Sentence Pattern 1-2
1.words and sentence pattern
Get ready! Get set! Go! 【体】各就各位! 预备! 跑!
She is ready for her friend’s birthday party.
她准备参加她朋友的生日晚会了。
set the table. 摆饭桌 ; 摆餐具
Set the table, Hannah. Please! She wants to set the table.
Mickey sets the table.
米奇摆放餐具。
Pluto takes a bath.
布鲁பைடு நூலகம்洗澡。
He’s waiting for his friends.
他正在等他的朋友。
He wants to eat the cake.
他想吃蛋糕。
There’s no cake for Pluto.
It’s time to get ready.
该准备了。
It’s time to go home. (该回家了。) It’s time to go to school. （该上学了。）
1.Sentence Pattern:
It’s time to dance. It’s time to sing. It’s time to play. It’s time to swim. It’s time to eat. It’s time to have a class.
布鲁托没有蛋糕吃了。
Are you ready for the party?
你们准备好参加晚会了吗？
English Sentence Patterns(英语五种基本句型)
答案： 1. e 2.a 3. d 4. b 5. c 6. e 7. a 8. d 9. b 10. a 11. C 12. c
补语有三大类： 1.主语补足语：一般多体现为表语形式，表语即 是主语补足语的最常见的一类。 2.宾语补足语（放在宾语后面补充说明宾语的成 分） 3.形容词补足语：放在形容词（包括-ed,-ing分词 形容词 ）后面，用来补充说明该形容词的内容， 原因等的成分。
1. He is a good boy, I think. 2. He, I think, is a good boy. 3. This is Tom, monitor of our class. 4. Generally speaking, he is a good student. 5. He was given a book. 6. We made him monitor of our class.
2. linking verbs (SVC) (P152-P160) smell, look, sound, feel, taste, … be 动词一定是系动词吗？
3. complex transitive verb（复杂宾语及 物动词/ 宾补动词）(SVOC) ①感官动词：see, catch, notice, observe, watch, look at, feel, hear, listen to,… ②使役动词：make, let, have, get, leave, start, set… ③动词 + sb/sth+ to do:如：order, tell, ask, …
The main verb in this pattern is a transitive verb.
全新版大学英语综合教程教案1-unit2
[5] know/ learn (sth.) by heart:memorize, remember exactly
e.g. You have to know all the music by heart if you want to be a concert pianist.
2)Hallloween (all saints’ day): It is on the night of 31 october. “trick or treat”
3.Grammatical points
1)Subjunctive mood: as if
4.Words, phrases and sentence structures
教学内容（包括基本内容、重点、难点）：
Part I Pre-reading tasks
1. Explain the word friendship and the suffix –ship;
2. Listen to the tape and discuss several questions:
a) What does a fair weather friend mean?
[3] or something:used when you are not very sure about what you have just said
e.g. The air fare was a hundred and ninety-nine pounds or something.
e.g Here's some money. Get yourself a sandwich or something.
英语五大句型例句每种20个例句
英语五大句型例句每种20个例句全文共3篇示例，供读者参考篇1Five major sentence patterns are the foundation of English grammar. By mastering these sentence patterns, learners can effectively communicate in English. Here are 20 examples of each of the five major sentence patterns:1. Subject + Verb1. The dog barks.2. She sings beautifully.3. The sun shines brightly.4. They dance in the rain.5. He runs every morning.6. I read a book.7. We play soccer.8. The cat sleeps.9. John laughs loudly.10. She paints a picture.11. The birds chirp.12. He cooks delicious meals.13. Sarah writes poetry.14. The children laugh.15. The teacher explains the lesson.16. James listens to music.17. Mary dances gracefully.18. They study every night.19. The computer crashes.20. The car drives fast.2. Subject + Verb + Object1. She plays the piano.2. They watch a movie.3. He drinks coffee.4. I eat breakfast.5. The children read books.6. We fly kites.7. The cat chases the mouse.8. I water the plants.9. The students complete the assignment.10. He helps his friends.11. She bakes cookies.12. They clean the house.13. The girl feeds the birds.14. We visit the museum.15. He paints the fence.16. The teacher explains the concept.17. They attend the party.18. I buy groceries.19. She writes a letter.20. He rides a bike.3. Subject + Verb + Complement1. She is happy.2. They are tired.3. He seems angry.4. I feel sick.5. The flowers smell sweet.6. I am a teacher.7. She looks beautiful.8. They appear confused.9. He becomes a doctor.10. It sounds interesting.11. This dish tastes delicious.12. The music sounds relaxing.13. She seems upset.14. He turns red.15. The cake smells wonderful.16. I am hungry.17. They grow tired.18. The weather remains cloudy.19. The movie sounds exciting.20. She feels cold.4. Subject + Verb + Indirect Object + Direct Object1. She gave me a gift.2. They bought him a book.3. I made her a cake.4. He taught us math.5. The waiter brought them the menu.6. I showed him the way.7. She sent me a letter.8. They offered her a job.9. He handed me the keys.10. The doctor prescribed him medication.11. She left me a note.12. They asked her a question.13. I bought them drinks.14. He taught me how to cook.15. The company offered him a promotion.16. She showed them the results.17. They sent us a package.18. I gave her a hug.19. He brought me flowers.20. The teacher assigned them homework.5. Subject + Verb + Object + Complement1. He painted the wall red.2. She made the dress yellow.3. They found the answer correct.4. I consider the decision final.5. The chef named the dish "Spicy Chicken."6. She called the event off.7. We keep the room clean.8. He declared the game won.9. They deemed the project complete.10. The judge pronounced her guilty.11. The teacher labeled the assignment difficult.12. I believe the story true.13. She considers the plan feasible.14. They found the task challenging.15. He painted the house blue.16. She declared the statement false.17. The company named the product "Innovation."18. I thought the movie boring.19. They deemed the movie interesting.20. The chef prepared the dish spicy.By practicing these examples of the five major sentence patterns, learners can enhance their English language skills and communicate effectively in various situations. Mastering these essential structures is a stepping stone towards fluency in English.篇2Five sentence patterns are the basic building blocks of English sentences: SVO (Subject-Verb-Object), SVC(Subject-Verb-Complement), SVI (Subject-Verb-Indirect Object), SVA (Subject-Verb-Adverbial), and SVOO(Subject-Verb-Object-Object). Each pattern serves a specific purpose in sentence structure and helps convey different types of information. Below are 20 examples of each sentence pattern:1. SVO (Subject-Verb-Object):1. The dog chased the cat.2. She bought a new car.3. They ate pizza for dinner.4. He read an interesting book.5. The teacher praised the students.6. I watched a movie last night.7. We visited the museum on Sunday.8. She painted her room blue.9. He fixed the broken window.10. They planted flowers in the garden.11. The cat caught the mouse.12. I baked cookies for the party.13. She wrote a letter to her friend.14. He played basketball with his friends.15. They decorated the house for Christmas.16. The children fed the ducks at the pond.17. She watered the plants in the garden.18. He cleaned the garage on Saturday.19. They hugged each other tightly.20. The chef cooked a delicious meal for us.2. SVC (Subject-Verb-Complement):1. She is a doctor.2. He became a teacher.3. They seem happy.4. The flowers smell sweet.5. The cake tastes delicious.6. She appears nervous.7. He turned pale.8. The movie looks interesting.9. We feel tired.10. They remain friends.11. The dress feels soft.12. He sounded angry.13. She grew taller.14. The water tastes bitter.15. The house looks beautiful.16. The food smells amazing.17. He feels sick.18. The music sounds nice.19. She seems upset.20. The decision remains unchanged.3. SVI (Subject-Verb-Indirect Object):1. I sent her a letter.2. He bought me a gift.3. She baked him a cake.4. They showed us their new house.5. He told me a story.6. I gave her a hug.7. She cooked him a meal.8. They brought me flowers.9. He offered her a ride.10. I showed them the way.11. She read him a book.12. He built me a house.13. They made us laugh.14. I wrote him a song.15. She drew her a picture.16. He taught me a lesson.17. They sang us a song.18. She gave him a kiss.19. I offered her help.20. He bought me a drink.4. SVA (Subject-Verb-Adverbial):1. She sings beautifully.2. He runs fast.3. They speak fluently.4. The car moves slowly.5. He walks carefully.6. She works efficiently.7. They play well.8. I write neatly.9. He listens attentively.10. She speaks softly.11. They study hard.12. I drive safely.13. He sleeps soundly.14. She cooks deliciously.15. They laugh loudly.16. The clock ticks loudly.17. He types quickly.18. The train moves smoothly.19. She dances gracefully.20. They think logically.5. SVOO (Subject-Verb-Object-Object):1. He gave me a book.2. She sent him a letter.3. They showed us their new car.4. I brought him a drink.5. She baked them a cake.6. He taught me a lesson.7. They brought her flowers.8. I showed him the way.9. She read me a story.10. He played them a song.11. I made her a bracelet.12. They bought us a gift.13. She gave him a hug.14. He showed me a picture.15. They sang us a song.16. I cooked him a meal.17. She wrote me a letter.18. He built her a house.19. They offered us help.20. I painted him a picture.By understanding and practicing these five sentence patterns, you can construct a variety of sentences to express different ideas and communicate effectively in English. Remember to mix and match these patterns to create more complex and interesting sentences in your writing and conversation.篇3Title: 20 Examples of Each of the Five Major Sentence Patterns in EnglishIntroduction:In English, there are five major sentence patterns that are commonly used to communicate ideas and information. Thesesentence patterns are essential for building clear and coherent sentences. In this document, we will explore 20 examples of each of the five major sentence patterns to help learners understand how they can be used in different contexts.Pattern 1: Subject + Verb1. She sings beautifully.2. They dance in the rain.3. Mr. Smith teaches mathematics.4. The birds chirp early in the morning.5. The baby sleeps soundly.6. We study English every day.7. The cat meows loudly.8. He drives a red car.9. She reads books in her free time.10. They play soccer after school.11. The flowers bloom in spring.12. I cook dinner for my family.13. The students listen attentively in class.14. The dog barks at strangers.15. We walk in the park on Sundays.16. The sun shines brightly.17. The teacher explains the lesson carefully.18. He runs fast.19. She writes poems in her journal.20. The children laugh happily.Pattern 2: Subject + Verb + Object1. She eats an apple.2. They clean the house every weekend.3. He fixes the car engine.4. The dog chases the cat.5. We visit the museum on Saturdays.6. The boy reads a comic book.7. She paints a beautiful picture.8. They drink cold lemonade.9. The teacher writes on the whiteboard.10. He plays the guitar.11. She waters the plants.12. They watch a movie at the cinema.13. The students solve math problems.14. The chef cooks delicious meals.15. We buy groceries at the supermarket.16. The girl rides her bicycle.17. He mows the lawn.18. She feeds the birds.19. They build a sandcastle at the beach.20. The mechanic fixes the broken machine. Pattern 3: Subject + Verb + Adjective1. She looks stunning in that dress.2. They seem happy today.3. The cake tastes delicious.4. He feels tired after work.5. We sound confident in our presentation.6. The movie seems interesting.7. She appears nervous before the exam.8. They smell the fresh flowers.9. The music sounds soothing.10. He feels proud of his accomplishment.11. She looks beautiful in the morning light.12. The soup tastes spicy.13. The weather seems pleasant today.14. They sound excited about the trip.15. We feel grateful for your help.16. The idea seems feasible.17. He looks handsome with that haircut.18. She feels relieved after talking to her friend.19. The cake tastes sweet.20. They sound enthusiastic about the project. Pattern 4: Subject + Verb + Adverb1. She sings beautifully.2. They dance gracefully.3. He runs quickly.4. The birds chirp cheerfully.5. We study diligently.6. The cat meows loudly.7. She speaks softly.8. They work efficiently.9. The teacher explains clearly.10. He plays the piano skillfully.11. She writes neatly.12. They drive carefully.13. The dog barks loudly.14. We walk briskly.15. The baby sleeps peacefully.16. The children play happily.17. He works diligently.18. She reads aloud.19. They eat quickly.20. The music plays softly.Pattern 5: Subject + Verb + Noun Clause1. She believes that honesty is important.2. They know where the treasure is hidden.3. He thinks that it is a good idea.4. We understand why the decision was made.5. The teacher explains how the experiment works.6. She doubts if he will come to the party.7. They wonder when the train will arrive.8. He realizes that he made a mistake.9. The scientist proves that the theory is correct.10. She knows who stole her wallet.11. They discovered where the secret passage leads.12. We understand why the rules are important.13. The manager explains how the sales strategy will work.14. He believes that hard work leads to success.15. She wonders if it will rain tomorrow.16. They know where the key is hidden.17. The detective suspects that the butler is guilty.18. He understands why she acted that way.19. She believes that love conquers all.20. We understand where the problem lies.Conclusion:Using the five major sentence patterns in English can help create well-structured and clear sentences. By practicing different examples of each pattern, learners can improve their writing and communication skills. It is important to understand how each pattern works and when to use them appropriately. By mastering these sentence patterns, learners can express their ideas effectively and convey their message accurately.。
Lesson 52
Sentence pattern 4:
A: Do you want that coat/ those gloves? 你想要那个外套/那些手套吗？ B: No, I don’t. I’ve already got one/ some. 不， 我不想。 我已经有一个/ 一些。 Show that one / those to Karen. 给Karen 看看那一个/ 那些。
Sentence pattern 5:
A: Can you show me that coat/ those gloves， please. 请问你能给我看看那一件外套/ 那些手套。
B: That one？/ Those？ 那一件?/ 那些？
Homework:
1.每天读英语30分钟，背诵书本86页的单词。 练习今天学习的两个音标的发音。 2. 完成练习册unit26、背诵lesson51的课文， 及时复习。
ቤተ መጻሕፍቲ ባይዱ
Sentence pattern 2:
A: Do you need that coat/ those gloves? 你需要那个外套/ 那些手套？ B: No, I don’t. Show it/ them to Karen. 不，我不需要。把它/ 它们给Karen 看看
Sentence pattern 3:
Lesson 52 Pronunciation
Sentence pattern 1:
A: Has Karen got a coat / any gloves? Karen 有没有外套/ 手套？ B: No, she hasn’t. Show her that one/ those. 不，她没有。 给她看一下那一个/ 那些。
英语高考句子成分 Simple Sentence Pattern(共15张PPT)
英语高考句子成分 Simple Sentence Pattern(共15张PPT) 英语高考句子成分 Simple Sentence Pattern(共15张PPT)
2
“We” Do
英语高考句子成分 Simple Sentence Pattern(共15张PPT)
“We” Do Activity 1
英语高考句子成分 Simple Sentence Pattern(共15张PPT)
英语高考句子成分 Simple Sentence Pattern(共15张PPT)
4.Conclusion
Clarify the meaning of “be”verb： She is (link verb) angry. She is （helping verb）reading a book. Verbs that can be attached double objects： e.g. take/give/provide/offer/buy/bring/warn/pay/send
Content
1. “I” do 2. “We” do
3. “You” do 4. “You” do 4. Conclusion
英语高考句子成分 Simple Sentence Pattern(共15张PPT)
英语高考句子成分 Simple Sentence Pattern(共15张PPT) 英语高考句子成分 Simple Sentence Pattern(共15张PPT)
“We” Do
1. Josie’s voice sounds sweet. A. S+V+O B. S+V+Oi+Od C. S+V+P D. S+V
Translation of some Typical Chinese Sentence patterns(2)
*汉语中有些词组看似并列式，其实不然。如 “来龙去脉”、“考虑来考虑去”中， “来”、“去”的动词意义早已虚化，只作 修饰语，英译时需按实际意义分别译成： cause and effect;turn over and over again in one’s mind(or weigh over).此 外，汉语中的一些并列式结构只是离合复迭 结构，如“披头散发”（wear one’s hair loose）和“穿针引线”（act as a gobetween）等，英译时也不应拘泥于处理连 动式的一般方法。
2．The structure “de” that denotes “results” or “degree”
1).Use “so…that”, “such …that”, “so as to…” eg.(1)他说得太快，我们几乎都没听懂他在说些什 么。 He spoke so fast that few of us could catch what he said. （2）他常常高兴得什么都忘了。 He is often so happy as to forget everything.
Chapter Seven Translation of some Typical Chinese Sentence patterns: (1)
A.Translation of the Chinese structure” 得” B. Translation of the structure “把“ C. Translation of the structure “使“
Eg.1)我们已经把工作做完了。
2.今天是什么风把你给吹来了？ 3.把那一段读一下。
C. shi
1.vt. with the implication of “致使” 1） V.+ object eg. Interest, delight, surprise, shock, etc. 这种暴行使全世界公众舆论感到震惊。 This outrage shocked the world opinion 2）V.+ o.+ prep. Eg. remind…of, turn…into, reduce…to…
第一、二条件句
6. I (give) you the information if you (telephone) me tomorrow. I’ll give you the information if you telephone me tomorrow. 7. What (you do) if theweather (not be ) good tomorrow? What will you do if the weather isn’t good tomorrow?
• 1)If I were you, I would not do it. • 2)If it were fine tomorrow, I would go shopping.
Let‟s do the exercise of 9 on P13 • Use the cues线索，提示 below to write Second Conditional sentences:
We also use the Second Conditional:
• 2. to talk about impossible present situations: （现在不可能存在的状态）
Examples:
• 1)If I lived closer to school, I wouldn’t have to get up so early. the situation is impossible to fulfill 实现now, and the sentence refers to the present. 此状态现在不可能实现，句子指的是现在
2)If I had more time, I wouldn’t eat fast food.
A Cognitive Approach to the Teaching of College En
Sino-US English Teaching, February 2018, Vol. 15, No. 2, 92-96doi:10.17265/1539-8072/2018.02.005 A Cognitive Approach to the Teaching ofCollege English Writing *SHAN Xiao-mingChina University of Petroleum-Beijing (CUPB), Beijing, ChinaOne major objective in the teaching of college English writing is to help students master basic language skills, inthe hope that students will finally learn to write passably well in English. In keeping with the concept that alanguage is a huge system, a cognitive approach to college English writing aims at the link and association ofvarious language elements to help to inspire the formation of the linguistic instinct on the part of the students.Based on the practical teaching practice, ways are recommended to coordinate various elements of a sentence,including “vowel spectrum”, “sentence analyzing spectrum”, and “focus in context”.Keywords: college English writing, a cognitive approach, coordination of “vowel sound spectrum”, “sentenceanalysis spectrum” and “spectrum of focus in context”IntroductionIn order to learn to write in English, students need to have basic language skills in the first place. However,generally speaking, Chinese college students have not mastered satisfactorily basic language skills when they begin to learn to write in English. An official from Ministry of Education has made the remark that “there is still a part of the students who do not understand, can not say and read in English.” (LIU, 2012, p. 44). The fundamental difficulty in learning to write in English lays in the fact that a language is a huge system that comprises of many fields of study. A simplistic or sole approach will never yield the desirous result. A cognitive approach to the teaching of college English writing will be more effective and efficient because it makes use of various fields of study while focusing on the links and association of various language elements. In this way, students will be inspired to form their linguistic instincts to help them learn to write. However, in the practice of a cognitive approach to the teaching of college English writing, most efforts are tentative and exploratory in nature.The present study of a cognitive approach to college English writing starts from the basic cognitive practice and suggests that the most basic elements of the written language are like the musical notation and atomic weight, which can be utilized for the teaching of college English writing. It then moves on to provide a more systematic cognition and study of college English writing, consisting of mainly three parts, “the vowel spectrum ”, “sentence analyzing spectrum”, and “the focus in context”.*Acknowledgements: This paper is sponsored by China University of Petroleum-Beijing (CUPB).SHAN Xiao-ming, associated professor, master, Schools of Foreign Language Studies, China University of Petroleum-Beijing (CUPB), Beijing, China.All Rights Reserved.A COGNITIVE APPROACH TO THE TEACHING OF COLLEGE ENGLISH WRITING93DiscussionBasic language skills are closely related with meta cognition as far as college English writing is concerned.The general metacognition refers to the cognition of the cognitive subject to its own cognitive phenomenon andthe knowledge of cognition, such as the individual factors that affect cognitive processes and outcomes, the waythese factors work. In college English writing, the way to use the basic language skills is a metacognitive strategy.It includes conscious planning, monitoring, and evaluation. In the course of metacognition, the followingquestions are frequently asked: What kind of linguistic basis should English writing have? What language skillshould be mastered to avoid primary mistakes? Is writing purely a matter of language, or depended on interactingwith the reader via language? Which is of greater priority, to develop the ability to read, dictate, speak, andtranslate in a comprehensive way, or to highlight the main text? Should one be guided entirely in writing by his orher sense of language, or should one parse sentences word by word to learn to write? All these questions peopleencounter in writing should be answered with metacognitive knowledge and the answers to these questions areconducive to the development and formation of the linguistic instinct and English writing ability.From “Word Core” to “Five Basic Sentence Patterns”The cognitive process starts from the very basics. Writing involves word, sentence, and text. Each word, sentence, and text has a core. The basis of writing can then be summed up as the coordination of “three cores”.The “word core” includes the “core of meaning ” (word root) and “the core of the sound” (the vowel of stressed syllable). The consciousness of word root is strongly beneficial to the expansion of vocabulary. Theconfusion in spelling out the 20 vowel phonemes from the five vowel letters affects seriously readingcomprehension and ultimately writing.All Rights Reserved.The “Five basic sentence patterns”, a combination of “vowel spectrum”, and “sentence analyzing spectrum ” are suggested in the light of cognition.Firstly, the “Five basic sentence patterns” perform the function of sound spectrum. Each of them representsa vowel letter (including a letter cluster) that can spell out all the different vowels and every phonetic codes. Allthe vowel spectra make use of only 10 symbols: a short line (-) signaling “long open vowel”(ā[ei]ō[əu]ē[I:]ū[ju:][u:] Ī(ӯ)[ai]); a positive hook (ˇ) signaling “short shut vowel” (ǎ[æ]ǒ[ɒ]ě[e]ǔ[ʌ]ǐ(Ў)[i]); ainverted hook (ˆ) and two points (¨) signaling two R tones (â[ɑ:]ô[ɔ:]ô[ɜ:]ê[ɜ:]ê[ɑ:]û[ɜ:]î[ɜ:] orä[eə][ɛə]ö[uə]ë[iə]ë[eə]ü[uə]ï(ÿ)[ai-ə]); left skimming (`), right skimming (´), and middle point (．) are used tosignal three special spelling vowels of each letter, with the exception of letter “o” which is signaled by a wave line(~) (à[ɔ:]á[ɔ]ȧ[e]ó[u:]ò[u]ȯ[ʌ]Õ[au]ǒ[ɔi]è[ju:]é[ei]ė[əu]ù[u]ú[e]ủ[w]ì[i:]í[iə]). If the same letters in differentsyllables spell the same vowel, their symbols are the same. For example, in both the two words “car” and “father”,the letter “a” is considered as the same symbols as [â].Secondly, the “Five basic sentence patterns” reflect the function of sentence element spectrum. All the elements of a sentence are represented differently. This way, we can determine the basic sentence pattern,centering around the predicate (the sentence core) of the sentence.The different elements of a sentence are represented as follows:subject, predicate, object, object clause^|, predicative, predicative clause^\, {attribute}, [adverbial], *attributive clause, # adverbial clause, <object supplement>, appositive= \appositive clause=/, non-predicateA COGNITIVE APPROACH TO THE TEACHING OF COLLEGE ENGLISH WRITING94 verb, \parentheses/ (function words are not marked)By coordinating “vowel spectrum” and “sentence spectrum”, five basic sentence patterns are suggested as follows:(1) Sentence pattern one with “a”: A sentence made of words with letter of “a”. {Some} sn ākes, r ăts and wásps {in mány glâss boxes}[àll] âre put [ăt a ．corner] {of the village squäre}—(A sentence pattern of subject+predicate+object in passive voice) (2) Sentence pattern two with “o”: A sentence made of words with letter of “o”. The wôrds \=/ that The n ōse {of a f ŏx}, the tòoth {of a wólf}, the j ŏint {of a m ȯnkey}, the hôrns {of a cÕw} are all impôrtant.{sóme pöor women]{living by a reservöir} said [c ŏmmo ．nly]—(A sentence pattern of complex sentence with an appositive clause )(3) Sentence pattern three with “e”: A sentence made of words with letter of “e”. A woman ėntrepre’nêur s ėwed hêr nephèw [hêartily] a sh ēet {with pictures} {of éight diff e re ．nt bëars} {nëar an ĕlephant}—(A sentence pattern of subject+predicate+double object)(4) Sentence pattern four with “u”: A sentence made of words with letter of “u”. They have been q ủickly busy [digging something] [in a building of the zoo] [u ．ntil now] for some r ūbies {pùt in a pûrse} are [sürely] búried [ŭnder it]—(A sentence pattern of coordinate sentence)(5) Sentence pattern five with “i”: A sentence made of words with letter of “i” . Some Ind ỉan polìcemen {with blue t īes} {in a taxi} carried materíals {for w ĭnder} [in holi ．days] [to a fìeld][fri ĕndly] [to make bîrds and lïons] {there} <l ĭve [quïetly]>—(A sentence pattern of subject+predicate+compound object sentence) Contextual Cryptography and Unique Core of WritingAfter the repeated practice and analysis of the five sentence patterns suggested above, in terms of cognition, students will be greatly helped in college English writing. For example, a detailed analysis of a short poem by Keats, with the application of the five sentence patterns, will help them better understand the different sentences and their elements and after sufficient practice, students tend to write in the similar fashion, inspired by the linguistic instinct developed and formed in the course of time. There are only two sentences in the eight lines of the poem (the main clause is in bold).This living hand , \ {now warm and capable}[Of earnest grasping]/, would , \ if it were coldAnd in the Īcy, s Īlence, {of the tomb}/, So hàunt th ӯ days and chill th ӯ dreaming nights #[That thÕu wouldst wish th Īne own heart <dry of blood>]#[So] [in my veins] red life might stream [again], And thÕu be conscience-calmed——see here it is I hold it <towards you>. (DING & ZHU, 1994, p. 13)Commentary:(1) The first line to the seventh line is one sentence. The subject of the sentence is “this living hand”. The predicate is juxtaposed “haunt thy days ”and “chill thy dreaming nights”.All Rights Reserved.A COGNITIVE APPROACH TO THE TEACHING OF COLLEGE ENGLISH WRITING95(2) Before “would” in the second line, there is an adjective phrase to modify “hand”. Behind it is the “ofstructure” as an adverbial modifier, modifying “capable” and meaning “this hand” can grasp one’s feelings.(3) The fifth line is an adverbial clause of purpose to modify the main predicate, meaning “you will expectthe blood of your heart to become thirsty”.(4) The sixth line is an adverbial clause of the result, meaning “I will save your feelings”.(5) The seventh line is the coordinate part of the adverbial clause of the result from the above line, meaning“I am waiting for you here”.(6) The eighth line is the “poetic eyes” (it is equal to the “core of prose”), meaning “Grasp my hand soon,please”.From these sentences, students can go on to coordinate “focus in context”, as can be explained by the following:(a) The nouns and subject, containing five focuses which coordinate: (1) number, (2) article , (3) pronoun, (4)adjective, (5) preposition.For example, in “This living hand”, The noun “hand” is a core of the subject. Using the pronoun “this”instead of article “the” means this hand is a specific hand; it refers to the poet himself. From this we know that thepoet is “capable and warm” to be worthy of love.There are also several attributive nouns in the poem, such as “in the icy silence of the tomb”. Nouns like “tomb” have the connotation of horrifying environment (silence, cold) on the part of the poet’s girlfriend.(b) Verb and predicate, including 10 focuses to coordinate (6) morphology, (7) tense, (8) voice, (9) modality,(10) adverbial, (11) predicative, (12) object, (13) subjunctive mood, (14) non-finite verb, (15) verb phrase.All Rights Reserved.In the poem, the “would” is changed to “wouldst”. It shows that the poet is anxious to face his girlfriend. He hopes she will love him.(c) Clause, with 5 focuses to coordinate: (16) coordinate clauses; (17) noun clause; (18) attributive clauses;(19) adverbial clauses; (20) special clauses.There are more than four clauses in the first sentence of the poem. In accordance with the principles of English writing, the logic focus is in the last clause of the poem. When the poet says, “see here it is”, it means ifnot, his red vein would not stream again. So, he would hold his living hand to his lovely girl as soon as possible.ConclusionThe main function of language is expression and communication. The purpose of writing is to enable the reader to empathize with the work. Otherwise, it can only be parole, not real language. Dukas, an Americanscholar, said:The use of words to express personal intention is to convey it to others, and, if possible, use it to influence the behavior of others. However, this performance may not achieve the purpose of communication, so it still stays at the levelof parole. (Dukas, 1988, p. 27)A cognitive approach to college English writing is to coordinate all aspects of language to test the author’sprecise and accurate cognition of complex things. It is very much in keeping with the concept that language is ahuge system. As far as its signifier series is concerned, it can include pronunciation, vocabulary, grammar, text,and so on; As far as its signified series are concerned, they involve a wider range. The cognitive linguistic schools96A COGNITIVE APPROACH TO THE TEACHING OF COLLEGE ENGLISH WRITINGin recent years mainly study the relationship among language, communication, and cognition. In language,cognition, consciousness, experience, embodiment, the brain, the individual, the human, the society, the culture,and the history are all blended in a rich, complex, and dynamic way. Therefore, language learning involves allaspects of cognition (GUI, 2010, pp. 275-281).Stephen Pinker, a famous cognitive psychologist, affirmed the role of linguistic forms. In his book Language Instinct, he advocated the acceptance of cognitive linguistics on the basis of scientific understanding ofChomsky’s transformational generative grammar. He said, “if I were to comprehensive opposing views on bothsides of the debate, such as formalism and functionalism, syntax, semantics and pragmatics, got inclusiveness forall, this may be because there are no differences between them.” (Pinker, 2015, p. 93). He went on to say:Language instinct is both genetic and inseparable from the environment…… It is a natural learning ability of human being to get induction according to “similarity”. Although we speak different languages, we have the same mentalstructure. Language is a window on human nature. (Pinker, 2015, p. 203)In sum, a cognitive approach to the teaching of college English writing is to enforce the basic language skills by coordinating the various elements of a sentence, in the hope of inspiring the students’ mental structure oflanguage instinct.ReferencesDING, W. D., & ZHU, Q. (Eds.).(1994). Poetry introduction (p. 13). Shanghai Translation Publishing House.Dukas, D. (1988). A new theory of art philosophy (p. 27). Beijing: Guangming Daily Press.GUI, S. C. (2010). Thinking about some problems of foreign language teaching in China. Foreign Language Teaching and Research, 4, 275-281.All Rights Reserved.LIU, G. Q. (2012). Attach great importance to the reform of college English teaching and strive to improve the quality of college English teaching. Foreign Language Teaching and Research,24, 44.Pinker, S. (2015). The evolution of human language instinct: The mystery of language (p. 93; p. 203). China: Zhejiang People’s Press.。
Basic Sentence Patterns
Basic Sentence PatternsThere are five basic sentence patterns. They are:1. Subject + Copula + Complement2. Subject + Verb + (Adverbial)3. Subject + Verb + Object4. Subject + Verb + Indirect Object + Direct Object5. Subject + Verb + Object + Object ComplementI. Subject + Copula + Complement1. Subject + Copula + NounA friend to everybody is a friend to nobody. Tom was once a newspaper reporter.2. Subject + Copula + PronounThe cat climbing up the stairs is not yours; it's mine.It is something quite unusual.3. Subject + Copula + Adjective (+ Prepositional Phrase)A) Subject + Copula + Adjective (+ Prepositional Phrase)My trip to France was most pleasant.Are you angry at my words?B) Subject + Copula + Adjective beginning with ‘a’ (+ Prepositional Phrase)Miss Cathy and her sister are quite alike in appearance.He was not quite aware of the consequence of his decision.Note: The usual adjectives are：ablaze, abroad, adrift, aflame, afloat, afraid, alight, alive, alone, ashamed, asleep, awake ,etc.C) Subject + Copula + Adjective + of-Phrase)(1)Every time they meet us, they are full of complaints about something.He is careful of the rights of others.Note: The usual adjectives are：bare, capable, desirous, doubtful, fond, forgetful, free, guilty, ignorant, innocent, liberal, proud, quick, short, etc.D) Subject + Copula + Adjective + of-Phrase)(2)That's very thoughtful of your grandmother.It is very impolite of him to speak so loudly on such an occasion.Note: The usual adjectives are：careless, clever, considerate, cruel, foolish, good, kind, nice, right, rude, silly, stupid, unwise, wise, wrong, etc.Such adjectives as these are frequently used to describe the character or quality of people.4. Subject + Copula + -ing ParticipleThe situation is quite encouraging.What the speaker said was convincing to the listeners.Note: The most commonly used –ingparticiples are：amusing, charming, encouraging, confusing, disappointing, discouraging, exciting, interesting, inviting, missing, misleading, obliging, pressing, promising, puzzling, refreshing, shocking, striking, surprising, etc..5. Subject + Copula + -ed ParticipleThe airport is well designed.Is your friend qualified for the post?Note: The most commonly used –ed participles are: upset, decided, delighted, devoted, disappointed, discouraged, distinguished, drunk, amused, astonished, offended, hurt, faded, frightened, amazed, married, excited, exhausted, experienced, inexperienced, interested, complicated, confused, contented, crowded, qualified, pleased, puzzled, reserved, satisfied, surprised, tired, worried, unexpected, unmarried, unprepared, unqualified, etc..6. Subject + Copula + Adjective + inf.(phrase) She is very reluctant to go with us.A good student is always curious to learn.7. Subject + Copula + Adjective Phrase + inf.(phrase)This radio is too large to go into my pocket. The boy was clever enough not to commit such a stupid mistake.8. Subject + Copula + Adjective + Wh-word + inf.(phrase)The little child is not certain which to take. You must be careful how to handle the machine.9. Subject + Copula + Adjective + ClauseThe local people are determined that the project be completed in time.Their daughter was very happy that she had got the opportunity to go to university.10. Subject + Copula + AdverbThe light was still on when he returned.Their neighbor will take care of their house while they are away.The usual adverbs are：down, in, off, out, over, up, etc.11. Subject + Copula + Prepositional Phrase Matter is in constant motion and in constant change.The responsibility is on our president's shoulder.12. Subject + Copula + of-phraseJob seeking is of great interest to all the graduates.What the school master said at the meeting was of much importance.In the first two sentences abstract nouns are often used after of. More usages are: of no use, of great value, of some significance, of little assistance, of much help, of no interest,etc. And the prepositional phrase can be replaced by adjective equivalent：of great help = most helpful.In the second two sentences ‘the same’ is used before ‘of’, which is often omitted and the nouns are often used to express age, measurement, color, etc：the same age, the same weight, the same length, the same size, the same price, the same width, etc.13. Subject + Copula + inf. (phrase)Our approach to nature is to seek answers in experiment.The duty of a postman is to deliver letters and parcels.14. Subject + Copula + Wh-word + inf. (phrase)The trouble is how to find a new source of supply.The general's order was when and where to attack the enemy.15. Subject + Copula + ClauseHer impression is that he is in favour of the arrangement.What's troubling me is that I don't have much experience in this kind of work.16. Subject + Semi-copula + Complement Their effort has proved to be a failure.The search for new materials remains a matter of considerable importance.The most commonly used semi-copulas are：become, come, fall, feel, get, grow, keep, lie, look, seem, smell, taste, turn, etc.II. Subject + Verb + (Adverbial)1. Subject + Intransitive Verb + (Adverbial) My watch has stopped.Heat, light, sound and electricity travel in waves.2. Subject + Intransitive Verb + (for) + ComplementHe walked for ten miles.The headmaster spoke for an hour.There are a great deal of verbs with this pattern, some of the most usual are: climb, come, drive, drop, fall, follow, grow, jump, march, move, ride, rise, run, sink, swim, walk, weigh, work.3. Subject + Intransitive Verb + inf. (phrase)I came to bury Caesar, not to praise him.The old woman sat in a corner so as not to be noticed by anybody.4. Subject + go-phraseSome teachers at our college go to church every Sunday morning.Helen went to office at half past eight yesterday.More examples of the usage: go to bed / college / hell / hospital / law / market / press / sea / school / town / war, etc.5. Subject + Intransitive Verb + Nominal AdverbialThe forests stretched (for) miles and miles. That pair of trousers will last me at least another year.Usual verbs are：cost, fall, live, march, measure, rise, run, travel, wait, walk, weight, work, etc.6. Subject & Verb + so / notI think so.I hope not.Note: Frequently the patter is inverted; So I believe. So I’ve heard.The verbs in this pattern are: be afraid, believe, expect, hope, say, suppose, think, etc. But the verbs hear, notice, see can be used only with the inverted pattern (So I hear, etc.)7. Subject + Phrasal Verb + (Adverbial) Some of the rules are dying out gradually. The plane for Shanghai takes off at ten to six.8. there + be + Subject + (Adverbial)There is much truth in what you say.There have been many such incidents before in this area.9. there ＋be ＋no ＋-ing participle (phrase)There was no knowing when he would be back.There is no denying that he is a good leader.10. there ＋Phrasal Verb ＋Subject ＋(Adverbial)There happened to be a letter box at the corner of the street.There used to be many traffic accidents before the fly-way was built.11. there + Intransitive Verb ＋Subject + (Adverbial)There lies a big oil field beyond the hill.There runs a small river through the town. Such intransitive verbs are：appear, arise, begin, come, emerge, exist, fall, follow, hang, land, live, occur, rise, sit, stand, etc.III. Subject + Verb + Object1. Subject + Transitive Verb + Noun / Pronoun The theory bears examination.They have known each other very well.2. Subject + Transitive Verb + Cognate NounI dreamt a curious, terrible dream last night. The girl smiled a very sweet smile to her boy friend.Such cognate nouns are：sleep a sound sleep, laugh a hearty laugh, die a heroic death, sing a merry song, fight a bloody fight, run a race, etc.3. Subject + Transitive Verb + Noun (derived from verb)I often take a hot bath in the evening.The earthquake has caused great damage and loss of life.The climbers had several rests on their way up the hill.The verbs with this pattern：do, have, give, make, take, etc.The most commonly used nouns derived from verb are: bath, breath, cry, damage, drive, effort, glance, look, nap, progress, rest, ride, share, smoke, stroll, talk, telephone call, try, walk, work, etc.4. Subject ＋have (got) + Noun + inf. (phrase)Our dean will have an important meeting to attend next week.The nurse has got five children to look after.5. Subject + Intransitive Verb + Preposition + Noun / PronounThe town relied on the seasonal tourist industry for jobs.We must stick to the principle through thick and thin.6. Subject + Intransitive Verb + of + Noun / PronounHer parents did not approve of their marriage. Lately he has been complaining of insomnia and headache.We have some other such usages：admit of, dream of, judge of ,know of, read of, repent of, speak of, talk of, tell of, think of, write of, etc.7. Subject + Transitive Verb + Noun + Preposition + Noun / PronounMost students take an active part in sports.I'll pay a visit to an old friend of mine before I leave.8. Subject + Transitive Verb + Adverb + Noun The operator didn't put through the passenger. When Mr Green retired his son took over the business from him.9. Subject + Transitive Verb + Noun / pronoun + AdverbLet's take our raincoats off since it has stopped raining.If I get any further information, I will ring you up.This pattern is derived from the former. More verbs are：give up, lay down, make up, take in, take up, set up, etc.Note: When the object is a pronoun, the adverb is generally placed after the object：Please take them down.10. Subject + Intransitive Verb + Adverb + Preposition + Noun / PronounThey have been looking forward to increasing trade between the two countries.Is your salary keeping up with inflation?11. Subject + Transitive Verb + inf. (phrase) From then on they began to take study moreseriously.Would you care to go for a walk?Some common verbs using this pattern are: begin, cease, commence, continue, dare, decide, expect, forget, have, hope, intend, learn, like, love, mean, need, offer, ought, prefer, pretend, promise, refuse, remember, start, swear, try, want, wish.12. Subject + Transitive Verb + Wh-word + inf. (phrase)We haven't decided whether to buy it or not. The little boy didn't know how to use the English word yet.The usual verbs taking this pattern are: ask, consider, decide, discover, enquire, explain, find out, forget, guess, know, learn, remember, see, settle, tell (=know), understand, wonder.13. Subject + Transitive Verb + -ing participle People prefer staying indoors on cold winter evenings.I'll never forget watching the display of fireworks on the Eve of the Spring Festival. 14. Subject + need / require / stand, etc. + -ing participleThe old-classroom needs white washing. These cheap novels cannot stand re-reading.15. Subject ＋do + -ing participleThe young couple do a lot of sightseeing every spring.Mother does the cooking and washing in the house.16. Subject + Transitive Verb + Noun / Pronoun + -ing participle (phrase)I don't like young people behaving like that. Do you remember Jesse's coming to see you?17. Subject + Transitive Verb + ClauseCan you suggest where these books ought to be put?I am considering who should be assigned to dothe work.18. Subject + Transitive Verb + (that) Noun ClauseHe said that they would come and see us.He intended that his son should inherit the business.Usual verbs; acknowledge, admit, arrange, believe, can’t bear, confess, don’t care, declare, demand, deny, expect, explain, feat, hear, hope, imagine, intend, know, notice, propose, recommend, say, see, show, suggest, suppose, think, understand, wonder.IV. Subject + Verb + Indirect Object + Direct Object1. Subject + Transitive Verb + Noun / Pronoun + NounPlease bring me the journal next time you come.The sun sends us light and heat.The most usual verbs with this pattern are:ask, bring, buy, cause, deny, do, envy, find, get, give, hand, leave, lend, make, order, owe, pass, pay, read, sell, send, show, spell, tell, throw, wish, write.2. Subject + Transitive Verb + Direct Object + Preposition + Prepositional ObjectI gave it to him.Please explain this to me.Some of the more common verbs with this patter are:(a)with to: award, add, bring, carry,compare, deny, fasten, fetch, give, hand, join, move, offer, owe, pass, pay, promise, read, refuse, sell, send, show, take, teach, tell, tie, write.(b)With for: bring, buy, choose, cook, do,fetch, forgive, get, leave, make, order, play, praise, punish, reach, save, write.(c)With about: ask, consult, question,re-assure, remind, tell, trouble, warn, worry, write.(d)With of: accuse, acquit, assure, clear,convince, deprive, ease, inform, persuade, relieve, remind, rid, rob, strip, suspect, tell.(e)With at: aim, hurl, point, shoot, throw.(f)W ith on: answer, make, read, spend,waste, write.(g)With with: compare, fill, mix, provide,supply.3. Subject + Transitive Verb + Noun / Pronoun + ClauseThis book will show us how science has developed.Would you please tell me which is the shortest way to the post office?4. Subject + Transitive Verb + Preposition + Noun / Pronoun + clauseSome of the businessmen complained to the manufacturers that their packing needs improving.The criminal confessed to the priest when and how he had murdered the widow.5. Subject + Transitive Verb + Noun / Pronoun + Wh-word + inf. (Phrase)We'd better ask the teacher whether to go on or to stop here.Our teacher will teach us how to write a business letter.V. Subject + Verb + Object + Object Complement1. Subject + Transitive Verb + Noun / Pronoun + NounThey made Newton President of the Royal Society.The nouns used in this pattern：appoint, baptize, call, choose, christen, consider, crown, elect, entitle, find, make, name, nominate, proclaim, term, etc.2. Subject + Transitive Verb + Noun / Pronoun+ as-phraseScientists use weight as a way of measuring mass.We usually take the earth's crust as firm and unmoving.The verbs used in this pattern：accept, advance, choose, consider, class, define, describe, elect, hire, imagine, intend, know, recognize, regard, report, see, take, treat, use , etc.3. Subject + Transitive Verb + Noun / Pronoun + AdjectivePupils found this English poem interesting. The sun keeps the earth warm in winter.The verbs used in this pattern：bake, bend, boil, break, burn, burst, colour, cut, crush, drive, dye, fill, find, get, have, heat, hold, keep, lay, leave, let, make, pack, paint, prove, pull, push, see, set, sleep, strike, turn, wash, wipe, wish, etc.4. Subject + Transitive Verb + Noun / Pronoun + AdverbThe mother often watches the children away. Jane didn't find her sister in when she called on her.5. Subject + Transitive Verb + Noun / Pronoun + Prepositional PhrasePeople considered the manufacturing process of great value at that time.Did you see all the students in high spirits then?Some other set phrases like this：in check, in custody, in hospital, in mind, on fire, on strike, out of work, under arrest, under construction, etc.6. Subject + Transitive Verb + Noun / Pronoun +（to be）+ Adjective (Complement)We consider it (to be) absolutely necessary. Dick's teacher thinks Dick (to be) the cleverest in the class.‘to be’in this pattern is often omitted after such verbs as: believe, choose, confess, consider, declare, elect, find, imagine, prefer, presume, prove, think.But ‘to be’ in this pattern cannot be omitted after such verbs as: claim, discover, fancy, feel, guess, judge, know, like, observe, report, see, show, suppose, suspect, take, understand, want.7. Subject + Transitive Verb + Noun / Pronoun + inf.(phrase)The doctor advised me to have a good rest.I must warn you not to drive left in this country.The verbs with this pattern with ‘to’are chiefly: advise, allow, ask, can’t bear, beg, cause, choose, dare (=challenge), encourage, expect, force, get, hate, help, intend, invite, leave, like, love, mean (=intend), order, permit, persuade, prefer, remind, teach, tell, tempt, urge, want, warn, wich.The verbs with this pattern without ‘to’ are chiefly:bid, feel, have, gear, know, let, make, need, notice, see, watch.8. Subject + Intransitive Verb + Preposition + Noun / Pronoun + inf.(phrase)Mr. Strong has sent for a doctor to examine the patient.The new comers looked upon themselves to be fully settled.The commonest verbs together with ‘for’are：apply, arrange, ask, call, long, mean, need, plan, pray, prepare, provide, ring, send, telephone, vote, wait, want, etc.9. Subject + Transitive Verb + Noun / Pronoun + -ing participle(phrase)I smelt something burning in the kitchen. Many people watched the pickpocket being taken into the police office.Usual verbs: catch, feel, find, hear, imagine, keep, leave, listen to, look at, notice, see, set,smell, start, watch.10. Subject + Transitive Verb + Noun / Pronoun + -ed participle (phrase)Please have your blood tested in the next room.Where did you have the papers printed?Beside ‘have’ or ‘get’, such verbs as ‘feel, find, hear, like, make, need, prefer, see, want, wish’ can be used with this pattern.11. Subject + Transitive Verb + Noun / Pronoun + ClauseI told him that he must work hard.He warned us that the road was a bad one. That experienced him that honesty is the best policy.I’ll remind you what I want you to do.Will you please inform us whose statue that is? Usual verbs; convince, inform, remind, satisfy, teach, tell, warn.。
Unit1 M5 Sentence pattern 1
英语科学案序号b5u1-5 高三年级班教师学生Unit 1 Great scientistsSentence patternsLearning goals:Step 1 三年高考对接（怎么考·怎么学）三年考情调研：Ⅰ完型、阅读—英译汉：1．Apart from that, there were all sorts of disasters that used to occur on the way to and from work.________________________________________________________________________________ 2．Rich viewers contribute most to television companies.__________________________________________________________________3．The best way to defeat a passive self-image is to step back and decide to stress your successes.____________________________________________________________________________4. If you find that believing in yourself is a challenge, it is time you build a positive self-image and learn to love yourself._____________________________________________________________________________________Ⅱ.书面表达——汉译英1．他建议学生避免过度使用眼睛，多参加户外活动。
sentence pattern
Sentence patternsBecause of…, sb. adv. does sth/is + adj. to do sth., never worrying/caring much about…由于······, 某人很······做某事，从不担心／在意······(paragraph 2)心里装着母爱的他抓紧每一秒的学习时间，从不在乎吃穿。
(in mind/seize every second/care about/what to eat and wear)Because of his mother’s love in mind, he seizes every second to do his lessons, never caring much about what to eat and wear.When sth. happens, sb. is eager/desire s/longs to do sth.; however, …(paragraph 3) 当······时，某人渴望做······; 然而，······当他开始和一个漂亮的姑娘同桌时，很想给她留个好的印象；然而，事情并没有如他想象的那样。
(share a desk with/make a good impression on sb./as wished)When he began to share a desk with a pretty girl, he was eager to make a good impression on her; however, things did not go as wished.While sth./sb. is/does…, sth./sb.else is/does… (paragraph 3)某事/某人······, 而另一事/另一人······鼓励使学生乐于接受新知识，惩罚则使学生充满挫败感。
综合英语sentenceparaphrase1
综合英语sentence paraphraseUnit1 T ext A Half a day1. I walked alongside my father, clutching his right hand.I walked next to my father, holding his right hand2. They did not make me happy, however, as this was the day I was to be thrown into school for the first time.But my new clothes did not bring any happiness to me, because it was the day I was forced to go to school for the first time.3. My mother stood at the window watching our progress, and I turned towards her from time to time, hoping she would help.My mother stood at the window watching our slow and difficult movement towards the school,and I looked back at her frequently, hoping she would stop my father taking me to school.4. W e walked along a street lined with gardens, and fields planted with crops, pears, and date palms.We walked along a street, on both sides of which there are gardens and fields where crops, pears and date palms are planted.5. ''Why school?'' I asked my father. ''What have I done?''Why do I have to go to school? I don't think I've done anything wrong to be punished like this.6. I did not believe there was really any good to be had in tearing me away from my home and throwing me into the huge, high-walled building.I didn't think it was useful to take me away from home and put me into that building with high walls.7. …we could see the courtyard, vast and full of boys and girls.…we could see the courtyard, which is huge and crowded with boys and girls.8. Y ou will find me waiting for you when it's time to leave.I'll come to fetch you when school is over. I'll be waiting for you here at the gate.9. A lady came along, followed by a group of men.A lady came toward us; arriving after her were a group of men.10. W e were formed into an intricate pattern in the great courtyard…We were made to stand in different places to form regular lines or shapes in the big courtyard.11. …from each floor we were overlooked by a long balcony roofed in wood.…from the balcony on each floor of the building people could see the pattern into which we formed.12. W ell, it seemed that my misgivings had had no basis.Well, perhaps my doubt, worry and fear about what school would be like were all groundless.Well, it seemed that I was wrong to think that school was a dreadful place.It was not all a matter of playing and fooling around.What we did at school wasn't just playing and wasting time doing nothing useful.13. In addition, the time for changing one's mind was over and gone and there was no question of ever returning to the paradise of home.Besides, it was impossible for us to quit school and return to the good old days when we stayed home playing and fooling around all day. Our childhood was gone, never to come back.14. Nothing lay ahead of us but exertion, struggle, and perseverance.We would have to do our best and keep working very hard until we finished school. This is what I imagined our school days would be like.The kind of life that was waiting for us at school would be full of exertion, struggle and perseverance.15. Those who were able took advantage of the opportunities for success and happiness that presented themselves.If there came opportunities, capable students would seize them to achieve success and happiness.16. How did these hills of rubbish find their way to cover its sides?How did the street come to be covered with so much rubbish on both sides? Where did they come from?17. Here and there stood conjurers showing off their tricks or making snakes appear from baskets.Conjurers stood everywhere. They were showing off their tricks or making snakes appear from baskets.18. Then there was a band announcing the opening of a circus, with clowns and weight lifters walking in front.Then there was a band that was announcing the opening of a circus. The clowns and weight lifters were walking in its front.Unit3 T ext A Message of the Land1. My husband moved into our houses as is the way with us in Esarn.(When we got married) my husband came to live in our house. It was the tradition here in Esarn that the bridegroom should come to live with the bride's family.2. The rest, two boys and two girls, went away as soon as we could afford to buy jeans for them.Our other children—two boys and two girls—left as soon as we had the money to buy them jeans.3. It's easier for my husband. He has ears which don't hear, a mouth which doesn't speak, and eyes that don't see.News about my children's problems doesn't make my husband as sad as me. He doesn't bother about what is happening around us and to our children. He never says anything about them.4. He has always been patient and silent, minding his own life.He's always been patient and talks little. He just does his duty and carries on his life.5. Our piece of land is small, and it is no longer fertile, bleeding year after year and, like us,getting old and exhausted.Our land is getting poorer with each passing year, like us who are getting old, weak and tired.6. …but in a bad year, it's not only the ploughs that break but our hearts too.…but when there is a drought, the land is so hard that the ploughs break. And we become very,very sad.7. Shops have sprung up, filled with colorful plastic things and goods we have no use for.Many shops appear in a short time. In these shops there are lots of colorful plastic things and things that are useless for us.8. If that kind of thing had happened when I was young, the whole village would have condemned such an ungrateful son, and his father would surely have given him a good beating.In my day if a boy had screamed at his mother, the whole village would have scolded him for his lack of gratitude, and his father would certainly have punished him.9. Y es, this bag of bones dressed in rags can still plant and reap rice from morning till dusk. It's true I'm not strong and my clothes are full of holes, but I can still work in the rice fields all day.10. My eyes do see—they see more than they should. My ears do hear—they hear more than is good for me.I'm not what my wife says I am. I do see and hear—I see and hear too much evil, too many ugly and terrible things, things that I wish I did not have to see and hear. And this is not good for me.11. It's good to smell the scent of ripening rice in November. The soft cool breeze moves the sheaves, which ripple and shimmer like waves of gold.The ripening rice is so pleasant to smell in November. In the soft cool breeze, the sheaves move and shine in the sun like a golden sea.12. Y es, I love this land and I hope one of my children comes back one day to live, and gives me grandchildren so that I can pass on the land's secret message to them.Y es, I love this land and I hope one of my children returns one day to live on it, and produces a lot of grandchildren for me so that I can tell them what this land means to us. It is our history, our culture, our tradition, and our life.Unit4 T ext A Midnight Visitor1. Ausable was, for one thing, fat…Though he spoke French and German passably, he had never altogether lost the New England accent he had brought to Paris from Boston twenty years ago.Ausable was, for one reason, fat…His French and German were not very good, but acceptable. Although he had been in Paris for twenty years, he never lost the American accent.2. Ausable said wheezily…Ausable was so fat that he had difficulty breathing.3. … a sloppy fat man who, instead of having messages slipped into his hand by dark-eyed beauties, gets only an ordinary telephone call making an appointment in his room.…an untidy fat man just has an ordinary phone call agreeing to meet somebody later in his room. There are no other imagined things as a beautiful lady with dark eyes putting a slip of message secretly into his hand.4. The fat man chuckled to himself as he unlocked the door of his room and stood as aside to let his frustrated guest enter.The fat man laughed to himself when he opened the door of his room and gave way to his dissatisfied guest.5. Y ou are disillusioned.Y ou are disappointed because what you believe in has turned out to be wrong.6. Before long you will see a paper, a quite important paper for which several men and women have risked their lives, come to me in the next-to-last step of its journey into official hands.Soon you will see a document/a report come to me. Several people took chances in order to get it. When I receive the paper, I will place it in the hands of the proper authorities.By then I will have fulfilled my mission.7. For halfway across the room, a small automatic pistol in his hand, stood a man.In the middle of the room, there was a man with a small automatic pistol in his hand. 8. …you gave me quite a start.Y ou frightened me. / Y ou surprised me.9. I'm going to raise the devil with the management this time.He was making up a story, which turned out to be a trap for Max.T o make Max swallow this bait, Ausable pretended to be angry with the management and explained to Fowler (not to Max) why he was going to complain to the management about the balcony.10. It might have saved me some trouble had I known about it.If I had known about it, I would not have spent so much effort.11. I wish I knew how you learned about the report, …I want to know how you succeeded in finding out the report, but I have no idea.12. Keeping his body twisted so that his gun still covered the fat man and his guest, …He twisted his body in order to point his gun right at the fat man and his guest .Unit5 T ext A The Nightingale and the Rose1.I have read all that the wise men have written, and all the secrets of philosophy are mine, yet for want of a red rose my life is made wretched.The use of “all”stresses perfect mentality the student claims he possesses.The student possesses all the wisdom, yet understands nothing about lovehis nature of taking instead of giving2.But the Nightingale understood the student’s sorrow, and sat silent in the Oak-tree.subject complement3.What is the heart of a bird compared to the heart of a man?The heart of a bird is nothing compared to the heart of a man.4.''She has form,'' he said to himself, as he walked away. ''That cannot be denied. But has she got feeling? I'm afraid not. In fact, like most artists, she is all style without anysincerity.''The student’s ignorance of what true love is makes him conclude that Nightingale’s last singing is void of feeling and sincerity.5.…the Love that is perfected by Death, of the Love that dies not in the tomb.the Love that never diesthat does not die in the tombUnit6 T ext A The Green Banana1.My ancient jeep was straining up through beautiful countryside when the radiator began to leak.When the radiator started to drip, my old jeep was trying hard to climb up the mountain in the picturesque rural area.2.The over-heated engine forced me to stop at the next village, which consisted of a small store and a few houses that were scattered here and there.Due to the high temperature of the engine, I had to stop at the next village, which contained a small shop and several houses that were loosely distributed.3.He patted me on the shoulder, assuring me that everything would work out.He patted my shoulder, confirming that all the things would be resolved.I did not ask them, though, as that would show my ignorance.However, I did not inquire about the reason,since it would reveal my lack of knowledge.4.He, in turn, inspected me carefully, as if to make sure I grasped the significance of his statement.Then he examined me with great caution in the way of ensuring that I understood the importance of his words.5. I looked to see if he was teasing me, but his face was serious.I looked in order to find out whether he was joking, but he seemed deeply earnest.6.They then refilled my radiator and gave me extra bananas to take along in case my radiator should give me trouble again.Then my radiator was filled again by them and I was provided with more bananas as a precaution my radiator should leak again.7.As a product of American education, I had never paid the slightest attention to the green banana, except to regard it as a fruit whose time had not yet come.As someone educated in the United States, I naturally had never paid any attention to the green banana, except to take it as a fruit which was not yet ripe or which was not yet ready to be picked and eaten.8.It was my own time that had come, all in relation to it.It was me who had come to know the green bananas, and everything connected with it. According to the author, every civilization has special geniuses (symbolized by the green banana), which have existed for many years. But they will not come to your notice and benefit you until and unless you are ready to go out and meet them.9.I had been wondering for some time about what educators like to call "learning moments", and I now knew I had just experienced two of them at once.The two things that suddenly dawned on him are: the fact that every civilization haswonderful treasure to share with others and the idea that every village, town, region or country has a right to regard itself as the center of the world.10.I had at first doubted their claim, as I knew for a fact that the center was located somewhere else in New England.The author obviously was born and brought up in New England. Therefore he had always regarded it as the center of the world.11.The cultures of the world are full of unexpected green bananas with special value and meaning.The green bananas have become a symbol of hidden treasures from every culture. For proper understanding of a piece of writing, it is often important to notice such symbolic language and to know what the symbols stand for.Unit10 T ext A Maheegun My Brother1.In early 1977, the authorities announced the end of manual labor and arrange some type of work for us to do in the courtyard, so we could spend our days in our section.the people in charge, referring to the prison authoritiesthe part of prison where Mandela stayed2.The end of manual labor was liberating.Mandela is talking about forced labor. He felt liberated after the manual labor had been ended.3.I could now spend the day reading, writing letters, discussing issues with my comrades, or preparing legal documents.Note the phrase ''spend some time on sth./(in) doing sth.''.Mandela did not ask for a lawyer. He had decided to be his own lawyer.4.T o survive in prison, one must develop ways to take satisfaction in one's daily life.In order not to die and go on living in prison, prisoners must cultivate ways to learn to enjoy themselves in their daily life.5.But eventually they gave in, and we were able to cut out a small garden on a narrow patch of earth against the far wall.But finally they agreed unwillingly, and we were able to mark out a small garden on a strip of earth against the wall in the distance.6.The courtyard had been constructed over a garbage dump, and in order to start my garden, I had to remove a great many rocks to allow the plants room to grow.A place where garbage is unloaded and leftused as adverbial of purposeto take awayspace7.At the time, some of my comrades joked that I was a miner at heart, for I spent my days in a wasteland and my free time digging in the courtyard.At that time, some of my comrades said jokingly that I was really a miner since I spent my days in a land which had been deserted for a long time and my spare time digging in the courtyard.8.The authorities did not regret giving permission, for once the garden began to flourish, Ioften provided the warders with some of my best tomatoes and onions.The person in charge didn't feel regretful that they had allowed me to have a garden because as soon as the garden began to grow well, I often gave the warders some of my best tomatoes and onions.9.Once I was in Johannesburg studying and then working, I had neither the time nor the space to start a garden.used to introduce adverbial clause of timeHere they are two present participle phrases used as adverbial to describe something which is happening right at the same time.''Neither... Nor''is used when two facts, states or actions, etc. are mentioned and both are not true or not possible.10.I did not have many of the materials that the books discussed, but I learned through trial and error.It is a relative pronoun used to introduce attributive clause to modify “the materials”to function as the object of ''discussed''.by testing different methods in order to find the best one11.I told her this small story at great length. I do not know what she read into that letter, …I told her this small story in detail. I do not know whether she understood the meaning of the letter more than it did.12.Sometimes there is nothing one can do to save something that must die.general referenceIn the first clause the relative pronoun "that" has been omitted. Both of them are attributive clauses. When attributive clauses are used to modify pronouns like "something, anything, nothing", the relative pronoun is "that".Unit13 T ext A The Greatest Invention1.I was tired of looking at the tropical sea, so I went ashore and walked into a tavern to see if they had any decent wines in that country.to go to the shoreacceptable, good enough2.When the bottle had been uncorked and the wine poured out, like liquid tropical sunlight,I watched it go down under that black mustache.The bottle was opened and the wine was poured out. The man with black mustache drank it up although it was pretty strong, like hot liquid sunlight.3. ''And we had a scientist who, as I have since seen proved, had no rival west of the Atlantic.''And we had the very best scientist in Latin American countries as I have seen him proved without rival.4.And I had not thought it, for he was not at all what one would regard as the figure of a soldier.I had not thought that he had served in the military authority, for his shape of body was not like that of a soldier at all.5."He thought of war simply as an opportunity for cavalry charges and fine uniforms andglory"Our minister only regarded war as charges on horseback, beautiful uniforms and impressive appearance.6."Once, if a nation had twelve battleships it was a Great Power, and we could only obey." Gunboat diplomacy: the use of a threat of show of armed force by a country to support a claim, demand, complaint, etc. against another.7.But what if we know how to let loose a plague capable of destroying whole nations? What would happen if we know how to release a plague that can destroy whole nations?8."We knew that we had marvelous powers within our grasp, if only Carasierra could be kept at his work."If we could keep Carasierra at his work, we would be able to attain great power. 9."Always spurred on by a fierce ambition. His very life was devoted to making inventions." He was always driven by a strong ambition. He had given his whole life to making inventions.10."But nothing would turn him from his project. The splendor of his new inspiration gripped him, and he was like a man drugged."Nothing could divert his attention from his work. The impressive beauty of his new inspiration interested him greatly and he was like a man who had bee drugged.11."We were so nearly one of the Great Powers but for a fancy that came to this man’s mind."If a fancy had not gripped this man, we would have become one of the Great Powers. 12."…he fell then to silent brooding, gazing, as it seemed, into the past at the grip that his country had lost on the Caribbean, perhaps on the world."He fell then to silent thinking. He looked intently into the past when his country had lost the poweron the Carribbean, even the world.希望可以对你有所帮助祝你考得好的成绩。
英语基本句型结构
1. SV 主动
Examples：
1. 2. 3. 4.
The sun is rising. I'll try. Did you sleep? The engine broke down.
Pick out sentences in this pattern from the text.
2. SVO 主动宾
Pick out sentences in this pattern from the text.
5. SVOO 主动宾 宾
Examples：
1. 2. 3. 4.
She gave me her telephone number. She cooked us a delicious meal. Tell him I'm out. Can you inform me where Miss Green lives？
Pick out sentences in this pattern from the text.
3. SVA 主动状
Examples：
1. 2. 3. 4.
The famous writer lived in the 18th century. The pen is on the desk. He lives in Shanghai. The child behaved badly at the party.
Pick out sentences in this pattern from the text.
6. SVOA 主动宾状
Examples：
1. 2. 3. 4.
They treated me very kindly. Put the book aside. He gave the book to me. Jim brought his suitcases upstairs.
CLEC中国英语学习者语料库
CLEC中国英语学习者语料库CLEC收集了包括中学生、大学英语4级和6级、专业英语低年级和高年级在内的5种学生的语料一百多万词，并对言语失误进行标注。
其目的就是观察各类学生的英语特征和言语失误的情况，希望通过定量和定性的方法对中国学习者英语作出较为精确的描写，为我国学生的英语教学提供有用的反馈信息。
表1 CLEC语料分布类型词次ST2 208088ST3 209043ST4 212855ST5 214510ST6 226106总计 1070602言语失误标注原则1. 简单合理，易于系统操作。
参与标注的人比较多，分类表过于繁复，就难于掌握。
我们采取两级分类，第一级有11类:词形(fm)、动词短语(vp)、名词短语(np)、代词(pr)、形容词短语(aj)、副词(ad)、介词短语(pp)、连词(cj)、词汇(wd)、搭配(cc)、句子(sn)。
每一类里再用数目字细分。
如[cc]为词语搭配不当，[cc1]表示名词和名词的搭配，[cc2]表示名词和动词的搭配，[cc3]表示动词和名词的搭配，等等。
2. 分类表的类别要适中。
过粗容易统一，但信息太少，不利于分析学习者的失误/过细难以统一，容易把同一种失误归到不同类别。
目前我们采取的办法是对常见的失误从细(如vp和np都有9小类)，对少见的失误从粗(如cj只有两小类)。
现在的分类表有61个失误码，是属于中等规模的分类表。
提供足够的失误信息(失误本身、失误类型和失误发生范围)。
例如In the past,[vp6, 4-] kind to each other…, 失误用方括号表示，放在失误people are 之后。
[vp6]为vp(动词)第6种(时态)失误，4-为失误发生的范围，-表示失误的位置，4表示失误前有4个词。
要联系这4个词，才能判断are这个词用错了。
开放性。
容许研究者根据需要对失误类型进行补充或进一步再分出细类。
例如[sn8]为句子结构有缺陷，研究者可以对这种失误再分为若干细类来研究。
Sentence_patterns
Sentence_patternsModeling the MastersTEN DISTINGUISHED SENTENCE PATTERNSThe flexibility of English allows writers to craft sentences that moreaccurately express ideas and emotions, to create tone and mood, to setthe pace and rhythm of a composition. The most natural way to improveyour writing craft is to constantly experiment with style. One way to dothat is to study and tryout different sentence patterns from master writers.Consider the following sentence patterns worthy of imitation, not only in grammatical arrangement but also in diction.Pattern 1 –Introductory Prepositional Phrases for Background“On the pleasant shore of the French Riviera, about halfway between Marseilles and the Italian border, stands a large, proud, rose-colored hotel.” – F. Scott FitzgeraldWithin the bowels of Harlem, amid the rat-infested squalor of the ghetto, cowers a dilapidated tenement building teeming with filth and hopelessness.Just off a cobblestone street, in a drowsy, postcard city of Guernavaca, Mexico, sprawls a rambling whitewashed hacienda.Assignment: Describe a building in a sentence constructed like the one above. Begin with a background image in a prepositional phrase naming a state, country, or town. Then, as Fitzgerald does, use another prepositional phrase to identify theplace moreexactly. Finally, use the verb and subject in reverse order. The progression in theFitzgerald sentence is background, middle ground, and foreground.Pattern 2 – An Adjective Following the Subject“A half-moon, dusky-g old, was sinking behind the black sycamore tree.”– D.H. LawrenceThe morning sky, milky-grey, suffocated the dying vestiges of the pale yellow sage.The autumn sun, orange-red, settled slowly beneath the brassy horizon. Assignment: Write a sentence like the examples in construction and intensity of diction. Do not use a weak helping verb like the one in Lawrence’s sentence! Use a hyphenated color word following the subject. Use one other color in your sentence.Pattern 3 –Personification with a Past Participle Following the Subject ?The lazy October afternoon, bathed in the soft warmth of a reluctant sun, held a hint of winter’s coming chill. – Ruth FirorThe frail kite, beaten and battered by the March wind, took one last dive and was swallowed by the tall grass.The neighbor’s wizened yard, cluttered with the remnants of children’s toys, mourned for the lost years of laughter and love.Assignment: Describe an afternoon, a morning, a home, or a yard. Try for personifying words (such as “lazy” and “reluctant”) just like in the sentence above. Use a past participle after the subject.Pattern 4 –Three Absolute Constructions Visualizing a PersonSun Wukong flew across the sky, his tail fluttering in the wind, his furry monkey paw grip ping a stolen bottle of the Jade Emperor’s wine, his arrogance keeping a closepace.The werewolf’s teeth glistened with blood, his fur matted in bodily fluids, his claws covered in human flesh, his yellow and red eyes burning like the flames of Hell.Maggie slouched in the doorway, her emaciated frame trembling, her quivering lips forcing a smile, her lifeless eyes beseeching someone’s, anyone’s, kindness. Assignment: Describe an individual in one sentence with the use of three absolute constructions as in the example above.Pattern 5 – Three Parallel Verbs of ActionThe rain jettisoned from the cloud, pierced through the frigid air, crashed into the briny ocean.The snow, gentle snow, drifted silently toward the earth, lifted itself into the wind, settled calmly on a face with a childlike grin.Wisps of smoke escaped from the dying campfire, writhed heavenward, died in the moonlight.Assignment: Write a sentence describing the movement of light, smoke, wind, rain, snow, or dust as in the sentences above using three parallel verbs.Pattern 6 – Three Parallel Verbs to DescribeThe aurora’s vibrate greens and blues snaked across the arctic sky, shimmered through the sullen glaciers, caressed the surface of the pensive lake.The candl e’s flame was dancing in her eyes, playfullymimicking her breath, abruptly extinguishing itself in a sullen sigh.Shards of sunshine crept through the stained glass, christened the pews with color, illuminated the parquet floor in pale vibrancy.Assignment: Write a sentence containing three parallel verbs describing the movement of light on a subject of your choice.Pattern 7 –Adverbial Clause Followed by an Absolute Construction“Even as she was falling asleep, head bowed over the child, she was sti ll aware of a strange wakeful happiness.” – Katherine Anne PorterAs he sat before the doctor, his mangled hand dripping with blood, the fluorescent light accented the pallor of his skin and the fear in his eyes.As they courageously crawled toward the crest of the crag, their feet festering from fatigue, the climbers collapsed from exhaustion.Assignment: Open with an adverbial “as” clause followed by an absolute construction describing the image of a person.Pattern 8 – Two Participles, Two Verbs, and a Simile“Streaming with perspiration, we swarmed up the rope, and coming into the blast of cold wind, gasped like men plunged into icy water.” – Joseph ConradStraining with tension, I clambered up the castle wall, and coming in through the gallery windows, shuddered like a man in his death rattle.Taxiing off the runway, the plane soared toward the horizon, and fishtailing out of control, plunged to its icy death like an avalanche.Assignment: Write a sentence with grammatical elements similar to the one above, opening with a present participle (ending in -ing), incorporating two visual and dynamic verbs, and ending with a simile.Pattern 9 –Opening with an Adverb and a Prepositional Phrase Containing a Gerund“Instinctually, by so aring above the great valley, the eagle could target a tuft of fur rustling in the tall grass and guarantee another meal.” – Greg HaferQuietly, without moving his books, she straightened the dresser and hung his clothes.Slowly, with cunning and trepidation, the priest exorcised the spirits from the possessed nun and chased the demons from the tortured crevices of her mind.Assignment: Write a sentence of action opening with an adverb followed by a prepositional phrase containing a gerund. At the end of the sentence, use two action verbsfollowed by direct objects.Pattern 10 – Opening with an Appositive and a Prepositional Phrase“A lonely daughter of culture, with a strong mind and a dense will, she browsed all her life on the hard st ones of archeological remains.” – D.H. LawrenceThe greatest military commander in history, in the heart of Persia, King Alexander continued to march on, even after the fall of King Darius.A veritable beauty, with a keen mind to match, Miss Zhao never ceases to amaze us! Assignment: Write a sentence of action opening with an appositive phrase followed by a prepositional phrase.。
Unit one-two sentence pattern drills
Unit one1. While(1) While she was listening to the music，she fell asleep.（时间）(2) While he is in poor health, he studies hard.（让步）(3) While it has snow in heilongjiang provence that is located in the most northern China, while Hainan has spring.(对比)2. So that(1) I spend more time learning English every day so that I can pass CET- 6 this year.(2) I have to slow down so that my girlfriend can keep pace with me.(3)I had not planned my time well, so that I did not finish her homework on time.(4) She did not work hard enough, so that she is out of work when she is still young.3. As(1) As he grew older, he lost interest in everything except gardening.(2) As it is too late and too dark for you to go home, You'd better stay here until daybreak.(3)When in Rome, do as Romans do4. To1) To teach is to learn.(主)2) I like to keep everything tidy.（宾）3) Your work is to clean the room every day.(表)4) I have a lot of work to do.（定）5) I come here only to say good-bye to you.(状)6) We believe him to be guilty.（补）Unit two1. 祈使句+and+陈述句eg. One step further and you will lost.2. Not only...but alsoeg.1) Sport is not only physically demanding, but it can also be mentally challenging.2) Not only is sport physically demanding, but it can also be mentally challenging.3, It is not that...,but thateg. It is not that I do not want to marry you, but that I can not afford a splendid wedding and a car and an apartment.。
[英语考试]Sentence Pattern
![[英语考试]Sentence Pattern](https://img.taocdn.com/s3/m/008d16d5910ef12d2af9e73e.png)
Contents New Concept 3 (5)Pattern: S V P 主系表 (5)Pattern: S Vi (9)Pattern: S Vt. O (11)Pattern: S V Oi Od (14)Pattern: S V O C (15)Pattern: 疑问句 (18)Pattern: so +adj./adv. that S V.... 太、非常....所以.. (24)Pattern: This is unfortunate for sb. 某人可就倒霉了。
(25)Pattern: have cause to do.... 有理由做.. (25)Pattern: Yet this is not always the case. 然而事情并不总是这样。
(25)Pattern: The sad truth is that S V.... . (25)Pattern：instead of...., S V.... 没有做....,而是.... (25)Pattern: sb./sth. serve as an impressi ve reminder of .... 某人某物给人们留下深刻印象，让人们想起.... (26)Pattern: there is no doubt that S V.... 毫无疑问， (26)Pattern: The condition of society a re such that S V.... 社会上的情况就是这样 .. (26)Pattern: make it adj. for sb. to do.... = make it adj. that S V....让某人怎么样的做某事 (26)Pattern: find it a dj. for sb. to do .... = find it adj. that S V.... 发觉某人怎么样的做某事 (26)Pattern: hardly .... when; no sooner.... than 一....就.. (27)Pattern: go t o great lengths to do sth.... 竭力做某事. (27)Pattern: In time, it became an accepted fact that S V.... 最终，....成为了工人的一个事实。