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This unit covered in broad terms the parts of speech, how they are used, some common rules and insights into some of the challenges of teaching them, which will be many. Nouns, being for the most part concrete, will be the easiest to teach as a picture can be used to represent the person, place, thing or animal. States (like sleep) and concepts (like freedom) will be more challenging to teach, but many will not be taught at the basic or elementary levels, where visual aids will be more important. Verbs will be more challenging to teach, less so the base form (eat, sew, imagine) and more so conjugation (especially irregular verbs, like \"break\") as well as the use of auxiliary verbs. How and when to use infinitives vs gerunds will also pose some challenges, I expect. Adjectives should similarly be relatively easy to teach the basics, as images will often represent the idea, but again challenges will arise in determining adjective order when multiple adjectives are used, as well as the formation of comparatives and superlatives. Once students have the concept of adjectives down, it's a natural progression to teaching common adverbs of manner as they are mostly formed by adding -ly to an adjective. The bigger challenge again, will come with understanding and using adverbs of place, time, frequency, degree and attitude. Adding prepositions to the students' repertoire will enable them to construct more complex sentences, and those of place and movement should be relatively easy to teach as they are visual in nature. Conjunctions will be invaluable in allowing students to construct longer and more complex ideas. They'll no doubt be introduced at the elementary level or even basic level (\"I have a pencil and paper\") and will continue to be revisited as students advance and may look at different ways to link clauses in written versus spoken English. Lastly, since I will be teaching in Japan where articles do not exist as a part of speech in the native language, I expect the nuances of teaching how and when to use an indefinite article, the definite article, or no article at all will pose a challenge for student accuracy right up through the upper intermediate level
