Exercise 52 Using do not and does not to make negative sentences

Example:

Copyright © 2009 – dollyfreeenglish.com

Aquest mot a mot el dedico a en Pablo, que divendres em preguntava quina seria la següent paraula. Encara no ho sé – li vaig dir…

Un lied per un líder

De florentines galàxies

líders vingueren, a conquerir!

Perderen el lideratge:

el líder torna a ser d’aquí!

Eh que és maca la lletra? Ara només em faltaria musicar-la i traduir-la a l’alemany, perquè sinó no sé si es pot considerar un lied: Composició vocal breu, típica dels països germànics, de text generalment estròfic, amb acompanyament musical o sense. Ah, doncs sembla que sí, que sense música també s’hi val, però típicament un lied és una cançó amb acompanyament pianístic . El plural de lied en alemany és lieder, que més o menys es homòfon amb líder, el mot d’avui.  En canvi líder en alemany es diu Führer. Us convido a escoltar l’exquisida Lied der Freiheit de W.A. Mozart per comprovar-ho:

______________________________________________________________________________________________________________

LÍDER

1. m. i f. El qui lidera. Dirigent, cap. Persona o grup de persones que influeix en el comportament dels membres d’un grup. Per exemple d’un partit polític, d’una associació, d’una secta, etc. Fou la líder dels liberals. Sinònims:capitost, cabdill, cap, capità, corifeu, caporal, cap de colla, dirigent, gran home, cappare, prohom.

• Líder d’opinió: persona capaç d’influir mitjançant l’expressió i difusió de les seves opinions i/o idees. Sinònims: home d’influència, influenciador.
• Líder d’audiència: emissora o programa de ràdio o televisió que té la major part de l’audiència en la seva franja horària.
• Líder de mercat: Empresa, marca o producte que té la major participació de mercat.
• Líder de preus: Empresa en situació de domini de mercat que pot fixar els preus en el seu sector d’activitat.
• Líder nat: persona nascuda amb qualitats innates per a exercir el paper de líder. Però els líders neixen o es fan?
• Líder representatiu: Líder que assoleix l’autoritat per consens general o per elecció.
• Gran líder: Kim Il-sung, el gran líder nord-coreà que presidi el país des de la seva fundació el 1948 fins que va morir el 1994. Fóu succeït en el poder pel seu fill però oficialment se’l considera president etern! Per saber més del gran líder i en general de Corea del Nord és molt interessant l’Afers Exteriors dedicat a Corea del Nord.

nord-coreans venerant una estàtua del seu Gran Líder. L'estàtua sempre s'ha de fotografiar de cara i de cos complet.

En contraposició:

• Líder carismàtic: Líder que assoleix l’autoritat, en èpoques de gran crisi social, per la força de la seva personalitat. El president Obama és el gran líder carismàtic dels Estats Units d’Amèrica a dia d’avui:

Barack Obama, el gran líder dels U.S.A.

Però hi ha un espai on els podem veure a tots en acció: el Gran Líder:

Els líders són capaços de moure masses en una determinada direcció o línia de pensament. Això en principi no és ni bo ni dolent, depèn de les intencions del líder. En alemany líder es diu Führer, i amb això queda clar perquè a Adolf Hitler se’l conegué amb aquest sobrenom:

El Führer envoltat de seguidors

2. m i f. Esportista pres com a referència d’actuació pels seus companys d’equip, com a conseqüència de la seva capacitat de transmetre’ls ordres en el transcurs d’una prova, un encontre o una competició o bé de la seva vàlua. Sinònims: capità. En Guardiola és el líder dels líders! Liderava quan jugava i lidera ara entrenant!

3. m. i f. Persona o equip que en el transcurs d’un encontre, una prova o una competició encapçala la classificació. Vaja, el que va primer. El líder del campionat torna a ser el Barça!

En l’àmbit de l’estratègia empresarial s’usen els següents conceptes:

• Estratègia de líder: Estratègia competitiva que segueix una empresa que és líder de mercat a fi de continuar mantenint el lideratge i marcar la pauta que han de seguir els competidors, per mitjà del desenvolupament de la demanda i la protecció i increment de la seva participació de mercat.
• Estratègia de reptador: Estratègia competitiva agressiva que segueix una empresa que no té el domini de mercat i que vol ocupar el lloc de l’empresa líder.
• Estragègia de seguidor: Estratègia competitiva que segueix una empresa que té una participació de mercat menor que la del líder de mercat i que alinea les seves decisions de màrqueting amb les del líder.

4. adj. Que lidera. El Barça torna a ser l’equip líder! Sinònims: capdavanter, capdanser, primer. És interessant el fet que el plural de l’adjectiu líder és invariant i per tant és justament líder: Les empreses líder dels diferents sectors també acusaven la crisi. I en l’àmbit de la genètica:

• Cadena líder: Cadena de DNA sintetitzada de manera contínua durant la replicació del DNA.
• Seqüència líder: Part d’una seqüència delimitadora que precedeix la seqüència d’una unitat de transcripció.

Etimologia: neologisme provinent de l’anglès leader ‘el qui lidera’, derivat de to lead ‘guiar en un camí, especialment quan es va d’avançada, o conduir un grup en una certa direcció’.

liderar

__________________________________________________________________________________

LIDERATGE m.

1. Condició de líder. El més rellevant de la jornada d’avui és que el Barça ha recuperat el lideratge de la lliga.

2. Exercici de les activitats pròpies del líder. Amb el seu lideratge l’empresa va aconseguir augmentar els beneficis.

• Estil de lideratge: Patró de comportament d’una persona en l’exercici del rol de líder. Per exemple, estil democràtic, estil autoritari o estil laissez-faire.

Etimologia: derivat de líder.

Afegir aquí que sovint al carrer se sent el mot liderat en comptes de lideratge. L’ús d’aquest substantiu és incorrecte, un castellanisme de liderato. Ara bé, com a participi del verb liderar és totalment correcte: el Madrid ha liderat la classificació només una jornada.

__________________________________________________________________________________

LIDERAR v. tr.

Ésser líder (d’alguna cosa). El considero prou capacitat per a liderar aquest canvi. El nostre equip lidera la classificació. Sinònims: menar, conduir, guiar, capitanejar, governar, dirigir, orientar, encaminar, tenir o portar les regnes o el timó

Etimologia: derivat de líder.

__________________________________________________________________________________

I una cançoneta per anar a dormir:

Seguint el líder – Peter Pan

(Traduïda i ajustada per Vicenç Vidal-Forner)

Tots seguim el líder, el líder, el líder.

Anem seguint el líder

a tot arreu on va.

Tee-dum, tee-dee, a-teedle-ee-do-tee-dee.

Tee-dum, tee-dee. Nosaltres juguem així.

Tee-dum, tee-dee. Paraules fàcils de dir

són el teedle-ee-dum i el teedle-ee-do-tee-dee.

…

]]> http://takingyouover.com/2009/11/29/el-spliff/ Sun, 29 Nov 2009 23:55:25 +0000 stillmyboo http://takingyouover.com/2009/11/29/el-spliff/

It’s the last Spliff of 2009!
Come through to On the Rox Friday Dec. 4th to see performances by:
Speak, Jansport J & Hawdwerk, Kooley High, Ty & Kory, Noa James
DJ Sets by:
Val the Vandle, Printz Paul, Groweyez, Spintelect
Hosted by:
VerBS

If you have facebook RSVP here
For more info/features on the artists holler @ the Spliff LA website

If you plisterupt one more time, I’ll find it very hard to even look at you, Bruce.

In a village in the middle of a forest lived a panda named Flora Pandemonia. Now, Flora was a very kind and sweet creature who often felt rather lonely. This was despite the village where she lived also being home to every kind of bear you could ever imagine. There were many brown bears, polar bears and even koala bears that lived there. The problem was that, in the entire village, Flora was the only panda.
While this made her very special, it did not make her any less lonely. Things in the village were much too quiet for that. You see, the thing about this place was that neither Flora nor any of the other bears knew how to speak. Between them there was not a single word of any kind that they could utter and the village had never known anything other than silence.
It was for this reason that she would often wander far from home, out into the forest to listen for any noises she could find. She swiftly discovered that she enjoyed the sounds made by the leaves on the trees as the breeze blew around, over and through them. This was not actually her favourite new sound though. What she truly loved was the noises that came from the river that ran through the centre of the forest.
More and more, Flora found herself lying by the riverbank relaxing and listening. Joining with the sound of leaves, the roar of running water, the splashes and the bubbling became like new friends to her. She did not know what these friends’ names were of course, and yet, it was still true that, when she was surrounded by these sounds, Flora felt far less alone.
Even so, there still seemed to be something that was not quite right. As she stared across the river, she wondered to herself what more there might be to see over there. Flora stood still for a moment, soaking up the noises all around her and although she certainly could not be sure, it did sound like her friends’ were telling her find out what there was on the other side of the river.
The sweet natured panda did not wait any longer before dipping each one of her paws into the water for the first steps of her crossing. The river was not very deep but she did have to tilt her head up towards the sky to stop the water going into her mouth and up her nose. Flora hardly minded. She was able to stare at the beautiful blue far above her while the water whooshed into and around her ears to create a new and strange type of sound.
Once she reached the other side, she needed a good shake to get the water out of her fur. It was only when she had done this that she was able to notice how quiet everything had become. She shook herself again to try to remove the last of the water from her ears. It did no good. It seemed that the hush of her village had returned.
Luckily, she saw something that caught her interest. Now, Flora had no way of knowing that what she saw was a path leading off into the forest. Indeed, she had no way of knowing that it was called a ‘path.’ Still, she did want to see where it might lead. So she followed the way that had been laid out for her and found out that this was actually the quickest and easiest way to get out of the forest.
When all the trees were behind her, the panda saw only two things as she gazed ahead. One of these was a square wooden sign, attached to a post in the ground, which had nothing written or drawn onto it. The other thing was three letters, an ‘F’, an ‘O’ and an ‘R’, that were lying together on the ground. Flora stared very closely at the letters as she tried to make some sense of these odd things she had never seen before.
Then something rather strange happened. Somehow, those letters made sense to Flora. From out of nowhere a sound began to take shape in her mouth. Forming from her breath, she read the word:
“For.”
In that instant, the letters jumped upright while, at the same time, two dark eyes and a smiling mouth formed within the central ‘O’.
“Thank you, I am at your service,” said the word, “You must be Flora.”
She thought that this made sense to her and so she nodded her head.
“Yes?” asked ‘For’.
“Yes,” Flora replied.
“Good. I have been waiting for you. I am here to show you all around Paardvarkanda Land.”
“Paardvarkanda Land,” Flora repeated to herself.
As her words found their way into the air, a change came to the wooden sign that she had seen a few moments earlier. The words, ‘Paardvarkanda Land,’ had instantly come to be written onto the previously untouched surface in black paint.
Still, while this might have been a pretty amazing sight for Flora to see, ‘For’ was obviously far keener to get on with showing her all around the Kingdom.
“Shall we be on our way then?” the word asked.
“Yes,” said the panda.
So off they went, with Flora following while ‘For’ bounced along a letter at a time, ‘F’, then ‘O’, then ‘R’, jumping across the ground. And all the while that it did this, the word spoke and the panda listened. It told her that Paardvarkanda Land was the place that all of the different types of words originally came from. Apparently the words had been broken up into groups and each of these groups had a separate home somewhere within the Kingdom. They had never mixed with one another though, and that was the reason why Paardvarkanda Land had remained empty and quiet.
“I think the first place I shall show you will be Noun Town,” ‘For’ told Flora, “That is where all the nouns and pronouns live.”
“Nouns and pronouns?” she said.
“Yes that’s right… Different words do different things when they are spoken or written down. Nouns are words that describe a person, place, thing or idea and pronouns are the friends that sometimes replace the nouns to stop them being used too often.”
Flora did not understand what any of this meant. How could she have done? Fortunately, ‘For’ was quick to realise this and so it explained to her that, “Things will all become much clearer when you see them”.
The words of the word left Flora feeling a little calmer. She did not have to wait long to find out what those words meant either. The two of them were soon walking and bouncing past a sign that read, ‘Noun Town’.
‘For’ came to a stop first and, straight away, the panda did the same. What she saw then was lots and lots of words all over the ground. But that was all she saw. There were absolutely no houses or roads or trees or any other signs of life at all in the town.
She still wanted to take a closer look and so she walked over to one of the words and read it out loud:
“Dog?” she said.
An actual dog appeared in the spot that the word had been and Flora knew then what she had to do. She read every single word in the town that she could find, causing each and every one of them to spring to life. She managed to fill Noun Town with people, houses, trees, animals, schools and even something called knowledge.
The town had become just like any other you might imagine. There was only one major difference. Everything there was completely still because none of the nouns that Flora had brought to life would or could do anything. There was no speaking, running, walking or smiling. The people, animals, ideas and other things simply stayed in their places, waiting.
“That’s the thing you see,” ‘For’ told her, “Nouns do not actually do anything. They just are what they are and that is it… If you want to see some action then you will have to see the verbs. Those are the action or doing words and they live in the Verb Village… It’s not too far, if you want to go.”
Flora liked this suggestion a great deal and, as a result, she was soon waving goodbye to Noun Town and making her way to the Verb Village.
Upon arriving, she discovered new words that were doing all kinds of amazing things at great speed though not to any great purpose. You see, the truth is that without nouns and the things they described, doing words become almost pointless.
Not that Flora was aware of this. She was far too busy attempting to read the verbs, which was hardly an easy task since so many of them simply would not stay still. ‘Stand’, ‘giggle’, ‘smile’, ‘see’ and ‘remember’ were easy enough to get hold of, but ‘run’, ‘jump’, ‘leap’, ‘love’ and many others were much trickier. However, Flora did not give up easily and so eventually she managed to read them all.
The effect of speaking the names of the verbs was very different to the way it had been with the nouns. This time, instead of appearing as the actual things the words described, the words simply disappeared into the air, never to be seen again. Flora tried to make sense of where all the verbs had gone. She did not know that the influence of what she said had already spread far beyond the Verb Village.
Soon enough, men women, children, animals and other things from Noun Town had arrived. Each of them had been given life by the speaking of the verbs, while, at the same time, it was they, the Nouns, that had given those verbs a real purpose.
The panda thought that this was a very good thing indeed. Still, at the same time, she did feel like there might be something that was missing. ‘For’ told her exactly what that something was:
“There are another two key groupings of words that you need to see and to understand. You actually need words that give the details to describe nouns and the people, places, things and ideas that they stand for. Those words are known as adjectives. Then there are adverbs, which are very similar to adjectives except that they describe verbs and actions rather than nouns”.
“So are we looking for another town or village then?” Flora asked with a smile.
“No,” the word said, “We have to go to the castle.”
“All right,” said Flora, “And where exactly is this castle?”
‘For’ did not answer her question. There was no need. An enormous stone building had appeared in front of them and Flora knew exactly where it was that she was heading.
She began to walk towards the castle and this time she was joined, not only by her word companion, but also by the now active nouns and verbs together. As they all made their way, the sun in the sky slowly started to set. Though she did not actually know it for certain, the sight of this brought about feelings that were actually adjectives within Flora’s heart and mind.
‘Beautiful’ was her first thought and feeling at the reddening of the sinking sun. It made her ‘happy’, ‘energetic’ and ‘enthusiastic’ too, rather than ‘sad’, ‘lazy’ and ‘bored’. She looked around at the people, animals and things that were there with her and she suddenly realised that there was more to what they were doing than she had first thought. They were all running, walking, skipping and jumping but she could also see that they had taken on the adverbs, the descriptive part of those actions, as well. They were each making their way, ‘happily’, ‘awkwardly’, ‘crazily’, ‘daringly’, ‘easily’, ‘joyfully’, ‘pleasantly’, ‘sadly’, ‘sweetly’ or ‘quickly’.
Needless to say that by the time Flora arrived at the castle, there were few words left for her to find. In fact, other than a ‘Jester’, all she did uncover were words like, ‘At’, ‘From’, ‘But’, ‘Of’, ‘Through’, ‘With’, ‘By’ and ‘Into’. It turned out that all of these words, along with their friend ‘For’, were known as prepositions and it was their job to link and to help other words to find their rightful places.
In spite of these finds, Flora could not help feeling a little down about things. You see, she had remembered her old home in the forest. What she truly wished was that she had been able to share all that she had learnt on her travels with all the other bears. There was no need for her to feel this way though. Words and sounds had already spread all the way back there, and had provided the bears with all of their wonderful effects.
Her whole village actually arrived just in time for Flora to notice two new words that had been hidden away in the castle and needed to be read. The words were both nouns and each had a great importance. Despite this, ‘Throne’ and ‘Crown’ had been laid out on the ground in the way that nouns in Paardvarkanda Land usually were. They had simply waited to be made real by the panda’s understanding. Flora gave voice to both words and so each of them sprang to life, perfectly pretty in purple and in gold.
All that Paardvarkanda Land was lacking then was someone to sit on the crushed velvet throne and wear the sparkling crown. In this way, there proved to be only one problem. Flora could see no word for whoever that person might be.
It is actually quite lucky that everyone and everything in the castle, that possessed a voice, chose this moment to make the truth known to her. All at once, they happily told the panda, “It is you.”
She looked at ‘For’, since that word had taught her so very much and had never steered her wrong in the past. All that it did was confirm what she had been told.
“It is true,” he said, “The throne and the crown are both reserved for a Queen… That is what you have become. All you need to do is say the word ‘Queen’ and you will see.”
So the lovely panda did exactly what was suggested. And the next thing she knew, she was sitting on the soft velvet throne with the glittering crown on top of her head. At the same time that the night’s diamonds displayed themselves far above Paardvarkanda Land, sounds and words filled the air in between. Finally, she was able to understand what it meant to be happy. Flora Pandemonia had found the place that she needed to be. She had truly become the Queen of all words.

Copyright © 2009 – dollyfreeenglish.com

Copyright © 2009 – dollyfreeenglish.com

Copyright © 2009 – dollyfreeenglish.com

Copyright © 2009 – dollyfreeenglish.com

Baboons are one of the few primates that choose to engage in slappapapz.

You can use the verb ’soler’ instead of saying ‘normalmente’ or ‘generalmente’ – it means that you tend to do something, but remember to include another verb in the infinitive to make a full sentence.

Background: Verb production has been shown to be impaired in individuals with agrammatic Broca’s aphasia. Several theories have linked this deficit to problems with the implementation of grammatical information that the verb contains. In particular, the number and type of arguments associated with a verb were suggested as causes of production difficulties in agrammatic speakers. The influence of these two factors on agrammatic production has been investigated in English and Dutch (Bastiaanse & Van Zonneveld, 2005; Thompson, 2003).

Aims: The present study focuses on exploring these factors in a structurally different language. Russian, with its rich morphology and relatively free word order, is of interest because it enables not only testing of earlier advanced hypotheses on agrammatic production, but also specification of them at some essential points.

Methods & Procedures: A sentence production priming paradigm was used that was based on the method developed by Thompson, Lange, Schneider, and Shapiro (1997) which allows a particular verb and sentence construction to be elicited. Six conditions included sentences with different numbers of arguments (one or two), different types of thematic role mapping (direct or indirect), and different word order (basic or scrambled). The test contained 60 items, 10 items per condition. In all, 16 individuals with agrammatic aphasia and 16 non-brain-damaged individuals participated in the study.

Outcomes & Results: Cross-linguistic significance of the earlier advanced hypotheses was demonstrated: the increased number of verb arguments and syntactic operations concerning constituent movement cause production problems for Russian agrammatic speakers. Moreover, the data show that agrammatic speech difficulties are related to the number of arguments explicitly mentioned in a sentence, to the number of operations applied to the syntactic structure of a produced sentence, and to changing the base-generated position of a constituent (not to the order of the constituents per se).

Conclusions: The study provides further evidence that verb production is selectively impaired in agrammatic aphasia. This deficit is related to the implementation of the grammatical information that a verb contains and the syntactic operations applied to basic structures.
* This study was financially supported by the Russian Foundation for Humanities (RGNF, Project N 08-04-00165a). The authors would like to thank Victor C. Dragoy for developing picture materials used in the study.

from Aphasiology

Copyright © 2009 – dollyfreeenglish.com

Narrative tenses are those tenses we talk to about the past, i. e., Past Simple, Past Continuous, Past Perfect simple and Past Perfect Continuous.

If you want to know how and when you can use them, just check the presentation below.

Copyright © 2009 – dollyfreeenglish.com

The very first draft of my MS was a total mess. I’d spent 18 months writing it and was ecstatic when I’d finished.  Or thought I had. I started looking for a place to send it and found a willing publisher. So off it went. Unedited. Unrevised. Horrendous.

Since then I’ve done a lot of reading and learning, talking with other writers and learning. Oh yeah, I meant to put that word twice. Learning. It’s what a writer does each step of the way. I found some awesome blogs to follow, which I’ll list in another post; I found hundreds of writers, editors, agents, consultants and publishers to follow on Twitter; I listened in on Twitter chats, participating when I had something to say; I listened to Podcasts and Blog Radio casts. But while I use the past tense verb here, it should be present tense because I continue to do all of these things every week. I learn.

So what have I learned? The second biggest thing was my use of verbs. (First was Point of View). My original MS was full of passive and weak verbs. In case you are in the beginning stages of this learning experience, I’ll give you some pointers and maybe save you some time.

Passive verbs are boring. They show inaction or lack of action and who wants to read about characters who do nothing?

Here are some basic rules to remember:

If the subject performs the action of the main verb, the sentence is active.

If the subject sits there while something else, named or unnamed, performs an action on it, the sentence is passive.

If the main verb is a linking verb (is, was, were, have, has, had, are, seems (to be), been, being, becomes, etc.), then the verb shows no action; it merely describes a state of being which is passive.

Past Tense:

Active Voice              I taught; I learned

Passive Voice           I was (have been) taught (by someone); It was (has been) learned (by someone)

Present Tense:

Active Voice              I teach; I learn

Passive Voice           I am (being) taught; I am learning (from someone)

Using passive verbs is not wrong. There are times when its use can make a statement.

If you want to downplay the action of the story:

As the bullet entered the body a lesson was learned by all present.

When no one knows who is doing the action:

The girl was hit over the head with a baseball bat.

The teacher (subject doing action) teaches (action) the students (object receiving action).

The students (subject receiving action) are taught (passive verb) by the teacher (doing action).

Brian (subject doing action) washes (action verb) the car (object receiving action).

The car (subject receiving action) is washed (passive verb) by Brian (doing action).

Readers like stories with strong verbs. Here is a paragraph from an early version of my MS. Compare the final verb to the passive verb in parenthesis. I’ve also shortened lengthy sentences so they read crisply and clearly, excess is crossed out. Below the paragraph is the rewritten version.  Read the two paragraphs and see which you prefer.

They walked to the bedroom. where Zarena offered to help the little girl (get her dress off) undress. Once inside the bathroom Long Tu first reached into her pocket, found pulled Slither out and placed him in(to) the sink with the stopper closed and a little water in the bottom.  The snake stretched, then curled into the water and actually looked (like he was purring) as though he purred. Next, Zarena unbuttoned the torn filthy dress and lifted it over Long Tu’s head.  She noticed that even Long Tu’s underwear was torn and dirty and made a mental note (that she needed new everything)to replace even that.  Once the thin, brown-skinned little girl was naked, Zarena helped her into the steaming shower and slid the curtain closed.  As (she was sliding) the curtain slid, she glanced down at Long Tu’s skinny thighs. Something looks wrong, (she thought to herself)( before turning) she frowned, shrugging. (to find) She went to her dresser. Long Tu needs something to wear.  As she rummaged for the smallest tee-shirt she could find, her mind thoughts (kept turning back) remained on Long Tu’s thighs.  (A niggling thought wriggled like a worm weaving in and out of her consciousness until she grasped it and held on.) With an very audible gasp she realized what was wrong.  There (was) no harp-shaped birthmark anywhere on the child! The child has no birthmark! She remembered learning from someone that the mark was the way to tell a true Vigorio from a false one.  A false one?  Is that even possible?

They walked to the bedroom.

“I’ll help you get undressed,” Zarena smiled.

Once inside the bathroom Long Tu reached into her pocket, pulled Slither out and placed him into the sink with the stopper closed and a little water in the bottom.  The snake stretched, curled into the water and actually looked as though he purred. Zarena unbuttoned the torn filthy dress and lifted it over Long Tu’s head.  She noticed that Long Tu’s underwear was torn and dirty and made a mental note to replace even that.  Once the thin, brown-skinned little girl was naked, Zarena helped her into the steaming shower and slid the curtain closed.  As the curtain slid, she glanced down at Long Tu’s skinny thighs. Something looks wrong, she frowned, shrugging. She went to her dresser. Long Tu needs something to wear.  As she rummaged for the smallest tee-shirt she could find, her thoughts remained on Long Tu’s thighs.  With an audible gasp she realized what was wrong.  The child has no birthmark! She remembered learning the mark was the way to tell a true Vigorio from a false one.  A false one?  Is that even possible?

Exercise 53 Add ies to a verb

Example:

Copyright © 2009 – dollyfreeenglish.com