To check their answers. The video is great because the students like to see 5 people playing a guitar, there are not many great distractions of the words and the song is not too fast. The answer key is included, but for the second part, the answers may differ a little from the student depending on the sentence leg. I use it for my TOEFL class when we are working on the subject/verb agreement (verbs are in the present and past). I don`t teach vocabulary because I want them to get used to making sense of context or realizing that to answer questions, you don`t have to know every word in the sentence. It is a basic worksheet on which students try to find errors in a text (in this case song lyrics). Ideally, they do this themselves first, then they check their answers with a partner, and then hear/see 2. Curiously, the correct use of the third person S sometimes seems to depend on the verb present. In spontaneous communication, students tend to correctly conjugate verbs in sentences like “She likes” and “Sue works,” but are instead misunderstood “She sees,” “He`s leaving,” or “Lucy is looking.” Even names that end on S sometimes “attract” the third person S for some reason: “My parents live” is more likely than “you live.” One hypothesis: maybe some words create a phonetic environment that makes them sound “third-person-friendly” than others, meaning that students sometimes work lexically/intuitively in choosing the right shape. Hello, thank you for sharing this! I`m going to make a presentation next week on subject-verb arrangements, would it be possible to use some parts of the second video? I will make sure that I refer you and your website.
But I can fully understand if that is not possible. I found your videos very useful. Thank you very much! 3. It is therefore our duty to help students move from the lexical and intuitive use of the third person S to a more conscious understanding and more systematic use of the underlying systems. If our students make a subject/verb error, we should not automatically consider it a slippage. They may not be aware of the rules, not least because we barely teach them! 5. Subject/verb conformity errors hardly impede communication, which means that they are often not corrected. But the less we correct these mistakes, the less students will think about them. This could lead to fossilization, as awareness, when it comes to morphology, seems to play a key role in the restructuring of interlanguage.
It therefore seems more judicious to avoid “singular” and “plural” if we refer to the verb: in this sense, I have set up two videos based on songs to help students achieve, beyond intuition, a more systematic understanding of subject-verb concordance. Video 1 (8 minutes) is more teaching-oriented, while video 2 (5 minutes) works more like a quiz. Depending on the profile of your students, select the ones you want to use. Yes, for sure. Isn`t it fun to see how even advanced students always get a fake S/V chord? Fantastic. Thank you for sharing. This will be helpful in many ways and I like the way you explain it. Thank you again. Hello Luiz – My name is Greg Nunn.
I am an English teacher and educational entrepreneur. I really like your clear and very useful blog. Well done. It`s excellent! Student: Everyone in my family loves sports. Teacher: Third Person Singular, remember? Student: That`s what I said. I like that! CAN I HAVE A COPY OF YOUR TWO VIDEOS? I COULD DEFINITELY USE THIS FOR MY ENGLISH CLASSES. THANK YOU VERY MUCH! Students of all ages and levels often misunderstood third person S, and it seems important to understand why this happens and think about how we can intervene. Here are some of the things you need to keep in mind: Student: People like her. You: People = them. Student: Oh, okay…