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Unit 4 begins to introduce us to some of the structural "bones" of the English language. The actual words change depending on form and usage (as well as person!). This seems to be particularly difficult in English. Irregular verbs and the lack of standard rules for many verbs means the learner of English must master some steep memorization in the conjugation phase of the present perfect tenses we studied.
During this unit, I found myself thinking about my own experience in learning a non-native language (in y case, it was Spanish). I now see what was so important about structure of sentences. As a native speaker, my fluency in English has allowed me to speak by rote. It is as easy for me as navigating a familiar place: I can walk from my bedroom to my bathroom without thinking about a "left turn at the hallway and then through the doorway, then flipping on a light switch". I just do these things naturally. Putting myself in the place of somebody learning a new "route", I was impressed with the need to remember that this is new and untraveled territory for students of English. We are here to effectively teach basic sign posts and directional categories, even as we point out unique landmarks in the "geography".
I also think I have felt compelled to use the above analogy, because it is important to recognize that learning a language certainly requires some semblance of abstract thinking to relate a learner's native language to the target language. This is, of course, dependent on the age and level of a student.
