Does Bruno Mars look like a younger Michael Jackson? Some people say he does, others say such a comparison is far-fetched. What is your opinion?
I. There are three
different ways to say the S of verbs in the 3rd person singular.
Pair up the verbs below you think finish with the same sound.
wishes blows
likes learns kisses
wants
II. Now, fill in the
gaps as you listen to the song..
Once
again you're home alone
Tears
running from your eyes
And
I'm on the 1._________ /ˈaʊtˌsaɪd/
Knowing
that you're all I want
But
I can't do anything
I'm
so helpless 2.________ /ˈbeɪbi/
Everyday
same old things
So
used to feeling 3.________ /peɪn/
Never
had real love before
And
it ain't her fault
She
knows better but
She
can't help it
Wanna
tell 4. ________ /hər/
But
would that be selfish
How
do you heal
A
heart that can't feel, it's broken
His
love is all she knows, all she knows…
His
love is all she knows, all she knows…
You've
been living this way so long
You
don't know the 5._________ /ˈdɪf(ə)rəns/
And
it's killing me
Cause
you can have so much more
I'm
the one you're looking for
But
you close your eyes on me
So
you still can't 6._________ /si/
All
she knows is the pain
In
the corner of an empty home
She's
still 7. _____________ /ˈkʌmfərtəb(ə)l/
I
want her to know
It
can be better than this
I
can't 8._____________ /prɪˈtend/
Wish
we were more than friends
III.
The title of this song is 'All She Knows'. Which group below does the word
'Knows' belong to? How about the words in I?
/s/
|
/z/
|
/iz/
|
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KEY
- wishes – kisses, blows – learns, likes – wants
- 1.outside, 2.baby, 3.pain, 4.her, 5.difference,
6.see, 7.comfortable, 8.pretend
- /s/ - likes and wants, /z/ - knows, blows and
learns, /iz/ - wishes and kisses.
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WORKSHEET
http://www.filefactory.com/file/3vtbg0ow09dx/n/_-S_3rd_Person_Singular_-_All_She_Knows_Bruno_Mars_.pdf
WORKSHEET
http://www.filefactory.com/file/3vtbg0ow09dx/n/_-S_3rd_Person_Singular_-_All_She_Knows_Bruno_Mars_.pdf
Emerson,
ResponderExcluirYour activity is very good. You get to introduce your topic with a short text, insert pictures (which captures students' interest), and gives them a selection of words for them to try to figure out the rules before you do. Your choice for the song is very nice. The phonetic transcriptions of words for them to fill in is also spot-on.
Filipe Rubini-Castano
Este comentário foi removido pelo autor.
ResponderExcluirHi, Emerson!
ResponderExcluirI'm taking Oral Expression with Reinildes at UFMG and one of our tasks was to visit your blog and see the pronunciation tasks. I really liked this one, because it's something that would get my students' attention since they all love Bruno Mars. I also liked the fact that you included phonetic transcriptions next to the blanks, as the students would become more familiar with the phonetic symbols and their sounds.
It's a great pronunciation task, I'm sure the students would have a lot of fun doing it!
Clara Fernandes G. Sena
Hi Emerson,
ResponderExcluirFirst of all, thanks for your blog. It is a very usefull tool for teachers and students. A simple but important task to improve the knowledge so easily available is great.
I liked a lot the fill in part, I enjoyed it kind of activity a lot when I was young.
Thanks.
Great activity, but I wonder how relevant these differences in pronunciation are to students. I mean, I had to teach this topic to my Basic 1 students because the book mentioned it, but they were quite lost, and they couldn't hear the difference. Maybe this is something we should teach only to advanced students, right? Otherwise the students might feel frustrated and have the impression that English is much more difficult than it really is.
ResponderExcluirThanks for your blog, I'm sure I'm gonna use it in the future.
(I'm Reinildes student at UFMG)
Emerson,
ResponderExcluirI really liked your activity. The topic is contextualised with a catchy song, enhancing the reader's motivation to do the exercise at the end.
Raquel Rossini.
Hi Emerson,
ResponderExcluirI'm Reinildes student.
This task is especially interesting, because this song is really popular nowadays, so the students will probably be familiar with it, and this great!
Hi Emerson, my name is Gutemberg and just like the other guys who've been comenting here, I'm also taking a course with Reinildes. Your blog is awesome, and the activities are great. The only thing I'd try to do about this activity here is to find a song which contains some different "s" sounds, or maybe one or two that have a little bit clearer different "S's" pronunciation to show the stundents how it really goes in native speaking. Maybe asking them to listen for the words with the "S's" different sounds would call up their attention to it. Thank you. Bye.
ResponderExcluirHello, Emerson!
ResponderExcluirI'm taking a course with Sonia, which showed us your blog. Nice activies that you propose to students, it's always fun to learn English like this. Actually, most of the English that I speak comes from music and television. We can say that I'm a "living proof" that this method works, right?
Congratulations on your website.
Hi Emerson,
ResponderExcluirMy name is Vitor and I am taking the course of Oral Expression of Professor Sonia and Reinildes, who gave us the task to post two comments on two os your Blog activities. Well, the activity #1 works well with the association of sounds of the third person of singular, so the student may identify them properly. The activity #2 is also a good one bcause you make the student pay strict attention to the music so he/she can fill in the blanks according to what he/she hears. Actually I have already used both kinds of activities and I find them pretty good.
Congratulations for your Blog.
Hi Emerson. My name is Aline and I'm taking Oral Expression with Sonia and Reinildes on UFMG. Your activities are really interesting because they bring current material that calls students attention. On Bruno Mars' activity the students can not only improve pronunciation but also new vocabulary. Congratulations.
ResponderExcluir