《初二下册英语思维导图》
I. 核心语法模块
A. 时态 (Tenses)
1. 过去进行时 (Past Continuous Tense)
a. 构成 (Formation)
- was/were + verb-ing (现在分词)
b. 用途 (Usage)
- 描述过去某个时间正在发生的动作
- 描述过去一段时间内持续发生的动作
- 描述过去某个时间被打断的动作（通常与一般过去时连用）
- 描述伴随发生的事情（通常用while引导）
c. 例句 (Examples)
- I was watching TV at 7 pm yesterday.
- They were playing football all afternoon.
- She was singing when the phone rang.
- While I was doing my homework, my sister was listening to music.
2. 将来进行时 (Future Continuous Tense)
a. 构成 (Formation)
- will be + verb-ing (现在分词)
b. 用途 (Usage)
- 描述将来某个时间正在发生的动作
- 描述将来一段时间内持续发生的动作
- 礼貌地询问某人将来是否会做某事（避免直接疑问）
c. 例句 (Examples)
- I will be travelling to Beijing this time next week.
- They will be studying in the library all day tomorrow.
- Will you be using your car this evening?
3. 过去完成时 (Past Perfect Tense)
a. 构成 (Formation)
- had + verb-ed (过去分词)
b. 用途 (Usage)
- 表示发生在过去的过去，即在过去某个时间点之前已经完成的动作
- 常与一般过去时连用，表示动作发生的先后顺序
c. 例句 (Examples)
- I had finished my homework before I went to bed.
- When I arrived at the station, the train had already left.
B. 被动语态 (Passive Voice)
1. 构成 (Formation)
- be + verb-ed (过去分词)
2. 时态形式 (Tense Forms)
- 一般现在时：am/is/are + verb-ed
- 一般过去时：was/were + verb-ed
- 现在进行时：am/is/are being + verb-ed
- 过去进行时：was/were being + verb-ed
- 一般将来时：will be + verb-ed
- 现在完成时：have/has been + verb-ed
- 过去完成时：had been + verb-ed
3. 用途 (Usage)
- 当不知道或不重要动作的执行者时
- 强调动作的承受者而非执行者
- 避免提及不希望或不方便提及的执行者
4. by 引导的短语 (By-phrase)
- by + 动作的执行者 (optional)
- 省略原则：当执行者不重要、不清楚或容易推断时
5. 例句 (Examples)
- The window was broken. (不知道谁打破了窗户)
- The letter was written by him. (强调是他写的)
- English is spoken all over the world.
C. 情态动词 (Modal Verbs)
1. must
a. 用途 (Usage)
- 表示必须 (obligation)
- 表示推测，语气非常肯定 (deduction)
b. 例句 (Examples)
- You must wear a seatbelt. (obligation)
- She must be at home. (deduction)
2. have to
a. 用途 (Usage)
- 表示必须 (obligation)，通常指客观需要
b. 例句 (Examples)
- I have to go to work early tomorrow.
3. should / ought to
a. 用途 (Usage)
- 表示建议、劝告 (advice)
b. 例句 (Examples)
- You should study harder.
- You ought to see a doctor.
4. may / might
a. 用途 (Usage)
- 表示可能性 (possibility)
b. 例句 (Examples)
- It may rain tomorrow.
- He might be late for the meeting.
5. can / could
a. 用途 (Usage)
- can: 表示能力、允许 (ability, permission)
- could: can的过去式，更委婉地表达请求 (past ability, polite request)
b. 例句 (Examples)
- I can swim. (ability)
- Can I use your phone? (permission)
- Could you please open the window? (polite request)
II. 重点词汇 (Key Vocabulary)
A. Unit 1: Changes
- change (n/v)
- development (n)
- generation (n)
- technology (n)
- invention (n)
- improve (v)
- progress (n/v)
- convenient (adj)
- efficient (adj)
B. Unit 2: Feelings
- happy (adj)
- sad (adj)
- angry (adj)
- excited (adj)
- nervous (adj)
- worried (adj)
- surprised (adj)
- disappointed (adj)
- frustrated (adj)
C. Unit 3: Celebrations
- celebrate (v)
- festival (n)
- tradition (n)
- custom (n)
- parade (n)
- fireworks (n)
- decorate (v)
- costume (n)
- special (adj)
D. Unit 4: Environment
- environment (n)
- pollution (n)
- recycle (v)
- protect (v)
- energy (n)
- waste (n/v)
- natural (adj)
- resource (n)
- global warming (n)
III. 重点句型 (Key Sentence Structures)
A. "It is + adj. + to do sth."
- It is important to study hard.
- It is necessary to protect the environment.
B. "So + adj. + that + clause"
- He was so tired that he fell asleep immediately.
- The weather was so hot that we couldn't go out.
C. "Such + (adj.) + noun + that + clause"
- It was such a beautiful day that we decided to go for a picnic.
- He is such a good student that everyone likes him.
D. "Not only... but also..."
- He not only speaks English but also French.
- She is not only beautiful but also intelligent.
E. "As... as..." (as + adjective/adverb + as)
- He is as tall as his father.
- She sings as beautifully as an angel.
IV. 交际用语 (Communicative Functions)
A. Giving Advice
- You should...
- You ought to...
- If I were you, I would...
- Have you thought about...?
B. Expressing Opinions
- I think...
- In my opinion...
- From my point of view...
- I believe that...
C. Making Suggestions
- Let's...
- Why don't we...?
- How about...?
- What about...?
D. Asking for Clarification
- What do you mean by...?
- Could you explain that again?
- Are you saying that...?
- I'm not sure I understand.
This mind map provides a structured overview of the key elements typically covered in an eighth-grade (junior high school second year) English curriculum. Remember to adapt it to your specific textbook and syllabus. Good luck!