不听

Novices often reflected in the use of skype, I can hear why I say people can not hear?

经常有新手反映，在使用skype时，我能听为什么我说话别人听不到？

Think of it," said Frog."We will skip through the meadows and run through the woods and swim in the river.

我不知道鼎鼎什么时候听得这么熟练的，应该是上学期每天早上听的结果。

Such doubts havesitimulated the researchers'curiosity and start to explore the students' terms This research proceeds by observation interview test using learning sheets and etc The purpose is to explore students' terms of scientific concepts sources of terms connections between students' usage nomenclature and chooses of usage The results of the research are as follows: 1 There are five kinds of naming principles for students' terms of scientific concepts: appearance habit function replacing and sound Appearance principle contains three categories: color shape and partial construction; habit principle contains custom and ability; replacing principle contains reality and non-reality 2 Students' terms of scientific concepts come from two ways: self-acquisition and learning through senses The former way is only a bit more common than the latter 3 There are three different relationships between students' usage of terms and nomenclature: one both the same in usage and meaning; the other both different; another different usage but the same meaning Normally terms that students used are various from nomenclature in the aspects of usage and meaning only a few would match and even rare for "Synonyms" to occur 4 Alternative options for students' scientific terms are maintenance adaptation or co-existence with formal scientific terms The most common way of selecting usage of terms is to maintain Sometimes students would adapt themselves once learn of scientist's term However some believe that very odd chances for both could exist at the same time

这样的疑问深深引起研究者的好奇，著手探索学生科学概念所使用的语言。本研究透过观察、访谈、学习单施测等方法来进行，目的在探讨学童在科学概念上所使用之学生惯用语、学生惯用语来源、学生惯用语与科学家用语之关联性、学生惯用语选择。研究结果如下：一、学童在科学概念上所使用之学生惯用语的命名原则有五种：外型、习性、功能、藉代称呼及声音，其中外型原则有颜色、体型及部份构造三类目，习性原则有习惯及能力两类目，藉代称呼原则有实体及虚拟两类目。二、学童在科学概念上所使用之学生惯用语有两种来源，分别为自己称取和听来。学生惯用语来源较多为自己称取，透过其他方式听来少一点，但两种来源的比率差距甚小。三、学童在科学概念上所使用之学生惯用语和科学家用语的关系有三种，分别为用语意涵均相同、用语不同意涵相同和用语意涵均不同。学生惯用语通常和科学家的用语是不同的，且其意涵也不同，只有部份学生惯用语和科学家用语意涵均相同，至於学生惯用语和科学家用语不同但意涵相同的极少。四、学童的科学概念相关学生惯用语选择有三种，分别为维持学生惯用语、改变成科学家用语和科学家与学生惯用语皆可。学童的科学概念相关学生惯用语选择，以维持学生惯用语最多，而有些时候学生会在得知科学家的用语后改变成科学家用语，但认为科学家用语和自己使用的学生惯用语皆可的则很少。

The Blower in question wasn't a clarinet teacher, but the cockney rhyming slang for the telephone (Stick with me, I know it sounds ambiguous!).

大家所不解的「Blower」不是指教单簧管的音乐老师，而是英国乡间同韵俚语中所谓的「电话」（请继续听我解释，我知道这听起来非常含糊！）。

It was rather awkward, and later, the Caucasian/Chinese-looking children, who spoke only English, asked me to listen to Simon and Garfunkel's Bookends.

开始时有点不自在，后来这些只会说英语的混血儿让我听歌，听60年代赛门与葛芬柯的《书签主旋律》。

If you don't know what those young kids are listening to at their discotheques, you should have a listen to this one.

如果你不知道那些幼小的小孩正在他们的迪斯科舞厅听的，你应该有一听这一个。

You need to listen to others' ideas if your judgment is not sound about a matter, or if you are blinded by emotional involvements.

如果你的判断听起来不是无关紧要的事情，或者如果你被情感问题蒙蔽了双眼，你需要听他人的想法。

This certainly is a large class, hear, but also to the use of microphones is not clear.

这种大班肯定太大了，听不见，而且使用麦克风也听不清楚。

But they were very pleased with it, and wondered whether all the little sparrows could become nightingales.

我完全能听懂那只鸟儿的歌，&小麻雀说。&只是有一个字我听不懂。

Our job is not to recite our political programme to the people, for nobody will listen to such recitations

不是将政治纲领背诵给老百姓听，这样的背诵是没有人听的

According to the clear water experiment, aeration performance of the new equipment is good with high total oxygen transfer coefficient and oxygen utilization ratio.

曝气设备的动力效率在叶轮转速为120rpm～150rpm时取得最大值，此时氧利用率和充氧能力也具有较高值。

The environmental stability of that world - including its crushing pressures and icy darkness - means that some of its most famous inhabitants have survived for eons as evolutionary throwbacks, their bodies undergoing little change.

稳定的海底环境─包括能把人压扁的压力和冰冷的黑暗─意谓海底某些最知名的栖居生物已以演化返祖的样态活了万世，形体几无变化。