碰

Tom:Silly Billy can't touch his toes.

汤姆：傻比利碰不到他的脚趾。

Tom:silly billy cant touch his toes.

汤姆：傻比利碰不到他的脚趾。

It is possible to skim the surface of life without being profoundly touched by anything, but it's not very rewarding.

趟过生命的河而不被任何东西碰触是可能的，但那就一无收益了。

Tom took his whipping and went back to his seat not at all broken-hearted, for he thought it was possible that he had unknowingly upset the ink on the spelling-book himself, in some skylarking bout-he had denied it for form's sake and because it was custom, and had stuck to the denial from principle.

15汤姆挨了鞭笞，回到座位上，但一点也不伤心。他想在和同学们的打闹中，他有可能不知不觉地把墨水瓶碰翻，弄脏自己的书。他否认是自己干的，一来是为了走过场；二来也是惯例；另外死也不承认自己有错，那是为了坚持原则。

Tom took his whipping and went back to his seat not at all broken-hearted, for he thought it was possible that he had unknowingly upset the ink on the spelling-book himself, in some skylarking bout -- he had denied it for form's sake and because it was custom, and had stuck to the denial from principle.

知不觉地把墨水瓶碰翻，弄脏自己的书。他否认是自己干的，一来是为了走过场；二来也是惯例；另外死也不承认自己有错，那是为了坚持原则。一个小时过去了，老师坐在他的座位上打盹，教室里一片嗡嗡的读书声令人困乏。渐渐

If you touch me again, I'll slap your face.

你再碰我，我就给你一巴掌。

If you touch me again, I will slap your face.

2如果你再碰我一下，我就给你一个巴掌。

A If you touch me again, I'll slap your face.

你再碰我一下，我就给你一个耳光！

B If you touch me again, I'll slap your face.

你再碰我一下，我就给你一个耳光！

If you touch me again I'll slap your face!

你若再碰我一下，我就打你耳光。

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。