九年級英語反義疑問句

NinthgradeEnglishantonyminterrogativesentences目錄ThebasicconceptsandcompositionofantonymousaggressiveintentionsCommontypesandtheirusageTheapplicationoftension,person,andnumberinantagonisticaggressiveintentions目錄TheuseofmodalverbsinantonymousaggressiveintentionsThesubconjunctivemoodisreflectedinantonymousaggressivesentimentsSummarizeandimprovetraining01ThebasicconceptsandcompositionofantonymousaggressiveintentionsAntonymousaggressiveintentionsareatypeofcomplexpresencethatcombinesadeclarativestatementwithanaggressive(question)part,linkedbyanonymousconnectionssuchas"but,""yet,"or"how."Theyarecommonlyusedtointroduceacontrastingidea,toexpresssurpriseordisagreement,ortodrawattentiontoaspecificpointThesesensesservetoexpresscontrast,position,orashiftinthoughtorperspectivebetweenthetwopartsDefinitionandFunctionDeclarativepartThisisthefirstpartofthepresencethatmakesastatementorassignmentItendswithacommaAntonymousconnectionThisistheconnectingwordthatlinksthedeclarativeandaggressiveparts,expressingcontrastorpositionCommonanonymousconnectionsinclude"but,""yet,""however,"and"neverless."InteractivepartThisisthesecondpartofthepresencethatposesaquestionrelatedtothedeclarativepartItbeginswithacapitalletterandendswithaquestionmarkConstituentelementsTherelationshipbetweenthetwopartscreatesasenseoftensionordrama,drawingthereader'sattentiontothecontrastandencodingfurtherthoughtordiscussionThedeclarativepartsetsupthecontextorbackgroundinformationfortheaggressivepartTheinteractivepartaddsalayerofcomplexitybyintroducingacontrastingoropposingidea,question,orperspectiveRelationshipbetweendeclarativeandadditionalquestionparts02CommontypesandtheirusageThisisagoodbook,isn'tit?Youlikeplayingtennis,don'tyou?Theyarehappy,aren'tthey?Positivestatement+negativeadditionalquestionYoudon'tlikecoffee,doyou?Hehasnotfinishedhishome,hashe?Shecan'tswim,canshe?Negativestatement+confirmedadditionalquestionWhatareyoubelievingitornot,isn'tittrue?(Usedtoemphasizethetruthofastatement)Whydoyoulikeitornot,youhavetofinishyourwork(Usedtoexpressthenecessityofanaction)Whatwewinorlose,wewillalwaysbeproddedofourteam(Usedtoshowterminationorprice)Useofantonymousaggressiveintentionsinspecialcircles03Theapplicationoftension,person,andnumberinantagonisticaggressiveintentionsInantonymousaggressiveintentions,thetensionoftheverbshouldremainconsistentthroughoutthepresenceForexample,ifthepresencebeginsinthepresenttense,itshouldcontinueinthepresenttenseevenwhenthesubjectandverbareanonymousTemporaryconsistencyguaranteesthatthereaderorlistenercaneasilyfollowtheflowofthepresenceandunderstandingitsmeaningFailuretomaintaintemporaryconsistencycanleadtofusionandambiguity,makingitdifficultforthereaderorlistenertograsptheintendedmeaningTheprincipleoftemporaryconsistencyInantonymousaggressiveintentions,thepersonandnumberofthesubjectandverbshouldbeconsistentwitheachotherForinstance,ifthesubjectissingular,theverbshouldalsobesingular,andviceverseConsistencybetweenindividualsandnumberiscrucialforensuringgrosscorrectnessandclarityinanonymousaggressiveintentionsAnyinconsistencyinpersonornumbercanresultingraphicalerrorsthatcandetractfromtheoveralleffectivenessofthepresenceTheprincipleofconsistencybetweenpersonandnumberExceptionanalysisWhiletheprinciplesoftemporaryconsistencyandconsistencybetweenindividualsandnumberaregenerallyapplicableinantagonisticinterpersonalintentions,therearesomeexceptionstotheserulesForexample,ceriumverbsmaychangetheirformdependingonthepersonornumberofthesubject,evenwhentheyareanonymousTheseexceptionsrequireathroughunderstandingofverbconnectionsandtheirusageindifferentcontextsAdditionally,somelanguagesmayhavespecificrulesorexceptionsregardingtheuseoftense,person,andnumberinantonymousaggressiveintentionsthatarenotcoveredbythegeneralprinciplesoutlinedaboveItisimportanttoconsultlanguagespecificresourcestogainacomprehensiveunderstandingoftheseexceptions04TheuseofmodalverbsinantonymousaggressiveintentionsModalverbsareusedtoexpressnecessity,likelihood,permission,opposition,willingness,etcTheyarecommonlyfollowedbythebaseformoftheverb(infinitivewithout"to")Modalverbscanbeusedinbothconfirmedandnegativesenses,aswellasinquestionsAReviewoftheBasicUsageofModalVerbsInantonymousaggressiveintentions,modalverbscommonlychangetheirpositionwiththesubjectThenegativeformofthemodalverbisusedtomakethepresenceanonymousThepresencestructuretypicallyfollowsthepattern:"Modalverb+subject+not+verb?"TherulesofmodalverbschanginginantonymousaggressiveintentionsExample101"Canyounotswim?"(Here,"can"isthemodalverb,"you"isthesubject,"not"isthenegative,and"swim"istheverb.)Example202"Willhenotcometotheparty?"(Inthisexample,"will"isthemodalverb,"he"isthesubject,"not"isthenegative,and"come"istheverb.)Example303"Mustwenotfinishourhomework?"(Here,"must"isthemodalverb,"we"isthesubject,"not"isthenegative,and"finishourhomework"istheverbphrase.)Analysisoftypicalexamplequestions05ThesubconjunctivemoodisreflectedinantonymousaggressivesentimentsSubjunctivemoodisaverbformusedtoexpresswishes,hypotheses,orconditionsthatarecontemporarytofactorrealityDefinitionSubjunctionmoodcanbedividedintotwotypes-presentandpastsubjunctionsThepresentsubjunctionisusedtoexpresspresentwishesorhypotheses,whilethepastsubjunctionisusedtoexpresspastwishesorhypothesesClassificationBasicConceptsandClassificationofSubjunctiveMoodInantonymousaggressiveintentions,thepresentsubjunctionisusedtoexpressacontemporarytofactconditioninthepresenttenseForexample,"IfIwereyou,Iwoulddoitdifferently."ThepastsubjunctionisusedinantonymousaggressiveintentionstoexpressacontemporarytofactconditioninthepasttenseForinstance,"Ifshehadknownthetruth,shewouldn'thavedoneit."TheverbinthesubjunctionmoodaggregatesdifferentlyfromtheindicativemoodInthepresentsubjunction,theverbtypicallytakestheformofthethirdpersonsingularwithoutthe-sendingInthepastsubjunction,theverbusesthepastparticleformUseofpresentsubjunctionUseofpastsubjunctionVerbconnectionTherulesforusingsubjunctivemoodinantagonisticaggressivesentiments"Ifyouwereme,whatwouldyoudo?"ThisquestionusesthepresentsubcriticalmoodtoexpressathematicsituationcontemporarytorealityTheverb"were"isconnectedinthesubfunctionalmoodtoshowthatthespeakerisposingaquestionaboutasituationthatisnotactuallytrueExample1"Hassheknownthetruth,whatwouldshehavedone?"ThisquestionemploysthepastsubjunctionwoodtoinquireaboutapastactionthatdidnotoccurduetoalakeofknowledgeTheuseof"hadknowledge"and"wouldhavedone"indicatesthatthespeakerisposingathematicquestionbasedonanunrealpastconditionExample2Analysisoftypicalexamplequestions06SummarizeandimprovetrainingUnderstandingtheconceptofAntonymsAntonymsarewordsthathavepotentialmeaningsInEnglish,theycanbeeitherobjections,nouns,verbs,oradvertisementsIdentifyingantagonistpairsStudentsshouldbeabletorecognizecommonantagonistpairssuchas"happy/sad,""big/small,""fast/slow,"etcConstructingaggressiveintentionsStudentsshouldunderstandhowtoformaggressiveintentionsusingantagonistpairsForexample,"Areyouhappyorsadtoday?"or"Doyoupreferabighouseorasmallapartment?"Summaryofkeyknowledgepoints010203ConfusingantonympairsSomeantonympairsmaybeConfusingforstudents,especiallyiftheyarenotcommonlyusedorhavesubdifferencesinmeaningForexample,"good/bad"vs."well/poor"or"old/new"vs."ambient/model."GrammarandpresencestructureStudentsmaystrugglewithGrammarandpresencestructurewhenconstructinginteractivepresencewithAntonympairsTheymayforgettousequesti