5. Errors in subject/verb agreement do not impede communication, which means that they often remain uncorrected. But the less we correct these mistakes, the less students will think about them. This could result in fossilization, because when it comes to morphology, awareness seems to play a key role in interlingual restructuring. to check their answers. The video is great because students like to see 5 people playing guitar, there are not many great distractions of 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 legnth of the sentences. Hello, thanks for sharing! I`m doing a presentation on verb-theme chords next week, would it be possible if I use parts of the second video? I will make sure that you and your site referenced. But I can fully understand that this is not possible.
I found your videos very useful. Thank you very much! In this sense, I have put together two videos based on songs to help students go beyond intuition to find a more systematic understanding of the subject/verb chord. Video 1 (8 minutes) is more teaching-oriented, while 2 (5 minutes) video works more like a quiz. Based on your students` profile, select the one to be used. 2. Curiously, the correct use of the third person S sometimes seems to depend on the verb. In spontaneous communication, students tend to correctly conjugate verbs in phrases like “She likes” and “Sue works,” but rather “She sees,” “It walks” or “Lucy Watches” wrong. Even names that end in S, for some reason, sometimes “dress” the third person S: “Living my parents” is more likely than “they live.” One hypothesis: perhaps some words create a phonetic environment that makes them sound “third-people” than others, which means that students sometimes work lexical/intuitively in choosing the correct form. Yes, that`s for sure.
Isn`t it funny that even advanced students always get a fake s/v chord? This is why it seems more sensible to avoid the “singular” and the “plural” if we refer to the verb: I use it for my TOEFL class when we work on the subject/verb convention (the verbs are present and past). I do not teach vocabulary, because I want them to get used to taking the sense of context or realizing that you don`t have to know all the words in the sentence to answer the questions. It is a basic worksheet in which students try to find errors in a text (in this case, song lyrics). Ideally, they will do so first on their own, then check their answers with a partner, then listen/observe 3. It is therefore our duty to help students move from lexical and intuitive use of the third person S to a more conscious understanding and more systematic introduction of the underlying systems. If our students make an object/verb agreement error, we should not automatically consider it a slip-up. You may not know the rules, not least because we barely teach them! Before scrolling through the two videos, here are some thoughts. If there is a way to support their efforts, please let me know. Hello Luiz – My name is Greg Nunn. I am an English teacher and an education teacher.
I really like your blog clear and very helpful. Well done. That`s great! 1. The so-called morpheme studies of the 1970s showed that the third person S is internalized relatively late – according to auxiliary products and irregular anterior forms.