Graphic Grammar

Graphic Grammar Technique
by Steven W. Carruthers
Email: swcarruthers@hotmail.com
Steven W. Carruthers Graphic Grammar 2010
Table of Contents Topic Page
Shapes, Color, and Grammar .................................................... 3 Some Visual Rules ..................................................................... 4 Approach .................................................................................... 6 Technique: A Basic Lesson in Detail ........................................ 9 Artifacts: Sample Practice and Activities .............................. 13 Printable Cards ......................................................................... 19
Shapes, Colors, and Grammar

Jack and Sue them eats is
does can
Noun/Noun Phrases (white) Object Pronouns (bright green) Basic and Main Verbs, present and past (red) Forms of BE (medium green, like go light) Auxiliaries (helping verbs, modals, etc) (medium green) Active Participles(purple) & Passive Participles (light blue) Gerund vs. Infinitive (tan, light brown) Adjectives, Quantifiers, Articles, & Determiners (orange) Negation (bright orange) Punctuation (pink) ? Words, Noun/Adjective Clause Pronouns (bright yellow) Prepositions and Prep. Phrases (light green) Adverbs (blue) Conjunctive Adverbs (bright pink) Conjunctions (light purple)
eating swimming
eaten to swim
confident not ?
why
from
slowly although but
Some Visual Rules

Before teaching the written rules and looking at examples, students can access the visual rules of the system. 1. Notice in these activities, every sentence has a oval/round verb. To emphasize the need of a main verb. For example, sometimes, students of Arabic or Russian drop the be because it is not necessary always in their language.
eats
2. Every sentence has a rectangular noun. To emphasize the need of a subject. Speakers of Spanish and Portuguese, and even Japanese, will omit the subject because it isnt always required, especially in spoken language. 3. What about color? Do you remember the game, Red Light, Green Light? Green means you can go. You can go ahead and make a negative sentence if you have a green auxiliary. a. BE verb, as you know, does not need an auxiliary (a helping verb), so its green. This card is a green light to make a not sentence. If all you have is red, stop and think. Other Verbs, our red verbs, need to add something green. Most auxiliaries are triangles. This is similar to the Delta in math, which can mean change. Change a positive statement to negative. Get it?
can
is
buy
b.
c.
not
drive
4. To make a question, you also need a green auxiliary. a. Here is where we see our first fronting of the green verb. With green is, am, or are, go ahead and front the verb to make a question. Note: Avoid too much metalanguage. I do not use terms like Subject Operator Inversion with my students, and reserve grammar terminology for a later, formal lesson after the structures have been introduced. If all you have is a red verb, stop and think. Other Verbs, our red verbs, need to add something green. Add a green auxiliary, depending on the tense or mode. Front it, and you have a question.
did
are
the students
confident
b.
Jack and Sue
leave
5. Usually, we dont have two circles. Thats a visual rule. We dont say is have. a. Is we have homework? b. Are you be happy? (Exceptions? Structures with bare infinitive like You make us do too much homework, which has two agents, or a single subject and two verbs connect by and. For example, He sat and ate.) 6. We dont have two greens. We dont have two auxiliaries. So, when we introduce can will, we cant say a. She is will call her friend.
is
will
is
we
have
It not only violates a grammar rule; it violates a visual rule. Rules for other tenses and structures similarly follow visual patterns such as requiring the active versus passive participle in progressive tenses or active or passive voice. We still have to speak about how we form a perfect tense and how we use it, but we can introduce which verb follows have using our visual tools, before we talk about past participles.
Approach
To reach the broadest range of learners and learning styles, this Graphic Grammar approach combines manipulation of colored and shaped cards with movement and with the modes of English study and communication (reading, listening, writing, and speaking). Each combination of color and shape represents a specific part of speech or sentence element such as noun, verb, negation (not/no), auxiliary verb, and so on. As an activity progresses and sentence elements are needed, students take their place with cards to form a human sentence. As necessary for a certain form (e.g., questions), they move and change out cards. As Asher (1969) claimed, students learn by watching others participate. Often, these structures are familiar (whether from experiences, listening, or reading), but also new structures can be presented that they may have never attempted or really recognized. Much of the instruction can be done non-verbally without the teacher expressing a rule technically or explaining models. I often silently direct a student to move or change a card and I have used a happy or unhappy face card to show what is correct, and what is not. Students also get involved by signally with the face cards or by verbally giving feedback to their peers on the changes that are necessary for accuracy. Students can learn a lot from peers, and it also helps build a community of learners who freely help and correct each other. Part of the novelty that keeps students attention is that they are not certain what will happen next, but when it does happen, it is a simple combination of movement and flipping or adding cards which contain the sentence elements. Each simple structural change is understandable in a concrete, visual format. For example, to make She is a doctor, into a question, just change the punctuation to ?, and there is just one simple move to front the verb. The participating audience, intent on the action on the stage, can easily see and understand the movement and read aloud the new question. As Schmidt (1993) explained, this noticing and awareness of what is going on structurally is key to learning and acquisition of a
language. And the opportunity of peer feedback is also quite valuable. This approach also ties into a couple of other theories and views. The Multiple Intelligences Theory of Howard Gardner (1983) explained that people have different combinations of intellectual strengths. If your student is analytical, and a good reader, they may be able to look at the examples and learn the traditional grammar rules. No problem. If they are language oriented, and if the student listens well, and they might be able to echo the sentences and questions they hear, they might succeed, too, but still, theyll likely struggle with the small grammar like subject verb agreement or auxiliaries, which can be hidden in fast, reduced or relaxed speech. Seriously, Whaddaya wanna do? sounds pretty much like Fred Flintstones Yabba dabba doo, right? Some people have interpersonal intelligence, so they learn through interaction and social situations. How interactive is a grammar exercise? There are several versions of the concept of Learning Styles. In Neil D. Flemings (1987) view, for me, seems to tie into our multiple intelligences. Have you heard of: Visual/Verbal, Tactile/Kinesthetic, Visual/Non-Verbal and Auditory/Verbal learning styles? The visual verbal learner can acquire language through seeing the words, through reading and study. Moreover, your student might have a different learning style altogether! They might be visual non-verbal, which means they are better with colors and shapes than written words. Or, they could be kinesthetic learners, which means they need movement involved because they are a whole body physical learner. Or, they could be auditory learners, who either need discussion to learn, or are our somehow silent but very accurate passive learners. The Montessori Method (1929) often used physical play, and manipulation of objects, and word cards for instruction. To reach the tactile spectrum of learning, teachers make alphabet cards from sandpaper, so learners feel the letters as they trace them with their fingertips. This inspires me to have the students handling the different shapes. In truth, Nature has made each of us a combination of learning styles and intelligences, and by involving movement, speaking, interaction, reading, colors, and shapes, we can bring together so many learning opportunities,
chances to become aware of structure and to notice what is going on linguistically, and then learning and acquisition can take place. Later in the process, work with student and grammar can move to the board, where the teacher draws empty shapes in appropriate colors, like ovals for BE verbs in green marker. This step is important, as the empty void where the word should be helps students focus on the shape and its word order. As an evaluation of grammatical understanding, but without the metalanguage, teacher and students can rate different combinations of shapes (without words, even) as correct or not non-verbally, with the happy/unhappy face cards. For example, we cant have a question without a green oval or triangle, and we dont have two main verbs (red ovals) in a row. Empty shapes in this system, whether on the board or on a worksheet, produce a discernable void. I feel the concept of void is important. When learners omit the BE verb or another element in a written sentence, they dont necessarily see what is missing. They dont notice it yet. But, the shapes and voids in board and worksheet activities, and even editing, make that omission visible in controlled practice. Soon after introduction of a new structure and some written practice on the board or handouts, my scaffolding of shapes and colors diminishes. Then, it mainly appears as part of error correction or a signal to a student to selfcorrect. Like all good scaffolding, the use of cards and shapes diminishes over time, but they still come in handy when someone forgets part of the form. I simply point to one of the shape cards, our word wall, or silently draw the shape of the missing form near the error. They can then self-correct. You will likely notice it takes a lot of language to explain my basic lesson to teacher through text (in the next chapter), but it takes very little to demonstrate and present the grammar to students in class. It really is simple once the teacher and students develop the basic vocabulary of movements and activity, and sensitivity to grammatical forms in the cards.
Technique: A Basic Lesson in Detail

Objective: Students should be able form simple subject verb object (SVO) or subject verb complement (SVC) sentences using the verb TO BE in the present tense, select correct subject-verb agreement, and form Yes/No questions. Theyll also begin to select appropriate subject pronouns (he/she/they). Cards: I, he, she, they, we, you, is, am, are, a student, students, a teacher, a man, a woman, nationality cards (for whatever country/nationalities are present like China/Chinese, the United States/American, or Saudi Arabia/Saudi), from, happy, strong, tall, nervous, etc. Question mark and period. Id also have ready cards with each students name on it or let them make their own. Have a simple subject-verb agreement chart on the wall for reference. I dont start with that explanation; for some it is quite familiar. I tend to bring in the grammar instruction at the end of one of these mini-units.
Prep:
Part 1A. Introduction to Form 1. Generally, start up a lesson with a little informal chat that applies the structure involved. For this unit, I would talk simply about me, my family, students in the class. I am American. My wife is Juri. Juri is Japanese. She is tall. I then usually ask students about themselves. 2. Distribute several cards among the students, including the verbs, their names and nationalities. 3. Hold up I and a teacher. Say, Is this a sentence? and show the unhappy face card. 4. Have the student with am come up (prompt if necessary) and another student hold a teacher. Say, Is this a sentence? and show the unhappy face. Find the student with the period, and have
10
him or her join in. (It is helpful to have the sentence form a shallow arc so participants can see each other.) 5. Read the sentence aloud. Have all students repeat in chorus. I often have the punctuation student make a click tock with their tongue. Hold up the happy face. 6. Direct the student with the verb to step out, and show the unhappy face. Do the same with other sentence elements. 7. Now, substitute with mistakes like are or a students name card, Cho am a teacher. Say, Is this a sentence? You can also give happy/unhappy face cards to the students, but I usually like to start by calling on individuals, and having them calling out or raising hands to interact verbally. 8. Experiment with different names, adjectives, etc. You can also say, Is this true? when you have a student name with the wrong nationality. 9. Depending on whether this is review or an introductory lesson for novices, you can go as far as you see fit, such as the difference between She is Chinese, versus She is from China. Part 1B. Questions 10. 11. 12. 13. 14. 15. Have students form a sentence like You are from Spain. The punctuation card holder flips to the question mark. Ask, Is this a good question? Of course, no, and you can show the unhappy card. Have the student with the BE verb physically move to the front of the line to front the verb to form a question. Is this a good question? Yes, of course. Have a little fun flipping back and forth the punctuation. Substitute other subjects, objects, and complements to work with subjectverb agreement and reinforce word order.
11
Part 2. Focus on Form 16. Direct student attention to the chart and have them chant chorally, I am, you are, he is 17. Draw the simple shapes of the cards on the board in the correct order, an empty rectangle for the subject, a green oval for the BE verb, and another rectangle for the rest of the sentence. And, make an example without all the elements, like a missing verb or subject. With no words, just shapes with empty voids, do the same check, Is this a sentence? and Is this a good question? and reply with the face cards. The idea is to reinforce the meaning of the shapes and the fundamental patters. I like to have a couple incorrect patterns like no green oval (BE verb) or no noun rectangle. Then fill in the voids with correct words such as He is a student. Is she from China?
18.
19.
Part 3. Structured Practice 20. Using some mini-cards (which I let students cut out themselves for even more tactile experience), demonstrate making sentences about yourself and your students. I am Steve. I am American. Cho is happy. He is Korean. (I love the ELMO-style projector for this.) Have students correct your mistakes. Distribute packets of mini-cards to PAIRS of students. Have them work together to form about 5 different sentences. Pairs are essential for making the activity social, to meet the needs of interactive learners. (You can pair them as high-low mixed pairs, same level, different language, or whatever you think is appropriate. I like opportunities for peer teaching and correction.) Circulate to monitor. Have students read their sentences aloud to you and each other. Have students transcribe their sentences on a work sheet of shapes with voids.
21.
22. 23.
12
Part 4. Writing (and Speaking) 24. When appropriate, have a quick demonstration of capitalization of the first word and proper nouns. Make sure students put punctuation very close to the last letter of the last word of the sentence. Generally, as part of that lesson, I have a set of shape sentences on the whiteboard or projected, and then I write accurate English sentences below each. Have students transcribe their shape sentences to simple lined paper and submit for grading or just feedback on accuracy. Then, they can read their sentences aloud to each other, post them around the room, or collected in a portfolio notebook as a simple form of publishing.
25. 26.
Part 5. Follow-up Practice or Writing Assignment 27. As you can imagine, very soon, they need to learn about HAVE and other verbs. For this dichotomy, one way is to teach that BE is for all, HAVE is for part. For example, She is Japanese. All of her, 100%! She has black hair. Just part is black hair. Have students write or speak about their family, their classmates, or an autobiography. When I mark papers for feedback, I have some green, black, and red pens handy to draw shapes rather than editing symbols for missing or out-of-order elements. The main focus for this type of task is the subjects and verbs, so dont try to grade with 10 different colors and shapes. That would be exhausting and time consuming.
28. 29.
13
Artifacts: Sample Practice and Activities

I used the following artifacts in my live presentation. They are meant to be a model of how I used the shapes in written work with students, editing feedback and board work. I hope these give you some good ideas. Here are some descriptions and explanations of the items.
Sample Practice 1 This page shows how you might arrange shapes for sentence practice. This sheet has sentences with BE and other verbs, negation, and yes/no questions. It is unlikely that I would combine all of these in a lesson. I would spread out these in separate activities. Sample Student Activity A This is a model of a writing assignment I might use for sentence practice. I often work with lists of sentence when we first study a form and later have students compose passages and paragraphs. At first, in grammar instruction, I emphasize the fundamentals of form and sentence structure. The same editing marks can be used for paragraph style writing. Sample Board Work for Questions and Clauses. This sheet illustrates how I would use the shapes (using colored markers) on the white board. I also use abbreviations such as V1 and S1 for identifying the verb and subject of each clause. This helps students self-edit clauses for required elements and ensure they omit words that they replace with adjective clause pronouns. Sample Practice 2 This page illustrates the use of other shapes, such as the trapezoid for connectives and the star for question words and pronouns like that. I find it is not important to have the colors on handouts as long as they are first introduced in color through the cards. I do, however, show the auxiliaries and BE as shaded triangles and ovals, respectively. Sample Practice 3 Here is much of the same with tag questions. For work with the cards, I might display the sentence part on the screen and have students form the tag on their desks using smaller versions of the cards.
14
Sample Practice 1 Instructions: Fill in the shapes with words. Then, write your sentences and questions. Remember to start with a capital letter and end with a clear period or question mark. Example
is Steve
a teacher
?
Is Steve a teacher?
1.
my name
is
Michael
My name is Michael. _______________________________________________________
2.
he
teaches
English
_______________________________________________________ 3.
not
_______________________________________________________ 4.
does
_______________________________________________________ 5.
are
?
______________________________________________________ 6.
do
______________________________________________________
15
Sample Student Activity A: An Important Building Instructions: Write 5 sentences and 3 questions about one important place, building, or structure in your country. Tell about the people, too! Why do they go there? You can use words from the Word Bank. Examples: The Franklin Museum is an important building in St. Albans, Vermont. It is made of brick. Word Bank blue brick brown cement door five floors glass green large popular steel stone tall tan windows wood
Sentences 1. The Eiffel Tower is an important place in Paris. 2. It made of steel. 3. It is black. 4. It not have windows and doors. 5. It is an elevator. Questions 1. It is tall? 2. Do you wanting to visit? 3. Why is popular?
16
Sample Board Work for Questions and Clauses

A. Instructions. Read the sentence. Find the error and rewrite it correctly.
1.
Why she left early? _______________________________________________________
2.
I didnt ask why did she leave early. _______________________________________________________
3.
Who she speaking to? _______________________________________________________
4.
The man was she speaking to her brother. _______________________________________________________
B. Instructions: Mark the subjects and verbs. Sometimes, the Adjective Clause Pronoun (who, that, etc.) is the subject. If there is an error, rewrite the sentence.
The doctor whom we see him regularly very patient.
S1
S2 V1
V2
The doctor whom we see regularly is very patient.
My brother ,
who
in Dallas with our parents, have three children.
My brother, who lives in Dallas with our parents, has three children.
5. We didnt ask Mark what should do next. ________________________________________________________________ 6. The man that lives next door he is Mr. Johnson.
17
________________________________________________________________
Sample Practice 2: Clause Practice

Instructions: Combine the sentences. Fill in the shapes. Re-write the sentences.
A. Ellen was tired. Ellen went to bed early. (Use so or because.) 1. Ellen went to bed early _______________________________________________________ 2. Ellen was tired to bed early.
_______________________________________________________ 3. she was tired to bed early.
_______________________________________________________
B. She arrived late. I dont know why. 4. I dont know late.
_______________________________________________________ C. Mark talked to the woman. She lives next door. 5. Mark talked to next door.
_______________________________________________________
18
Sample Practice 3: Forming Tag Questions Instructions: Fill in the shapes with words or complete the sentences. Remember: A positive (+) statement has a negative (-) tag. A negative statement has a positive tag. Be accurate with punctuation! Then, rewrite your sentences.
Examples Steve isnt from Texas ,

is
he
?
Your parents work hard ,
do
nt
they
1.
Tag questions are easy
nt
_______________________________________________________ 2. Jack doesnt play soccer _______________________________________________________ 3. Tom and Jane

nt
play
soccer,
they?
_______________________________________________________ Complete the sentences. Add a tag question. Remember punctuation. 4. They
have
already left ___________________________
19
Printable Cards
The follow are prepared cards for commonly used vocabulary in my classes. You dont need to print all of the pages, only those appropriate to your level and focus. Print them on the appropriate color stock. Note the color in the upper left corner of the sheet. I found the multi-color cardstock packets at Walmart worked well. Spray adhesive like 3Ms general purpose adhesive (which is like spray contact cement) worked well. I spray and adhere cards back to back, and later cut out the shapes. This way, the glue is closer to the edge. I generally only laminate commonly used cards such as auxiliaries.
To print Mini-Cards for the student to use at their desks, in pairs or independently, select the page range on the print screen to the desired set of color-grammar form. Then, set pages per sheet to 16. Theyll come out with several pages on one page. Print them on the appropriately colored card stock and keep in a zip-type sandwich bag.
Thanks, Steve Carruthers
GREEN: BE and auxiliaries, modals, etc.
Auxiliary Verbs (helping verbs) and BE

2010 Steven W. Carruthers Graphic Grammar
am
is am are
was
were
do
does
did
has
have
had
can
cant
will
wont
should
would
could
might
may
ought to
must
arent
isnt
wasnt
werent
RED: other VERBS, NOT BE OR AUX
active verbs, rd basic form, 3 person, past

has
have
had
look
looks
looked
teach
teaches
taught
like
likes
liked
speak
speaks
spoke
eat
eats
ate
be
drink
drinks
drank
come
comes
came
arrive
arrives
arrived
know
knows
knew
do
does
did
talk
talks
talked
buy
buys
bought
go
goes
went
steal
steals
stole
lose
loses
lost
put
puts
put
read
reads
read
WHITE: NOUNS, noun phrases, subject pronouns
Nouns & Pronouns, Noun Phrases & Possessive Pronouns

you
he
she
it
we
they
mine
yours
his
hers
yours
ours
theirs
chicken
beef
kabseh
kimchee
money
music
school
home
here
there
a bike
a car
the bus
a wallet
a purse
a computer
an iPad
a phone
a book
books
a pencil
an eraser
pens
broccoli
spinach
English
Spanish
Russian
Japanese
Arabic
a backpack
homework
an assignment
assignments
a hamburger
a man
a woman
men
women
carrots
tomatoes
salad
rice
potatoes
an apartment
a house
lamb
a friend
friends
sushi
food
milk
water
soda
a sports drink
coffee
tea
cake
cookies
China
the United States
Japan
Mexico
Brazil
Peru
my friend
my friends
a friend
friends
my name
her name
his name
Steve
Jennifer
Michael
Sara
Jack
Raul
Ali
Chen
Cho
ORANGE: ADJECTIVES, QUANTIFIERS, AND ARTICLES (WHICH ACT LIKE A QUANTIFIER ONE), AND DETERMINERS (e.g., the)
adjective & quantifiers, articles, and determiners (the)
happy
unhappy
nervous
confident
afraid
courageous
shy
outgoing
friendly
standoffish
good
bad
joyful
sad
pleased
disappointed
tall
short
beautiful
handsome
bland
spicy
sweet
bitter
sour
salty
cool
warm
hot
cold
humid
dry
expensive
inexpensive
quiet
noisy
soft
loud
similar
different
TRUE
FALSE
helpful
selfish
talkative
silent
thin
thick
my
your
his
her
our
their
its
some
a few
a lot of
many
much
more
a little
one
two
three
four
five
six
seven
eight
nine
ten
zero
twenty
fifteen
thirty
forty
forty-five
fifty
zero
sixty
the
those
this
that
these
a
an
BLUE, MEDIUM BLUE ADVERBS
adverbs
Steven W. Carruthers 2010 Graphic Grammar
never
rarely
sometimes
usually
often
always
soon
recently
slowly
accurately
correctly
well
beautifully
too
very
extremely
immediately
BRIGHT ORANGE: NEGATION
not
Steven W. Carruthers 2010 Graphic Grammar NOTE: Not acts like an adverb. No acts like an quantifier/adjective.
not
no
no
nt nt
nt nt
BRIGHT GREEN: OBJECT PRONOUNS
OBJECT PRONOUNS
me
you
it
him
her
them
us
BRIGHT YELLOW: INFORMATION QUESTION WORDS
Information words, ACP, NCP

who
what
where
when
why
how
which
that
how many
how much
what time
how often
whom
what kind of _
whose
LILAC/LIGHT PURPLE: CONJUNCTIONS
Conjunctions
but
so
and
for
yet
nor
or
or so
BRIGHT (HOT) PINK: ADVERB CONNECTORS (time, cause & effect, etc)
ADVERB CONNECTORS
because
although
even though
whereas
while
when
after
before
as soon as
by the time
if
LIGHT GREEN: PREPOSITIONS AND PREP. PHRASES
PREPOSITIONS
in the morning
in the evening
in the afternoon
at night
during ___
from
to
near
far
in front of
behind
next to
because of
due to
at
in
on
across from
GERUND or INFINITIVE
TAN (INFINITIVE) LIGHT BROWN (GERUND).
to speak
to go speaking
to go
going
to learn
learning
to eat
eating
LIGHT BLUE: PASSIVE (PAST) PARTICIPLE
passive participles (past participles, rd or 3 form)

been
had
come
taught
seen
looked
talked
arrived
liked
eaten
bought
stolen
read
said
studied
written
listened
left
understood
taught
gone
broken
drunk
PURPLE: ACTIVE PARTICIPLE (for progressive etc.)
active participles (present participles, or 4 form) underlined are non-action verbs

th
being
having
coming
teaching
seeing
looking
talking
arriving
liking
eating
buying
stealing
reading
saying
studying
writing
listening
leaving
understanding
teaching
giving
going
breaking
drinking
PINK: PUNCTUATION
.
PINK: PUNCTUATION
?
PINK: PUNCTUATION
,
PINK: PUNCTUATION
,
PINK: PUNCTUATION
.
PINK: PUNCTUATION
: .
PINK: PUNCTUATION
;
PINK: PUNCTUATION
?
PINK: PUNCTUATION
!
PINK: PUNCTUATION
PINK: PUNCTUATION
PINK: PUNCTUATION
PINK: PUNCTUATION

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Graphic Grammar Technique

Steven W. Carruthers Graphic Grammar 2010

Table of Contents Topic Page

Shapes, Colors, and Grammar

slowly although but

Some Visual Rules

Jack and Sue

Technique: A Basic Lesson in Detail

Artifacts: Sample Practice and Activities

My name is Michael. _______________________________________________________

Sample Board Work for Questions and Clauses

Why she left early? _______________________________________________________

I didnt ask why did she leave early. _______________________________________________________

Who she speaking to? _______________________________________________________

The man was she speaking to her brother. _______________________________________________________

The doctor whom we see him regularly very patient.

The doctor whom we see regularly is very patient.

in Dallas with our parents, have three children.

Sample Practice 2: Clause Practice

_______________________________________________________ 3. she was tired to bed early.

B. She arrived late. I dont know why. 4. I dont know late.

Examples Steve isnt from Texas ,

Your parents work hard ,

Tag questions are easy

_______________________________________________________ 2. Jack doesnt play soccer _______________________________________________________ 3. Tom and Jane

already left ___________________________

Thanks, Steve Carruthers

GREEN: BE and auxiliaries, modals, etc.

Auxiliary Verbs (helping verbs) and BE

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

GREEN: BE and auxiliaries, modals, etc.

2010 Steven W. Carruthers Graphic Grammar

GREEN: BE and auxiliaries, modals, etc.

2010 Steven W. Carruthers Graphic Grammar

GREEN: BE and auxiliaries, modals, etc.

2010 Steven W. Carruthers Graphic Grammar

GREEN: BE and auxiliaries, modals, etc.

2010 Steven W. Carruthers Graphic Grammar

GREEN: BE and auxiliaries, modals, etc.

2010 Steven W. Carruthers Graphic Grammar

_ 2. Jack doesnt play soccer _ 3. Tom and Jane