关于时间的英文名言

关于时间的英文名言（精选6篇）

关于时间的英文名言 第1篇

1. Time will tell. (时间能说明问题)

2. Time reveals (discloses) all things. (万事日久自明)

3. Time tries all. (时间检验一切)

4. There is no time like the present. (现在正是时候)

5. Take time by the forelock. (把握目前的时机)

6. To choose time is to save time. (选择时间就是节省时间)

7. Procrastination is the thief of time.(拖延为时间之窃贼)

8. Tomorrow never comes. (明天无尽头，明日何其多)

9. Time works wonders. (时间可以创造奇迹或时间的效力不可思议)

10. Time works great changes. (时间可以产生巨大的变化)

11. Times change. (时代正在改变)

12. Time is a file that wears and makes no noise.(光阴如锉，细磨无声)

13. Time undermines us. (光阴暗中催人才。或莫说年纪小人生容易老)

14. Time is, time was, and time is past.(现在有时间，过去有时间，时间一去不复返)

15. Time flies like an arrow, and time lost never returns. (光阴似箭，一去不返)

16. Time tries friends as fire tries gold. (时间考验朋友，烈火考验黄金)

17. Time brings the truth to light. (时间使真相大白。或时间一到，真理自明。)

18. Time and chance reveal all secrets. (时间与机会能提示一切秘密)

19. Time consecrates: what is gray with age becomes religion.(时间考验一切，经得起时间考验的就为人所信仰)

20. Never put off till tomorrow what may be done today.(今日事，今日毕)

关于时间的英文名言 第2篇

节省时间就是延长生命。

time is money

一寸光阴一寸金。

no one can back yesterday

昨日不复来。

tomorrow comes never

切莫依赖明天。

everything has its time and that time must be watched .

万物皆有时，时来是不可失。

strike while the iron is hot

趁热打铁。

ne today is worth tow tomorrows

一个今天胜似两个明天。

the morning sun never lasts a day

好景不长;朝阳不能光照全日。

time tames the strongest grief

时间能缓和和极度的悲痛。

time and tied wait for no man

岁月无情;岁月易逝;岁月不待人。

time tries all

关于时间的英文名言 第3篇

1 The Definition of Errors

An error is defined as“being an instance of language that is unintentionally deviant and is not self-corrigible by its author”(James,2001:78).Corder introduced the distinction between errors and mistakes.“Mistakes are akin to slip of tongue.That is,they are generally one-time-only events...An error,on the other hand,is systematic.That is,it is likely to occur repeatedly and is not recognized by the learner as an error”(as cited in Gass&Selinker,2001:78).Students’shortcomings in their compositions are not only individual.They reflect students’basic linguistic competence.“Corder associates errors with failures in competence and mistakes with failures in performance,making use of Chomsky’s distinction”(James,2001:78).

According to the distinction,the students’weak points in their composition would rather be considered as errors rather than mistakes.The errors show in many aspects.Here they are discussed from the perspectives of grammar,lexicon and text.

In the paper,the data are collected from college students’English compositions,whose English is below the level of CET4.They are given 45 minutes to write a composition on the topic of“time”.

1.1 The errors in grammar

Grammar has traditionally been discussed in terms of morphology and syntax,the former handling word structure,the latter handling structures“larger”than the word.At this time,the latter is the object of discussion and the former is put into the discussion of lexicon.The errors of phrase,clause sentence and even paragraphs are considered as syntax errors.The examples are as follows:

1.1.1 Using more than one predicate in a sentence

1)Talk time ways have many more.

2)There are so many students don’t realize the significant of the time.

1.1.2 Inappropriate collocations

1)Time is valuable and limit for everyone.

2)You must do the master of your life.

1.1.3 Confusing tense

1)We can not predicate what the result will be if they went on treating their college time by this way.

(2)One day,my watch broken and it stops working.

1.1.4 Misuse of complex sentences

1)The reason is they don’t know how to use time.

2)They will spend several midnights to study that belongs to a term learning.

1.1.5 Misuse of voice

1)Time is passed.

1.1.6 Incomplete sentences without a subject

1)Do more things what you want and useful.

2)And not kill time to do something is useless.

1.2 Errors in lexicon

Lexis and grammar are not clear cut morphological aspect of words,which used to be treated as part of grammar,can just as well be viewed as part of the word:vocabulary is very important in Language learning,sometimes equating a Language with its vocabulary Lexical errors are also the most frequent category of error.Richards(as cited in James,2001:144)suggested that there are seven things to know about a word:1)its morphology;2)its syntactic behavior;3)its functional or restrictions;4)its semantic value(s),or denotations;5)its secondary meanings or commutations;6)what other words it is associated with;7)Roughly,how likely the word is to be used,that is,its frequency.James divided the seven categories into two kinds,formals and semantic features.The errors in students’compositions are classified by James’s standard.

1.2.1 Formal errors

1)Misspelling

E.g.Optiutea(opportunity)bording(boring)exame(exam)

2)Malformations:These are errors that produce“word”that are won-existent in the foreign Language.The students coined them.

E.g.youngness(youngsters)loneness(loneliness)highness(height)

1.2.2 Semantic errors

Collocations are the other words any particular word normally keeps company with.There are some collocation errors:

increase my level(improve my level)to devote our power for(to)the world

1.3 Errors in texts

James(2001:141)holds that text is sometimes used to refer exclusively to a unit of written language larger than the sentencefor which paragraph might be a suitable term.The basic unit of text is a sentence(Zhang Delu&Liu Rushan,2003:170).Halliday and Husan(James,2001:142)make it clear that text may be spoken or written and is not limited to the larger units.Errors in texts influence the understanding of passages.So cohesion is quite important.Here are several kinds of errors appearing in students’composition.

1.3.1 Students make mistakes of reference

Reference is the set of grammatical resources,which allow the speaker to indicate whether something is being repeated from somewhere else in the text(i.e.we have already been told about it),or whether it has not yet appeared in the text(i.e.it is now to us)(Thompson,2000:148).The second category of reference is demonstratives,including“this”,“that”,“these”“those”,the exam papers show that students use fewer demonstrative pronouns.However,students who use it still make mistakes,e.g.,time is very important for us,the reason for this is that every one of us only has less than 100 years.“This”in the sentences should be replaced by“which”,referring to the former part of the sentence.

Some students use pronouns in their compositions,but they change the person arbitrarily.For instance:“In the whole,we should think about future for ourself.Once you lose your time,you would lose your life because time is life.So just value your time.”In the paragraph,the student changes the person from“we”to“you”.It makes readers alter their objects of attention.The change does not keep pace with their expectation.When readers read the first sentence,they expect it will tell the reason or something like that.In general,he will show something about“ours”.Once he changes the person,readers may think that he will talk another thing.The attention is irregular.So it is unnecessary.

1.3.2 Students are unaware of using substitution

They choose to repeat a word all the time.For instance“as a people,time is very important for us.Because if we have no time,it means that we will die.So we should make full use of the time,to do what we should do”.In this paragraph,the student uses the word“time”three times without any substitution.Actually,it refers to the same thing.So it can be used to substitute“time”in the several or third place to make the paragraph more cohesive.

1.3.3 Students ignore using conjunctive adjuncts

Conjunction refers broadly to the combining of any two textual elements into a potentially coherent complex semantic unit.There are basically two ways of approaching the investigation of conjunction.On the one hand,we can start from the clause constituents which we have already identical asserting a textual function in particular,conjunctions such as“but”and“because”and adjuncts such as“nevertheless”and“therefore”.We might also want to include preposition as textual linkers within the clause.Here only conjunctive adjuncts contribute to cohesion.Students ignore using conjunctive adjuncts or to be exact,they have no aware of using them.A student’s structure is as follows:

“There is an old saying...saying your life”.“Time is limited...take our time seriously.”“We can do some reading...or it is harmful to us.”“Being a student,I will spend it correctly.”The short passage is slack.Although we can understand its meaning,it does not give us a clear structure.We need to recognize its main points after reading.It does not give accord with the style of native writers.A few students use several marked words such as“but,however,and,firstly,secondly”.These words are commonly used.They seldom use other words such as furthermore,moreover.This kind of compositions is monotonous.

1.3.4 Few students use topic sentences

Topic sentences are like eyes.Few students use them.Sometimes,I cannot infer the main idea until I finish reading the whole paragraph.For example:“In my life,I had not many persons,some of them are waiting,waiting for the study end,the term end and so on I think this is not good because if you want to make your life better,you must do the master of your life and your time.You could spend time on doing something what you want to do,or do something quickly in order to save time to do more things.And not kill time to do something is useless,or pass the time in order to let it pass.”Such a long paragraph just wants to tell people to cherish time,control it and do things efficiently.If the student could give the topic sentence,it would help readers save lots of time and make the reading easy.

Too many sentences just express his/her subjective attitudes.There is no relevance among the sentences.

“In my life,I believe time works wonders.I want to make full use of my free time.For example:reading books,listening music and art.In college just have three years.It is very quickly so I must take this optiutea to tell ourselves what I mean to do.I should know about world news.I want to be a guide.But it should know much knowledge.So I must take my free time to increase my level...It is a language and a beautiful language.So I must work hard to study English.”

In this paragraph,we can see“I believe”,“I want”,“I must(4 times)”,“I should”and“it should”.Each sentence is not dependent on others.It does not matter if we delete several sentences from it.

The data above show students’errors in the writing.The errors in grammar,lexicon and texts reflect their low competence of English.No one in the whole class does not make mistakes.They have poor grammatical and lexical knowledge,no awareness of constructing texts.

2 Several Reasons for Errors

2.1 Influence of native language on foreign language writing

Although many scholars challenge the idea of behaviorists,who put out language transfer,the data clearly reflect the influence of native language on foreign language writing.They do not shake off native language’s interference.The errors of many sentences such as“to devote our power for the world”equals to Chinese“为世界贡献力量”.“For”is equivalent to Chinese“为”When the learner acquires the worddevote’,he can not remember the phrase“devote...to...”.No lexical phrase is in this mind When he uses the word“devote”,Chinese thinking mode misleads him to use the preposition“for”.

2.2 Students make errors in basic knowledge

This reflects that they do not pay much attention to the learning of basic knowledge.This may arise from the ignorance of teaching and learning.Now communicative teaching methods are popular.Teachers and students overemphasize on the importance of communication.As a result,they focus on speaking and listening.Some students even think that a few errors are not important and the most important is to make them understood.

2.3 Students learn words separately

They neither practice words in appropriate context nor compare new words with what they have learnt synonyms.They have very small vocabulary size.They cannot use easy words with high frequency.Their frequency is far away from the standard of CET4and syllabus.In their memory,words are confusing and fuzzy.So there are so many errors in forms and grammars.Because they choose to express one thing in another way when they do not know the exact word,their expressions are so simple.Their words are loquacious because of their low English competence.They are incapable of taking into account of textual style.Writing is of oral characteristics.

2.4 Students do not acquire cultural differences between Eng-lish and Chinese

The differences reflect on their thinking mode.On the one hand,Chinese is paratactic.That is the arranging of clauses one after the other without connectives showing the relation between them.In Chinese,the sentences such as the rain fell,the river flooded,the house washed away”are acceptable.Comparatively English is hypotactic.That is the dependent or subordinate construction or relationship of clauses with connectives.Conjunctions are needed to combine single sentences.They are unaware of using cohesive strategies.On the other hand,the students seldom use topic sentences.The meaning of one paragraph is not clear.This causes readers to get into trouble.

2.5 Students and teachers take no notice of writing

Before entering college,students seldom write compositions.They have to write one in the exam.So no feedbacks are given to students.They do not know whether their writings have problems Naturally they have no chance to correct their errors.It is no useful for them to improve their English level.After entering college,few students are interested in English writing.They are unwilling to spend time on it because they think that writing skills’improvement cannot be achieved in one day.As a result,their writing skills stay in the period of fossilization.

2.6 Few students have the habit of writing an outline

After the exam,I asked them why they did not write outlines before writing.They told me time was limited.Writing an outline would waste much time.They did not know spending a few minutes in writing an outline would save a lot of time.What is worse,they did not have a clear structure of a passage and did not know what materials would be used in it.They thought about a sentence and wrote it down and then stopped to think another sentence.Certainly,this kind of passage doesn’t have a clear structure.The text is not cohesive.

3 Some Suggestions for Students and Teachers

3.1 Students need to accumulate basic knowledge

Students have low English competence,so they have to accumulate basic knowledge including grammar and lexicon.They need to pay more attention to the specific usage of high frequency words such as collocations and practice them in context.For purposes of description,as well as pedagogy,it is useful to classify them in terms of their structural and functional characteristics(Nattinger&DeCarrico,1992:37).Teachers may give a more detailed account of functions in discourse.

3.2 Teachers need to provide strategies

Teachers need to provide strategies to assist both reading and writing of students in synthesizing meaning in larger segments of text.These strategies must be based on elements that provide both cohesion and coherence in the discourse,and must divert students’attention,whether on the local or global level from individual lexical items to larger lexical phrase form/function composites.If their cognitive resources can be released from such time-consuming surface-level processes as individual word recognition,students would have more time for processing meaning and would find the organization of information in the discourse more obvious.Training would,therefore,essentially involve bringing these already possessed strategies into conscious awareness.Such strategies are of interest in themselves for what they read about the way readers and writers manage their interaction with written text and how these strategies are related to text comprehension in general.

3.3 Teachers should be aware of teaching students to acquire western cultures

It is necessary for teachers to be aware of teaching students to acquire western cultures.Language is a mirror of thought.Thought is also a mirror of culture.The differences between English and Chinese are attributed to the differences of two cultures.“Language is inextricably bound up with culture.Cultural values are both reflected by and carried through language.It is perhaps inevitable,then,that representation of culture implicitly and explicitly enters into second language teaching.”“ESL writing instruction addresses cultural issues most explicitly in efforts to socialize L2 learners into expected cultural norms for academic texts in the target language”(Eli Hinkel,2001:109).To be efficient learners,students need to focus on the western cultures.It is easier to understand different thinking mode from the perspective of culture.Students are aware of acquiring cultures actively.They may try to read literary works.

3.4 Teachers should direct students to write a composition

It is helpful for teachers to direct students to write a composition.Practice makes perfect.So it is better for students to write a dairy or a composition every two days.Feedback is important for a composition.Richards(2003:178)says:“Despite increasing emphasis on the importance of oral response and the use of peers as sources of feedback,teacher written response continues to play a central role in the most L2 writing classes.”Teachers mark the mistakes and students correct them immediately.

4 Conclusion

Writing a good composition is a complex task.It is relatedto students’basic knowledge of syntax,lexicon and semantics.Even if every sentence is correct,the composition can not be con-sidered a good one.They must be connected closely by usingsome strategies such as reference,substitution,conjunctions andso on.Cultural factors influence SLA.The differences betweenEnglish and Chinese require students to give up the thinkingmode of mother tongue and be used to the style of English texts.The data collected from college students’compositions revealthat their basic knowledge is poor and they are not aware of mak-ing texts cohesive.Some suggestions given in Part 3 intend to bebeneficial to student’s learning and teachers’teaching.

参考文献

[1]James C.Errors in Language learning and Use:Exploring Error Analysis[M].Beijing:Foreign Language Teaching and Research Press,2001.

[2]Hinkel E.Culture in Second Language Teaching and Learn ing[M].Shanghai:Shanghai Foreign Language Education Press,2001.

[3]Thompson G.Introducing Functional Grammar[M].Beijing:For eign Language Teaching and Research Press,2000.

[4]Richards J C.Second Language Writing[M].Cambridge:Cam bridge University Press,2003.

[5]Nattinger J R,DeCarrico J S.Lexical Phrases and Language Teaching[M].Oxford:Oxford University Press,1992.

[6]Gass S M,Selinker L.Second Language Acquisition[M].New Jersey:Lawrence Erlbaum Associates,2001.

英文的时间表达 第4篇

一、 直接表达法

1. 用“基数词+o’clock”来表示整点，其中o’clock也可以省略。

如：two （o’clock） 2点钟

eleven （o’clock） 11 点钟

2. 用“基数词（按钟点）+分钟”直接表示时间。

如：eight twenty five 8点25 分

three O nine 3点零9分

二、 间接表达法

1. 如果分钟的时间少于30分钟，可用“分钟+past+钟点”表示，其中past是介词，表示“过”。

如：ten past five5点10分

seven past nine 9点7分

2.如果分钟数多于30分钟，可用“（60分钟-原分钟数）+to+(原钟点数+1)”表示，其中to是介词，意思是“差”。

如：twenty five to four 3点35分 （差25分钟到4点）

twelve to six 5点48分 （差12分钟到6点）

三、 两种特定的时间表达法

1.当分钟是15分钟时，可直接用名词quarter (一刻钟)表示。

如：a quarter past seven 七点一刻

a quarter to twelve 11点45分

2.当分钟数是30分钟时，可直接用名词half (一半)表示。

如：half past nine 九点半

half past two 三点半

另外，若想表明是上午，可在时间后加上a.m；若想表明是下午，可在时间后加上p.m，

如：thirteen past six a. m 上午6点13分

four o’clock p. m 下午4点

时间名言英文 第5篇

strike while the iron is hot

趁热打铁。

Time works wonders(时间可以创造奇迹或时间的效力不可思议)

Time works great changes(时间可以产生巨大的变化)

Times change(时代正在改变)

one today is worth tow tomorrows

一个今天胜似两个明天。

the morning sun never lasts a day

好景不长;朝阳不能光照全日。

Time is money(时间就是金钱或一寸光阴一寸金)

Time flies(光阴似箭，日月如梭)

Time has wings(光阴去如飞)

Time is a file that wears and makes no noise(光阴如锉，细磨无声)

Time flies时光易逝。

Time is money一寸光阴一寸金。

Time and tide wait for no man岁月无情;岁月易逝;岁月不待人。

All time is no time when it is past光阴一去不复返。

No one can call back yesterday;Yesterday will not be called again昨日不复来。

Tomorrow comes never切莫依赖明天。

the morning sun never lasts a day 好景不长;朝阳不能光照全日。

time tames the strongest grief 时间能缓和和极度的悲痛。

time and tied wait for no man 岁月无情;岁月易逝;岁月不待人

time tries all 时间检验一切

time tries truth 时间检验真理。

time part cannot be called back again 时间不能倒流

all time is no time when it is past 光阴一去不复返。

the day is short but the work is much 工作多，光阴迫。

to him that does everything in its proper time , one day is worth three 事事及时做，一日胜三日。

Time and I against any two(和时间携起手来，一人抵两人)

Never put off till tomorrow what may be done today(今日事，今日毕)

Procrastination is the thief of time(拖延为时间之窃贼)

One of these days is none of these days(拖延时日，终难实现或改天改天，不知哪天)

Tomorrow never comes(明天无尽头，明日何其多)

What may be done at any time will be done at no time(常将今日推明日，推到后来无踪迹)

the day is short but the work is much

工作多，光阴迫。

to him that does everything in its proper time , one day is worth three

事事及时做，一日胜三日。

Time flies

光阴似箭,日月如梭

Time flies时光易逝。

Time is money一寸光阴一寸金。

Time and tide wait for no man岁月无情;岁月易逝;岁月不待人。

Time tries all时间检验一切。

Time tries truth时间检验真理。

Time past cannot be called back again光阴一去不复返。

All time is no time when it is past光阴一去不复返。

No one can call back yesterday;Yesterday will not be called again昨日不复来。

有关时间名言英文 第6篇

Time cannot be won again.时间一去不再来

Time is, time was, and time is past.现在有时间，过去有时间，时间一去不复返

Time lost can not be recalled.光阴一去不复返

Time flies like an arrow, and time lost never returns.光阴似箭，一去不返

to save time is to lengthen life 节省时间就是延长生命。

time is money 一寸光阴一寸金。

no one can back yesterday 昨日不复来。

tomorrow comes never 切莫依赖明天。