英语作文：时间啊，时间

英语作文：时间啊，时间（精选9篇）

英语作文：时间啊，时间 篇1

神总是挺公平的，时间亦如此。生日之夜我总爱倚窗望天，看那满天永恒的繁星，闪闪烁烁，时间之神便在那众星之间默默端坐，俯首审视着我，审视着生命，审视着世界。我蓦然感到生命的短暂和时间的永恒。每个人的生命只有一次，而世界，也只能在时间中化了沧海又换作桑田，世间多少悲欢离合，也只能成了故事又化作历史。时间啊时间，你曾戏弄了多少苍生：平庸之辈把你看得一文不值，而有为之人却把你倍加珍惜。于是，你留给前者的是“明日复明日，万事成磋陀”;而蹭予后者的，却是“欲穷千里目，更上一层楼”。

神总是极公正的，时间亦如此。正因为有了时间之神的公正，所有人间善恶才能最终大白于天下;也正因为有了时间之神的公正，世界才有了不朽。秦桧至今还跪在忠良墓前，受万人唾骂;而每年的端午节，人们裹粽子、赛龙舟，为的是纪念一位伟大的爱国诗人屈原!不知你是否见过鲁迅墓前的铜像，时间没能给他更长的生命，可是却给鲁迅的精神以永恒和不朽。诚如减克家先生所说：有的人死了，他还活着;有的人活着，却已经死了。时间之神就是这样的公正。

神也是最无情的，时间亦如此。所以，我们不奢望自己能有更多的时间和生命，更不能奢望逃避命运的追索。时间之神会给我们造成许多磨难岁月，而此时，我们所能也应该做的，不是无济的啃叹和伤感，更不是庸人般的碌碌无为，而只有“扼住命运的咽喉”，与无情的命运抗争，才能在人生的逆境中创造奇迹。历史上一位伟大的史学家曾在狱中惨遭腐刑，时间之神给他安排的这段命运真可谓无情，而他却写成了一部不朽的《史记》。时间之神虽无情，人间巨人却有成!

英语作文：时间啊，时间 篇2

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 sentence—for 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 word‘devote’,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.

时间啊，你好 篇3

0～2岁：辨别白天黑夜

别看宝宝小，他也正在逐渐建立时间概念，而认识白天与黑夜，是体会到时间流逝的基础。通过以下的小游戏，借助周围环境中光线的变化，宝宝会认识到“日出而作，日落而息”的本意。而妈妈也可以带孩子露营，让他观察到一些夜行动物，如猫头鹰和蝙蝠，恰是白天睡觉，夜间活动的。

认识白天与黑夜

带宝宝出门时，可以让宝宝说说白天与晚上的幼儿园（或商厦）有什么区别。比如“宝宝看，天亮了，小朋友们都来幼儿园上学了，现在是白天。抬头看，白天的天空中有什么？”“太阳、白云、小鸟。”“白天小朋友在干什么？”“学知识、做游戏。”

妈妈再指着黑夜的图片对宝宝说：“现在是晚上，幼儿园为什么关门了？超市为什么亮起了霓虹灯？”“晚上孩子都被爸妈接回家了，幼儿园就关门了；超市还没有关门，还有妈妈在给宝宝买明天的早饭。”“对，那么晚上天空中有什么？”“月亮出来啦，星星正在眨眼睛。”妈妈可教唱儿歌《小星星》。

白天与黑夜的对话

由宝宝扮演白天先生，妈妈扮演黑夜大侠。白天先生说：“黑夜大侠，你能告诉我你们那里是怎么样的吗？”黑夜大侠说：“我们这里可以看到星星、萤火虫，看到大楼上好大的屏幕在放电影；看到灯火勾出立交桥的轮廓，像一条美丽的河一样流淌，还能看到烟花像大菊花在天空中盛开。白天先生，也请告诉我，你们那里是怎样的好吗？”然后妈妈和宝宝再进行角色互换。

白天黑夜大转盘

游戏过程：将一个大纸转盘0～6点的一半留白，6～12点的一半涂黑，每半个圆分成6格，将在白天、黑夜活动的图片粘贴在大硬纸盘的格子里，请宝宝转动纸盘，当纸盘停止转动后，指针停在哪一张图上，就说说图中所画的是白天还是晚上发生的事情。这个大纸盘还可帮助孩子在两年后理解时间概念。

2～4岁，认识春夏秋冬

这时的宝宝已经有了冷热转换的概念，有的也留心到周围物候的转换；还有的留心到央视《天气预报》的片头，每过一段时间就会发生变化，从梅花开放到荷香飘飘，从红叶照人到白雪飘飘，这些代表性的景象是认识四季的基础；通过游戏认识四季，有利于孩子养成循着季节科学穿衣、科学饮食的习惯。

一花一树画四季

妈妈可先想法让宝宝对四季代表性的花和树有一个感性认识。然后准备好图画纸、彩笔各若干，让宝宝画出春夏秋冬每一季节里的一棵树和一种花。春天，新生叶子的水杉淡绿色，纤细可人，还有爆竹般炸开的金色迎春花；夏天，密密的梧桐叶为我们遮阳，粉白粉红荷花的开放；秋天，枫树和槭树的叶子红了，公园里有各色菊花；冬天，长青的松柏戴上了雪帽子，水仙开花了。

快速抢占四角

妈妈在广场上画一个边长10米的正方形，四个角各标明为：桃花角、荷花角、桂花角、雪花角。宝宝站在正方形外，妈妈发口令（或出示写有春、夏、秋、冬的卡片），如说：“春天到了”，宝宝马上跑到“桃花角”；如说：“秋天到了”，马上跑到“桂花角”。代表四季的四个角，名称可以常换，如也可换成“燕子归来角、知了长鸣角、蛐蛐欢叫角、老熊冬眠角”，这个游戏可建立孩子对四季代表性事物的快速反应。

“舌尖上”的四季

春天，妈妈带着宝宝到原野上挑荠菜挑马兰头，回来包饺子吃；夏天，妈妈带着宝宝分吃西瓜，做杨梅酒，用樱桃点缀冰激凌；秋天，到橘园苹果园玩采摘游戏，品尝烤玉米烤山芋和烤橘子的不同味道，吃糖炒栗子；冬天，全家吃火锅，喝羊肉汤，把冻得又黑又硬的梨子拿到暖屋里，放到水里解冻，喝里面的蜜水……妈妈可以把这些四季典型吃食拍成照片，等季节过去之后，再拿出来问问宝宝：“这是什么季节？”相信舌尖上的记忆，能让宝宝记得很牢。

5～6岁，认识时钟

这时的宝宝已经认识1～12所有的数字，这是一个认识整点时间和半点时间的大好时机，孩子通过游戏认识时钟显示后，妈妈可培养他守时的好习惯，如看电视或玩电脑时，约定长短针走到哪里时要停止；带孩子出去玩时，也可要求他在约定的时间内收拾好自己的东西，换好出门装束，如果他拖拉，就取消活动来作为惩罚。

我是整点机器人

妈妈和宝宝面向同一个方向站立，妈妈先示范，宝宝跟着做，比如把自己想象成时钟，向头顶上方伸展双臂，想象停留在12点，一只手臂比另一只长。再比如模仿时针做圆周运动，报每个钟点数时，把右臂移到这个数字的位置。到6点后，交换手臂再做圆周运动。重复几次，熟练后，妈妈随意报出钟点数，宝宝单独做，在宝宝睁着眼睛能找到正确的位置后，叫他闭上眼睛再做同样的动作。

我是半点机器人

在白墙上贴一张白纸，画一面钟，一半分成六格涂成绿色，另一半涂成黄色。妈妈先示范，将双臂放在12点的位置。现在长臂开始绕钟移动，这意味着时间在流逝。告诉孩子当长臂到达6字（绿色与黄色的又一分界线）时，短臂走了半格，说明过了半个小时。我们称之为12点半。宝宝跟着由12点到12点半移动数次。记住，永远由整点开始，然后走到半点。等他有了半点钟概念后，可以转入1点半、2点半、3点半的练习。等孩子玩全掌握后，可以玩“我是一刻钟机器人”、“我是三刻钟机器人”。

纸盘钟面滴答走

让宝宝用纸盘做钟面，用雪糕棍做指针，一根针长，一根针短。要是你的宝宝属于听觉学习儿童，报出不同时间，让他在模拟的滴答声中，把“时针”和“分针”放到正确位置。对于视觉学习儿童，则在纸卡上写出时间，让他把“指针”拨到相应位置。

和宝宝一起“读”时间

时钟的书

妈妈推荐理由：《时钟的书1》每一页都画着橡果宝宝在和表针玩耍，一边问“现在几点了？”读完这本绘本，我家宝宝就学会整点和半点钟的读法。《时钟的书2》换成小幽灵来和表针一起玩耍，小幽灵也在问“快告诉我，现在几点了？”宝宝通过小卡片，学会更精确的时间表达，如钟表上现在是几点几分了。

我家宝宝特别喜欢《时钟的书2》提着小马灯的小幽灵，经常说，那个马灯哪里有卖呀，是不是有了那个马灯就能成为精灵了呀。当我告诉她，马灯是妈妈小时候才有的东西，她就说，有没有办法让我回到你小时候？

（全2册）28.00元/册

（日）松井纪子/著

北京科学技术出版社

时间小管家训练宝典

妈妈推荐理由：这套新颖有趣的时间管理图书，适合3～7岁已经有了一定时间概念的孩子。一个个充满奇思妙想的小故事融入丰富多彩的科学文化知识，妈妈可以照样模仿，通过循序渐进的情景训练，引导孩子初步学会时间管理，从而让他改掉磨蹭病，养成做事积极快捷的好习惯。

看了这套书，只要家里大人一脸焦躁地说：“忙死了！累得喘不过气来了！”我女儿就会一本正经地教导大人说：“你怎么分不清轻重缓急呀！”

哇春芳/著

万卷出版公司

你好，时间！

妈妈推荐理由：这本书以绘画的形式将时间形象化，从一秒钟开始说起，循序渐进，直至1个世纪，非常适合帮助孩子理解时间的长短。一天是由多少小时组成的，一个月是由多少天组成的，一年是由多少月组成的……书中还附带各种贴纸、手工游戏，让孩子在动手的过程中轻松学会认时钟，学会规划自己的日程表。

书中说，等学会了看时间，你就能戴手表啦。儿子问我：“妈妈，你小时候的手表是什么样子的？”我就用圆珠笔在手腕上画了手表给他看，儿子笑道：“妈妈，你画的表不能走呀！”

定价 68.00元

（法）帕丝卡·爱斯特隆/著

广西师大出版社

时间啊对不起作文750字 篇4

7月11日我们学校将放暑假，7月11日也是我们班同学离开小学的日子。今天早上老师打电话告诉我们从7月6日开始，我们班每天都会考试。

毕竟在小学待了这么久，现在要一下子离开，哪里能舍得啊!我是渴望可以快快长大，但是时间过得太快了，让人根本想象不到的速度!我要的不是这种速度啊!就在不久后的那天，我想再多看一眼现在这所学校都不行，容不得我选择，我已经离开学校了!

时间飞一般地过去，以前我觉得每天都好平凡啊，可是现在，我却越来越珍惜在小学里的时光。没有谁不会离开小学的，可是这样的速度我受不了啊!我承认我曾经求上帝让我快点长大，可我现在才明白我是不可以要求自己成长得快的，其实每天都是舒适的、愉快的、放松的!每天的24个小时都应该以正常速度走过去，而不是飞过去。

我能待在小学里的时间已经很短了，只有9天了呀!而除掉今天和明天的两个休息日，再除掉9号和10号那两个休息日，就只有5天了呀!5天时间!跟我们上学上班的日子相同的5个日子!我怎能再不珍惜，怎能再看着时间流走?

我就要离开小学了，舍不得是必然的.，我无法选择这一切，我只能选择让自己的心是难过还是高兴。有不少同学为能够上中学了而高兴，而我呢，却永远只能后悔自己为什么要这样对待时间。我马上就要长大了，功课更繁忙、考试更严格了，我在中学里将会认识到新的老师、同学，融入到新的群体里面去。这不难，但是要我进入一个与我现在的世界全然不同的世界，就难以接受。我都说了这一切都容不得我选择，我不想接受也得接受，我不想离开也得离开，一切都不是我不想就可以不用去做的!

在此我发出一声感慨：时间啊!对不起，我没有珍惜你，现在，让我凭良心对你说一声“对不起!”

英语作文：时间啊，时间 篇5

厦门大学简述题

1.立法的科学原则

2.法律移植的必然性和必要性

3法律原则适用的特点和注意事项

4试分析作为方法的法律解释和作为立法的法律解释突然之间忘记了（待补充）

案例分析

关于法自身的正当性和法的合法性属性的案例分析。主要是评述所列的几种观点，并说明自己的观点

嘿嘿希望能给下届考试的童鞋一些参考作用，都是同路人嘛

不是很完全，希望有其他童鞋补充哈

还有一道是：为什么权利和义务是法学的核心范畴？

案例是出自《法律与道德》中的虚拟案例 叫“恶毒的告密者”题目大概要求是：作为新政府的司法部长 你召集了五位代表就旧政府时期的“告密者”如何处置进行讨论 五代表分别发表了观点 先对代表的观点评述 再谈你将如何做

这是2005fwc所发的：

时间的初中英语作文 篇6

时间的初中英语作文

we often hear the saying“Time is money.”But I think time is much more precious than money.Because If we lost time, we can＇t find it.But We can try to woke harder to get more money.No matter whatever you do ,you can not get lost time back.

“Time flies.time and tides wait for no men”.You can see how important time is.Lunxun had said“I spent the time on my work while others are havig coffee.”We must make good use of our time,especially for our students,we shouldn＇t waste time in playing games and the like.

我的英语学习时间去哪儿了 篇7

关键词：学习策略,习惯养成,时间管理

M成绩很好, 尤其是数理化, 几乎每次考试都可以在班里排前三。做作业也很快, 同桌做一张数学练习的时间, 他至少就做了一张半了。唯一的不足是英语, 成绩怎么也提高不上去, 总是在平均分左右徘徊。究其原因, 居然是阅读理解做不好, 每次考试阅读理解都要错那么5、6题, 扣十几分。久而久之, 自己对英语不那么自信, 就越发的对这个科目产生些负面情绪。他说, 他有时候忍不住会想自己的英语学习时间去哪里了, 然后懊恼不已。

那么, 怎么样帮助M提高阅读理解解题能力呢?

在现行英语课标中, 对语言技能七级 (高中阶段必须达到的级别要求) 中“读”目标的描述是这样的:除教材外, 课外阅读量应累计达到230, 000万字以上。而M, 通过检查他平时的英语练习量和练习题型发现, 他虽然练习做的不少, 但多为语法或词汇取向的单选题;虽然做完之后觉得自己“学到了知识, 努力获得了回报”, 但实际上, 英语思维及语言加工能力并没有得到提高, 只是收获了一些零星的语言知识碎片。

我向他指出这种情况, 在他非常想要改变这种状况的前提下, 与他共同制定了一个为期2个月的英语学习计划表, 以帮助他养成更好的语言学习习惯。具体如下:首先, 保证阅读量。每天坚持至少读一篇完形填空及阅读理解练习。并弄清楚自己做的不好的有哪些题目。在自己看答案后还不清楚的情况下可以向老师求助。其次, 养成复习纠错本的习惯, 将自己做的不好的英语习题收集起来, 并且每周都予以清理, 达到做错的题目不再次做错的目的。第三, 改进背单词及读课文的习惯。在有光盘或磁带可以跟读的情况下, 尽量模仿读音进行跟读, 特别注意意群停顿及用语调表达情感态度的方法。背单词时, 更是要坚持“眼到, 手到, 心到”的六字原则, 一边背一边默一边归纳这个单词的读音规则。每周至少两次自主进行单词复习, 以应对老师每周一次的听写默写。制定计划相对于实施计划, 其所花费的努力总是几乎可以忽略不计的。在这两个月间, M努力践行自己制定的计划。可是人算不如天算, 越是想要多花些时间在英语学习上, 越是抽不出时间来做这件事情。刚刚准备了相应的参考书及练习册着手实施这个计划, 先是两周后就要开始的阶段性测试, 对于一个高二寻求成绩突破的学生, 不想在这样的考试中表现不佳, 于是专注备考, 找不到整段的时间进行英语练习。为应对这种状况, M打起了零碎时间的主意。比如晚自习时, 做完理科练习之后下课之前的时间, 本来可能发发呆什么的就浪费了。现在这个时间段里, 离下课超过10分钟就做做阅读理解;不到10分钟就整理错题, 随时准备下课铃响停下来, 下一个碎片时间再跟上。于是, 用来提高英语的必要时间就这么挤出来了。接下来他又遇到了另一个问题, ——阅读理解做了一些, 可是怎么就一点起色没有?当M忧心忡忡的拿来他的阅读理解参考书, 让我看他完成的量以及所犯错误的量, 满脸郁闷的寻求老师的帮助。我翻看了他的练习, 对他所犯的错误进行了归类, 发现他在这本教学参考书中几乎每篇与阅读理解文章都错1-2题, 这些错题90%以上属于这本书中较难的词汇题和推理归纳题。就词汇题而言, 他错的100%是单词诠释题, 参考书上的句子释义题完全没有犯错误。由此可见, M并非不能抓住文句中的信息, 他只是不知道到哪里去找信息, 所以才会出现单句释义全对而单词释义错了不少的状况。针对这一状况, 我特意找了一些关注上下文逻辑联系的练习题请他做, 并且适时地指出一些指示词所在的位置, 让他更有上下文意识, 从而不至于遇到单词释义就无从下手。M到底智商高, 我只是给出了练习和罗列了几个指示词, 他就可以自己去文本中寻找相似的词语并与需要解释的词建立关联从而对相应的词汇题做出正确的判断。至于那些推理题, 似乎是用功学习心无旁骛的学生的必然短板。不但是M, 考试时阅读理解正答率在50%以下的题目中一定有推断题, 而做错这个题型的同学中, 最苦恼的当然就是学习用功又屡做屡错的这几个。在与M进一步沟通后发现, 由于平时做理科作业比较多, 因此他对具体信息的把握能力比较强, 而相对而言, 归纳能力较弱些。针对这一状况, 我给他整理了一些主旨大意题、归纳推理题, 还有帮助提高推理能力的一些其他题型。并且在讲解的时候突出对文章文本类型的分析, 以便M可以在头脑中形成这类文章特征及解题基本思路的习惯。

在忙碌的学习生活中, 两个月的时间很快就过去了。M在接下来的考试里并没有取得异常辉煌的战果, 特别是英语。但是他的英语成绩稳定在了平均分之上, 并且他养成了天天做英语练习的习惯, 这些习惯也潜移默化的影响着M的思维模式和对待这门课程的态度。

按照美国科学家的研究, 一个习惯的养成需要21天。而没有训练就没有习惯, 由正确认识向正确行动转化需要训练……严格要求, 反复训练, 不断强化, 是实现转化的关键。在M的案例中, 涉及到的就是英语学习时间管理习惯的养成。首先使M找到可用的时间, 缓解其焦虑情绪, 然后发挥这些时间的最大效用, 养成良好习惯的同时, 树立学习的信心以保证学习顺利进行。

如下图所示:寻找学习时间→确定可用时间→ 发现学习问题→优化时间利用→ 发现新的问题→……

箭头部分就是他可以求助的学习间隙, 如此循环往复, 形成学习习惯。而这一习惯的养成, 不但需要有老师的观察和训练跟进, 更重要的是M同学本身寻求突破的决心和信心, 以此二者为契机, 在纷繁的学习任务中寻找到英语学习时间的位置。

参考文献

[1]教育部.普通高中英语课程标准[M].人民教育出版社.2007.

描写时间的英语作文 篇8

描写时间的英语作文

Time is the most valuable for people, because you can never own it again after it goes. When I was little child, my parents always told me that I should tresure my time. However, I seldom trusted in them because I thought that I just a little kid and I have plenty of time. But after I went to middle school, I changed my view. I spend all the day in school, having classes, and after class, I have to spend some time in study. That is to say, I do not have much time to play. Therefore, I realize that time is valuable and I should make a good plan for my life, so that I can live a rich life.

时间是人最宝贵的，因为你永远无法再拥有它它去后。当我还是小孩子的.时候，我的父母总是告诉我，我应该珍惜自己的时间。但是，我很少仗着他们，因为我认为我只是一个小孩子，我有足够的时间。但之后我去了中学，我改变了我的看法。我花整天在学校，有课，下了课，我需要花一些时间在学习。也就是说，我没有太多的时间玩。因此，我意识到，时间是有价值的，我应该做一个很好的计划，我的生活，这样我就可以过上富裕的生活。

英语作文第一时间 篇9

Nothing Scucceeds Without a Strong Willby commenting on the humorous saying, Quitting smoking is the eaiest thing in the world. Iva done it hundreds of times. You should write at least 120 words but no more than 180 words.

As the proverb says Its easier said than done. Its a truth universally acknowledged that a strong will leads to success. However, many individuals fail to achieve success due to lack of a strong will. There are several reasons attributing to it.

Among all these factors, the most indispensible one is the lack of persistence. Most people keep on saying that theyd like to quit smoking, yet they fail to give it up. Furthermore, those who seldom attach great importance to what they would accomplish cannot succeed. They are unconscious of what matters during the process.