In order to help you learn English in the second grade of junior high school better and improve your English scores, I have compiled for you the key knowledge that must be memorized in the first volume of the second grade of junior high school English for your reference!
The first volume of English in the second grade of junior high school All key knowledge points
1. Comparative and superlative forms of adjectives/adverbs
1. Composition rules for comparative and superlative forms of adjectives/adverbs
(1) For monosyllabic words and a few two-syllable words ending in -er, -ow, the comparative form is followed by -er, and the superlative form is followed by -est.
① Monosyllabic words
small→smaller→smallest
short→shorter→shortest
tall→taller→tallest
great→greater→greatest
② A few two-syllable words ending in -er, -ow
clever→cleverer→cleverest
narrow→ narrower→narrowest
(2) For monosyllabic words ending with a silent e, the comparative form is added with -r after the base form, and the superlative form is added with -st after the base form.
large→larger→largest
nice→nicer→nicest
able→abler→ablest
(3) With one consonant letter In a word that ends in a closed syllable (ie: consonant + vowel + consonant), first double-write the final consonant letter, add -er to the comparative form, and -est to the superlative form.
big→bigger→biggest
hot→hotter→hottest
fat→fatter→fattest
(4) With "consonants" For disyllabic words ending in +y, change y to i, add -er to the comparative form, and -est to the superlative form.
easy→easier→easiest
heavy→heavier→heaviest
busy→busier→busiest
happy→happier→happiest
p>
(5) For other disyllabic and multi-syllable words, add more in front of the comparative form, and most in front of the superlative form.
beautiful→more beautiful→most beautiful
different→more different→most different
easily→more easily→most easily
( 6) The comparative and superlative forms of a few adjectives and adverbs are irregular and must be memorized.
good→better→best
well→better→best
bad→worse→worst
ill→worse→worst
p>
old→older/elder→oldest/eldest
many/much→more→most
little→less→least
far →further /farther→ furthest/farthest
2. The usage of comparative form of adjectives and adverbs
(1) "A+be+(multiple)+adjective comparative form+than+B" means "A Than B..." or "A is several times better than B...".
Tom is taller than Kate.
Tom is taller than Kate.
This room is three times bigger than that one.
This room is three times bigger than that one.
(2) "A + substantive verb + (multiple) + adverb comparative + than + B" means "A is better than B..." or "A is several times better than B...".
I got up earlier than my mother this morning.
I got up earlier than my mother this morning.
He runs three times faster than his brother.
He runs three times faster than his brother.
3. The usage of the superlative form of adjectives and adverbs
(1) "Subject + be + the + superlative form of adjective (+ singular noun) + in/of..." means " ...is the most... of...".
Tom is the tallest in his class./of all the students.
Tom is the tallest in his class./of all the students.
This apple is the biggest of the five.
This apple is the biggest of the five.
(2) "Subject + substantive verb + (the) + adverb superlative + in/of..." means "... is the most... of...".
I jump (the) farthest in my class.
I jump the farthest in our class.
2. Sentence components
1. Subject: the object stated in the sentence.
2. Predicate: the action emitted by the subject. Usually it is a verb with action meaning.
3. Object: Divided into verb object and preposition object, it belongs to the recipient of the action.
4. Coupling verb: a verb that expresses a state or a change in state, and has no actual action meaning. Such as be, sensory verbs (look, sound, smell, taste and feel), keep verbs (keep, stay and remain), state change verbs (become, get, turn and go), etc.
5. Predicative: the component immediately following the linking verb.
6. Attributive: a component that modifies a noun or pronoun.
7. Adverbial: Modifies adjectives, adverbs, verbs or components of sentences.
8. Complements: divided into object complements and subject complements. It is a supplementary explanation of the object and subject, and has an active or passive logical relationship with them.
For example: You should keep the room clean and tidy.
You should keep the room clean and tidy.
(You is the subject, should keep is the predicate, the room is the object, clean and tidy are object complements.)
This kind of food tastes delicious.
< p> This food tastes delicious.(This kind of food is the subject, tastes is the linking verb, and delicious is the predicate.)
Note: subject, predicate, object, linking verb, predicate, and complement are one The main components of a sentence; attributives and adverbials are modifying components of a sentence, not the main components.
3. Sentence types
1. The basic form of a simple sentence is composed of a subject and a predicate.
2. A compound sentence consists of a main clause and one or more subordinate clauses.
3. A sentence composed of two or more simple sentences connected together with a coordinating conjunction is called a parallel sentence. Its basic structure is "simple sentence + coordinating conjunction + simple sentence".
4. Five basic sentence patterns of simple sentences
1. "Subject + Predicate" (i.e. "subject-predicate" sentence pattern)
Example: They arrived in Harbin yesterday morning.
Analysis: "they" (subject) "arrived" (predicate).
2. "Subject + Predicate + Object" (i.e. "Subject, Predicate, Object" sentence pattern)
Example: I study English.
Analysis: "I "(subject) "study" (predicate action) "English" (object is the object involved in the action).
3. "Subject + Predicate + Indirect Object + Direct Object" (i.e. "Subject-Predicate Double-Object" sentence pattern)
Example: Our teacher taught us English.
Analysis: "our teacher" (subject) "teach" (predicate action) "us" (indirect object) "English" (direct object).
4. "Subject + Predicate + Object + Object Complement" (i.e. "Subject, Predicate, Object, Object Complement" sentence pattern)
Example: He asked her to go there.
p>Analysis: "he" (subject) "asked" (predicate action) "her" (object is the object involved in the action) "to go there" (complement - supplementary explanation of what the object does).
5. "Subject + Coupling Verb + Predicate" (i.e., "Subject Coupling Expression" sentence pattern)
Commonly used copulas include be, keep, lie, remain, stand, become, fall, get, go, grow, turn, look, feel, seem, smell, sound, taste, etc.
Example: I am a teacher. I am a teacher
Analysis: "I" (subject) "am" (coupling verb) "a teacher" (predicate - that is Indicate the identity of the subject).
5. Object clause
1. The meaning of object clause
The clause that is the object in the main clause is called an object clause.
For example: She knew that the teacher had seen the film.
She knew that the teacher had seen the film.
"That the teacher had seen the film" is the object of knew, and it is also a clause introduced by the conjunction that, so it is called an object clause.
2. Classification of object clauses
(1) Verb object clause: As the name suggests, it is an object clause located after the verb.
For example: He asked whose handwriting was the best in our class. He asked whose handwriting was the best in our class.
(2) Preposition object clause: As the name suggests, it is an object clause located behind the preposition.
For example: I agree with what you said just now.
(3) Adjective object clause: As the name suggests, it is an object clause located behind the adjective.
For example: I am afraid that I will be late. I am afraid that I will be late.
3. Connectives that introduce noun clauses
(1)that: has no meaning and does not serve as an element in the object clause
(2)whether/ if: expresses whether or not, does not serve as an element in the object clause.
I don't know if /whether he still lives here after so many years. I don't know if /whether he still lives here after so many years.
(3) Connecting pronouns: what, which, who, whom, whose (serve as subject, object, table and attributive in the object clause)
Connecting adverbs: where, when, how , why (as an adverbial in the object clause)
The small children don't know what is in their stockings. (what as the subject in the object clause)
These children don't know what is in their stockings. Know what's in their stockings.
Could you tell me why you were late for the meeting this morning? (why is used as an adverbial of reason in the object clause)
Could you tell me why you were late for the meeting this morning?
4. Two points should be noted when writing questions about object clauses
(1) Tense:
① When the main clause is in the present tense, the object The clause can be in any tense as required.
I don't know when he will come back. I don't know when he will come back.
He tells me that his sister came back yesterday.
②When the main clause is in the past tense, the object clause must be in a past tense.
She asked me if I knew whose pen it was.
He said that he could finish his work before supper. He said that he could finish his work before supper.
③When a sentence expressing objective facts or universal truth is used as an object clause, the present tense is used at any time.
The teacher said that the earth goes round the sun. The teacher said that the earth goes round the sun.
(2) Word order: Any clause uses declarative sentence order, and object clauses are certainly no exception. Summary of key knowledge points in English for eighth grade students
Key sentence patterns:
1. have fun doing sth.
Introduction to sentence patterns means "doing something has fun" "Fun", where have fun is equivalent to enjoy oneself, which means having a good time.
1. When collective nouns in English, such as family, class, team, etc., are used as subjects, if viewed as a whole, the subsequent predicate verb should be singular; if the component members are emphasized, the predicate verb should be plural . Such as:
My family is a happy one. My family is a happy family.
My family are all watching TV. Our whole family is watching TV.
2. In the comparative form, pay attention to the case of the personal pronoun after than.
1) When the predicate verb in the sentence is an intransitive verb, there is usually no difference in meaning whether the pronoun after than is in the nominative case or the object case.
Such as:
He runs faster than I / me. He runs faster than I / me.
They get to school earlier than we / us every day.
2) When the predicate verb in the sentence is a transitive verb, there is a difference in meaning whether the personal pronoun after than is in the nominative case or the object case. Try to compare:
I like you more than he. (=I like you more than he likes you.) I like you more than he.
I like you more than him. (=I like you more than I like him.) Compared with you and him, I like you more.
2. But I don\'t know what to do.
Introduction to sentence patterns Question word + infinitive can be used as subject, object or predicate.
I don\'t know how to get her help. I don't know how to get her help.
Where to buy this kind of seed is unknown to me. I don’t know where to buy this kind of seed.
My question is when to leave for Tokyo. My question is when to leave for Tokyo.
3. This is... speaking.
Sentence Pattern Introduction This sentence is used to make phone calls and is used to introduce yourself. This represents me and speaking can be omitted.
Hello! This is Tom (speaking). Hello, I am Tom.
Comparison of sentence patterns Who is that (speaking)? That is used to ask who the other party is, speaking can be omitted. Is that... (speaking)? Are you...? That is also used to ask who the other person is, and speaking can be omitted.
Key phrases:
1. Noun phrase
a waste of time
field trip
p>the day after tomorrow the day after tomorrow
Terra Cotta Warriors terracotta warriors
Thanksgiving Day Thanksgiving Day
on Mid-autumn Day / Festival in the Mid-Autumn Festival< /p>
2. Phrasal verbs
go fishing
go boating
go hiking
go on a picnic go on a picnic
trip over (trip over by...)
hurry up hurry up
get home go home
p>get together
agree with... agree...opinion (idea); comply with
ask for request; ask
< p> come up approach; happen; come up; become popularcome over come over; catch
3. Introduction, adverb phrases
in the open air outdoors; in the wild
on time on time
at the front / back of in front / back
in front of in front of...< /p>
in the country in the country
in town in the city
on the left /right side on the left/right
up and down Up and down; back and forth
4. Other phrases
(not) ... any more no more; can no longer...
< p> all the same still; stillhad better (do) best (do...)
Key sentence patterns in units 8-14 for eighth grade
Author: Hao Changming
1. I\'m sorry to hear that.
[Sentence pattern introduction] This sentence is a response to an unfortunate event that I heard. The term means "what a pity; I was so sorry to hear that".
-I didn\'t pass the exam. I didn't pass the exam.
-I\'m sorry to hear that. What a pity.
-My grandfather died yesterday. My grandfather died yesterday.
-I\'m sorry to hear that.
[Knowledge Expansion] 1. I\'m glad to hear that. I'm glad to hear that.
-I have managed to buy a ticket for tonight\'s film. I have managed to buy a ticket for tonight\'s film.
-I\'m (very) glad to hear that. I'm so happy for you.
2. Congratulations. Congratulations.
-I\'ve just married a beautiful girl. I just married a beautiful girl.
-Congratulations. Congratulations.
2. be good for
[Sentence pattern introduction] It means "beneficial to...", for is followed by a noun.
Is swimming good for your health? Is swimming good for your health?
I think timely rain is good for the crops. .
[Knowledge Expansion] be good to friendly to...; be good at good at...
She is always good to me. She is always good to me. Always friendly.
She is good at singing popular songs.
3. ask sb. for sth.
[Sentence pattern introduction] It means "asking someone for something". The positions of sb. and sth. must not be reversed.
Can I ask you for help?
To tell you the truth, when I have trouble, I always ask her for advice. Whenever I'm in trouble, I always ask her for advice.
[Knowledge Expansion] ask for sth. Ask for something; ask for sb. Ask to see someone
Yesterday he asked me for money. Yesterday he asked me for money. Yesterday he asked me for money.
Did anybody ask for me during my absence? Has anyone looked for me during my absence?
4. be born in
[Sentence pattern introduction] It means "born in", followed by an adverbial of place or an adverbial of time.
He was born in a small town in 1995.
In which city was he born in 1988? In which city was he born in 1988?
[Knowledge Expansion] be born of...family
p>
It is said that he was born of a teacher\'s family.
5. Good luck with sth.
[Sentence pattern introduction] Congratulations, with is followed by the noun of the thing.
Good luck with your exam.
Good luck with your journey.
[Knowledge Expansion] good luck to sb. Good luck to you.
Good luck to you. Good luck to you.