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. 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! 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. If the video is not synced, go back to square one and click Play again. Before scrolling through the two videos, here are some thoughts. Yes, that`s for sure. Isn`t it funny that even advanced students always get a fake s/v chord? 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! This is why it seems more sensible to avoid the “singular” and the “plural” if we refer to the verb: in this sense, I have compiled two videos based on songs to help students go beyond intuition, to have a more systematic understanding of the subject/verb correspondence. 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. Student: Everyone in my family loves sports. Master: Third person Singular, remember? Student: That`s what I said.

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