in / with / challenges;

in / about / problems;

on / in / responsibilities;

in / in / reliabilities;

at / in / affection.

done / over;

acted / for;

performed / on;

undertaken / into;

performed / at.

certainty / prediction / intention / assumption / permission;

obligation / assumption / plan / certainty / lack of obligation;

duty / plan / wish / intention / freedom to act;

certainty / anticipation / request / assumption / permission;

plan / possibility / certainty / possibility / ability.

He might not have received our letter. / I haven't ever read such an interesting book. / My wife's parents has lent us some money. / I told him he had stolen the money. / We had three meals on board to prove that the flight was long.

He may not receive our letter. / People always read such an interesting book. / Our parents have lent us some money. / I said that he stole the money. / So long the flight was that we had three meals on board.

He may not have received our letter. / It has been the most interesting book I've never read. / My wife's parents have lent some money to us. / I accused him for stealing the money. / It was such long flight that we had three meals on board.

He may not have received our letter. / It's the most interesting book I've ever read. / My wife's parents have lent us some money. / I accused him of having stolen the money. / It was such a long flight that we had three meals on board.

Our letter may not have been received. / It's the most interesting book I've already read. / My wife's parents have lent us some money. / I advised him not to steal the money. / We had three meals on board as the flight was so long.

lose / at the end;

miss / in the end;

have lost / at last;

missed / finally;

have missed / in reality.

subject;

direct object;

object complement;

indirect object;

subject complement.

complex-transitive;

linking;

monotransitive;

ditransitive;

intransitive.

teachers can expect learners to acquire a certain grammatical structure after being led through a developmental sequence;

teachers cannot expect learners to acquire a certain grammatical structure which is too complex;

learners need a particular amount of time to internalize a certain grammatical structure;

as the learner's interlanguage develops, he will master structures in sequence;

learners go through a complex process of developing a certain grammatical structure.

mistakes are subconsciously learnt and it is very difficult for a teacher to correct them;

when responding to errors, teachers should be seen as telling students off because they are wrong;

when second language learners make errors, they are demonstrating their difficulty in acquiring that language;

adults acquire a second language more easily than children because they are aware of grammar rules.

motivation is caused not only by a number of internal factors, such as the desire of feeling better but also by amorphous powerless goals;

most researchers have come to view that motivation is ultimately the reason why learners hardly ever come to master a foreign language;

the adult who starts going to a gym may hope that a new body image will aid ego enhancement and be stimulated by the active nature of this new undertaking;

in discussion of motivation an accepted distinction is made between extrinsic motivation and intrinsic motivation, that is motivation which comes respectively from inside and from outside;

at the beginning of any course, with students at whatever level and whatever age, the teacher is faced with students who have all a strong motivation.