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. It therefore seems more sensible to avoid the “singular” and the “plural” if we refer to the verb 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 use 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! 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. 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. 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! Yes, that`s for sure. Isn`t it funny that even advanced students always get a fake s/v chord? I use this 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 first do it on their own, then check their answers with a partner, then listen/observe A great activity along Unit 1 – Identities 2 Super Thank You. 4. The terms “singular and plural” could confuse students. After all, from their point of view:Singular – no SPlural – add an S S If there is a way I can support your efforts, let me know. Gem, I`m afraid they`re too heavy (700m, 900mb) for me to send them to your house. I am sorry. 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.