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1What’sinasentence?

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IT● Parts of speech● Sentence elements● Getting things in the right order

Meet ManuelaManuelaisateacher.ShelivesinBuenosAires,Argentina.Lastweekshewaspresentedwitha‘TeacheroftheYear’awardbythedirectorofherschool.Theprizewassomemoneyandsomeflowers.

ManuelateachesteenagersatalargesecondaryschoolandattheweekendsshegivesprivateEnglishclasses.SheismarriedtoamanshemetwhenshewasskiinginBariloche.BarilocheisafamousskiresortinArgentina.

YesterdaywasManuela’sweddinganniversary.Inthemorningherhusbandgaveherabeautifulnecklace.Shewasveryhappy.Shecried!Intheeveningshegavehimanewmobilephone.Hethankedherenthusiastically,eventhoughhehadboughthimselfthesamephoneearlierintheday.Hewonderswhenhewilltellher,buthethinkstodayisnottherighttime.

Parts of speech● InthestoryaboutManuelatherearequiteafewNOUNS(whichdescribethings)such

asManuela,Buenos Aires,Bariloche,teacher,school,husband,award.Wewilllookatnounsin000 .

● TherearealsoPRONOUNS(whichtaketheplaceofnouns);she,he,her.Wewilllookatpronounsin000 .

● TheADJECTIVESinthetext(whichdescribethenounsinmoredetail)includefamous,beautifulandhappy.Wewilllookatadjectivesin000 .

● ThetextabovealsohasanumberofVERBS(whichdescribeactions,statesandevents),suchasis,lives,was awarded,teaches,gave,had bought,etc.Wewilllookatverbsin000 .

● Thewordenthusiasticallyisanadverb(itdescribestheverb);thereareADVERBIALPHRASESinthetext,too,suchaslast weekandin the morning.Wewilllookatadverbsin000 .

● Therearetwoarticlesinthetext;theINDEFINITEARTICLEa,andtheDEFINITEARTICLEthe.ThewordsomeisaQUANTIFIER(ittellsus‘howmuch’).Wewilllookatarticles(andquantifiers)in000 .

● PREPOSITIONS,suchasinandof,showhowotherwordsareconnected.Wewilllookatprepositionsin000 .

● TheCONJUNCTIONSandandbutconnectsentencesandclauses.Wewilllookatconjunctionsin000 .

Sentence elementsHowdoweknowwheretoputthepartsofspeechtomakeasentence?WhataretheELEMENTSOFASENTENCEandwhatordershouldtheygoin?

● Manysentencesconsistofsomeorallofthefollowing:SUBJECTS(She),verbs(teaches),OBJECTS(teenagers)andADVERBIALS(at a large secondary school).

● Sometimessentenceshavemorethanoneobject.InthesentenceHer husband gave her a beautiful necklace,a beautiful necklaceistheDIRECTOBJECT(itisthethingthatwasgiven)andheristheINDIRECTOBJECT(shewastheonewhobenefitedfromtheaction).

● Somesentencesdonothaveanobject.Insteadtheyhaveasubject(she)averb(was)andaCOMPLEMENT(happy).

● Sometimesweonlyuseasubjectandaverb(She cried.)000 .

● Sometimeswemakemorecomplicatedsentencesbyjoiningtogetheranumberofclauses:She is married to a man / She met the man when she was skiing / She was skiing in BarilochebecomesShe is married to a man she met when she was skiing in Bariloche.Wewilllookatclausesin000 .

Getting things in the right orderThebasicsentenceelements(subject,verb,object,complement)areslotsintowhichweplacewords.Butwehavetobecarefulwhichwordsweputintotheseslots.ForexamplewecanputPRONOUNS(she,he,they,etc)orNOUNPHRASES(The young woman,The director,her husband,etc)intothesubjectslot,butthesentencewouldnotworkifweputanADJECTIVE(angry)oranADVERB(seriously)there:angrily is a teacher!Wecannotputnounsoradjectiveswhereverbsgo,etc.

Thesentenceelementshavetobearrangedincorrectsequences.Forexample,wecansayManuela is a teacher(SVC),orwecanchangetheordertomakeaquestionIs Manuela a teacher?(VSC).ButwecannotsayIs a teacher ManuelabecausewedonotusethesequenceVCS.

However,Sometimes–becausewewanttofocusonwho‘receives’theaction(orbecausewedon’tknowwhodidtheaction)–werearrangetheorderoftheSVOelementsandputthe(indirect)objectinthesubjectposition.Forexample,insteadofsayingThe director (1) of her school presented her (2) with a ‘Teacher of the Year’ award,wecanmakethesentencePASSIVE(She (2) was presented with a ‘Teacher of the Year’ award by the director of her school (1)).

Sentence-ordering activities

We often get students to re-order words to make sentences. This makes them think carefully about syntax (the correct sequence of sentence elements). For example, we can ask them to do exercises like the following:

Put the following words in order to make correct sentences:a a / is / Manuela / teacherb Manuela’s / was / wedding anniversary / yesterdayc a / beautiful / gave / her / her / husband / in / morning / necklace / the

We can ask students to put in punctuation, too, such as capital letters, full stops (periods), question marks, inverted commas (quotation marks), etc.000 .

An enjoyable variation is to have the students hold the words on cards above their heads (so they can’t see them). The other members of the class have to tell them where to stand. DVD00

UNIT 1�What’sinasentence?

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56Introducingnewlanguage1

UN

IT● A popular way of introducing new language – An example of PPP in action● How to show language construction

A popular way of introducing new languageManyteachersuseaprocedurecalledPPP(PRESENTATION,PRACTICEandPRODUCTION)tointroducesimplelanguageatelementaryandintermediatelevels.Wepresenttheform(theconstruction),themeaninganduseofthenewlanguage,andthenthestudentspractiseit(oftenusingdrillingandcontrolledpractice 58 ).Finally,whentheyhavebecomefamiliarwiththenewlanguage,weaskthemtoproducetheirownsentencesorphrases,usingwhattheyhavejustlearnt.

An example of PPP in actionInthisexampletheteacherisintroducingthethirdpersonsingular(he,she,it)ofthePRESENTSIMPLEtensetodescribehabitualactions.Shewantstomakesurethatherstudentsunderstandthewayweusethepresentsimple(totalkaboutwhatpeopledoonaregularbasis).Shewantstomakesurethattheyunderstandthatweneedtoaddthe-sMORPHEMEtotheverbwiththethirdpersonsingular.Shewantsthemtohearthedifferentpronunciationsof-s(/z/ingoes,/s/inworks,etc).

Stage 1

Amanda (the teacher) shows her elementary students a picture of a young woman. She tells them that the woman’s name is Meera. She asks them to guess what Meera does, before telling them that she (Meera) is a doctor. Guessing helps to engage the students’ attention.

Stage 2

The teacher shows her students a picture of a clock. She asks them what time it shows (six o’clock). She says:

OK. Six o’clock every day … Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.

She then points to the picture of Meera and mimes waking up and getting up. She says:

She gets up at six o’clock.

Amanda is introducing the meaning of the new language.

Now she models the sentence by saying:

She gets up at six o’clock … listen … gets … gets … get … s … get … s … gets … gets … she gets up at six o’clock.

Notice how she says the sentence in a normal voice but then she ISOLATES the main grammar point (gets) before DISTORTING it (get … s … get … s). She ends by modelling the sentence again in a clear voice. She may also write the sentence on the board like this:

Stage 3

Amanda now gets the students to repeat the new sentence using CHORALREPETITION 57 (they all say the sentence at the same time) and then individually.

Stage 4

The students now see di� erent pictures to teach sentences such as She drives to work, She works in a hospital, etc. Now Amanda can point to any of the pictures and have the students say the sentence which applies to that picture.

At various stages during this procedure Amanda can CHECKMEANING (make sure the students have understood the new structure) by asking concept questions such as Does she get up at six o’clock on Thursdays? (Yes she does because she gets up at six o’clock every day), Does she walk to work? (No she doesn’t. She drives).

Final stage

When the students have practised all the sentences about Meera’s daily routine, Amanda asks them to make their own sentences about what they themselves do every day (I get up at seven o’clock, I take the train to work, etc). This is the point at which students ‘take the language’ for themselves and make it their own.

How to show language constructionWecanusefingersandarmstoshowlanguageconstruction(wordorder,contractions,etc). DVD00

Wecanusediagramstoshowgrammaticalrelationships.Forexamplewecanuseasquigglylinetoshowthemeaningofthepresentperfectcontinuousinthesentence‘They’vebeenplayingtogetherintheorchestrasince2009’. DVD00

Wecanalsouselines,boxesandarrowstoshowsuchthingsastherelationshipbetweenstatementsandquestions.Wecanusedifferentcolouredpenstohighlightsuchthingsasverbtenseconstructionorshowagreementbetweensubjectandverb.

Thereareotherwaysofintroducingnewlanguage,apartfromPPP 56a .

2009|

they started playing here

now|

they are still playing together

▲

He can swim.��Can he swim?�����He swims on Fridays.

UNIT 56�Introducingnewlanguage1

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● Contexts for introducing language – Stories – Pictures, objects, mime – Learning by doing – Texts – Dialogues● Alternatives to Introducing new language – Discovery – Test–teach–test – Task-based learning

Contexts for introducing new languageInUnit56wesawhowtouseaSITUATION(DoctorMeera’sdailylife)tointroducethePRESENTSIMPLEusingPPP.Situationslikethisareextremelyusefulforintroducinglanguageatlowerlevels(beginner,elementary,pre-intermediate).Thenumberofsituationswecanuseisonlylimitedbyourimagination!Forexample,wecanteachtheWILLFUTUREwithanimaginaryvisittoafortuneteller(thefortunetellercansayYou will meet a handsome stranger,etc).Wecanteachcanandcan’tbytalkingaboutsomeoneinprison(He can’t go to the cinema,etc).Wecanteachthepresentcontinuouswithasituationinwhichtwopolicemenorspiesareobservingasuspect(What’s she doing now? She’s climbing through a window).

Wecanuseanumberofdifferentcontextsandresourceswhenweintroducemeaning:

Stories can be used to contextualise new grammar. For example, we can tell our students the following story (and we can use pictures to illustrate it, if we want):

One day seven years ago, Mary’s alarm didn’t go o� so she woke up late. She ran out of her door and fell down the steps. A neighbour called an ambulance and Mary went to hospital. In the hospital she met a handsome doctor. She o� ered him a job on her TV programme. They started to work together. They fell in love and got married. Now they have three children.

Now we ask the students to imagine if things had been di� erent. For example, If Mary’s alarm had gone o� , she wouldn’t have got up late. If she hadn’t got up late, she wouldn’t have run out of her door, etc.

Pictures, objects, mime Even though computers, electronic notepads and interactive whiteboards are common in a number of places, teachers still need to be able to draw quick pictures and diagrams when they are needed. For example, we can show pictures of people getting o� , onto, out of, into cars, buses, clothes, etc. We can draw happy and sad faces, or rain and snow. But we can mime these things, too, just as we can mime people having a shower, making a cup of co� ee or frying an egg.

Learning by doing is especially useful for students at low levels. Using gestures and movement, we can get the students to follow instructions, such as Stand up! Sit down! Go to the window! Open the window! etc. They can then start giving instructions themselves. This way of doing things, fi rst suggested in the 1970s, is called Total Physical Response (TPR).

Meeting language in texts is always useful because students get to see the language in context; they see how the new language (grammar, vocabulary, etc) is used together with the other language that surrounds it. For this reason, many teachers ask students to analyse specifi c language in reading texts after they have worked on the meaning. They ask them to focus on specifi c language in an audio or video track after they have practised listening (and watching).

UNIT 56a�Introducingnewlanguage2havemoved‘Dialogues’toendoflisttogetDVDstillaslargeaspossible56a

Introducingnewlanguage2

UN

ITDialogues can be used to introduce language. At pre-intermediate level, for example, we can draw two faces on the board (or show two people on the screen). We can then pretend to be each of the characters, one by one. We can stand in front of each picture in turn and demonstrate a dialogue. For example:

A: Would you like to come to the cinema tonight?B: I’m not really sure if I can.A: Oh go on, it will be fun.B: All right, then.A: See you outside the cinema at 8?B: OK.

 DVD00

We will need to use mime, gestures and exaggerated intonation so that the students can understand what is happening.

Alternatives to introducing new language InDISCOVERYLEARNINGweaskstudentstoRESEARCHlanguage.Wewilllookatthisinmoredetailin 59 .

WecanchangethesequenceofPPPandputtheproductionstageatthebeginning(ratherthanattheend)ofthesequence.ThiswasonceamusinglycalledThe Deep-end Strategy–iesimilartothrowingpeopleinatthedeependofaswimmingpooltoteachthemtoswim!Inotherwords,wecanputstudentsinsituationswheretheyhavetouselanguage–andthen,later,teachthemthelanguagetheycouldn’tmanage,orwhichtheyusedincorrectly.SomepeoplecallthisprocedureTEST–TEACH–TEST.

InTASK-BASEDLEARNING(TBL) 44 ,weaskstudentstoperformTASKSratherthanjustlearnnewgrammarandvocabulary;andperhapsweonlydealwiththelanguagetheyhaddifficultywithafterthetaskisover.InmanywaysthisislikeTest–teach–test,akindofbiggerdeep-endstrategy.WhatisspecialaboutTBListhatlanguagelearningonlyhappensbecauseofthetask;thetaskcomesfirstandthestudentslearnlanguagebecausetheyaredoingit.

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● Choral repetition; individual repetition● Drills and drilling● How much repetition and drilling is the right amount?

Choral repetition; individual repetitionWefrequentlyaskstudentstorepeatthingsthatwehavesaidorthattheyhaveheard.Wedothisbecauseitisusefulforthemtotrytomakethenewsentencesorwords–toseewhatitfeelslike.Repetitionispartofanintroductionsequence 56 ,butwecanalsouserepetitionatanystageifwewanttore-presentthings(forexample,ifwejustwanttohavethestudentssayawordcorrectlyinthemiddleofsomeotherteaching).

WecanuseCHORALREPETITIONtogetstudentstorepeatasound,aword,aphraseorasentencealltogether.Thishelpsthemlearnhowtosaythenewlanguageusingcorrectsounds,stressandintonation.Itgivesindividualstudentsconfidence.Itcanbeenjoyableforthestudents.

Whenwewantstudentstorepeatinchorus,wehavetogiveaclearmodel 56 .Wemustmakesurethatallthestudentsstartatthesametimesowewillusegestures,likeaconductor,togetthemgoing.Wecanbeattimewithourhands,arms(andevenstampingfeet!)totrytokeepthewholegrouptogether.

An example of choral repetition DVD00  

Teacher: She gets up at six o’clock … listen … gets … gets … get … s … get … s … gets … gets … �she gets up at six o’clock. Everybody …Students: She gets up at six o’clock.Teacher: Again.Students: She gets up at six o’clock.

WecanuseHALFCHORUSworkbydividingtheclassintwo.Forexample,wecanhavehalftheclasssayalinefromadialogue,andthengettheotherhalfoftheclasstosaythenextlineofthedialogue. DVD00

WeoftenuseINDIVIDUALREPETITIONtogivestudentsachancetosayasound,word,phraseorsentenceontheirown–andtocheckthatchoralrepetitionhasbeenasuccess.Firstofall,weNOMINATEthestudentandthen,whenheorshehasrepeatedthephraseorsentence,wegivefeedback.Wecannominatebyusingastudent’sname,bylookingatindividualstudentsorbygesturingtowardsthem.However,pointingcanseemrude.Itisbettertousethehandwiththepalmupwards. DVD26

Itisimportantnottonominatestudentsinorder(bygoingalongarowfromlefttoright,forexample);itismuchmoredynamictonominateindividualstudentsinarandomorder.Theywillthenpaymoreattentionbecausetheydonotknowwhentheywillhavetospeak.

Drills and drillingWhenwestartnominatingindividualstudentsoneaftertheother,andweaskthemsimplytorepeat,wecallthisaDRILL.Whenwehavemorethanonesound,word,phraseorsentenceandwegetstudentstochoosewhichonetosay,wecallthisaCUE-RESPONSEdrill.

Inacue-responsedrillwegiveaCUE(weindicatewhatwewantthestudentstosay),thenwenominatethestudentswewanttospeakandtheyrespond.

57Repetitionandskills

UN

IT

Cue-responsedrillsareespeciallyusefulwhenwewantstudentstopractisequestionsandanswers.Wecan,forexample,giveaquestionwordasthecueandthestudenthastomakeaquestionwiththatword.

An example of a question and answer cue-response drill DVD00

Teacher: Question … what … Mohamed.Mohamed: What does Meera do?Teacher: Answer … Alice.Alice: She’s a doctor.Teacher: Question … what time … Piotr.Piotr: What time does she get up?

Teacher: Answer … Yumiko.Yumiko: At six o’clock … She gets up at 6 o’clock.

Have a good mumble!Sometimes,beforeweaskstudentstosaysomethinginadrill–orinotherpracticeorspeakingactivities–itisagoodideatoallowthemthinkaboutwhattheyaregoingtosayfirst.Infact,wecansuggestthattheyMUMBLEthewordstothemselvesforabitbeforetheyhavetosaytheword,phraseorsentenceoutloud.

Whenallthestudentsaremumblingtothemselvesinaclassroom,itdoessoundabitstrange,butitgivesthemachancetotrysomethingoutand,asaresult,givesthemconfidencewhentheyhavetospeakinfrontoftheteacherortheirclassmates.

How much repetition and drilling is the right amount?Wehavesaidthatdrillshelpstudentstogetusedtothenewlanguage.Butifwecontinuewithdrillsfortoolong,theyquicklylosetheirappeal.Wehavetojudgewhentheystopbeingusefulandchallenging.That’sthemomenttomoveontosomethingelse.

Teacher gives a new cue by holding up a picture of Meera the doctor at work.

Teacher (nominating a di� erent student): Mohamed.Mohamed: She works in a hospital.

UNIT 57�Repetitionandskills

An example of a cue-response drill DVD00

Teacher gives a cue by holding up a picture of a clock showing 6 o’clock.

Teacher (nominating a student): Alice.Alice: She gets up at six o’clock.

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3 Underlinethemistakesinthefollowingstudentutterances.Writethesentencescorrectly.

a Youmusttogethereontime ..............................................................................................................................

b Youmustn’tbringfoodtotheparty.Itisnot necessary. ..............................................................................................................................

c Youcouldopenthewindow,please? ..............................................................................................................................

d Youshouldgethereearlier.Wehadalotoffun. ..............................................................................................................................

e Youcan’tseehimyesterday.Hewasatmyhouse. ..............................................................................................................................

f Willyouturningoffthecomputer,please? ..............................................................................................................................

g Itseemslikeifyoufailedyourexam. ..............................................................................................................................

RESEARCH

1 Chooseanytwomodalverbs.Usinga)adictionaryordictionaries,b)theInternet,c)grammarbooks/coursebooks,d)anonlineconcordance( 59 ),makealistof:

a theirdifferentmeanings(possibility,permission, etc.).Writeanexamplesentenceforeach.b lexicalphraseswhichthemodalsoccurin.Compareyourlistswithsomeoneelse.

2 Makenotesonalanguagestudent’swritingorconversationandanswerthesequestions:

a Howdotheyexpressmodality?(Whatverbsand expressionsdotheyuse?)b Whatmistakesdotheymake?Howwouldyou explainthesemistakes?

3 Lookatanintermediate-levelcoursebook(orotherteachingmaterials).Findaunitorteachingsequenceaboutmodals.Answerthesequestions:

a Whichmodalsdoesthematerialfocuson?b Whatisthemeaninggroup(obligation,permission, etc.)thatthematerialfocuseson?c Wouldyouliketoteach/learnwiththismaterial? Why?Whynot?

EXER

CIS

ESEX

ERCISES

UNIT 17 Modality

REVISE

1 Underlinethemodalverbsinthefollowingtext.

A: Hello.B: Hello,Jane.Whereareyou?Youshouldhavebeen herehoursago.A: I’msorry,really.Ijustcouldn’tmakeit.B: Butyououghttohavearrivedtwohoursago. Wewereexpectingyou.A: Wellagain,I’msorry.ButIcouldn’tleavewhere Iamnow.I’matthehospital.B: Whereareyou?A: Atthehospital.B: Why?A: Ifelloffmybikeonthewaytoseeyou.Ihurtmy arm.Butit’snotbrokenoranything.B: Pooryou.Youcouldhavehurtyourselfreallybadly!A: Yeah.ButluckilyIdidn’t.IthinkIcanstillplayin thematch.Arewegoingtowin?B: That’sdifficulttosay.Weshouldwin,butIthink wemaylose.A: Youcan’tbeserious.Youmustcomeoutontop.B: Well,we’regoingtodoourbest.

2 WritethemodalverbsthatyouunderlinedinExercise1intheboxbelow.Someverbswillappearinmorethanonecolumn.

REFLECT

1 HowimportantaremodalverbsforspeakersofEnglish?

2 HowoftendoyouusemodalverbswhenyouuseEnglish?Whichonesdoyouusemostoften?Whichonesdoyouhardlyeveruse?

3 Chooseanythreemodalverbs.Ifyouhadtoteachthemtoagroupofelementarystudents,whatcontext(story,situation,dialogue,etc.)wouldyouusetodothis?

UNIT 44 Acquisitionandlearning

REVISE

1 Matchtheterms(1–9)withthedescriptions(a–i).

1 Audio-lingualmethodology2 Behaviourism3 Comprehensibleinput4 Grammar-translation5 Noticing6 Scaffolding7 Task-basedlearning8 Thecommunicativeapproach9 ZPD

a Amethodwhichissentence-based,andwhere studentscomparetwolanguages.b Apsychologicaltheorywhichsuggestedthat learningisbasedonhabitformation(andthathabits areformedthroughourresponsestocertainstimuli).c Ateachingapproachthatreliedonbehaviourism –andsowasbasedonhabitformation.d Spokenorwrittenlanguagewhichstudentscan understandevenifitisabovetheirownlevel.e Studentsaregivenmanychancestousethelanguage intheclassroom.Theirsuccessisjudgedonhow welltheyachievetheirobjectives.f Teachingisnotfocusedongrammarandvocabulary, butinsteadonthingsthattheteacherasksthe studentstodo.g Thesupportthatteacherscangivetostudentsto helpthemlearn.h Thetimewhenchildrenarereadytolearnnew things,accordingtoonepsychologist.i Whenstudentsbecomeconsciouslyawareofa languageitemforthefirsttime.

Obligationmodals

Permissionmodals

Abilitymodals

2 Readthefollowingdescriptionsandsaywhethertheydescribeacquisition,learningornoticing.

1 ‘IfellinlovewithareallygreatPolishguy. We’remarriednow.Yes,myPolishisprettygood!’2 ‘IwasborninJapan(myparentsareJapanese),but IwenttotheUSAwhenIwasaboutfourbecause myfathergotajobthere.Ididallmyprimary educationthere.SomepeoplethinkIsoundlike anAmerican!’3 ‘I’llneverforgetallthelistsofcharacters–the pictograms!TheygaveustestseveryFriday.But eventhoughIamnotChinese,Icanwritepretty well,thankstothat.’4 ‘ThefirsttimeIwenttoItaly,Itookatrainrideand Ikeptseeingasignonthestationswepassed through,andIrememberaskingmycompanion whyallthestationshadthesamename(becauseI recognisedthesamespellingeverytime).Itturned outthatitwasn’taname(Uscita).Itmeant‘exit’!’5 ‘InmyschoolinTurkeytheteacherusedtostandat thefrontoftheclassandexplaingrammarrules –andwewrotedownwhathesaidinournotebooks. MyEnglishgrammarisgood,thankstohim!At leastIthinkitwasthankstohim.’6 ‘Yeah,wellafterIleftuniversityintheUK,Iworked onafarminCubafortenmonthsandIkindof pickedupquitealotofSpanish.Notmanyofthe peopletherespokeanyEnglish.’7 ‘Itstartedwithbeingabletohearandsaythesame expressionfor“Goodmorning”.OnceIhadheardit afewtimes,Irecogniseditwhenitcameround again,andthenIcoulduseitmyself.Anditsortof wentfromthere.Iwouldstarttoidentifylittlebits oflanguagewhenIheardthem,andthenIcoulduse them.LaterIstartedstringingthemtogether.Yes, that’showIstarted,Ithink.’

RESEARCH

1 InterviewsomeonewhospeaksmorethanonelanguageFindoutwhatlanguagestheyspeak.Foreachlanguage,askthefollowing:

a Dotheythinktheygotthelanguagemorethrough acquisitionorthroughlearning?Whydothey thinkthis?b Cantheyrememberanyoccasionwhentheyfirst understoodanitemofgrammarorvocabularyina foreignlanguage?Whatkindofexperiencewasthat intermsofacquisitionandlearning?Whichlanguagesdotheyspeakbest:onestheyacquiredoronestheylearnt?

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