Using advanced English sentence patterns in junior high school English writing can make the marking teacher shine. The following are the advanced English sentence patterns I compiled, hoping to help everyone!
Advanced sentence patterns in junior high school English writing 1 just right passive sentence:
Suitable for shorter sentences, making the language concise and vivid. Generally speaking, the object is indefinite pronouns, such as nothing, any and everything.
I searched all my pockets, but I found nothing.
Exclamation sentence:
It is usually used to enliven the atmosphere at the beginning and end of an article, and any sentence expressing feelings such as "I feel …" can be converted in this way.
How terrible I feel today! I failed the math exam again.
Advanced attributive clause:
If the verb in the attributive clause has a preposition, move the preposition after the antecedent.
We came to a place where they had never been before.
Progressive tense:
Sometimes it contains certain emotions, especially using adverbs with emotional colors like always.
I always feel bad when I take the bus.
Inverted sentence:
As long as there is a prepositional phrase or adverbial clause in the sentence, it can be advanced and become an inverted sentence.
Only when I turned right at the intersection did the car come to me.
Only in this way can he escape from the fire.
The adjoint structure is guided by with:
You can change an adverbial clause or a clause in a complex sentence into a with structure.
The sun was shining, the birds sang clearly, and I went to school happily.
He always likes to sleep with the window open.
Clever use of non-predicate verbs;
Adverbial clauses or coordinate verbs can be simplified into non-predicate verbs.
Hearing this, the driver's wife quickly added that her husband often talks nonsense after drinking.
What-guided noun clauses:
Convert the verb-object structure into an advanced sentence pattern in English writing.
I know that he gave me not only a Christmas present, but also a heart full of love and the idea that I exist in it.
"Numerals+Nouns" became "as many+Numerals+Nouns".
Ten years ago, my hometown was covered with forest.
Independent nominative:
Remove the conjunctions in the main sentence and turn the verbs in the previous sentence into participles.
The weather is fine, and many people climb the western hills.
Turn simple sentences into complex sentences;
When appropriate, change these two simple sentences into more advanced compound sentences, such as "too … to ……" or "so … that ……". For example:
I am very tired. I can't keep up with them. We can change it to: I'm too tired to keep up with them. Or: I am too tired to keep up with them.
Emphasized sentence:
You can easily turn adverbial clauses such as time, place, reason and way into stressed sentences.
It was not until I got home that I realized that I had left my bag on the counter of the shop.
It was then that I realized the importance of English.
Advanced sentence patterns of junior high school English writing II. Nine basic sentence patterns of simple sentences
1. "Subject+Predicate" (that is, "subject-predicate" sentence pattern)
This sentence pattern is exactly the same in English and Chinese, explaining "how people or things move" or "how people or things themselves move".
They arrived in Harbin yesterday morning.
Analysis: "they" (subject) and "here" (predicate action).
The earth moves around the sun. The earth moves around the sun.
The sun rises in the east and sets in the west. The sun rises and sets in the west.
2. "Subject+Predicate+Object" (that is, "subject-predicate-object" sentence)
This sentence structure is exactly the same in English and Chinese, and it is used to explain "someone or something is doing something" or "someone or something has made an action, and its action involves another person or thing".
I study English.
Analysis: "I" (subject), "learning" (predicate action) and "English" (object is the object participating in the action).
I like swimming. I like swimming.
3. "Subject+Predicate+Indirect Object+Direct Object" (that is, "subject-predicate double object" sentence pattern)
This sentence has the same word order structure in English and Chinese, meaning "someone does something for whom (the indirect object is people)" or "the movement of someone or something involves two objects, one is people and the other is things".
Our teacher teaches us English.
Analysis: "our teacher" (subject), "teaching" (predicate action), "we" (indirect object) and "English" (direct object).
4. "Subject+Predicate+Object+Object Complement" (that is, "subject-predicate-object complement" sentence)
This sentence means "what does someone or something ask (make, let) someone to do" or "how does someone feel about someone or something".
He invited her to go there.
Analysis: "he" (subject), "demand" (predicate action), "she" (object is the object participating in the action) and "going there" (complement-a supplementary explanation of what the object should do).
5. "Subject +have+ Object" (i.e. "Possession" sentence)
This sentence pattern is mainly used to explain "what does someone or something have (object, that is, tangible or intangible resources)"
You have a beautiful watch. You have a beautiful watch.
Analysis: "You" have a beautiful watch, that is, you have a timely and beautiful instrument.
6. "You +be+ Subject+..." (that is, the sentence pattern of "You")
This sentence is used to explain that "someone or something exists somewhere or at a certain time"
There is a bird in the tree. There is a bird in the tree.
Analysis: "In the tree" (location) "There is a bird" (existence).
7. "Subject+verb+predicate" (that is, the sentence pattern of "main system table")
This sentence pattern is used to explain "what characteristics or state does someone (something, something, a concept) have". The "Shi" structure in Chinese belongs to this kind of English sentence pattern. Commonly used contact verbs are be, keep, lie, remain, stand, become, fall, get, go, grow, turn, look, feel, seem, small, sound, taste and so on.
Example: I am a teacher. I am a teacher.
Analysis: "I" (subject), "yes" (copula) and "a teacher" (predicate-that is, indicating the identity of the subject).
She felt very tired. She felt very tired.
He became an engineer. He became an engineer.
You look pale today. Are you sick? You look pale today. Are you sick?
8. Comparative sentence patterns
This sentence pattern is used to compare the similarities and differences between substance A and substance B.
1) Equal ratio: ... as+adjective/adverb original level+as ...;
... as+adjective+noun+as ...
He is as rich as John. He is as rich as John.
He has as much money as she does.
2) Inferior comparison: …less+ adjective/adverb original level +than …
He doesn't care as much as her. He is not as careful as her.
3) superordinate comparison: …+adjective/adverb comparative degree+than …;
...+adjective/adverb comparative+... ...
She cares more than he does. She is more careful than he is.
He is the cleverer of the two boys.
4) superlative: superlative adjective/adverb (singular noun or one)+{of (middle)+person or thing}
{in+Place}
He is the tallest in the class. He is the tallest in the class.
9. "it+is/was+adjective +to do/ clause" (that is, evaluation sentence pattern)
This sentence pattern is used to explain "what nature or characteristics an action or thing belongs to" That is, to evaluate an action or thing. (here is the formal subject, and the real subject is the to do structure or that clause)
Learning a foreign language is very important. Learning a foreign language is very important.
Analysis: This sentence emphasizes that the action of "learning a foreign language" is "important".
Advanced sentence patterns in junior high school English writing 3. The choice of opening sentence patterns
People have different views on …. Some people think that ...
People have different views on _ _ _ _. Some people suggest _ _ _.
As the saying goes, it is the experience of predecessors, but even today, it still applies on many occasions.
There is an old saying called _ _ _ _ _. This is the experience of our ancestors. However, even today, it is still correct in many cases.
3. Now, ..., they bring a lot of harm to our daily life. First, ...; Secondly, ... to make matters worse. ...
Today, _ _ _ _, has brought a lot of harm to our daily life. First, second, third. What's worse is _ _ _ _ _.
Nowadays, ... is very common and many people like ... because ... and (and). ...
Nowadays, _ _ _ _ _ _ is very common. Many people like _ _ _ _ _ because _ _ _ _ _. Besides, _ _ _ _ _ _.
Everything has two sides, and it is no exception. It has both advantages and disadvantages.
Everything has two sides, and _ _ _ is no exception. It has both advantages and disadvantages.
People have different views on ... Some people think (say) ... In their view, ...
People's views on _ _ _ _ _ vary from person to person. Some people say _ _ _ _ _. For them,
7. Mankind is facing a serious problem ... which is becoming more and more serious.
Mankind is facing an increasingly serious problem.
8 ... has become a hot topic of concern, especially among young people, which will trigger a heated debate.
_ _ _ _ _ has become a hot topic among people, especially young people, and a heated debate is about to begin.
9 ... plays an increasingly important role in our daily life. It has brought us many benefits, but it has also caused some serious problems.
_ _ _ _ _ plays an increasingly important role in our daily life. It has brought us many benefits, but it has also caused some serious problems.
10, according to the chart/figures/statistics/percentage table/chart/bar chart/forming chart, we can see that ... obviously ... but why?
According to the figures/figures/statistics/percentages in/chart/bar chart/line chart/graph, it can be seen that _ _ _ _ _ and. Obviously, _ _ _ _ _, but why?
Recently, people have paid attention to the problem of.
Recently, people's attention has been paid to the problem of.
Internet plays an increasingly important role in our daily life. It has brought many benefits, but it has also caused some serious problems.
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