Like for many listeners, there was one line that jumped out at me as seeming odd when I first heard the song Blank Space by Taylor Swift – and when I heard it again, and again, and again on the radio. The line occurs in the chorus:
Got a lonely Starbucks lover…
I assumed it was meant as a pop culture reference, or could even be part of a product placement deal with said coffee chain. It seemed odd and jarring in the song, but I processed it and continued about my business.
Imagine my intense surprise when, thanks to reading about the song online (e.g. here), I was informed that this wasn’t a coffee-based refrain at all, but that the actual line that Taylor sings is:
Got a long list of ex-lovers…
I decided to investigate the lyric further, because now I could hear both versions, where before it had only been the Starbucks one. It seemed to me that the sound spine could be causing the confusion. The sound spine is the sequence of stressed vowel sounds in a sentence. We rely on it when listening to English to be able to process what is said without catching every syllable and sound in a sentence. For example, in this sentence:
I went for a walk in the park.
The stressed syllables are:
I went for a walk in the park
and the stressed vowel sounds in these words are:
e or ar
which is the sound spine. (You can find out more about the sound spine and connected speech in my free book Talk a Lot Foundation Course.)
Without e, or, ar in this sentence, we might have problems understanding it. If you pronounced it with different stressed vowel sounds, e.g. o, er, ee, it would sound like this:
I want for a work in the peek.
which of course is nonsense!
So what about this line from the massive number one-selling hit single “Blank Space”? Here is what the sound spine should be (with British English pronunciation):
Got a long list of ex–lovers.
o o i e u
and here is the sound spine that we actually hear:
Got a long list of ex-lovers.
ar ar ii ar u
Part of this is to do with Taylor’s Southern accent. “Got” becomes “Gart” and “long” becomes “larn”. However, the main problem is that the lyrics do not scan properly. The rhythm demands a stressed beat on “of”, which is a function word, and not usually stressed. With Taylor’s accent pronouncing o as ar, combined with moving forward the st of “list” (using the connected speech technique of FCL – forward consonant linking), we somehow get the word “star” as a stressed content word. Taylor also changes the “ng” sound in “long” to n, which gives us: “larn lii” instead of “long li” (with those crisp British English vowel sounds) – which is very close to “lonely”. Because our brain does not get the correct vowel sounds to be able to process the actual lyrics, it gives us the nearest matches: “lonely” and “Starbucks”. It is as if our brain hears “Star” as the stressed syllable of a two-syllable word and speedily searches for a relevant match. Faced with this difficult task (starfish… starving… star-crossed…?), the brain lands on the familiar word “Starbucks”. We accept it because surely this is a topic that Taylor Swift could be singing about – a romantic liaison in a US-owned coffee shop. It doesn’t fit with the next line, but never mind. We are too busy thinking about the lonely Starbucks lover to hear the next line. We also hear the ks of “ex” and this matches the end of “Starbucks” perfectly.
So, the entire line as Taylor sings it can be written in Clear Alphabet (a new phonemic alphabet – more here) like this:
Gar d Larn Lii Star ve Kslu vz
We hear the final word “lovers” correctly because the stressed vowel sound u is sounded out clearly.
How could the line be easier to catch? If Taylor had squashed the “of” instead of stressing it, maybe by pausing on the word “list”, before jumping over “of” to the double stress of “ex-lo”. The two double stresses “long list” and “”ex-lo”, separated by the unstressed beat “of” (with a schwa sound instead of ar) might have sounded OK:
Got a long list, of ex–lovers…
But it might have been better to rewrite the line to fit the rhythm. Hmm. I don’t know – what about:
Got a lonely Starbucks lover…
It could even have been part of a tie-in promo with the coffee empire!
Does it matter? Only if clear communication matters.
Is it important in the grand scheme of things. Not really, but when I hear this song on the radio maybe 10 times per day, and I have to stop to think about the lyrics each time I hear the chorus (my ears are telling me “Starbucks” while my mind is telling me “No, no… it should be ‘long list of ex-‘…” which doesn’t fit) – it becomes a little annoying. However, I still love the album 1989.
The lesson for English students is: the clearer your sound spine, the more effective your communication.
This is a free lesson plan from You Are The Course Book – Lesson Plans by Matt Purland. You can download the complete book for free here. (.pdf – 6 MB) This book is in the public domain, which means that anybody can use it for commercial and non-commercial purposes.
Mode 1 Vocabulary Session
1. T asks each group to write down 8 interesting and random words or phrases. They must be content words, not function words. They could be completely random, or begin with the same letter (elicited from a SS), or from a particular topic, e.g. Music. SS work together – one list per group. SS can use dictionaries. One SS from each group reads out their words and T selects the most interesting and random words to write on the board – 8 in total. T does not allow boring words, e.g. table, chair, book… SS write down the whole list.
2. T checks that everybody knows all the words and leads a pronunciation drill with the words. SS have to listen and repeat each word after T.
3. T asks SS to work as a team and write down the type of each word, e.g. noun, verb, adjective, etc. When each group is ready T asks for a SS to come to the board and write the word types on the board next to the vocabulary words. T elicits whether they are correct or not. If not, T elicits the correct answer and the SS writes it.
4. Repeat 3, except with number of syllables in each word.
5. Repeat 3, except with the stressed syllable in each word, which is underlined.
6. Repeat 3, except with the stressed vowel sound in each word. SS writes it with Clear Alphabet, if possible. If not, T elicits it from SS who use the Clear Alphabet chart (p.107). SS could also write each word in Clear Alphabet.
7. Repeat 3, except with whether the stressed vowel sound is short, long, or diphthong. T models the stressed vowel sounds and SS repeat.
8. Repeat 3, except with schwa sounds circled. By the end of the session, your board might resemble something like this (with words from the topic of Music:)
…and so on.
- Try not to spend too long doing the vocabulary session. Remember to put together a lesson that provides a balanced ‘meal’ – where different skills are practised and different student needs are met. For example, while one SS might be happy to work with vocabulary for the whole lesson, another SS might prefer free practice activities, and so on.
This Saturday 25th January at 6pm CET Nadia is teaching a free online English class using You Are the Course Book Method. All learners are welcome!
“This is a demo class on You Are the Course Book Method, developed by Matt Purland, England. Teacher Nadia from Russia will give a mock class using Matt’s method. This a speaking class for English learners, so everybody please get your mics ready.”
To find out more and to sign up for this class please visit the link below:
Check out this great resource site for EFL teachers: EFL Sensei. There you will find free printable lesson plans, speaking activities, board games, conversation cards, grammar activities, and more!
Why not try this exciting jigsaw speaking activity for starters? Bourbon Street: http://www.eflsensei.com/Bourbon-Street/?path=52
It was fantastic to be greeted by over a hundred English language teachers at my seminar at Language Show Live last weekend! They attended my seminar at Olympia, London, on how to teach English without a course book, and it was great to see so many people who were interested in trying something new in the classroom – rather than just the usual gap-fills, multiple-choice questions, and reading comprehensions provided by the usual uninspiring ELT course books.
You can download the PowerPoint presentation that we discussed here.
In the video below I’m discussing Slide 18 and complaining about how with the course book, the writer of the course book gets to be creative, while students are reduced to completing cloze activities or reading in silence. With YATCB Method students get to experience the buzz of creativity; they are able to have ideas and work on them with their partner or group.
At the end of the seminar there were many questions from the audience. We discussed using this method within a syllabus and with ILPs; assessment, and how to persuade Directors of Studies to let you deviate from doing the book. This seemed to be the most common problem for the teachers I encountered there. They said that they would like to be more free in what they do in class, but don’t have time to let their students be creative after completing the set course book pages – which they “have to” do. Frustrating! It was great to chat to so many of you face to face after the event. I felt encouraged that there are many teachers who, like me, desire a more creative and productive approach to teaching English. One delegate, Joanna Dudzinska, asked me for the origin of the name “English Banana” and then promptly presented me with a pair of fresh bananas that I could take home! Thanks, Joanna. You can see pictures and read her side of the story in her blog here. She commented:
“The highlight of today was The Language Show at Olympia in Kensington. It was the third and last day of the annual event related to languages: teaching, learning, interpreting, translating and also travelling!
“A friend had told me about the presentation for EFL teachers. It had an interesting title: YOU ARE YOUR OWN COURSEBOOK. I agree with Matt, the speaker. Coursebooks are boring and they do not allow free thinking often suppressing creativity. I could elaborate more on that particular topic, but there is no time… However, I shall definitely be going back to Matt’s website…”
My heartfelt thanks go to Claire Shilling and the wonderful team who organised Language Show Live 2013, as well as the army of people who ensured that the event ran so well. I really enjoyed taking part – thanks for having me!
If you would like me to speak about You Are The Course Book Method at your organisation, or run a training session, please do get in touch!
English Banana free resources are featured in The Guardian newspaper this week, as part of a special article for teachers entitled: “How to teach… English as a foreign language”. Emily Drabble reviews a range of English Banana books, including Big Grammar Book, the Talk a Lot series of books, and the new release You Are The Course Book 2. You can read the article here:
The visit was a great success with all of the teachers saying that they enjoyed it and learned many new techniques that they could take back to their university – and private – students in Russia.
The group leader Tatiana M. commented:
“The course provided the opportunity for the students to be active and creative at the classes, work together with other students and speak English while performing the tasks. The course integrated all of the aspects of language learning (speaking, reading, pronunciation, grammar, writing and listening) and actively involved students into the learning process. The organisation of the course (flexible schedule, the timing, course materials and accommodation) were arranged and provided on a high level. New things I learned:
- organising the learning process without a textbook
- a new approach to teaching phonetics
- reiterating the most important language points at every lesson
- a captivating and enjoyable way of working with newspaper articles”
Here is a picture of the group hard at work:
…and at play, enjoying a barbecue with some of our local students:
We even got an article in the local paper!
If you would like to join us for a language holiday – to improve your English language skills, or to brush up on your teaching practice – you are more than welcome to join us! Please click here to find out more about our offer.
This is a recording of a free class I taught on WizIQ.com on 28.02.13: http://www.wiziq.com/online-class/1140564-free-english-vocabulary-and-pronunciation-workout You can download the free material that we used here: http://www.scribd.com/doc/127589616/Auto-Mode-3-Example
You are welcome to join us for this FREE pre-intermediate English language class on the topic of “Clothes”. It was a pleasure to teach this class last night in partnership with MySchoolo.com
About the Class
We’re going to spend a whole lesson looking at final consonant linking in cv connections in English speech. For example, in the sentence “I like English” there is one example of final consonant linking: “like English” becomes Lai King glish
If you are interested in this kind of thing, you will be sure to enjoy this lesson! Make sure you have your microphone plugged in, so that you can speak during the class.
This class will be relaxed and fun, so please come and join us if you would like to improve your speaking and listening skills in a friendly class.
See you there! 😉
Introducing new material from English Banana.com that will give you some practice in using connected speech and stress in English. You can download the free .pdf worksheet pack here: http://www.scribd.com/doc/105327558/A-New-Series-of-Self-Study-Worksheets-Stress-Reduce-Merge
Any feedback would be most welcome! Thanks. 😉
Now you can practise your English pronunciation skills and get instant feedback with our really useful new widget:
It was great to have a chat about teaching with Nate Hill of Tweet Speak English recently. You can download the full interview as a FREE MP3 here: