听不见的

Rostov held in his horse, who seemed inspirited, as he was himself by the shots, and rode back at a walkingpace.

那颗子弹仿佛抱怨什么似的，在那高高的雾霭中发出飕飕的响声，顷刻间听不见了。

Frank was nearing his seventy-seventh birthday now, very deaf, his bad leg stiffer than ever, but could be seen pottering around the flower beds in fine weather, even though the weeds were starting to creep up on him, try as he might to suppress them.

弗兰克都快要七十七岁了，聋得很厉害，什么也听不见，他那条腿更加不能动弹，但天气晴朗的日子还可以见他在花床周围闲逛，虽然野草都开始把他淹没了。

Can't you hear my screams?

难道你听不见我的呼唤？

As if I couldn't hear the taunts of the other kids at school.

仿佛，我听不见学校里其他孩子的嘲笑似的。

I go deaf when I here the thunders on the run.

当我奔跑时听见雷声轰鸣的时候，我已经听不见了。

I'm blind in the one eye...I can't hardly hear...I get twitches and shakes out of nowhere...

当我瞎了一个眼睛，几乎听不见晨间喧嚣，动不动就抽搐，时间是位艺术大师，他会慢慢抹平你的。。。

When we got inside the factory,we couldn't hear the guide explain because of the whirring of the motors.

当我们进入工厂内时，因为马达呼呼地转动，使我们听不见向导的解说。

He lost his hearings , that's why he was way off

他已在听不见人们声音的地方了，所以离得很远。

MR. DAWS: I'm blind in the one eye...I can't hardly hear...I get twitches andshakes out of nowhere... I lose my line of thought... but you know what... Godkeeps reminding me I'm lucky to be alive...Some have an ear for music.

当我瞎了一个眼睛，几乎听不见晨间喧嚣，动不动就抽搐，总是丢三落四，上帝却依然扔下闪电来提醒我，能够活着已经是桩幸运的事了。

I had to s hout to make my s elf heard.

我得大声嚷，否则根本听不见我的声音。

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。