These 60 sentence patterns include all the high-frequency test sites of junior high school English, so you must master them!

60 sentence patterns contain all-round knowledge points such as vocabulary, phrases, fixed collocation and grammar, and their importance is self-evident!

1. Same as ...

Adjectives or adverbs must be used in the middle. For example:

This classroom is as big as that one.

This classroom is as big as that one.

He runs as fast as Tom. He runs as fast as Tom.

Negative structure: not as good as/so … not as good as, "not as good as …". The above two sentences can be changed to:

This classroom is not as big as that one.

This classroom is not as big as that one.

He doesn't run as fast as Tom.

He doesn't run as fast as Tom.

2. As long as, as long as ...

Adverbial clauses used to guide time. If the main clause is the simple future tense, the clause should use the simple present tense. For example:

I told him the plan as soon as I saw him.

I told him the plan as soon as I saw him.

He went home as soon as he finished his work.

He went home as soon as he finished his work.

Be busy/like/hate/continue/finish doing sth. Be busy/like/hate/continue/finish doing sth.

After the words enjoy, finish, hate, continue, busy, etc., the verb ing is generally used as the object. For example:

Lin Tao is busy making a model plane.

Lin Tao is busy making a model plane.

My mother likes to take a walk after supper.

My mother likes to take a walk after supper.

I hate watching Channel 5.

I hate watching Channel 5.

When someone told him to rest, he just went on working.

When someone let him have a rest, he went on working.

I have finished writing this story.

I have finished writing this story.

4. full ... full ...; Full of ...; be filled/suffused/brimming with ......

① ① Covering indicates that this state is caused by external things, indicating passivity. For example:

The box is full of food.

The box is full of food.

② Full indicates the state of the subject. In addition, it can also indicate the degree, which means "very". For example:

The patient's room is full of flowers.

The patient's room is full of flowers.

The young man is full of pride.

That young man is very proud.

(3) These two structures can be rewritten. For example:

I filled the box with food. The box is full of food.

Be good/bad for ... ...

This sentence pattern is: be+adj+for+n. structure. For example:

Doing morning exercises is good for your health.

Doing morning exercises is good for your health.

Playing computer games all the time is harmful to your study.

Playing computer games all the time is harmful to your study.

Get used to (doing) sth. be accustomed to ...

It must be followed by a noun or gerund, which can be used in present, past and future tenses. Be can be replaced by get and become. For example:

He is used to country life. He is used to living in the country. )

He is used to country life.

He will get used to getting up early.

He will get used to getting up early.

Note: being used for doing is being used for doing. For example:

Wood is used to make paper.

Wood is used to make paper.

7. Both ... and ... both. ...

Used to connect two parallel components; When connecting two coordinate subjects, the predicate verb is plural. For example:

Both students and teachers will go to the history museum tomorrow.

Both the teacher and the students will go to the history museum tomorrow.

Can't help doing sth.

Help here means "hold back", followed by the verb -ing. For example:

His jokes are so funny. We couldn't help laughing.

His jokes were so funny that we couldn't help laughing.

How much did something cost someone?

The subject of this sentence pattern is the object. The word cost has double objects, and its past tense, past participle and prototype are all the same.

This book cost me five yuan.

This book cost me five yuan.

10. Where ... or ... also ... or ... or. ...

Used to connect two coordinate components. When connecting coordinate subjects, the predicate verb is consistent with the adjacent subjects.

You can either stay here or go home.

You can stay here or go home.

Either she is right or I am right. Either I or she is right.

Either she is right or I am right.

1 1. (for someone) is enough. ) do sth. enough ...

In this structure, for is used to introduce the logical subject of infinitive. For example:

The ice is not thick enough for you to walk on.

The ice is not thick enough for you to walk on.

12. Want to do something. Want to do sth.

Here like is a preposition, followed by the verb -ing. This sentence pattern is synonymous with wanting to do something. For example:

I want to drink a glass of milk.

I want to drink a glass of milk.

13. Feel/find/think it worthwhile to do sth. Think of sth ...

In this structure, it is the formal object and the infinitive phrase is the real object. For example:

I find playing football very interesting.

I find playing football very interesting.

She thinks it her duty to help us.

She thinks it her duty to help us.

14. Prepare for something. /do sth.

Prepare for sth. It means "prepare for something"; Be ready to do sth. It means "ready to do something", for example:

We are preparing for the meeting.

We are preparing for the meeting.

They were preparing to hold a sports meeting at that time.

They are preparing to hold a sports meeting.

15. Received a letter from ... ...

Equivalent to hearing from, for example:

Have you heard from John?

Have you heard from John?

I received a letter from my brother yesterday.

I received a letter from my brother yesterday.

16. It's better (not) to do something. It's better (not) to do sth.

Had better is a modal verb, and then you need the prototype of the verb. Had better is generally abbreviated as' d better', and its negative form is to add not directly after it. For example:

We'd better go now. We'd better go now.

We'd better go now.

You'd better not go out because it's windy.

It is windy today, so you'd better not go out.

17. own sth. To make (something) complete (the action is done by others)

Something. Is the object, done is the complement of the past participle. For example:

We repaired the machine.

We repaired the machine.

Pay attention to the difference: we have repaired the machine. We repaired the machine (ourselves).

Help sb. Do sth. /use sth. Help sb (do sth).

You can omit it anywhere. For example:

I often help my mother with housework.

I often help my mother with housework.

Would you please look up these words for me?

Can you help me look up these words?

19. What do you think of ... What do you think of …?

What makes you think ... synonyms. For example:

What do you think of the weather in Beijing? you

What do you think of the weather in Beijing? What do you think of this new film?

I don't think/believe … I think I/believe … no …

Among them, not negates the object clause rather than the main clause (negation moves forward). That can be omitted. For example:

I don't think it will rain.

I don't think it will rain.

I don't believe that girl will come.

I don't believe that girl will come.

2 1. It happens that … ...

It's equivalent to doing it by accident. For example:

It happened that I heard their secret.

I happened to hear their secret.

I happened to hear their secret.

We have been doing it for some time since a certain time.

In this sentence pattern, the adverbial clause of time guided by since is often used in the simple past tense. For example:

He has been here for twenty years.

He has been here for 20 years.

He has been married to Mary for six years.

He and Mary have been married for six years.

23. It is+for someone. Do sth. For sb ...

It is the formal subject, and the real subject is the infinitive of doing something. For example:

It is not easy for us to learn English well.

It is not easy for us to learn English well.

It's a good idea for us to travel to the south.

It's a good idea for us to travel to the south.

24. Someone is ... Do sth.

This is the official subject, which means to do something. Is the real subject. When the predicative (adjective) can describe the logical subject, the preposition of is often used instead of for. For example:

It's polite of you to give your seat to the old man.

It is very polite for you to give your seat to the old man.

It seems (to sb.) that ... (to sb.) ...

It is the subject of this sentence, which leads to the predicative clause. For example:

It seems that he is lying. It seems that he is lying.

In my opinion, he never smiles. In my opinion, he never smiles.

26. How many meters (kilometers) is its length (width)+number+size/kilometer length/width?

Used to indicate the length (width, height) of an object. If the number is greater than one, the noun should be plural. For example:

It is 20 meters long from end to end. It is twenty meters long from beginning to end.

27. It's someone's time. Do sth. It's time for someone to do something.

Is the formal subject, and the real subject is the infinitive of doing something. For example:

It's time for the child to go to bed.

It's time for the baby to sleep.

Compare the following two structures:

It's time for +n, for example:

It's time for school.

It's time to do something. For example:

It's time for school.

28. it needs someone Time to do sth. How long does it take someone to do something?

It is the formal subject, and the real subject is the infinitive of doing something. For example:

It takes fifteen minutes to walk from here to the bus stop.

It takes 15 minutes to walk to the bus stop from here.

It took the old man three days to finish the work.

It took the old man three days to finish the work.

Go on doing sth. Always insist on doing something.

Go on doing sth. Usually used for static verbs. Go on doing sth. It means "continue to do something", which is generally used in dynamic verbs, but the difference between them is not very strict and sometimes they can be interchanged. For example:

Don't always do such stupid things.

Don't do such stupid things again.

He sits there all day.

He sits there all day.

30. Keep ... doing something. Stop ... doing sth.

It is equivalent to stopping doing sth. Stop from doing sth. In the active sentence, the from after stop and prevent can be omitted, but in the passive structure, the from cannot be omitted. For example:

Please don't let children swim in the sea.

Please don't let children swim in the sea.

The loud noise outside my room prevented me from doing my homework.

The noise outside prevented me from doing my homework.

3 1. Keep someone. Do sth. Let sb. Go on doing sth.

Don't be confused with the structure that prevents someone from doing something.

Why did you keep me waiting for a long time? Why did you keep me waiting for a long time?

Make sb. Do sth. Make sb. Do sth.

When make means "make", it must be followed by an infinitive without to.

For example, he made me work ten hours a day. He made me work 10 hours a day.

Note: If the above sentence is changed to passive voice, the to before work cannot be omitted. For example:

I was forced to work ten hours a day.

33. neither … nor … neither. ...

When connecting two juxtaposed subjects, the predicate verb is consistent with the adjacent subjects (that is, the principle of consistency). For example:

Neither we nor Jack know him. ? Neither we nor Jack know him.

He neither knows nor cares what happened. ? He is indifferent to what happened.

Until ... until ... ......

Until can be followed by a noun or clause to indicate time. For example:

T come late at night. He didn't come until late at night.

He didn't arrive until the game started. ? He didn't come until the game started.

Someone (short for someone) pays for something. Someone (short for someone) spends money on something.

The subject of this sentence pattern is a person. For example:

I have paid 2000 yuan for this motorcycle. ? I spent 2000 yuan on this motorcycle.

Spend time/money on sth. Doing sth. Spend (time, money) on [something]/doing [something].

Where in can be omitted, the subject is usually "person". For example:

I spent five yuan on this book. ? I spent five yuan on this book.

I spent two hours doing my homework yesterday. ? I spent two hours doing my homework last night.

37. So … that … is so … that …

Used in compound sentences, adverbial clauses leading to results. So are adverbs, followed by adjectives or adverbs. If it is followed by a noun, use this. For example:

The ice is so thin that you can't walk on it ? The ice is too thin for you to walk on.

He is such a kind person that we all like him. ? He is such a nice guy that we all like him.

38. Stop and do something. Stop doing sth.

Stop to do sth. It means "stop doing another thing", stop doing something. It means "stop what you are doing", for example:

You are too tired. You'd better stop and have a rest. ? You are so tired, you'd better stop and have a rest.

The teacher is coming. Let's stop talking. ? The teacher is coming, let's stop talking.

Thank you for doing something. Thank you for doing something.

After for, in addition to the gerund doing, you can also add nouns. For example:

Thank you for the gift. ? Thank you for the gift.

Thank you for your help. Thank you for helping me. Thank you for your help.

Thanks to …, thanks to …

The s after thanks cannot be omitted, and to is a preposition. For example:

Thanks to my friend Jim, I have solved this problem. ? Thanks to the help of my friend Jim, I have solved this problem.

4 1.

In this structure, there is a leading word, which can't act as any component in the sentence and doesn't need translation. The subject in a sentence is a person or thing, and the predicate verb be should be consistent with the number of subjects. For example:

There is a man at the door. There is a man at the door.

When the subject is acted by two or more nouns, the predicate verb be should be consistent with the number of adjacent nouns. For example:

There are two dogs and a cat under the table. There are two dogs and a cat under the table.

There is a cat and two dogs under the table.

②be in② The sentence pattern with be cannot be replaced by have, but can be replaced by words such as lie, stand, exist and live. For example:

There are many tall buildings standing on both sides of the street. ? There are many tall buildings standing on both sides of the street.

There is a lake in front of our school. There is a lake in front of our school.

There once lived a king here. ? There used to be a king here.

There will be a sports meeting next week. ? A sports meeting will be held next week.

The extended structure of there be: there see(s)/happy(s)to be…

There seems to be a spelling mistake.

There seems to be a spelling mistake.

There happens to be a ruler here.

There seems to be a lot of people there. ? There seems to be a lot of people there.

42. Comparative adjectives, the more comparative adjectives there are. ...

This sentence pattern means that one party changes with the other. For example:

The harder he works, the happier he feels. The harder he works, the happier he feels.

The more, the better. The more, the better.

43. Too ... do something. Also ... arrive ...

This sentence pattern is relatively simple, and the to behind it means negative. For example:

The ice is too thin for you to walk on. ? The ice is too thin for you to walk on.

This bag is too heavy to carry. ? This bag is too heavy to carry.

Used to do sth. Used to do sth.

Used to is a modal verb, indicating a habitual action or state in the past. It doesn't exist anymore, so we just use the past tense. For example:

He used to get up early. ? He used to get up early.

I used to play tennis when I was young. ? I used to play tennis when I was young.

There are two forms of negation: never use to; Not used, for example:

He didn't come often. He didn't come often. ? He doesn't come often.

45. What about …? How about ...?

It can be followed by nouns, pronouns, gerunds, etc. And "How about ...? "Synonym. For example:

We have been to Hainan. What about you? We have been to Hainan, and you?

How about going to the park on Sunday? How about going to the park on Sunday?

46. What day is it today? What day is it today?

What day is it today?

-Sunday.

What's the date today?

June 24th.

47 ... What's the problem? ..... What happened?

What's the matter with you, madam? Ma 'am, what's wrong with you?

You look worried. What's the matter with you? You look anxious. What happened?

48. Why not do ...? Why not do ...

Predicate verbs use prototypes. Why don't you be a synonym for .... For example:

Why not go to the movies with us? Why don't you go to the movies with us? Why not go to the movies with us?

49. Want to do something. want to do ...

Then use the infinitive as the object. For example:

I want to drink a cup of tea. I want to have a cup of tea.

Question: Would you like a cup of tea? would you like a cup of tea?

50. There are more and more comparative degrees+and adjectives/adverbs. ......

If adjectives/adverbs are disyllabic words and polysyllabic words, this structure becomes "increasingly+adjectives/adverbs". For example:

The weather is getting warmer and warmer. The weather is getting warmer and warmer.

The little girl is becoming more and more beautiful. The little girl is becoming more and more beautiful.

51.adj.

Thank leads to a typical comparative sentence, which means "one is better than the other ...". It is preceded by the comparative degree of an adjective or adverb, and the thank-you clause can be omitted. For example:

I know you better than her. I know you better than her.

This house is bigger than that one. This house is bigger than that one.

52. Through clause

Although it leads to an adverbial clause, it means "although" ... but ... ". But it cannot be used with but. In English, only one of "although" and "but" can be used to express "although ……". For example:

Although it is snowing, it is not too cold. Although it is snowing, it is not too cold.

I couldn't catch the last bus because I was in a hurry. Although I hurried desperately, I still missed the last bus.

Although we walked a long way, we did not feel tired. Although we walked a long way, we didn't feel tired.

53. Conditional clauses

If leads to the conditional adverbial clause, "if; If ". If the main clause uses the simple future tense, the if clause should use the simple present tense. For example:

If I go to the Great Wall tomorrow, would you like to go with me? If I go to the Great Wall tomorrow, will you go with me?

I won't go if it rains tomorrow. I won't go if it rains tomorrow.

54. Because the clause

The adverbial clause that leads to the cause, "because". For example:

He didn't hear the knock at the door because he was listening to the radio. He didn't hear the knock at the door because he was listening to the radio.

55.so+do/be+ subject

"So+be/ auxiliary verb/modal verb+subject" means that the above content is also applicable to another person or thing. The choice of be, auxiliary verb or modal verb depends on the tense form of the predicate verb in the previous sentence. Example:

He likes football, so do I. He likes football, so do I.

Jim was playing football just now, and so was Tom. Jim was playing football just now, and so was Tom.

Comparison: The structure of "So+ subject +be/ auxiliary verb/modal verb" is used to confirm the content expressed in the previous sentence (for emphasis). The choice of be, auxiliary verb or modal verb depends on the tense form of the predicate verb in the previous sentence.

It's very hot today. It is very hot today.

B: That's true. That's true.

56. Not only … but also … not only … but …

Often used to connect words, phrases or sentences with the same grammatical function. When connecting two subjects, the predicate verb should be consistent with the subject next to it in person and number. For example:

She likes dancing as well as singing. She likes dancing as well as singing.

He is not only a good doctor, but also a good father. He is not only a good doctor, but also a good father.

Not only I but also he wants to go there. Not only I but also he wants to go there.

57. prefer … to … prefer … to … ...

Prefer (do) sth. Do sth. I like (do) one better than the other. In this structure, to is a preposition, followed by a noun or gerund, and the components in the structure are the same. For example:

He prefers tea to coffee. He prefers tea to coffee.

He prefers shopping to fishing. He prefers shopping to fishing.

58. exclamatory sentence patterns

What (a/an)+ adjective+noun+subject+predicate! How+ adjective/adverb++subject+predicate! For example:

What a clever boy! How clever the boy is! How clever the boy is!

What a wonderful film we saw last night! What a wonderful film we saw last night!

How nice the weather is! How nice the weather is!

How hard he works! How hard he works!

59. Types of imperative sentences

Imperative sentences express commands, requests, suggestions, etc. The object of speech is usually the second person, which is often omitted by habit. Use a period or exclamation point at the end of the sentence. The affirmative imperative sentence is: the predicate verb is represented by the verb prototype. The negative imperative sentence is: do not before the predicate verb. For example:

Be here on time tomorrow. Come here on time tomorrow.

Say it in English! Say it in English!

Don't be afraid! Don't be afraid!

Don't look out the window! Don't look out the window!

60. Coordinate sentence patterns

Two or more simple sentences connected by coordinate conjunctions are called complex sentences. Commonly used conjunctions to connect complex sentences are: and, but, or, so, however, not only … but …, neither … nor …, there … or … and so on. For example:

I helped her and she helped me. I helped her and she helped me.

He is very old, but in good health. He is very old, but he is in good health.

We must hurry, or we will be late.

Kate works hard, so she never makes mistakes. Kate works hard and never makes mistakes.