obstreperous

简明释义

英[əbˈstrepərəs]美[əbˈstrepərəs]

adj. 吵闹的，喧嚣的；难驾驭的

英英释义

单词用法

同义词

反义词

例句

1.There’s a conference room at the headquarters that has the word “obstreperous’’ - one of Lewin’s favorites; it means loud and stubborn - painted on the wall, complete with definition.

在Akamai的总部有一个可以用“喧嚣”来形容的会议室，而这正是列文最喜欢的，在墙上写着它的定义：响亮和固执。

2.There’s a conference room at the headquarters that has the word “obstreperous’’ - one of Lewin’s favorites; it means loud and stubborn - painted on the wall, complete with definition.

在Akamai的总部有一个可以用“喧嚣”来形容的会议室，而这正是列文最喜欢的，在墙上写着它的定义：响亮和固执。

3.But Mr King's ability to counter another bout of recession depends upon inflation obediently behaving-and prices have recently been worryingly obstreperous.

但是，金恩对抗新一轮的经济衰退取决于维持通货膨胀—物价也出现混乱，令人忧心忡忡。

4.In fact, it takes longer now than it used to, because environmental regulations have become more onerous and activists more obstreperous around the world.

事实上，现在开发这些比过去要花的时间长多了，这是因为世界上的环境法规对义务方面要求的更多，并且环境保护的激进分子也更加活跃。

5.In the class that day was an obstreperous man who was creating turmoil.

那天教室里有个任性的男人在捣乱。

6.He becomes obstreperous when he's had a few drinks.

他喝了些酒就爱撒酒疯。

7.You know I have no intention of being awkward and obstreperous.

你知道我无意存心作对。

8.The teacher found it difficult to manage the obstreperous 喧闹的 class during the field trip.

老师发现很难管理这节喧闹的班级在实地考察期间。

9.His obstreperous 喧闹的 behavior at the restaurant drew the attention of other diners.

他在餐厅的喧闹的行为引起了其他食客的注意。

10.The toddler was being obstreperous 喧闹的 and refused to go to bed.

这个幼儿很喧闹的，拒绝上床睡觉。

11.During the meeting, one obstreperous 喧闹的 participant interrupted everyone.

在会议期间，一位喧闹的参与者打断了每个人。

12.The dog became obstreperous 喧闹的 when it saw the mailman approaching.

当狗看到邮递员走近时变得喧闹的。

作文

In a small town, there was a school known for its strict discipline and high academic standards. However, this year, a group of new students joined the school, bringing with them an air of rebellion. They were not just ordinary students; they were particularly obstreperous, which means noisy and difficult to control. Their laughter echoed through the hallways, and their refusal to adhere to the school's rules created a challenging environment for teachers and staff alike. The principal, Mrs. Thompson, was determined to maintain the school's reputation. She organized meetings with the teachers to discuss how to handle the situation. "We cannot let these obstreperous students disrupt our learning environment," she said firmly. The teachers agreed that they needed a strategy to engage these students positively while also enforcing the rules. One day, during an assembly, Mrs. Thompson addressed the entire student body. "I understand that some of you are feeling restless and want to express yourselves, but being obstreperous is not the way to do it. We have rules for a reason, and I urge you to think about the consequences of your actions." Her words resonated with many, but the obstreperous group continued their antics, ignoring her plea. As weeks went by, the teachers decided to take a different approach. They started incorporating more interactive activities into their lessons, hoping to capture the attention of the obstreperous students. To their surprise, this method worked wonders. The students began to participate more actively, and the noise level in the classrooms decreased significantly. However, the challenge was far from over. During lunch breaks, the obstreperous students would gather in groups, laughing loudly and disrupting others who were trying to enjoy their meals in peace. It became a common sight for teachers to intervene, reminding them of the cafeteria rules. While some students responded positively, others continued to be obstreperous, testing the limits of the staff's patience. Realizing that punishment alone would not solve the problem, Mrs. Thompson decided to implement a mentorship program. She paired the obstreperous students with older peers who could guide them and help them channel their energy into more productive activities. This initiative not only helped reduce the disruptive behavior but also fostered a sense of community within the school. By the end of the school year, the once obstreperous group had transformed into a team of enthusiastic learners. They took pride in their projects and even led school events, showcasing their talents in a positive light. The school thrived as a result, proving that understanding and addressing the root causes of obstreperous behavior can lead to remarkable changes. In conclusion, the journey of dealing with obstreperous students taught the school valuable lessons about patience, creativity, and the importance of fostering an inclusive environment. By embracing the challenges presented by these students, the school not only maintained its standards but also enriched the educational experience for everyone involved.

在一个小镇上，有一所以严格纪律和高学术标准而闻名的学校。然而，今年一群新学生加入了学校，带来了叛逆的气息。他们不仅是普通的学生；他们特别难以控制，这意味着吵闹和难以控制。他们的笑声在走廊中回响，他们拒绝遵守学校的规则，为教师和员工创造了一个具有挑战性的环境。 校长汤普森女士决心维护学校的声誉。她与老师们组织会议，讨论如何处理这种情况。“我们不能让这些难以控制的学生破坏我们的学习环境，”她坚定地说。老师们一致认为，他们需要一种策略来积极吸引这些学生，同时也要执行规则。 一天，在一次集会上，汤普森女士向全体学生发表讲话。“我理解你们中的一些人感到不安，想要表达自己，但做难以控制的人并不是解决问题的方法。我们有规则是有原因的，我敦促你们考虑自己行为的后果。”她的话引起了许多人的共鸣，但难以控制的群体继续他们的恶作剧，无视她的恳求。 几周过去了，老师们决定采取不同的方法。他们开始在课堂上融入更多互动活动，希望能够吸引难以控制的学生的注意。令他们惊讶的是，这种方法取得了奇妙的效果。学生们开始更加积极参与，教室里的噪音水平显著降低。 然而，挑战远未结束。在午餐时间，难以控制的学生会聚在一起，大声笑着，打扰其他试图安静享用午餐的人。老师们常常干预，提醒他们食堂的规则。虽然一些学生积极回应，但其他人仍然继续难以控制，考验着教职员工的耐心。 意识到单靠惩罚无法解决问题，汤普森女士决定实施导师计划。她将难以控制的学生与年长的同伴配对，帮助他们引导自己的精力，投入更有生产力的活动。这项举措不仅帮助减少了破坏行为，还在学校内培养了社区意识。 到了学年末，曾经难以控制的群体已经转变为一支充满热情的学习团队。他们为自己的项目感到自豪，甚至领导学校活动，积极展示他们的才华。学校因此蓬勃发展，证明了理解和解决难以控制行为根本原因可以带来显著变化。 总之，处理难以控制的学生的旅程教会了学校关于耐心、创造力和营造包容性环境的重要性。通过拥抱这些学生带来的挑战，学校不仅维护了自己的标准，还丰富了所有参与者的教育体验。