6.2. GRAMMAR COGNITIVE GROUND

Isolated word form, whether auditory or visual, is not enough to convey language information. We can work our time frames only in context.

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6.1. OUR LINGUISTIC GRAVITY: THE NOTIONAL GROUND

Our cognitive grounds matter much, when we choose our paths with language. These grounds depend on our knowledge of language structure.

5.3. PRACTICE: REAL SYNTAX AND MORE WORDS

All verbs here can be irregular. Feel welcome to APPENDIX 2: it marks American English forms as AE, when they differ from British forms, BR. We continue practicing abbreviated verb forms, as in EXERCISE 28.   ’m: am ’re: are ’s: is ’ve: have ’s: has ’d: had   We can tell abbreviated “is” from … Continue reading 5.3. PRACTICE: REAL SYNTAX AND MORE WORDS

5.2. PRACTICE: SYMBOLIC CUES AND REAL SYNTAX

Our brains can work with verbal paths as well as visualization. It does not mean we have to stay with the words or visuals, especially forever. These are just to help. Importantly, without knowing where we are about faculties, activities, or states, we could be only repeating formulas after other people.

CHAPTER 5. LET US MAKE OWN PATHS ABOUT TIME

The Affirmative, Interrogative, Negative, and Negative Interrogative, for the Simple, Progressive, and Perfect Aspects.

4.2. LANGUAGE MAP PRACTICE

Written or spoken texts do not determine our inner language. We can learn to focus on the Aspect, gather our verb forms from elements, as well as take language tasks "at the drop of the hat", when our inner language integrates the essentials.

3.1. THE FIELDS AND THE RIVER OF TIME

We recognize Aspect patterns for the Simple, Progressive, and Perfect, from uses for the PRESENT, PAST, and FUTURE. In simple words, we draw conclusions on the River of Time running through the Fields of Time.

2.1. WORD PRACTICE IN THE FIELDS

We exercise verb 1st and 2nd forms for the grammatical PRESENT, PAST, and FUTURE. In simple words, we learn to put verbs in Fields of Time.

COLORS CAN HELP READ AND LEARN

Some verb forms can work as head verbs as well as auxiliaries. Our head verbs can head verb phrases. They tell the activity or faculty. Auxiliaries always require another verb. We can use a simple color code, to tell head verbs from auxiliaries easy.