If the video is not synced, go back to the beginning and click Play again. 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! Yes, for sure. Isn`t it fun to see how even advanced students always get a fake S/V chord? In this sense, I have set up two song-based videos 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. 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! 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. It therefore seems wiser to avoid “singular” and “plural” when referring to the verb: before scrolling down for both videos, here are some food for thought. 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. 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! Your email address will not be published.
Required fields are marked with * I represent Webster University in a number of countries and have a global network of sub-agents. 4. The terms “singular and plural” could confuse students. After all, from their point of view:Singular = no SPlural = add an S 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 points to note: Great activity along Unit 1 – Identities 2. Great thanks. Student: Everyone in my family loves sports. Teacher: Third Person Singular, remember? Student: That`s what I said.
I like that! No. S. Student: People like it. You: People = them. Student: Oh, okay. People like them. Geme, I`m afraid they`re too heavy (700mb, 900mb) for me to send them to you. I am sorry. Student: People like her. Professor: Remember — people are plural. Student: That`s what I said – likeS.
Fantastic. Thank you for sharing. This will be helpful in many ways and I like the way you explain it. Thank you again. 1. The so-called morpheme studies of the 1970s showed that the third person S is internalized relatively late – after ing, excipients, articles and irregular forms of past. . .