Make sentences with English phrases in the second day of junior high school ~

I am busy doing my homework. I'm already busy doing my homework.

Please put the book in the right place. Please put the book in the right place.

I won't go to bed until my mother comes back.

It's time for class. It's time for class.

Time to get up. Time to get up.

She is always complaining about her noisy sister. She is always complaining about her noisy sister.

7. I spent three hours studying. I arranged for three hours to study.

He does as much homework as possible.

He often puts pressure on himself. He always puts a lot of pressure on himself.

10. She likes to go to parties. She likes to go to parties.

1 1. Someone saw the thief stealing money.

Please send this letter to him. Please give this letter to him.

13. There are all kinds of clothes in the shop.

Compared with Beijing, the history of Qingdao is much shorter than that of Beijing.

He found it difficult to catch up with her. He found it difficult to catch up with her.

16. on the one hand, we should improve our grades, on the other hand, our practical ability is also very important. On the one hand, we should improve our grades, on the other hand, our practical ability is also very important.

? English sentence-making form;

First, the small-scale limitation of sentence-making forms.

1. Make sentences with the given words or phrases.

This is easy to understand and operate: let students make sentences with given words or phrases.

It should be noted that in the process of learning, it is best to use difficult words that students are difficult to remember or understand, and to deepen their impressions and resolve difficulties by making sentences.

There are three ways: let students make sentences with specified words or phrases; Give some words or phrases and let the students make sentences first. Give some words or phrases and let the students make sentences with them.

2. Make sentences according to the sentence patterns.

Sentence patterns are often the focus of learning. Mastering sentence patterns means mastering the main content of learning.

Under the new situation that teachers are not encouraged to speak and students are not encouraged to do, it is a good way to learn sentence patterns by making sentences. It's like giving a mold and filling it with content.

Students with relatively small scope will find the fulcrum of "confidence and success" more easily. When many "meetings" get together, they will gradually form a clear understanding and correct understanding of sentence patterns.

It also conforms to the teaching principle of "enlightenment" in "practice".

3. Make sentences according to the set situation.

This is a sentence-making form that integrates application and defense.

In fact, in layman's terms, it can also be called "situational response" sentence-making method.

Example: Today is Jia Min's birthday. What would you say to him? /What do you want to say This sentence-making form can be said to be the best simulation of real communication.

After learning one module or several modules, we can use this method to test students' application and understanding of sentence patterns and words.

Second, a large number of limited sentence-making forms.

1, look at the picture and make sentences.

As the name implies, this form is to let students speak English according to the pictures given.

In addition to pictures, you can also specify the scope of the theme, and you can also make sentences and speak English without any restrictions.

This requires pioneering thinking, the ability to integrate knowledge and the ability to comprehensively use language. The more you talk, the longer the better.

2. "Snowball" sentence.

This is a sentence-making form combining listening and speaking, which can also be called "making sentences with dragons".

The operation method is: the first student says a sentence, and after the second student repeats what he said, he makes a sentence related to it. By analogy, the more sentences are repeated later, the longer and more difficult the sentences are.

The operation method is: the first student says a sentence, and after the second student repeats what he said, he makes a sentence related to it. By analogy, the more sentences are repeated later, the longer and more difficult the sentences are.

Be sure to pay attention to the cohesion between sentences, which is the continuation of the content. Moreover, when operating, students must repeat it first (depending on the situation, they can only repeat the sentences of the previous classmate or all the sentences of the previous classmate), and then make sentences.

In this way, students can learn listening and practice English listening when they want to speak. In order to take care of each student's enthusiasm and self-confidence, we can start with students with relatively weak foundation, let them say the simplest and shortest sentences, and then gradually transition to better and better students. In operation, teachers can start with the roll call. When they are well trained, they can be grouped, ranked or divided into men and women to create a competitive atmosphere and form the momentum of "chasing after me".

3. Expand sentence making.

The so-called expansion means innovation, extension and deepening on the original basis.

An operation method, such as sentence pattern: What is your favorite sport? You can make a fuss about the meaning of "favorite/sport/is" or even the whole sentence and expand it to? Your favorite food/color/animal/movie/… What do you like? ... what do you like best? Wait a minute.

The other is similar to Lenovo. We can start with words and then expand to sentences.

For example: animals-pets-zoos; Father-person-person; ? Badminton-Sports-Games-Championships/Olympic Games.

The third is to define only one core, such as giving a "topic" to let students think and express in English comprehensively and freely.

4. Sentences should be made by debating.

This is a sentence-making form to test students' ability to answer questions.

The rule is: choose anyone, give words and improvise sentences. There is no room for thinking, only psychological preparation. This is actually a "sentence-making" form that comprehensively examines students' English defense ability, and it is full of excitement and passion. If it is a "seductive" compliment, the effect will be better.

Third, there are no sentences with limited scope.

This is similar to free conversation/daily English/duty report/oral practice in our daily teaching. The simplest and core requirement is to make sentences in English. Our principle is "just talk, and the more you talk, the better."