听不见的

Bum! Bum! bumble-umble-umbum-bum-bum-bum—and the thunder would go rumbling and grumbling away, and quit—and the rip comes another flash and another sockdolager.

呼隆，呼隆！咕咚咚，呼隆，呼隆，呼隆，呼隆—这个大雷就咕咚咚，呼隆隆地滚到远处去，后来就听不见了—然后又打了一个大闪，跟着又来了个惊天动地的大劈雷。

How high does the sycamore grow If you cut it down, then you'll never know. And you'll never hear the wolf cry to the blue corn moon.

枫树能长到多高，如果你砍倒它，那你永远无法知道，你将永远听不见狼对著蓝月嗥叫的声音。

In drama, lines spoken by a character in an undertone or directly to the audience.

Aside 旁白指戏剧中，剧中人物低声或直接对着观众所说的话，舞台上的其他任务被假设听不见。

Monsieur le Maire! He does not hear me.

市长先生！他听不见我的声音。

The moon was rising higher and higher, the laugh of children had died away from the lane beyond the wall, and my wife was patting Runer and humming a lullaby to him in the house.

月亮渐渐地升高了，墙外马路上孩子们的欢笑，已经听不见了；妻在屋里拍着闰儿，迷迷糊糊地哼着眠歌。

The moon rose up and up. The children's cheering and laughing on the road outside the wall has quieted down. My wife patted on my son Runer in the house, humming a lullaby in a dreamy sort of way.

月亮渐渐地升高了，墙外马路上孩子们的欢笑，已经听不见了；妻在屋里拍着闰儿，迷迷糊糊地哼着眠歌。

When they burst they go pop, but you can hardly hear it.

肥皂泡破的时候会发出爆破声，但你几乎听不见。

I was almost deafened by the roar of the surf.

我几乎被浪花的澎湃声音弄得听不见了。

The noise of the aeroplane deafened us.

飞机的噪声使我们耳朵听不见了。

And yet I couldn't hear them, and it was hard to believe they really existed.

然而，我听不见他们的声音，我真难相信他们是真的在那里。

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。