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Exercise 60. Let us practice targeting time extents. We can use another virtual word, thimo. It is a virtual verb. We can give it the gillyflower color, as for bimo. We can abandon the invention later. Our new invented word has the sound “th” (Ɵ). Learners happen to substitute or mistake it for other speech sounds.
We can practice our tongues. We may pronounce bimo, [b I m o υ], with the tip of the tongue pressed against our lower teeth. Then, we can try phimo, [f I m o υ], with the tip of the tongue against the lower teeth, still. Keeping our tongues firm at lower teeth may take conscious control.
After, we can say thimo, [Ɵ I m o υ], with the tip of the tongue at the upper teeth. We do not press the tongue against the teeth. We let a little air between.
This can help us become more aware and in control of our tongues.
Virtual words can help focus on syntax. We remember to conceptualize, as in the mind practice of Chapter 1.2.
We regard Form Relativity.
Exercise 61. Let us try „jumping” time extents and regard Expression. We can provide the arrow cues. The symbols are,
Let us mind to say “thimo”: if we want to thank someone, we’d better not tank him or her. We may compare a few more examples: than (a comparative), tan (brown skin color to result from sunbathing), these (a demonstrative), tease (to irritate), thin (not thick, heavy, or broad), tin (a metal).
Let us remember about language information pools (Chapter 6 introduces to them). We do not have to be very rigorous about syntax. It allows some flexibility.
In questions, we can ask about the result first.
We do not have to ask about the result first, however.
We can use the question mark for our Interrogative Expression.
We can use the letter N for our Negative Expression.
Let us have this exercise for a bit of practice for the mind. We do not memorize.
Exercise 62. We can use Form Relativity with the Progressive. Let us try real verbs and remember about our proper egoism (compare the Earthling basic variable).
We may combine language features. Unlike in real life, the exercise provides brief stretches of language and mapping aspects. Unlike in real life, we can take as long as we care and we never need to feel stressed. As in real life, we may think about the examples as a story.
We can be back with someone we met in exercise 37. Ms. Seges also appeared in Part One of our grammar course. We did not get to know her name then. We were learning about personal pronouns. If we have read the note for exercise 56 in the key (and in Chapter 9.4), we know that “we” can be a personally neutral figure of speech (I do not presume you remember all detail).
The same note mentions figurative thinking. We do not claim our story to be true. We can imagine Ms. Seges is home, in her study. Mr. Seges ― we never met him yet ― returns from a literary meeting.
“Honey, I’m back. What are you doing?”
I’d be reading horoscopes.” (Ms. Seges never reads horoscopes.)
“That is …?” (Mr. Seges does not believe Ms. Seges would ever read horoscopes.)
“This looks like a calligraphic copy of Vespucci’s letters. It was slipping out of our backyard hedge, no covers or front matter.”
“Hadn’t it sure taken a lot to make such a book, I’d suspect that Babbitt next door. Bill once wrote me the book I was looking for was as likely to be obtained as a calligraphic of Vespucci’s originals. It was completely a legend, he checked with the Freeman’s.” (Let us mind our rich text interpretation, as for exercise 55, in Chapter 9.4. Babbitt is a character by Sinclair Lewis, an American writer. The Freeman’s are a famous auction house to specialize also in books. Amerigo Vespucci described his voyages in letters to Lorenzo di Pierfrancesco de Medici.)
“About legends, my favorite Chicago blend is . . .”
“Honey, I would have remembered about the coffee; I was so preoccupied . . .”
“I’m putting that with my records. The coffee is not completely a legend. It exists somewhere in Chicago.”
Not only books and their covers could be stylish. Inversion can be a matter of style. It does not indicate a question in the pattern “Hadn’t it sure taken a lot (of work)” above. Please compare our language economy on page 118.
Relative forms also allow “were” (the past plural of the verb to be) with I, he, she, and it. We can say, “If I were, If he / she / it were . . .” to hypothesize generally about the PRESENT and now. Forms as “If I / he / she / it was . . . ” may sound more particular, they are yet up to personal choosing. “Were” is more widely acknowledged.
Formal American English uses full forms of verbs. Let us take it into account.
If I was Santa, I would not be (wouldn’t be) looking for a spare bag now.
If I were Santa, I would be (I ‚d be) a book Santa: I would give away kids books.
We can put the value IN next to the verb to go with the Progressive. The arrows show the target time extent. We can stay ON our human and logical extents for qualities, hearts and minds, ignoring any cues. We can refer to exercise 63 (Chapter 10.4).
Please think if to use FORM RELATIVITY in example 2. A non-relative form will show a number of activities different from the relative. We can use Modals other than will, too.