现在进行时练习题及答案范文

导语：如何才能写好一篇现在进行时练习题及答案，这就需要搜集整理更多的资料和文献，欢迎阅读由公务员之家整理的十篇范文，供你借鉴。

篇1

关键词：纠错方法；纠错意义；订正情况在初中英语教学中，我们会发现学生曾经做错的，他们还是会重复发生，为什么呢？就是因为没有及时地进行纠错，当局者迷，旁观者清，所以我们该如何纠正他们这些不断重复的错误呢？怎样纠错最有效呢？

一、作业现状及订正情况

1.新教材的词汇量大，导致作业量变大

许多教师为了追求“教学质量”，一味地让学生做作业，却因为课时的紧张，来不及进行作业讲评。

2.学科丰富，各科作业的累加，没有时间订正

学生为了完成当天的各个学科作业，没有太多剩余时间，来不及订正作业。

3.即使教师要学生订正作业，学生也只是处于应付态度，抄袭同学答案非常严重

4.还有一部分学生知道自己做错了，却还是没有能力解决问题，任它一错再错

针对现状，我认为教师在作业纠错问题上应该理性思考，想些对策，改善学生作业订正态度，提高纠错能力。

二、纠错的方法与策略

1.反复订正之后再打分，培养纠错意识和信心

很多时候，教师都是学生做完练习，就较对答案。在我的教学中，学生做完练习，我改了之后，先不打分，先不校对，让学生拿回练习再次订正，于是就有第二次批改，做不好的学生，再拿回订正，最后再上交，又进行了第三次批改，最后给出分数。这样的工作量看似变大了，但是效果不错，不仅培养了学生的纠错意识，同时提高了学生学习英语的自信心。

2.课后个别面批，建立和谐师生关系

练习反馈时不要面面俱到，而是要根据练习的难易程度分别对待，对于一些简单的练习题我们可以一带而过，而对于一些难题、好题要舍得花时间，细细反馈。利用课后和晚自修时间，对个别学生出现的比较多的错题进行面批，这样才能真正做到了解学生错误的原因，学习上的困惑，通过面批，因材施教、对症下药，给予方法上的指导。同时也有助于建立和谐的师生关系。

3.错题分类整理，设计铺天盖地有针对性的复习

在教学过程中，我整理了许多错题，将所有的错题分类整理，分清错误的原因：情景交际应用类、词组固定搭配类、阅读理解类、语法类等等，并将各题注明属于某一册某一课，复印给每个学生。这样分类的优点在于既能按错因查找，又能按各课易错知识点查找。同时也能让那些靠后的学生在老师的帮助下跟上队伍。

4.掘地三尺找错题穿成“串串烧”，有助于学生记忆

指围绕知识的类化特点，抓住一题或一类题深入挖掘，把这一（类）练习题作为基点讲透讲深。例如：

（1）名词类

这些女工人们在干什么？

误：What are the woman workers doing？

正：What are the women workers doing？

析：在英语中，当一名词作定语修饰另一名词（单或复数形式）时，作定语的名词一般要用其单数形式；但当man，woman作定语修饰可数名词复数形式时，要用其复数形式men，women。

（2）动词类

洁妮晚上经常做作业，但今晚她在看电视。

误：Jenny often do her homework in the evening, but this evening she watching TV.

正：Jenny often does her homework in the evening，but this evening she is watching TV.

析：在初一英语学习阶段，我们接触到了两种主要时态：一般现在时和现在进行时。一般现在时表示经常的或习惯性的动作，常和often，usually，sometimes等时间状语连用。在一般现在时的句子中，若主语是第三人称单数，谓语动词要用其第三人称单数形式。现在进行时表示现阶段正在进行或发生的动作，现在进行时由be（am/is/are）+v.ing形式构成。

5.滚动错题“大雪球”，联系错题相关知识

指针对不同块面、不同层面的知识点展开，在反馈点评中把一些小的知识块滚成一团，形成“大雪球”。

例如，现在进行时态的结构Be+v.ing.学生不是经常落了Be动词，就是落了v.ing.。同时让学生知道Be动词有几个，什么人称代词后用什么Be动词。同时让学生明白不同的动词变成现在分词的形式是不一样的：

（1）直接在动词后面加-ing。（2）以不发音的e结尾的去e加-ing。（3）重读闭音节，双写最后一个辅音字母，再加-ing。（4）以ie结尾的动词，变ie为y，再加ing。

总之，想要提高学生的学习成绩，就应让学生学会怎样去纠错，还要持之以恒地对自己做错的题目进行收集，并时常进行复习，是非常必要的。如果学生掌握了自己曾经出错的题目，那么对于他而言，也就扫清了许多障碍，应试能力也得到了提高。而且学生在纠错反思的过程中，学习自主性也得到了培养，学习习惯也会变得更好。

参考文献：

篇2

    关键词:多媒体 英语教学难点

    多媒体是以计算机为中心来处理多种媒体信息的技术(计算机技术和视听技术),这些技术综合在一起组成多媒体系统,最终形成网络,进行优化教学。我们现在所用的教学媒体,如书本、模型、挂图、幻灯、投影、录音、电视、录像、计算机等及其与其配套的软件资料,在教师精心设计指导下,进行多媒体优化组合,在教学中发挥多种媒体的优势。更好地突破教学难点,利用二维、三维动画技术和视频技术不但可以使一些抽象难懂的概念变成形象、直观的画面、图形, 而且还能够动态地演示出它们的变化过程等。运用多媒体技术辅助教学能够让学生在感性认识的基础上进行分析、比较、演绎、综合、归纳等抽象思维活动, 从而形成概念并掌握事物与现象的原理及规律。

    英语中有许多教学难点,特别是一些语法,学生总觉得抽象,难于理解,如英语动词时态的区别及应用,笔者在教学中适当运用了多媒体课件,收到了很好的效果。在区分“Jack is swimming in the river.”和“Jack swims in the river.”这两个句子时, 为了激发学生的有意注意,帮助他们更好地理解现在进行时和一般现在时,笔者利用电脑在银幕上首先呈现一个男孩正在河里游泳,然后问学生:“Look!What is he doing now?” 学生们很自然地作出回答:“He is swimming in the river.” 当涉及到一般现在时态时,就连续设计出现几幅图,呈现男孩周末都去河里游泳的情景,让学生们经过仔细观察后,再提问:“What does Jack usually do on weekends?” 借助画面学生能正确地理解并运用一般现在时态。接下来,银幕上再连续播放不同动作的画面,让学生根据图片迅速造句,并通过和正确句子的对比来查找自己的问题,引导他们思考并总结这两种时态中动词、频率副词和时间状语的区别及使用。最后,再呈现事先做好的对比图和看图说话练习加以巩固对知识的掌握。

    “so+主语+助动词”和“so+助动词+主语”是两个较难掌握的句型,我在教学时,首先设计Tom和Mary在篮球场上打篮球的动态画面,Tom对Mary说:“Pass me the ball.”而Mary说:“OK!”然后把球传给了他。这时,老师问:“What did Tom and Mary do just now?”同学们纷纷举手回答:“Tom asked Mary to pass him the ball, and so she did.”接着出现一幅Tom在弹钢琴的画面,并传来悠扬的琴声,尔后又出现Mary也在弹钢琴的画面,而且也是同样的旋律。我问学生们:“What are they doing now?”这时一名潜力生举手回答说:“Tom is playing the piano. So is Mary.”全班顿时响起雷鸣般的掌声。于是,我趁热打铁告诉同学们,这就是“so+主语+助动词”和“so+助动词+主语”这两个句型的区别,“so+主语+助动词”表示“的确如此,果真如此”;“so+助动词+主语”用于肯定句,表示一种情况也适合于另外的人或事。

    以上是多媒体教学应用于语法和句型教学的例子,下面来看一个多媒体教学应用于练习的例子。有这样一道练习题:

    You don’t know what difficulty we had ____ home in the heavy rain.

    A. walked B. walk C. to walk D. walking

    当我在银幕上显示出这道试题时,教室里热闹非凡,有选A的,有选C的,但是没有选D的。但当银幕上动态显示出几个人在大雨中艰难地向一座房子走去时,许多同学几乎是异口同声地说:“They have difficulty in walking home.”这时,我话锋一转,现在我们来分析该句子的结构,“we had ____”是定语从句,其先行词是difficulty,如果还原的话是we had difficulty,有同学马上说出了正确答案是D,这时我说:“对,此题答案是D,它考查‘have difficulty in doing sth’这种结构的变体形式”。

    这是几个运用多媒体突破英语教学难点的例子。这样的例子还有很多。  在教学领域中,除了针对学生的课程内容的教学以外,还存在一些教师合理安排方面的难点,如怎样适当地运用多媒体进行教学;如何处理好多媒体教学和传统教学的关系,使之更好地服务于教学;怎样组织实施多媒体教学等,这些都是需要我们在教学中解决的问题。

    1.在不忽视其他媒体教学的情况下,把多媒体当作一种教学技术,适当地开展多媒体课堂教学是必须的,也是必要的,课堂教学是主要的教学组织形式,为了使多媒体在教学中发挥作用,我们应该立足于课堂教学这一基本组织形式,根据现有的教学条件,在课堂教学中适当地开展多媒体教学活动。这就要求:一方面,多媒体课件的开发和制作应立足于课堂教学,制作符合课堂教学要求的课件;另一方面,应该让广大的教师掌握多媒体教学技术。只有这样,多媒体教学的功能才能得到充分的发挥。

    2.多媒体教学与传统教学的关系,是多媒体教学价值取向的构成部分。两者关系处理得正确与否,关系到两者的健康发展,影响师生的互相配合,影响软件的制作及教学效果。

    3.多媒体课堂教学的组织实施、评价反馈环节,应注意以下几个方面:

    (1)制定教学过程的操作步骤规划:规划课件使用的操作步骤,是多媒体课堂教学流程的重要组成部分。授课教师要根据本节课的实际教学需要,合理分配课件的使用时间,理清思路,认真规划课件的使用步骤,仔细考虑课件的运行、重复、结束等在哪个环节为最佳;要有所取舍,一切以服务教学为出发点,防止为使用多媒体而使用多媒体,一味追求时尚。

    (2)教师的主导作用不会因多媒体手段而被削弱:在多媒体课堂教学环境中,教师的主导地位不但不能削弱,而且还应进一步加强,否则,就会出现学生看了很多、听了很多,却不知要学什么的现象。教师切忌在整个教学过程都站在教师的位置,机械地操作电脑,演示课件。教学是一门艺术,教师既是导演,又是演员。教学中,教师应以人格魅力和富有情趣的讲解,通过师生间的情绪相互感染来调动学生积极参与教学,如此产生的良好的教学效果及对学生心理产生的正面效应,是任何形式的电子媒体都不能替代的。经常听到一些人讲出“我的课件能‘放’多少多少分钟”,这种拿课件当录像“放”给学生看的意识不就是要课件取代教师的主导地位吗?多媒体课件作为一种现代化教学手段是用来支持教学工作、提高课堂教学效率、突破重点难点、解决一些传统教学中不易解决的问题的,但它仅仅是一种教学工具,人的要素始终是第一位的。

篇3

(1) 当主句主语与从句主语相同(或从句主语为it)，并且从句谓语中含be动词，常将从句主语和be动词省略，构成省略形式。

(2) as / than引导比较状语从句时，从句通常使用省略形式。如：He earns less than his wife (does).

When _____ for his views about his teaching job, Philip said he found it very interesting and rewarding. (2012安徽)

A. asking B. asked

C. having asked D. to be asked

解析：BWhen引导的状语从句，When he was asked for his views about his teaching job。

考点二、动词不定式的省略

(1)在主动语态中，感官动词或使役动词后接不定式作补足语时将不定式符号to省略。

【考例】

The director had her assistant _____ some hot dogs for the meeting.

A. picked up B. picks up

C. pick up D. picking up

解析： Chad是使役动词，to。

(2) 在同一句话或同一情景对话中，当同一动作再次出现在后面的不定式位置上时，可以只保留不定式符号to。

【考例】

The driver wanted to park his car near the roadside but was asked by the police _____. (2013课标1)

A. not to do B. not to

C. not do D. do not

解析：B “在路边停车”这一动作前面已经提到，：… but was asked by the police not to park his car near the roadside.

[] 句式would have done sth, should have done sth, ought to have done sth, needn’t have done sth, used to be...等省略形式为 would have, should have, ought to have, needn’t have, used to be。要保留不定式后的have或be。如：

—Are you a sailor?

—No, but I used to be (a sailor).

so / not

英语中常用so / not等来代替省略的肯定内容或否定内容，I’m afraid / I hope / I think / I guess / I believe / I expect / I suppose等开头的答语中，： if so / if not

【考例1】

—Everybody is going to climb the mountain. Can I go too, mom?

—_____ Wait till you are old enough, dear. (2010全国I)

A. Will you? B. Why not?

C. I hope so. D. I’m afraid not.

解析： D： I don’t think so. = I think not. I don’t expect so. = I expect not. 2】

—The boys are not doing a good job at all, are they?

—_____.

A. I guess not so B. I don’t guess

C. I don’t guess so D. I guess not

解析：DI guess not 中的not 并不是否定动词guess的，，： (that) the boys are not doing a good job at all. ， I guess not“我不这么猜想”，“我想是的”或“我看他们干得不好”。

考点四、情景交际中的省略

在情景对话中，常常省略大家都知道的内容或不会引起歧义的部分，只保留主干部分或关键词。

【考例】

—Goodbye, John. Come back again sometime.

—Sure. _____. (2012四川)

A. I did B. I do C. I shall D. I will

解析：D。答语句意：当然，我会的。I will后面省略了come back again sometime。

倒装

考点一、完全倒装

(一)在here, there, now, then, away, down, in, up, off, out等副词开头的句子中(主语一般为名词，be, come, go, run等)，

【考例】

Hearing the dog barking fiercely, away _____. (2009上海)

A. fleeing the thief B. was fleeing the thief

C. the thief was fleeing D. fled the thief

解析：D。句意：一听到狗叫得厉害，小偷赶紧逃走了。副词away位于句头，使用完全倒装。

(二) 地点状语位于句首时，主语为名词且谓语动词为不及物动词(如lie, stand, sit等)，常使用完全倒装句式。

【考例】

At the meeting place of the Yangtze River and the Jialing River _____, one of the ten largest cities in China.

A. lies Chongqing

B. Chongqing lies

C. does lie Chongqing

D. does Chongqing lie

解析：A：At no time _____ the rules of the game. It was unfair to punish them. (2013辽宁)

A. they actually broke

B. do they actually break

C. did they actually break

D. they had actually broken

解析：C。at no time为否定词语，因此主句用部分倒装结构。句意：实际上他们从没有打破游戏规则。处罚他们是不公平的。

(二)“only+状语”位于句首时引起的部分倒装

【考例】

Only with the greatest of luck _____ to escape from the rising flood waters. (2012上海)

A. managed she B. she managed

C. did she manage D. she did manage

解析：C。句意：她最终逃脱了上涨的洪水，只是因为运气极佳。

(三) 在so…that句型中，如果so引导的部分位于句首，则主句要使用部分倒装。

【考例】

So sudden _____ that the enemy had no time to escape.

A. did the attack B. the attack did

C. was the attack D. the attack was

解析：C。句意：这次袭击非常突然以至于敌人没有时间逃跑。sudden是形容词，在句中作表语，故动词应用was。

(四) as或though引导让步状语从句置于句首时引起的部分倒装(although不能引导倒装)。其倒装句型是：表语(形容词或单个名词)/ 状语 / 谓语中的行为动词(动词原形)+as / though+主语+…。

【考例】

Hot _____ the night air was, we slept deeply because we were so tired after the long journey. (2012陕西)

A. although B. as

C. while D. however

解析：BHot as the night air was尽管夜晚的空气很热。

(五) so / neither / nor位于句首表示前面所说的情况也适用于另一个人或物， so 用于肯定情况，neither / nor用于否定情况。其句型是： so / neither / nor+ / 系动词 / 情态动词+

【考例】

Bill wasn’t happy about the delay of the report by Jason, and _____.

A. I was neither B. neither was I

C. I was either D. either was I

解析：B：

1】

The headmaster will not permit the change in the course, nor _____ it a thought.

A. does he even give B. he even gives

C. will he even give D. he will even give

解析：C2】

This is not my story, nor _____ the whole story. My story plays out differently.

A. is there B. there is

C. is it D. it is

解析：C。句中it代指前面的This，nor在句中表示连续的否定。

(2) neither…nor…连接并列成分，且neither和nor放于句首，前后都倒装。连接并列主语时不倒装。

Neither does he work hard, nor is he interested in math.

Neither he nor I am a student.

(3) 表示对对方所说的话加以肯定或赞同时，不用倒装语序，意为“的确，真的”。如 ：

—John is very polite. 约翰很有礼貌。—So he is. 他确实如此。

(4) 当前面有两个(或两个以上)不同动作也适用于后者时，常用“so + it + be + with + sb”结构。

(六) hardly…when / no sooner…than / not until等连接复合句时，如果hardly, no sooner, not until放于句首，主句使用部分倒装，从句不倒装; not only…but also连接并列分句时，如果not only放于句首, 前一个分句使用部分倒装，后一个分句不倒装。

【考例1】

Not until he retired from teaching three years ago _____ having a holiday abroad.

A. he had considered B. had he considered

C. he considered D. did he consider

解析：DNot until位于句首时，2】

The computer was used in teaching. As a result, not only _____, but students became more interested in the lessons.

A. saved was teachers’ energy

B. was teachers’ energy saved

C. teachers’ energy was saved

D. was saved teachers’ energy

解析：Bnot only…but also…连接并列分句，not only

【考例3】

—Did Linda see the traffic accident?

—No, no sooner _____ than it happened.

A. had she gone B. she had gone

C. has she gone D. she has gone

解析：Ano sooner…than句型，no sooner位于句首时，： Outside the doctor’s clinic were 20 patients.练习题：

1. —How about going for a walk?

—_____ great. Let’s get going.

A. Sound B. Sounding C. To sound D. Sounds

2. —I didn’t go to the party yesterday.

—Oh, but you _____.

A. ought to B. should have C. must have D. should

3. — Can you still catch the last bus?

— I’m afraid _____. It left ten minutes ago.

A. so B. not to C. not D. that not

4. _____ word by word, needless to say, the passage will be difficult to understand.

A. If translating B. Having translated C. If translated D. To translate

5. I like this red bike better than that black one, but it costs almost twice _____.

A. as much B. as many C. so much D. so many

6. He has been out of work for half a year. Do you know the difficulty he has _____ the family?

A. supported B. supporting C. to support D. support

7. It’s recommended that the plan he put forward _____ discussed at the next meeting.

A. be B. would be C. was D. must be

8. Mary opened the door. There _____ she had never seen before.

A. a boy did stand B. a boy stood C. did a boy stand D. stood a boy

9. Under the tree _____ of about ten, who was waiting for his mother to come back.

A. a boy sat B. did a boy sit C. sat a boy D. a boy did sit

10. I’m very sorry. _____ you are a vegetarian (吃素的人), I wouldn’t have cooked this pork for you.

A. Had I known B. Did I know C. I had known D. I knew

11. —Will Peter go to the party?

—If Mary doesn’t go, _____.

A. so will he B. neither will he C. neither he does D. so he will

12. His uncle is a worker and has been working in the factory for more than ten years. _____ his aunt.

A. So it is B. So is it with C. So is it D. So it is with

13. Never in my life _____ such delicious food. Can you tell me how you cooked it?

A. I have had B. had I C. have I had D. I had

14. —May I have permission to leave the table?

—Not until _____ their food.

A. has everyone finished B. everyone has finished

C. will everyone finish D. everyone will finish

15. As far as I know, not only is he interested in science, but also _____ a gift for music.

A. has he B. does he have C. does have he D. he has

16. It’s years since we last saw each other. So much _____ that I can hardly recognize him.

A. has he changed B. he has changed C. he does change D. he changes

17. Only when you have learned a lesson from failure _____ greater progress.

A. can you make B. you can make C. you will make D. you make

18. _____, she couldn’t work out the maths problem. So she turned to her teacher for help.

A. Might she as try B. As she might try C. She might as try D. Try as she might

19. The customer said that no sooner _____ the computer than it stopped working.

A. he had started B. had he started C. has he started D. he started

20. No matter how _____ outside, he insisted on going to the railway station to meet his friend.

A. heavily was it raining B. it was raining heavily

C. heavily it was raining D. was it raining heavily

21. As far as we know, Tom spends at least as much time chatting on line as he _____ his homework.

A. does doing B. does C. doing D. does to do

22. I’m sorry I hurt you. I didn’t mean _____.

A. to do B. to C. doing D. doing so

23. —Is Peter coming with us?

—I hope _____. He is really interesting.

A. that B. it C. not D. so

24. Hardly _____ our walk when it began to rain.

A. we began B. we had begun C. had we begun D. have we begun

25. Mr. Black was teaching math in a college last year and he still _____ now.

A. does B. do C. was D. is参考答案及解析:

1-5 DBCCA 6-10 BADCA11-15 BDCBD 16-20 AADBC 21-25 ABDCD

1. D。句中省略主语。Sounds great.=It sounds great. 听起来不错。

2. B。根据上句可知是谈论过去的情况，故应该用“情态动词+have done”结构。句子采用省略形式“should have”。

3. C。英语中常用so / not等来代替省略的肯定内容或否定内容。I’m afraid not补全为：I’m afraid I can’t catch the last bus.

4. C。If translated= If it is translated. 当主句主语与状语从句主语相同(或从句主语为it)，并且从句谓语中含be动词，常将从句主语和be动词省略。

5. A。补全句子为but it costs almost twice as much as that one. 句意为：比起那辆黑色自行车，我更喜欢这辆红色的，但是这辆是那辆的两倍价钱。

6. B。此题考查句式have difficulty (in) doing sth. 其中in可以省略。省略介词in的常考句式还有sb spend + 时间+(in) doing sth (某人花费时间做某事)。

7. A。虚拟语气用在名词性从句中，should可省略。根据句意应用被动语态。

8. D。由there开头的句子中，常用完全倒装。能用于这种结构的词除了be外，还有appear, seem, remain, exist, lie, stand等。

9. C。作地点状语的介词短语置于句首时，句子常用完全倒装形式。句意：在树下坐着一个大约10岁的男孩。他在等他妈妈回来。

10. A。在虚拟语气条件句中，若从句的谓语动词有were, had, should等词，可将if 省略，把 were, had, should 移到主语之前，采取部分倒装。句意：很抱歉。如果我当时知道你吃素的话，就不会煮猪肉给你吃了。

11. B。表示前面所说的否定的情况也适合于另一个人，用“nor/neither +助动词 / 情态动词 / 系动词+主语”结构。if引导的 条件状语从句中用一般现在时代替一般将来时。

12. D。当前面有两个(或两个以上)不同动作也适用于后者时，常用“so it be with sb”结构。 句意：他叔叔是个工人，在一家工厂工作了十年多了。他婶婶也是如此。

13. C。表示否定意义的词或词组如never / seldom / not / little / nowhere / hardly / in no case / in no sense / by no means等开头的句子，常用部分倒装结构。句意：我一辈子从未吃过这么美味的食品。你能告诉我你是怎么做的吗?根据句意可知，应该用现在完成时。

14. B。not until 位于句首时，主句用部分倒装语序，而until引导的句子不倒装。until从句中用现在完成时代替将来完成时。补全答语为Not until everyone has finished their food may you have permission to leave the table。

15. D。not only…but also…连接两个分句，且not only位于句首时，not only后面的分句倒装，but also后面的分句不倒装。句意为：据我所知，他不仅对科学感兴趣，而且对音乐也颇有天赋。

16. A。在“so…that…”结构中，so及所修饰的部分置于句首时，主句用部分倒装结构。句意：我们好多年没见面了。他变化如此大以致我几乎认不出来了。

17. A。only修饰状语(副词、介词短语或状语从句等) 位于句首时，主句用部分倒装。句意为：只有当你从失败中汲取教训时，才能取得更大的进步。

18. D。as引导的让步状语从句置于句首时，一般采用部分倒装。须将表语、状语或动词原形提前。句意：尽管她尽力了，可是她不能解出这道数学题。所以她去找老师帮忙。

19. B。hardly …when…或 no sooner…than….句型中，如果hardly, no sooner放于句首，前面主句使用部分倒装，后面从句不倒装。句意：那位顾客说他刚启动这台计算机，它就不运转了。

20. C。however, no matter how 修饰形容词或副词时要前置，用以加强语气，该让步状语从句的主谓不倒装。句意为：不管外面下多大的雨，他也要坚持去火车站接朋友。又如：However hard the problem is, I am determined to work it out. 不管这道题有多难，我也决心将它算出来。

21. A。此题考查spend+时间+(in) doing sth.句式。does代替动词spends。句意为“据我所知，汤姆花在上网聊天的时间至少和花在做作业上的时间一样多。”

22. B。当同一动作再次出现在后面的不定式位置上时，通常省略该动作而保留不定式符号to。补全为：I didn’t mean to hurt you. mean to do sth意为“打算做某事”，mean doing意为“意味着……”。句意：对不起，我弄伤了你。我不是故意的。

23. D。英语中常用so / not等来代替省略的肯定内容或否定内容。句意为：——彼得和我们一起去吗?——我希望如此。他真的很有趣。