Techniques In Teaching Subject Verb Agreement

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The subject-worm agreement is a problem for many students and teachers in schools and higher education institutions. Many language teachers, including the most experienced, find it difficult to effectively teach this aspect of grammar. Subject-verb concordance is the backbone of sentence structure in English, and this can be seen in common sentence patterns like S-V, S-V-O, S-V-O-O, S-V-A, and S-V-C, where each sentence contains a verb. It deserves our attention and especially in the context of presence. Why focus on the present? Statistically, some research findings show that verb forms used in the present tense are more frequent than in other tense forms, so this higher frequency of the appearance of the former justifies the need to focus more on presence. Prepare a 5- or 10-minute exam of topics and verbs. The subject of a sentence is the person, place, thing, idea, or activity referred to in the sentence, and the verb says what the subject does. Display one or two sentences on the board and have students read the sentence and then come to the board to climb around the theme and verb. Ask volunteers to write a sentence; Then ask the other students to identify the topic and verb.

Indicate that the subject and verb must match, which means that if the subject is singular, the verb must also be singular, and the same goes for Plurale. Make two columns on the board, subject and verb. Have students name several themes and individual verbs and record them on the board. Choose a random topic and a random verb, and then write a sentence. For example, say, “The dog barks at the postman. If I want to change the subject to the plural, I have to add an `s`, but if I change the verb to the plural, I remove it: dogs bark the postman.¬†Continue with a few more examples by selecting words in each column. Ask students to also include example phrases. Wren and Martin (2001) say that the verb, like the pronouns of the staff, has three people – the first, the second and the third, and then they continue with a very long explanation of what is meant by first, second and third persons.

This method, which consists of learning the rules on the first, second, third person before choosing the verb, is laborious and confusing. The proposed method for teaching subject-verb concordance in teaching is explained as follows. I invite you to read the Shurley English Curriculum to learn more about these rules, as errors in the subject-verb agreement are quite common in the English language and sometimes difficult to correct.. . . .

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