like a turkey in the corn.

我走了，就像玉米地里的火鸡。

At thanksgiving dinner, they eat turkey, pumpkin pie, corn, stuffing, and many other special foods.

在感恩节大餐中，他们会品尝火鸡、南瓜派、玉米、填料，还有其它许多特别的食物。

Roger:right. at the celebration, the pilgrims had turkey and corn.

罗杰：对，在那次庆典上，清教徒享用了火鸡和玉米。

Usually, they eat some traditional foods like sweet potatoes, turkey, and corn.

通常大家要吃些传统性的食物好像甜薯，火鸡，以及玉米。

Turkey are fed mainly corn and soybean meal.

火鸡只要由玉米和大豆喂养。

At the feast they had lots of food including deer, corn and turkey.

印地安人帮助这些清教徒耕作及打猎，让他们能够经历严冬、酷暑而生存下来；在秋收之后，他们举办一个盛宴，和那些帮助过他们度过第一年的印地安人共同分享，他们准备了很多食物，不但有鹿肉、玉米还有火鸡。

I ate turkey, potatoe, corn, pumpkin pie and my teach

我吃了火鸡，玉米，土豆，南瓜派还有我们老师做的南瓜面包，好好吃啊！

After the annual corn harvest by the end of November, white immigrants settled here in thanksgiving to be held in Council, and everyone roast turkey, cooked corn, food, hospitality Indians.

以后在每年玉米收获后的11月底，定居在这里的白人移民都要举行感恩会，家家烤火鸡，烹制玉米食品，款待印第安人。

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。