10.3. MORE FORM RELATIVITY PRACTICE

We learn to perceive the nodal time:
B. The grain of sand did one hour of thinking about composite things a day, and appreciated the activity as emotionally valid. ■→More

10.1. UNREAL OR REAL TIME

No group and no Government can properly prescribe precisely what should constitute the body of knowledge with which true education is concerned.
— President Franklin Delano Roosevelt ■→More

CHAPTER 10. FORM RELATIVITY GALORE

With theory making, the verb form “HAVE” works as a syntactic device, an anchor to close the frame on time; and all the way, the form goes a step forward, in its target grammatical time reference. ■→More

9.4. MODAL RELATIVITY PRACTICE

Human lives are not just stories, but the narrator time can help comprehend the notional time, the time of the person who speaks: we "target" and "jump" grammatical time extents, with Mark Twain's Huckleberry, too. ■→More

9.2. THE MODAL NET

We have considered two sides of a hypothetical fruit. Let us now think if we could arrive at the theory net “weight”: we people usually purpose something real for theories. ■→More

8.1. EARTHLING BASIC COGNITIVE VARIABLE

Planet Earth has been a human natural habitat for millennia. In thousands of years, people to think what there is {ON} a map, have not denied plausibility for places {IN} areas, routes {TO} places, as well as locations {AT} them. Early childhood learning to talk has been getting along with learning to walk. For all English Aspects and tenses, this is always the first element in the verb pattern to change for the grammatical time, and that as for the variable {ON}. ■→More

CHAPTER 8. A PERFECT AND PROGRESSIVE REGARD

Matters may never be what they seem, but they are what they look: the Perfect Progressive does merge the Perfect and the Progressive. All Perfect tenses have an open time frame. ■→More

7.1. PRACTICE FOR THE HEART AND THE MIND

We learn to decide on own use of the Progressive ING, and the cognitive variable {ON}. Our answers do not have to be identical. We people differ in verb use. ■→More

CHAPTER 7. TIME IN THE MIND AND HEART

There are many grammar books to tell about “stative” or “static verbs”; that we should never use them with the Progressive; that phrases as "I am loving you" or "I am hating you" are incorrect. In fact, such phrases do occur also in educated styles, and more, without the brain and mind, the heart is just a muscle. ■→More

6.5. THE TARGET TIME AND FRAME

We use time frames and symbolic cues, to work as in the Mind Practice for the difference between the Simple and the Perfect. ■→More

6.4. MORE PRACTICE: THE GRAMMATICAL FRAME, VARIABLE, AND FORM

4. After some study of a number of ideas on the cosmos, she (picture) the humanity as an odd kind of fish in a series of still larger fish tanks. Early in the series, there (be) N any point to try bringing another fish tank to imagination. It (require) adding more fish tanks. ■→More

6.3. EXERCISES: THE ASPECT AND THE TIME FRAME

Mind practice for the Aspect and the time frame.
2. The skylark found nothing to outbid the bit of cosmos with a squid.
8. The spotted redshank bachelorette bewailed and reset her buret for the bouncing bet. ■→More

6.1. OUR LINGUISTIC GRAVITATION

We people can share novelty, as well as speak without looking to the hour. We may resort to natural Earth and think gravitation. to choose on the grammatical time frame. ■→More

5.3. PRACTICE: REAL SYNTAX AND MORE WORDS

Abbreviated verb forms are really much in use in American English. It is important to learn telling them. We first try the exercises in our thoughts, as in the Mind Practice. ■→More

5.2. PRACTICE: SYMBOLIC CUES AND REAL SYNTAX

Symbols can be really helpful, whe we want effective and effortless language habits. Let us combine the Aspect and Time, to exercise symbolic cues. We try only to think about our answers: true learning is in the mind. ■→More

4.2. PRACTICE: ASPECT COGNITIVE MAPPING

To think about grammatical time, we do not have to feel bound to fields and land travel, even if only symbolically. We can imagine a bald eagle ON Mount Elbert. He nests IN a valley, flies TO the mountain top, and stays AT the summit, for warm days. The eagle route has four types of reference. ■→More

CHAPTER 4. TIME RAMBLES DIFFERENT WITH DIFFERENT PEOPLE

Human walking or other moving about needs place and time, yet it does not need anybody to describe, give rules or definitions. We can connect the grammatical aspect and basic ways we people orientate in physical space. More→

3.2. THE PERSON ‘YOU’

In a standard, face-to-face conversation, it is naturally easy to tell if we speak with one or more persons. However, the pronoun you has evolved into the same shape for the singular and the plural. The form is also the same as verb object. ■→More

3.1. THE FIELDS AND THE RIVER OF TIME

Whether English is spoken or written, verb forms be and have are the most usual to occur. We can extract patterns for the Simple, Progressive, and Perfect. ■→More

CHAPTER 3. TIME IS LIKE A RIVER

Everyday language has phrases as a flow or passage of time, a course or current of events: we people happen to have such impressions about life and time. Let us imagine a river of time. There are word patterns to show in the river, and there are pods of time to surface with them. We need to use a pattern, for a pod to carry us through. ■→More .

2.1. MORE WORDS IN THE FIELDS

Verbs may change in shape for the PRESENT, PAST, and FUTURE, and not all are regular in this. We exercise verb 1st and 2nd forms in the fields of time. ■→More

CHAPTER 2. THE FUTURE NEEDS THE PRESENT

humans have evolved grammars along with perception for three-dimensional space. There never has been, and there is not at hand really, any fourth dimension, as time. The real time we people live in is always our PRESENT. The verb form "will" can map on the real-time FUTURE already in its PRESENT grammatical form. ■→More

1.1. FIELDS OF TIME: BASIC PRACTICE

Learning a language always requires thinking, but it does not require difficulty. The simple exercises here are to help work out flexible habits that can contribute to advanced language skill. More→

CHAPTER 1. WE CAN PLAN ON TIME AS IN FIELDS

We cannot touch time. We cannot see or hear time. Clocks can show the time only as we set it, and grammatical time is not the same thing as the hour. How can we learn the grammatical time, then? To an extent, we may think about time together with place. More→

LANGUAGE FORM

We always need to know the language and the context, to see what the language form denotes: a picture of a cat is not a cat. To work on language form and syntax, we can use virtual words. We have two invented verbs, bimmo and thimo, and two invented nouns, phimo and rheemo. We use them only if and when we like. ■→More