You is all I want for Christmas

A few days before Christmas 2009 a colleague at the college arranged for all the students to join together and watch a video of the movie Love Actually.  Towards the end of the movie, the character Joanna (Olivia Olson) sings the song All I want for Christmas is you, which a) is not really about Christmas – it might as well be All I want for any occasion is you, b) I am likely to have in my head all day now, and c) you are likely to have in your head all day now.

After the movie, a student said to me “She was singing ‘Is you?’. Should that be ‘Are you?’?”. I said (I paraphrase) no, because she was singing about “All I want for Christmas”, not about “you”. “All I want for Christmas” is singular, even if “All I want for Christmas” is “five gold rings, four calling birds, three French hens, two turtle doves and partridge in a pear tree”. The singularity or plurality of the gift(s) doesn’t affect the the form of the verb. On the other hand, if we invert the sentence and say “You _ all I want for Christmas”, then “you” determines the form of the verb.

Also late in the movie, the character Jamie (Colin Firth) travels to Portugal to make a declaration of love to Aurélia (Lúcia Moniz) … in very bad Portuguese. A student from Brazil was sitting in front of me (maybe he was the one who asked the question afterwards), and he cracked up completely during that scene. 

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Grammar in pop songs – Lucy Lucy Lucy

Picture yourself
Somebody calls you
You answer
A girl

Flowers
Look
She’s gone

Lucy
Lucy
Lucy

Follow her
Everyone smiles

Taxis appear
Climb in
You’re gone

Lucy
Lucy
Lucy

Picture yourself
Someone is there
The girl

Lucy
Lucy
Lucy

Lucy
Lucy
Lucy

Lucy
Lucy
Lucy

In the loved-by-some, loathed-by-others Elements of Style, William Strunk Jr and EB White say ‘Write with nouns and verbs, not with adjectives and adverbs’ and ‘Omit needless words’. Very well then …

I have taken that advice to its logical extreme and wielded the delate button on Lucy (in the sky) (with diamonds) by John Lennon and Paul McCartney. The result is possibly comprehensible if you already know the song and possibly not if you don’t. To be fair, Strunkandwhite don’t mention the other word classes, especially prepositions, but I’ve erred on the side of comprehensiveness.

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have

My house (1) has a bath and shower and I (2) have a bath or shower every day. I (3) have to have a bath or shower every day. My previous apartment also (4) had a bath and shower and I (5) had a bath or shower every day. I (6) had to have a bath or shower every day. This was a good thing because my first apartment (7) had had only a shower and I (8) had had a shower every day. I (9) had had to have a shower every day.

Most of that is made up to illustrate a grammar point, namely the various uses of the verb have as an auxiliary verb, a main verb, a catenative verb and an ‘extra verb’.

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right and left or left and right

This page of the textbook just keeps on giving. It is on what the authors call ‘collocations’ and ‘word pairs’, though I am not convinced that those are the best terms. It says “we always say ‘black and white’ not ‘white and black’”. I have blogged about this page twice before. The first time I picked up about combinations of colours. After the class, I researched on Google Ngrams and found that ‘black and’ is most followed by white, red, blue, yellow, brown, gold, grey and green. Further, ‘black and white’ is most followed by photographs, stripes and marble (among and/or, is/are and in/of/on).

The second time I picked up about the textbook saying “we always say ‘black and white’ not ‘white and black’”. That simply isn’t true. Google Ngrams shows that ‘white and black’ is used, though, obviously, much less than ‘black and white’. I researched each of the pairs they give and found that most of them can be reversed – butter and bread and breakfast and bed being the two exceptions (those two are recorded, but are very, very rare). I concluded “If I had written this textbook, I would have written ‘usually’ instead of ‘never’ and ‘always’.”

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students’ countries

I have occasionally said to people that I’ve taught students from more than 30 countries. I think the list below is accurate, but I might have missed one or two. Overwhelmingly most of my students have been/are from Asian countries (esp PR China, Hong Kong, RO China, Thailand) at my current college, South American countries (esp Colombia, Peru, Brazil) at my previous college, and South Korea in South Korea. I’ve had only one or two students from most of the African, Middle-Eastern and European countries.

 

Mongolia PR China Hong Kong RO China South Korea Japan

Thailand Cambodia Vietnam Malaysia Singapore Indonesia Fiji

Mexico Colombia Peru Brazil Argentina

Tanzania Kenya Egypt UAE Jordan Israel Lebanon Turkey

Spain Italy Hungary Czech Republic Poland Latvia Lithuania Greece

Iran Pakistan India Nepal Bangladesh

‘Can you sing?’ – ‘Yes I can very well’

Yesterday one of my classes was practicing ‘can’ and ‘can’t’ for ability. One question was something like ‘Can you sing?’. One student wrote ‘Yes I can very well’. Maybe I shouldn’t have worried about so much (or still be worrying about it now), but there was/is something not quite about this sentence.

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한국어 쓰기 연습 (1)

나는 한국어를 배우고 있어요. 하지만 아직 잘 못 행요. 그래서 매일 연습 하야 뒤요. 시작 합시다!

나는 호주 사람 이에요. 보통 호주 시드니 광역시에서 살아요. 하지만 요즘 한국 광역시에서 살고있어고 대학교에서 영어를 가르쳐고 있엉요.

처음 한극에 이천육년에 왔어요. 일년 육개월 동안 이광역시 있는 학원에서 일 했어요. 정말 좋았어요. 그때동안 다른 시 살는 한국 여자를 만았고 결혼 했요. 그래서 다른 일을 찾았어요. 고등학교에서 일하기 안 별로 좋았엉요. 일년 후에 우리는 호주에 갔어요.

작년에 요즘 하는 일을 찾았어요. 가끔 좋아하지만 가끔 안 별로 좋아해요. 대학교  근처 있는 아파트에서 살고 있어요. 좋아하는 취미가 사진을 직기 예요. 요즘 아름다운 봄 꽃 많아요.

내 한국어는 어때요?

(I know there are mistakes. 살다 is irregular, so some of those ㄹs shouldn’t be there.)