How do American kids learn English (part 2)

Great Teachers and School more hands on

School assignments made us write a lot, and read a lot. We were asked to participate and give our opinions in class. During the summer, we had to read a lot of books. We had to take books and assignments home, and study them.

Teachers taught us various interactive methods.

We learned by using vocabulary words often, and in different situations.

We practiced grammar rules over and over by using them over and over.

We wrote story after story, and revised them time and time again.

During the summer, it was normal to read one book every few days.

When I attended UCI, we had to go through gruesome writing classes in WR 39a, b, and c. We had to write an essay every two weeks, and our professors made us go through revision after revision. Most of us were Asian Americans who grew up in California. We worked hard, we wrote masterpieces, and this is why many Asian Americans’ english is more proper and authentic than other Americans.
当我在(UCI)就读时,我们必须在课程 写作39A/B/C 写很多的文章。而且是每两周要完成一篇修改好的文章,大学的教授都是非常的严苛的,让我们进行一次又一次的修改。我们大多数人都是在加州长大的人。我们很努力学习,不停的练习写作,尽量做到最好,这就是为什么许多亚裔美国人的英语比其他美国人更得体、更地道的原因。

nov 6 monday – recording day

1

First of all,

Sentence 1: It hasn’t even been a year √

since (conjunction) √

Sentence 2: we’ve debuted –> We have debuted. (error)

or

  • de·but [dāˈbyo͞o]
  • debut (noun) – a person’s first appearance or performance in a particular capacity or role
  • debut (verb) – perform in public for the first time

    past participle – Debuted (de bu ‘d)

or, since ‘our debut’

for vs from

for – 4
from – frum

We always appreciate you guys’ support.

We always appreciate your undying support.

Our family and our members….

We appreciate our family and cast members

We appreciate our family members and supporters

2

I have forgotten all of my english. (present perfect)

My English (3rd singular) has become rusty. (present perfect)

I (subj) started (verb) learning (noun) English (object complement) when I was seven years old.

I (subj) began (verb) learning (noun) English (object complement) in kindergarten.

3

[√] Hearing all your enthusiastic cheers, I once again realize how powerful music is.

[X] Tonight, here in Poppia, we’ll be able to [see ourselves going beyond everything] with the power of music.

Here in Poppia, we’ll celebrate the night with the power of music.
Tonight in Poppia, let’s celebrate life with the power of music.
Tonight in Poppia, let’s remember this event with the power of music.

[X] We open our door(s) with KCON’s signature song “Poppia” which [was performed, past tense] by WayV.

We kick off with KCON’s signature song “Poppia”, which will be performed by WayV

[X] And we also prepared Gen-Z Pop Special Stage, ..where..against the powers of Kpop’s (representive, wrong)

represent [verb]
representing [noun]
OR
representative [noun/adj] girl groups, and KCON’s exclusive collaboration performances.

[√] And dream stage the artist KCON created together is also waiting for you.

[√] I will also be under dream stage, so please look forward to it.

Day

They commanded me to sleep.

Good!

I commanded you. Subj.+verb+Obj.

The structure of your sentence is right but it is not complete. You should add the object complement. Think about the question: What did I command you to do?

I commanded you to clean the room. Subj.+verb+Obj.+object complement

Gerunds

ref – https://chineseruleof8.com/2024/08/19/how-does-adverbial-phrases-use-gerund-phrase/

What are Gerunds and how are they formed?

A gerund is a verb form that functions as a noun. A gerund is created by adding the suffix “-ing” to the base form of a verb. Like all nouns, gerunds can be used as subjects, objects of verbs, objects of prepositions, or complements.

For example:

Swimming is permitted in the lake. (subject of “is”)
I hate running. (object of the verb “hate”)
I was accepted after learning some Italian. (object of the preposition “after”)
Her passion is dancing. (complement of the subject “her passion”)

Gerunds are versatile verbal nouns that can function in various ways within a sentence, mirroring the roles of regular nouns.

Here’s a breakdown of their common uses:

  • Subject of a Sentence:

    [Swimming] is my favorite exercise.
    [Reading] helps improve vocabulary.

  • Object of a Verb:

    I enjoy [hiking] on weekends.
    She loves [playing] the piano.

  • Object of a Preposition:

    He is good (at [solving] puzzles).
    They are interested (in [learning] new languages).

  • Complement of a Linking Verb:

    Her hobby is [painting].
    The best part of the trip was ([exploring] the city).

  • Remember, a gerund always ends in “-ing” and functions as a noun, representing an action or state. By understanding these different roles, you can effectively incorporate gerunds into your writing to create clear and concise sentences.

In what situations do we use Gerunds?

driving erratically

(The gerund driving is modified with an adverb, erratically.)

He(subj) loves (verb) driving (obj) erratically (adverb) [on the road] (adverbial).

Her(subj) favorite pastime (subj) is (lv) eating (gerund) chicken frantically.

eating = gerund
chicken = direct object of gerund “eating”
frantically = describes how the gerund ‘eating’ is performed.

A gerund complement

is a noun or noun phrase that follows a gerund and completes its meaning. Here are five examples:

Enjoy: She enjoys reading books in her free time.

object = reading books
gerund = reading
gerund complement = books

Consider: He is considering taking a gap year before college.

note: “is considering” is a present participle (main verb)
object = taking a gap year
gerund = taking
gerund complement = a gap year

Appreciate: I appreciate having the opportunity to work on this project.

object = having the opportunity
gerund = having
gerund complement = the opportunity

Practice: She spends hours practicing.

She – subject
spends – verb
hours – object
practicing – gerund as object complement

She spends hours practicing her piano skills every day.

She – subject
spends – verb
hours – object

practicing – gerund
her piano skills – gerund complement
practicing her piano skills – gerund phrase

every day – adverbial

Acting is merely the art [of keeping] a large group of people [from coughing]. (Sir Ralph Richardson, 1902-1983)
(Acting is a gerund as a subject. The gerunds keeping and coughing are objects of prepositions.

“a large group of people” – gerund complement of “keeping”

douglas-11-02-2023-09:43 – Vocab by douglas

Devilment example sentences:

They’re up to some kind of devilment again.

I like to create havoc just for the devilment of it.

Putting poison in someone’s drink is pure devilment.

Kids aged five to ten is full of devilment.

Brandish example sentences:

She brandished her sword at the enemy.

Why are you brandishing it? <-- remember to put a question mark if its a question I brandished it in her face.

Instinctively example sentences:

It will run instinctively.

Cats will jump instinctively.

Dogs bark instinctively.

The lightening was loud, and we all jumped instinctively.

Conjunction ‘and’

ref – https://dictionary.cambridge.org/us/grammar/british-grammar/and

And is a coordinating conjunction. We use and to connect two words, phrases, clauses or prefixes together:

[Televisions] and [computers] are dominating our daily life. (noun + noun)

I have to [shower] and [change]. (verb + verb)

The photos are [black] and [white]. (adjective + adjective)

[My best friend] and [my father’s father] both come from Wales. (phrase + phrase)

[She got to the door] and [put the key in the latch]. (clause + clause)

[The houses were a mix of pre-] and [post-war build]. (prefix + prefix)

There are two common questions related to coordinating conjunctions:

(Question 1) Do you put a comma before “and”?

Mostly no but sometimes yes. Unfortunately, the answer to this question isn’t short.

Here is a summary of the rules:

The Rule for Two Items

When “and” (or any coordinating conjunction) joins two items, don’t use a comma.

Lee has eaten all the cheese and biscuits. √
The whole world agrees on this point. So far so good. However, if you think it helps your reader, you can use a comma.

The Bakerloo line runs between Elephant and Castle, and Harrow and Wealdstone. √
(Using a comma with two list items is fairly common. It happens when the list items themselves contain commas. In this example, the comma before “and” helps readers to spot the list items faster. They could work it out, but the comma helps.)

I used to watch Colombo, and Cagney and Lacey. √
(This example also has two list items: “Colombo” and “Cagney and Lacey.” This time, the comma is more important because the list items could feasibly be “Colombo and Cagney” and “Lacey”.)

So, in summary, don’t use a comma when “and” (or any other coordinating conjunction) joins two items unless it helps your readers.

There’s an important exception to this rule though. It’s important because it’s common.

The Exception to the Rule for Two Items

When your coordinate conjunction joins two (or more) independent clauses (i.e., ones that could stand alone as individual sentences), then use a comma. Remember clause means it has a subj and verb:

I like sweet things, but I prefer savory dishes. √

(Here, the clauses being joined (shown in bold) could stand alone as sentences. They are independent clauses. That’s why there is a comma before “but.”)

Compare that with this:
I like sweet things but prefer savory dishes. √

(This is similar, but “prefer savory dishes” is not an independent clause. It’s not a sentence. That’s why there’s no comma before “but.”)

Here are some real-life examples:

The lion and the calf (subj) shall lie (verb) down together, but the calf (subj) won’t get (verb) much sleep. √

  • The first coordinating conjunction (“and”) joins two nouns, so no comma is required.
  • The second (“but”) joins two independent clauses, so a comma is required.

I’d (subj) be (verb) at home in my bath, and she’d (subj) come (verb) in and sink (verb) my boats. √

  • The first coordinating conjunction (“and”) joins two independent clauses, so a comma is required.
  • The second (“and”) joins two verbs, so no comma is required.

Hopefully, that’s all clear.

But, there’s a quirk: If the two “sentences” (i.e., the independent clauses) are both short, it is acceptable – for style purposes – to omit the comma.

Craig caught a bass and Lee caught a goby. √
Craig caught a bass, and Lee caught a goby. √
(Both versions are acceptable.)

Look at this though:

The man caught the boy and the girl caught the dog. X
(For a fleeting moment, your readers will think that the man caught “the boy and the girl”. You should try to write in a way that doesn’t cause your readers to stutter.)

The man caught the boy, and the girl caught the dog. √
(Your readers will not need to re-adjust now. This example captures why we need a comma before a coordinating conjunction that joins two independent clauses.)

The Rule for Three or More Items

When there are three or more list items, life starts getting a little more complicated because there is no unified position on whether to use a comma with the coordinating conjunction.

Some people will write this:
Bacon, eggs, and tomatoes
(The comma before the “and” is called an Oxford Comma. This is the convention followed by most (but not all) Americans.)
Some people will write this:
Bacon, eggs and tomatoes
(This is the convention followed by most (but not all) Brits. The most notable exception is the Oxford University Press, after which the Oxford Comma is named.)
There are plenty of people out there who would happily start a fight with you for not using an Oxford Comma, but there are also plenty of others who consider the Oxford Comma a waste of printer ink. In essence, it’s a battle of clarity versus economy.

Advocates of the Oxford Comma claim it eliminates ambiguity. They have a point. The Oxford Comma is certainly useful for showing the separations between the list items.
It’s a good price for a mug of tea, bacon and eggs and toast
(Without an Oxford Comma, this could mean (1) a mug of tea, (2) bacon, and (3) eggs and toast.)
It’s a good price for a mug of tea, bacon and eggs, and toast
(With an Oxford Comma, the list items are clear.)
Protestors to the Oxford Comma claim it introduces ambiguity because commas can be used like parentheses (brackets). Look at these two sentences:
Jack left the pub with John (a policeman) and Simon.
Jack left the pub with John, a policeman, and Simon.
(With an Oxford Comma, this could feasibly refer to two people (like in the top example) or three people.)
Advocates claim that the Oxford Comma actually eliminates, not creates, such ambiguity, and they routinely cite this probably apocryphal book dedication:
This book is dedicated to my parents, Ayn Rand and God.
(This could feasibly be read as “…my parents (Ayn Rand and God)”. The same “ambiguity” wouldn’t exist with an Oxford Comma before “and.”)
So, there are arguments for and against the Oxford Comma. As it happens, you probably don’t have a choice whether to adopt the Oxford Comma or not. If you live in the UK, you probably shouldn’t adopt it (unless you’re at Oxford). If you live in the US, you probably should. Whatever convention you go for, be consistent.

Well, actually, be flexibly consistent. If your chosen convention creates ambiguity, break the convention. There’s only one 100% rule when it comes to the Oxford Comma: clarity trumps convention.

In other words, everyone (regardless of what convention they follow) should write this when they mean four people:
I have the twins, Joe, and Callum. correct tick (for four people)
Remember that clarity comes first. Loyalty to, or hatred of, the Oxford Comma comes second.

Help by Ricky Tsao

I sat comfortably in first-class, listening to Beethoven with my Bose headphones, and stared at a help button right below the overhead compartment. It was labeled “Press button for Help”. Suddenly, the cabin siren blared. The flight attendant motioned for everyone to keep their head down and brace for impact. With perfect timing, the beginning of Beethoven’s 5th symphony accompanied the twin engines catching fire. It created an aerial diving sound that I still hate to this day. From my fetal position, I watched in horror as the skies outside the window view rotated ninety degrees clockwise, and the sound of the plane diving became deafening. The 5th Symphony’s familiar exposition hammered out again, and the Captain screamed into the intercom to brace for impact. My biggest fear was about to come true. The plane suddenly lurched forward, and I saw my family disappear into the seats in front of them. I felt a lump in my throat, and then nothing.

The chemical smell of fumes gently nudged me awake. I quickly sat up and saw that I was in the uneven embrace of a beige colored beach. I squinted and covered my eyes from the warm sun rays, and stared into the wide blue yonder. I looked around and saw some seashells, the breeze combed my hair gently. About twenty meters from me, I saw the wreckage of the plane. A trail of smoke from the still hot remnants floated up. I slowly shuffled towards what was left of the plane.

The wrecked plane was an ostrich. The tail end pointed straight up into the air. Its nose and cockpit was stuck several meters into the sand. When I got close enough, I plopped down onto the soft white sand and grieved. The tears tiptoed down my chubby cheeks and plunged down into the sea of white sand. They choreographed a good bye performance for my family, to express what my school grade vocabulary couldn’t. When they were done, my natural instincts took over. I had to survive. It was amazing how my body and adrenaline complemented each other. My feet moved and my arms pumped back and forth. I searched the wreckage. I found one food ration, two bottles of water, and a few charcoaled human body parts. They were scattered on a burning black pit like a barbecue that no one wanted to attend. Right next to it was the cockpit.

My initial thought was to use the radio transmitter. But the machine was smashed beyond recognition. The flips and switches were scrunched together so tightly that you would have thought they just ate a lemon. I found the help button lodged in the sand right besides my feet. It took me back to a previous life.

I snapped out of it and gave up. I was hungry so I quickly devoured my one and only food ration. As dusk turned to night, the temperature dropped and the island became a refrigerator. I woke up the next morning and saw a plane buzzing overhead. I yelled my lungs out but to no avail. I didn’t find any flare guns, nor any SOS pyrophoric signal materials. The only thing I thought of was to write the word ‘Help’ on the sand. I was a meerkat of the highest order. My legs carried me as far as they could and I started to dig sand. With every push, the letter H became more visible. With every dig, its bevel became deeper. The next thing that floated over the horizon will have no problem seeing ‘Help’ on the beach. I ran to the nearest cliff and rolled boulders onto the letters’ font space. That way the waves could not take away my hard work.

After two days, there were still no signs of any planes. I was famished, and I started to hallucinate. I stumbled around the wreckage like a drunken shaman, waving his magic arms, and trying to summon hallucinated gods. Then, I smelled it. It was meaty, with a smoky afterthought. I rubbed my eyes and couldn’t believe my eyes. Sitting perfectly scattered on a blackened barbecue pit were shanks of aromatic barbecued meats. The crispy skin glistened underneath the hot afternoon sun. Sirloin, chuck, rib, round, they were all there. Some even wrapped in cloth to keep in the moisture. The red hue of the fire hiding in the charcoals emanated ever so often, gently massaging and spit roasting the flesh. Intact blood within the meat slowly cooked, and became streaks of blurred, dimmed red running from the bone to the trotter. A deep sensation from my stomach whispered, and I felt my animal instincts pry my jaws open. I sprinted over, grabbed a trotter, and ripped into its flesh. Like the cartoons that we love on Saturday mornings, I dunked the meats into my mouth and pulled out the bone, savoring every morsel.

When I had my fill, I laid down exhausted on the pristine white sand. My brain was alive again, and I stared into the beautiful blue skies. The cotton clouds shifted from one animal to the next. Then I heard a whisper. The voice forgiving, and paternal. It whispered that life was ordained by God, and whatever we did to sustain life will be forgiven. I sat up and scanned the skies quickly but saw no trace of a higher being. As if on cue, I heard the all too familiar sound of Beethoven. The piano notes that haunted me the last few days suddenly sounded different. The music got louder, and I heard the staccato of a plane’s rotor as it landed behind the wreckage.

My biggest fear is to be stuck on an island. And I now know the repercussions. I lost my prized possessions. I lost my beloved family. But most of all I lost my human innocence. It is something I can never get back, and I have to live with the consequences. Losing my family pains my heart. Losing my possessions pain my body. But losing my human dignity and having to sustain myself with the flesh of fellow men have morally decayed my spirit. It removed me of my human senses, and I now dwell in the dark abyss of hell.

Help.

Figurative Language

Simile

A simile compares two different things, using the words “like” or “as” to draw attention to the comparison.

ex:

“The very mystery of him excited her curiosity like a door that had neither lock nor key.” —Margaret Mitchell, Gone with the Wind

“He swung a great scimitar, before which Spaniards went down like wheat to the reaper’s sickle.” —Raphael Sabatini, The Sea Hawk

Metaphor

A metaphor compares two different things, similar to a simile. The main difference between a simile and a metaphor is that metaphors do not use the words “like” or “as”.

Unlike similes, metaphors don’t acknowledge that they’re comparisons. A literal-minded reader might mistake them for reality, which makes them more figurative and poetic.

A figure of speech in which a word or phrase is applied to an object or action to which it is not literally applicable

ex:

“The sun was a toddler insistently refusing to go to bed: It was past eight thirty and still light.” —John Green, The Fault in Our Stars

“All religions, arts and sciences are branches of the same tree.” —Albert Einstein, Out of My Later Years

Personification

Personification is giving human characteristics to nonhuman or abstract things. This could be :

  • physical attributes (“the eye of the needle”)
  • emotional attributes (“a single lonely shoe”)
  • or human actions (“a leaf dancing in the wind”)

Because I could not stop for Death –
He kindly stopped for me –

The Carriage held but just Ourselves –

And Immortality.”

—Emily Dickinson, “Because I could not stop for Death”

“Life moves pretty fast. If you don’t stop and look around once in a while, you could miss it.” —John Hughes, Ferris Bueller’s Day Off

Hyperbole

Hyperbole is a great exaggeration, often unrealistic, to add emphasis to a sentiment. If you’re especially busy, you might say,

“I have a million things to do”; if you’re bored, you might say,
“I have nothing to do.”

Neither are actually true, but the phrasing makes the statement more emphatic.

“There was no hurry, for there was nowhere to go, nothing to buy and no money to buy it with, nothing to see outside the boundaries of Maycomb County.” —Harper Lee, To Kill a Mockingbird

“I heard all things in the heaven and in the Earth. I heard many things in Hell. How then, am I mad?” —Edgar Allan Poe, The Tell-Tale Heart

怎么学单词

高薪职位需要双语人才。

进出口、软件开发、酒店/旅游、金融、广告和销售等领域的高薪职位都需要英语交流技能。

作为一名软件工程师,我在一家财富 100 强公司 EPAM 工作了 8 年。
这家公司的客户遍布全球,因此我们所有的对话和会议都是用英语进行的。为了提高技能,我们需要阅读英文文档、参考资料和教程。

银行向全球投资者推销金融方案,进出口企业经常与外国人交流,”一带一路 “倡议也是需要英语的国际项目。

因此,要拓展就业和商业前景,就必须具备英语能力。

多年来,英语一直是中国教育的一项要求。然而,在探索如何更好地学习英语的过程中,一些家庭犯了一些根本性的错误。

他们把重点放在背诵语法规则、词汇和课本上,而不是实际应用上。这降低了对英语学习方法的真正理解。

首先,基础要练到像母语

每天话最少30分钟熟悉/联系:

  • 名词
  • 动词
  • 形容词
  • 副词

复习基础框架:

https://chineseruleof8.com/2023/10/15/sentence-structures/

照着框架 放名词,动词,形容词,副词。。。

新的学生可以任何单词开始。

(主题)名词:

A cat
The dog
My dad
Her mom

(动作)动词:

drinks
eats
drive
cook

(宾语)名词:

milk
meat
a car
chicken

然后照着框架,比如 这个框架 subj – verb (action) – obj。学生们吧单词放进去就行:

A cat drinks milk
The dog eats meat.
My dad drives a car.
Her mom cooks chicken.

任何不懂的想用的单词可以用着 fanyi.baidu.com
要注意一个字的类型。这样就知道在宽家哪里可以塞进去。

如果一个单词不熟悉,要多创造句子。

有基础的学神们读书时候拿单词去用

bing.com 和
fanyi.baidu.com

一起去找单词定义和字的类型。

反复书写单词对学习的影响并不大。例如,我们来看看 “lobby “这个单词。

游说是一个动词,也是一个名词。

动词 “游说”的意思是就某一立法事项影响和说服政治家或政府官员。

但作为名词,它有两个含义。

其一是指进行游说的一群人,如动词 lobby。换句话说,就是试图左右立法事项的一群人。

比如:

Gun owners have formed a powerful lobby in the United States to prevent the government from passing gun control laws.

这里还有一个例子:

The tobacco lobby spent millions of dollars to prevent the government from suing tobacco companies.

另一方面,大堂指的是公共建筑(如酒店、剧院或办公楼)入口内的宽敞开放空间。

让我们来看看:

As you enter the lobby, you’ll see the elevators on your right.

因此,学生应该像这样写下定义及其词型:

lobby (动词) –

Then write the definition

lobby (动词) – influence and persuade a politician or public official on a certain legislative matter.

然后,利用互联网查找类似的例句:

了解单词、单词类型和单词构成后,您就可以使用基本的英语语法结构创建自己的例句:

subj + verb + obj

  • Let’s (subj) wait (verb) in the lobby (obj).
  • The kids (subj) are playing (verb) in the lobby (obj).
  • The lobby (subj) hungrily devoured (verb) its guests (obj).

也可以用百度或者bing的图片功能去用别的角度去看这单词是什么:

创造好句子以后,我们会有几个单词50%消化了。另外50%是要用着这几个单词去写文章。话题都可以,多少句子都可以,就是要保持我们把我们学到的单词在文章里面用到就行。

这个棒法能给孩子们在写文章环境消化单词。也鼓励他们去指导怎么吧单词在句子和上下文的情况去用。越写的多,进步越快。

Helping (auxiliary) Verb

ref – https://www.grammarly.com/blog/auxiliary-verbs/

Helping verb AKA Auxiliary verbs

are minor verbs that support the sentence’s main verb

primary auxiliary verbs

be (continuous tense):

The continuous tenses use a conjugated form of the auxiliary verb be along with the present participle (-ing form) of the main verb.

I am [work]ing in the shed.

She was [study]ing all night.

They will be [sleep]ing when you arrive.

She is (aux verb) walking (main verb) home.
It was (aux verb) raining (main verb) heavily last night.

Perfect tenses (have)

The perfect tenses use a conjugated form of the auxiliary verb have along with the past participle form of the main verb.

  • They have just finished class and are getting ready for recess.
  • I had forgotten about the birthday party until I saw the calendar.
  • By the time you get off work, the movie will have started already.
  • We have (aux verb) been (main verb) to India.
  • I will have (aux verb) arrived (main verb) by then.
  • I have (aux verb) played (main verb) since Basketball since middle school.
  • She(subj) has (aux verb) seen (main verb) this movie before.

More examples:

They(subj) are (aux verb) coming (main verb) with us.
The criminal was (aux verb) caught (main verb) yesterday.

Perfect continuous tenses (be and have)

The perfect continuous tenses use a conjugated form of the auxiliary verb have and the past participle of the auxiliary verb be (been) along with the present participle of the main verb. (have been + verb-ing)

I have been reading Moby Dick for months now.

He had been working there for five years before he quit.

Tomorrow, we will have been dating for an entire year.

do (emphasis):

  • I do (aux verb) want (main verb) dinner.
  • She does (aux verb) like (main verb) dancing.
  • I (subj) do (aux verb) enjoy (main verb) a good conversation.
  • She did find it!

modal auxiliary verbs

Likelihood: It might (aux verb) rain (main verb) over the weekend.
Ability: She can (aux verb) run (main verb) faster than me.
Permission: You may (aux verb) swim (main verb) in the pool.
Intention: I shall (aux verb) leave (main verb) the party early.
Request: Would (aux verb) you look (main verb) after my dog?
Necessity: He must (aux verb) remember (main verb) their anniversary.

More examples:

We should (aux verb) study (main verb) for our final exam. (necessity)
They might (aux verb) give (main verb) us a discount if we ask. (Likelihood)
I have lots of money, so I can (aux verb) afford (main verb) it. (ability)
May (aux verb) I have (main verb) a drink, please? (Request)
The class will (aux verb) bring (main verb) food tomorrow for the party. (Intention)