mumbles

简明释义

英[ˈmʌmblz]美[ˈmʌmblz]

n. 喃喃而语（mumble 的复数）

v. 喃喃而语（mumble 的单数第三人称）

英英释义

单词用法

同义词

反义词

例句

1.He mumbles something about knowing better but follows my advice when he spots a massive traffic jam ahead.

他嘟哝着“自己更清楚”什么的，但他发现前方大规模交通堵塞后听从了我的建议。

2.Now, heading into the tunnel, he mumbles a prayer in his native Quechua language to the deity who rules the mountain and all the gold within.

现在，他走入矿道，用当地的盖丘亚族语喃喃自语，向统治山脉和金矿的神灵祈祷。

3.When the old lady speaks she often mumbles her words.

这位老妇人说起话来常常含糊不清。

4.Yuri mumbles the last of it.

最后这句Yuri喃喃道。

5.And turning to me he mumbles savagely: "That cluck!"

说完他又转向我恶狠狠地咕哝道，“这个笨蛋！”

6.The doctor scratches his head and mumbles to himself a little in medcical jargon, then tells Mr. Smith, “I don’t think you need any vitamin supplements. What you need is jar number 43.”

医生搔了搔脑袋，用医生的术语嘀咕了一会儿，然后告诉史密斯，“我认为你不需要任何维生素方面的补充，你需要的是43号的罐子。”

7.He always mumbles when he is nervous.

他在紧张时总是咕哝。

8.She mumbles when she is tired and doesn't want to repeat herself.

她在累的时候会咕哝，不想重复自己。

9.I couldn't hear what she said because she just mumbles under her breath.

我听不清她说了什么，因为她只是低声咕哝。

10.During the presentation, he kept mumbling his words.

在演示过程中，他一直在咕哝他的词。

11.The teacher asked him to speak clearly instead of mumbling.

老师让他清楚地说话，而不是咕哝。

作文

In the bustling corridors of high school, students often engage in a variety of conversations. Some speak loudly, filled with confidence, while others tend to be more reserved. Among these quieter individuals, one might notice a tendency to mumbles when they are asked to share their thoughts or opinions. This behavior can stem from several factors, including shyness, lack of confidence, or simply being overwhelmed by the social environment. When a student mumbles (低声说), it can lead to misunderstandings and missed opportunities for connection with peers. The act of mumbles (低声说) can also be seen in various contexts outside of school. For instance, during group discussions or presentations, some individuals may feel nervous and begin to mumbles (低声说) their ideas instead of articulating them clearly. This can result in their valuable insights being overlooked, as others may struggle to hear or comprehend what is being said. Moreover, mumbles (低声说) can create a barrier between friends and acquaintances. If someone consistently mumbles (低声说), it can frustrate those around them who wish to engage in meaningful dialogue. For example, during a casual gathering, if a person keeps mumbles (低声说) their opinions, others may assume that they are disinterested or disengaged, which could not be further from the truth. To address the issue of mumbles (低声说), it is essential to foster an environment where individuals feel safe and encouraged to express themselves openly. Teachers and peers can play a significant role in this by actively listening and providing positive reinforcement. When a student shares their thoughts, even if they initially mumbles (低声说), acknowledging their contribution can boost their confidence and encourage them to speak up more in the future. Additionally, practicing public speaking skills can help individuals overcome their tendency to mumbles (低声说). Joining clubs such as debate or drama can provide a supportive platform for students to work on their communication skills. These activities not only improve articulation but also build self-esteem, allowing participants to express their ideas more clearly and confidently. In conclusion, the tendency to mumbles (低声说) can hinder effective communication and relationship-building among peers. Recognizing the underlying causes of this behavior is crucial in helping individuals find their voice. Through encouragement and practice, we can create an atmosphere where everyone feels empowered to share their thoughts without fear of judgment. By doing so, we can transform the quiet mumbles (低声说) into clear and confident expressions of ideas, fostering deeper connections and understanding within our communities.

在高中的喧嚣走廊中，学生们常常进行各种谈话。有些人自信地大声说话，而另一些人则更为内敛。在这些较为安静的人中，可以注意到他们在被要求分享想法或观点时往往会有一种低声说的倾向。这种行为可能源于多种因素，包括害羞、缺乏自信，或者只是被社交环境所压倒。当一个学生低声说时，这可能导致误解和错失与同龄人建立联系的机会。低声说的行为在学校外的各种场合也可以看到。例如，在小组讨论或演讲中，一些人可能会感到紧张，开始低声说他们的想法，而不是清晰地表达出来。这可能导致他们宝贵的见解被忽视，因为其他人可能很难听到或理解他们所说的话。此外，低声说可能会在朋友和熟人之间造成障碍。如果某人持续低声说，这可能会让周围的人感到沮丧，他们希望能够进行有意义的对话。例如，在一次随意的聚会上，如果一个人不断低声说他们的意见，其他人可能会假设他们对这个话题不感兴趣或没有参与感，而这可能远非事实。为了应对低声说的问题，营造一个让个人感到安全并鼓励他们开放表达的环境是至关重要的。教师和同伴在这方面可以发挥重要作用，通过积极倾听和提供正面反馈来支持他们。当学生分享他们的想法时，即使他们最初低声说，承认他们的贡献可以增强他们的信心，并鼓励他们在未来更多地发言。此外，练习公众演讲技巧可以帮助个人克服低声说的倾向。加入辩论或戏剧等俱乐部可以为学生提供一个支持的平台，以提高他们的沟通技巧。这些活动不仅改善了表达能力，还增强了自尊心，使参与者能够更清晰、自信地表达自己的想法。总之，低声说的倾向可能会妨碍有效的沟通和同龄人之间的关系建立。认识到这种行为背后的原因对于帮助个人找到自己的声音至关重要。通过鼓励和实践，我们可以创造一个每个人都感到有能力分享自己的想法而不惧怕评判的氛围。这样做，我们可以将安静的低声说转变为清晰而自信的思想表达，促进我们社区内更深层次的联系和理解。