关于时间的伤感英文句子

关于时间的伤感英文句子（精选6篇）

关于时间的伤感英文句子 第1篇

A person live in love, why reduced.一个人好好过，何苦在爱情里沦落。

Atrue friend is some one who reaches for your hand and touches your heart.一个真正的朋友是向你伸出手,触动你心灵的人。

Don‘t cry because it is over, smile because it happened.不要因为结束而哭泣，微笑吧，为你的曾经拥有。

Don‘t try so hard, the best things come when you least expect them to. 不要着急，最好的总会在最不经意的时候出现。

Go back to the past qkelong.net can return.回到过去，只能回到。

I didn’t miss only tube would I want to TianYa want to cape.我没有留恋，仅管我会想去天崖想去海角。

关于时间的伤感英文句子 第2篇

如果有一天你走进我心里，你一定会流泪，因为那里面全是你给的悲伤，如果有一天我走进你心里，我也一定会流泪，因为那里面全都是你的无所谓。

原来我拿做赌注，输了你，我输了全部。

喜欢是淡淡的爱，爱是深深的喜欢。

我宁愿笑着流泪，也不哭着说后悔。

叶子的离开，到底是风的追求，还是树的不挽留。生的好，不如嫁的好!真正的爱情就像幽灵，有很多人谈论却没有几个人真正见过!

男女之间，往往不是赏赐便是惩罚。你感谢上帝让你遇到这个人，同时，你又会怀疑上帝便是派这个人来惩罚你的。为什么只有他可以让你快乐， 也给你痛苦，为什么任性的你偏偏愿意为他改变?为什么天不怕，地不怕的你，却偏偏怕他?同一个人，既是赏赐，也是惩罚?

痛苦至深，便为麻木。回忆至长，也是伤痛。

琐碎的生活，也是爱情的一部分。

我好傻，因为我爱他，最怕别人问我，你快乐吗?我难过，因为习惯了寂寞，我寂寞，因为习惯了一个人难过。

有一种爱的选择，叫做无奈有一种爱的结局，叫做错过。

天空与大海相爱了，却无法牵手，它们无法让爱继续，天空哭了。泪水洒落海面，即使受到惩罚，天空也要将灵魂寄给大海。从此，海比天更蓝。

香烟爱上了火柴，就注定被伤害。

若干年后，坐在书桌前，温暖的阳光让你眯上了眼睛。微微笑着，还记得当年那个爱过，恨过的人吗?

我不是因为你而来到这个世界的，但却因为你而更加眷恋这个世界。

最悲哀的一种分手，不是双方轰轰烈烈地吵一场，不是大打出手，不是一方移情别恋，也不是大家不能结合，最悲哀的分手是无声无息地分手。

衰兰送客咸阳道，天若有情天亦老,月若不恨月常圆。

男生隔壁是女生，友情隔壁是爱情，我们若即若离，我们惺惺相惜，我们与快乐相伴，我们与悲伤同行。

只要你笑着面对坏天气，阳光永远照进你心里。

不要轻易放弃，否则对不起自己。

只想到一个遥远的地方去，一路上，没有回头，只偶尔，偶尔望天上的云。

我爱的人名花有主，爱我的人惨不忍睹。不是在放荡中变坏，就是在沉默中变态。

公交分钟一班;地铁分钟一班;我们的爱，一辈子就一班。

在寂寞中绝望，在绝望中坚强!!决定放弃的那一刻，我笑了，原以为可以忘记，却发现骗了自己却骗不了眼泪。

走过，路过，也曾错过。

也许某天在喧闹的城市中，你我擦肩而过，我会停住脚步，凝望着远去的背影，告诉自己那个人我曾经爱过。

我没有惊天动地的爱情宣言，也没有海枯石烂的爱情承诺。但是我想告诉你：我比上一秒更爱你。

我都觉得自己是很奇怪的灵魂，就这样在世界游荡，在寻找什么。可是又不知道自己的目标，茫然的看着人群，却找不到方向，越是人多的地方，越是孤独，一遍遍告诉自己，坚强坚强。

以前的人，为了一段感情不离别，付上很多的代价，譬如放弃自己的理想，放弃机会。现在的人，却可以为这些而放弃异端感情。离别，只是为了追寻更好的东西。

(曾经)梦了，爱了，痛了，醒了。(如今)伤了，累了，傻了，怕了。(现在)断了，忘了。

人不是因为遇到一个人而改变自己，而是你内在很想改变，你会注意到那个可以改变你的人，只有在那一刻，你的耳朵才能够听到远方的呼唤。无法从焚心般的欲望解脱出来，便无法得到内心的喜悦和平静。

你我相约百年，谁若岁死，奈何桥上等三年。

我们都太爱自己了，两个太爱自己的人，是没法长相厮守的。当我们顿悟了自己的自私，在以后的日子里，也只能够爱另一个人爱得好点。

当爱已成往事，它以不再是飞来飞去的蝴蝶。它就像一片安静的落叶，停留在你的掌心，你不会再心如刀割，却也永远割舍不掉那份温柔的心碎。

一个连自己都不爱的人，还有什么能力去爱别人。

一个人并不孤单，想一个人才孤单;一个爱别人的人不，一个被人爱的人才。

如果可以，谁也不愿一个人孤独的流泪，那份洒脱只是装出来安慰自己的。

暗恋是最好的哑剧，说出来可能会变成悲剧。

逃避不一定躲的过，面对不一定最难过。孤单不一定不快乐，得到不一定能长久。失去不一定再拥有，转身不一定最软弱。

一个人自以为刻骨铭心的，别人早已已经忘记了。

寂寞的尽端是的开始。

想回到过去，试着让故事继续。

不要因为寂寞而错爱，不要因为错爱而寂寞一生。

有情人终成眷属，没情人数不胜数。痴情人风雨无阻，薄情人如狼似虎。豪情人以我为主，寡情人自甘清苦。多情人疲与应付，真情人非我莫属!

当一切都随风而逝的时候，那些特别的瞬间都成了永恒。

在感情的道路上，没有谁对谁错，只有谁够珍惜谁。

爱，放弃该放弃的是无奈;不放弃该放弃的是无知;放弃不该放弃的是无能;不放弃不该放弃的是执着。

给你的爱一直很安静，只剩下泪在我脸上任性，原来缘分是回来告诉说明你突然不爱我这件事情。

如果可以的话，接下来的路一起走，你的，我买单。

关于时间的伤感英文句子 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 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.

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

关于孤独伤感英文句子 第5篇

2. 如果你为着错过夕阳而哭泣，那么你就要错群星了If you weeped for the missing sunset,you would miss all the shining stars

3. 没有谁对不起谁,只有谁不懂得珍惜谁.No one indebted for others,while many people don‘t know how to cherish others.

4、The sandflass remembers the time we lost沙漏记得`我们遗忘的时光

5、let her know…my heart…is beating with hers 让她知道 -我的心 -为她而存

6、Life was like a box of chocolates. You never know what you’re gonna get!生活就像一盒巧克力，你永远不知道你会得到什么。

7、My love,You are like a flower,So sweet and pure and fair.我的爱人，你就像一朵鲜花，那么甜蜜、纯洁而秀雅。

8、The more you learn, the more you know, The more you know, the more you forget.The more you forget, the less you know. So why bother to learn.学的越多,知道的越多, 知道的越多,忘记的越多, 忘记的越多,知道的越少, 为什么学来着 !

9、I need your love, 我需要你的爱。

10、The worst way to miss someone is to be sitting right beside them knowing you can‘t have them. 失去某人，最糟糕的莫过于，他近在身旁，却犹如远在天边。

11、There should be a better way to start a day than waking up every morning.应该有更好的方式开始新一天,而不是千篇 一律的在每个上午都醒来.

12、this valentine is for the girl who stole my heart.这份情人节礼物，是送给那位偷去我的心的女孩

13、what a loveiy world it well be with you away.没有了你.这个世界多么寂寞

14、When two‘s company, three‘s the result!两个人的状态是不稳定的,三个人才是!

15. 感受梦的火焰，感觉飞舞瞬间，当一切浪漫遥远，永恒依然to feel the flame of dreaming and to feel the moment of dancing,失恋的句子 when all the romance is far away,the eternity is always there

16. 不做有气魄的庄家，只做有头脑的赢家。

17. 不想用爱情来渲染悲伤，不想看你如此疲惫，低着头不理会，说我冷漠?无所谓!

18. Love never dies.爱情永不死。

19. Love keeps the cold out better than a cloak.爱比大衣更能驱走寒冷。

20. Love is the greatest refreshment in life.爱情是生活最好的提神剂。

表达伤感的英文句子 第6篇

一、Yes,I know we should take a break.是的，我知道，我们应该休息了

二、The missing distance,always show the elusive.思念旳距离，总是显旳那么遥不可及。

三、Dont pray for easy lives,Pray to be stronger men.——不要祈祷生活的舒适，（而应）祈祷自己变得更加坚强。

四、If I can I love you forever!如果可以的话，我将永远爱你！

五、Love,no crack password.爱情密码，无人解决。

六、Three things in life when gone never come back: time,opportunity,and words.——人生有三样东西不可挽回：时间，机遇，以及说出去的话。

七、The supreme happiness of life is the conviction that we are loved——生活中最令人幸福的就是，坚信有人爱着我们。

八、Thinking too much of others makes you nothing in their eyes.——把别人看得太重，结果在别人眼里自己什么都不是。

九、whatever you decide to do ,i will love for the rest of my life.无论你的决定是什么，我都会用尽我的余生去爱你。

十、After all,with the old story to love the new people who are not fair.毕竟带着旧故事去爱新的人对谁都不公平。

十一、If it is not like each other,your feeling is the burden of each other.如果不是互相喜欢，你的深情就是对方的`负担。

十二、The more you care,the more you have to lose.——在意的越多，失去的就越多。

十三、I just want to wait until early date.我只想等到出头日。

十四、I`m hot going to kid you.我不是跟你开玩笑的

十五、The consequence is to make blind and disorderly conjectures put yourself into despair.胡思乱想的后果就是把自己逼到绝望。

十六、You love so deep so serio 你爱的那么深、那么认真

十七、If I say leave me alone,actually I need you more than at any time.——如果我说我想一个人静一静，其实我比任何时候都需要你。

十八、My wasted heart wil love you.

十九、Love is a double-edged sword only memory most hurt.

二十、16、Trust is like an eraser.It gets smaller and smaller after every mistake——信任如同一块橡皮擦，每犯一次错，就会变小一点。

二十一、Sometimes,I feel like a little girl who needs protection.——有时候，我觉得自己跟个小女孩似的，渴望有人保护。

二十二、Life is a long journey.Dont waste your time waiting for people who are not willing to walk with you.——生活是一场漫长的旅行，不要浪费时间，去等待那些不愿与你携手同行的人。

二十三、Perhaps you get worse today,but tomorrow will always be new.——或许今天你过得很糟糕，但是明天总会是崭新的！

二十四、The truth may hurt for a little while but a lie hurts forever.——真相会让我们痛一阵，但谎言令我们痛一生。

二十五、Can not be with my long why you pretended to love me.不能伴我长久你何必假装深爱我。

二十六、I love a person who cant hug and cant hold hands or even get close to me.我喜欢上了个不能拥抱不能牵手甚至不能靠近的人。

二十七、Since know,why so sensational.既然心知肚明，又何必句句煽情。

二十八、The past cannot be changed.The future is yet in your power.过去的没办法改变，但未来还在你的掌握之中。

二十九、Trust is like a piece of paper,once its crumpled,it cant be perfect again.——信任就像是一张白纸，一旦皱了，它就不可能再完美。

三十、I tasted the taste of love and friendship,both lost.我尝过爱情和友情满盘皆输的味道。

三十一、Dont be a woman that needs a man.Be a woman a man needs.——不做需要男人的女人,而做男人需要的女人.

三十二、If you hate me,youre the loser,not me.——Avril如果你恨我，那么你就是失败者，而不是我。——艾薇儿

三十三、Ireallycareaboutyou.我真的很在乎你

三十四、It is only with the heart that one can see rightly; what is essential is invisible to the eyes.——一个人只有用心去看，才能看到真相。事情的真相只用眼睛是看不见的.《小王子》