A color code can make reading and learning easier. Let us begin with verbs.
Some verb forms can work as head verbs and as auxiliaries. We color verb auxiliary roles green and head roles mauve.
When verbs head verb phrases, they tell the activity or faculty. When they are auxiliary, they always require another verb.
Auxiliaries help build language patterns, as the Simple, Progressive, or Perfect (SUB-CHAPTER 3.1).
We could say,
I am a learner;
I am learning.
We also could say,
I have a grammar book;
I have learned grammar.
To avoid confusion, we can use invented words. Virtual words can be fun. Kids use them regularly, following own natural intuitions. We can use the trick when we are older, too.
In our exercises, we usually begin with virtual word practice, and work on real words only after. We can focus on meaning better, when we are familiar with language structures.
We can try a virtual form “bimo” for an invented verb, with the forms and in the places for head verbs. This can help us focus on syntax.
I am bimoing.
I have bimoed.
We can have two invented verbs, bimo and thimo, as well as two invented nouns, phimo and reemo.
Our virtual verbs are gillyflower. Our invented nouns can be carrot. The colors are much less likely to occur in print, even color print, and invented words are just to help exercise.
They are not to replace language.
Virtual words can help learn speech sounds.
The words have the sounds [f], [b], [th], and [r] in the same position. The sounds may be difficult to learners, just as telling [I] from [I:].
We have the sounds in “thimo” and “reemo”, to practice.
5.2. PRACTICE: VIRTUAL WORDS AND REAL SYNTAX
10.3. WORKOUR FOR REAL-TIME TALK: LEARN TO SAY THIMO
Kids might say things as “phimo bimoes reemo” not only for fun, but also for real language exercise. Virtual words allow practice at the level of language form solely. This means we work as in school, only with shortcuts.
In our language journey, pronouns and nouns are ink blue. Highlights and mapping extents are blue. We avoid color red, for the prevalent and adverse associations with prescriptive opinion on error.