5.2. Practice: symbolic cues and real syntax

Exercise 22. Let us exercise our target grammatical time with symbolic arrow cues. We form the answers in our minds solely: this is where thinking habits take shape.

1. IN a spot within a FUTURE time extent;
2. TO a time within a PAST time extent;
3. ON the PRESENT time extent;
4. TO a time within a FUTURE time extent;
5. TO a time within a PRESENT time extent;
6. ON a FUTURE time extent;
7. IN a spot within a PAST time extent;
8. IN a spot within a PRESENT time extent.

Exercise 23. Let us gather from elements, as in ■PRACTICE 4.2, and remain focused on our symbolic cues.

1. {IN}, ING, the PAST
2. {TO}, 3RD, the PAST
3. {ON}, the FUTURE
4. {IN}, ING, the PRESENT
5. {ON}, the PAST
6. {TO}, 3RD, the FUTURE
7. {ON}, the PRESENT
8. {IN}, ING, the FUTURE

Exercise 24. Let us try our language natures another way round. We begin with our arrow cue, and think about language elements. Let us remember about ■GRAMMAR VISUALS.

Exercise 25. We may think about Bob and Jemma, to use the task from the previous exercise; our head verb can be to learn.

Please mind, we are not practicing behaviorist reflexes. We are about flexible habits. In this exercise, we prioritize the Time and Aspect.

We do not have to begin with choosing if we say Jemma learns, Bob learns, or Bob and Jemma learn. We may first imagine all grammatical person and verb forms, as in the ■Big chart, and the particular form we decide to make becomes our Expression of the Aspect.

Exercise 26. The previous exercise had all Expression in the Affirmative. Let us expand. We mark negative questions with the question mark and letter N.

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Exercise 27. Let us try language logic for the Interrogative and Negative, within a PAST time extent. We can stay with the verb to learn, as well as choose to visit ■APPENDIX 2 or ■APPENDIX 3, and try other verbs.

Example:

Answer: Was Jemma learning?

We are staying in the PAST field of time, thinking about all grammatical persons. The website has ■free visual materials.

We may turn to the PRESENT time extent, after we have practiced the PAST.

Answer: Is Jemma learning?

Exercise 28. Another way round, let us begin with syntax, the Interrogative or Negative, to use the cues and variables.

If the same head verb, to learn, brings monotony, ■APPENDIX 2 or ■APPENDIX 3 can give us plenty of other verbs.

Example: Had Bob learned?
Answer:

Everyday English has abbreviated forms as doesn’t, hadn’t, and won’t. Let us think about the full forms too, exercising as in the ■MIND PRACTICE.

1. Jemma doesn’t worry.
2. Bob and Jemma hadn’t worried.
3. Is Jemma smiling?
4. Hasn’t Bob learned?
5. Bob didn’t worry.
6. Will Bob and Jemma have earned their credits?
7. Will Bob and Jemma smile?
8. Was Bob learning?
9. Bob won’t have failed.
10. Will Jemma be smiling?

Feel welcome to some more practice.
■5.3. REAL SYNTAX AND MORE WORDS

■This text is also available in Polish.

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