A call activity is exactly what is heard, students call the answer to a question and explain why it is correct. Students can be randomly chosen from names on pop cycle sticks or on folded pieces of paper that you choose from a container. I choose names written on folded pieces of paper and give students about 1 minute to complete their “call out” answer before choosing another name. An important aspect of learning subject-verb concordance is learning, identifying subjects and verbs in sentences. Bring a stack of magazines for your students to see. Let each student find an article they find interesting. Have students read the article and identify a topic and a verb, a plural and a verb and a composite subject. You can also have them find sentences that contain some of the most sensitive topics, for example.B. “none”, “all” and any subject containing a measure. A subject containing a measure means that the quantity is considered as a single unit and should take the singular form. For example, if the sentence is “three gallons of color,” the verb would represent the singular amount of the entire color.
The correct subject-verb agreement would be: “Three gallons of paint were used in the project”, not “three gallons of paint were used in the project”. Then there is the revision and the new lesson of this lesson. With a Power Point presentation, I recap a brief lesson on singular and plural nouns and verbs. While I teach the rules of subject-verb agreement, I ask my students to copy notes into their diaries. Celce-Murcia, M., &Larsen-Freeman, D. (1999). The agreement copula and subjectverb. In The grammar book: An ESL/EFL teacher`s course, (2nd edition, pp. 53-78). Boston: Heinle & Heinle.
Students who receive all the answers then receive the subject-verb agreement (B). This sheet is more difficult and requires a synthesis of the information transmitted. It does not contain a word bank and invites students to determine which nouns have determined the use of a singular or plural verb. I tell them to pay attention to collective nouns, which I explain are nouns that describe a group (as friends), or words like “everyone” and “everyone,” and let them know that they all contain singular verbs. For some of my students, this understanding will take a little more exercise and time. I drew worksheets for my students of the verb agreement A and B. I first spend the subject-verb agreement (A), which is at a fundamental level of understanding, and I ask students to work either in pairs or individually to complete the activity. The subject-verb agreement (A) focuses on the fundamental understanding of this grammatical rule. I remind students that if the subject is singular, the verb in the predicate must also be singular and if the subject is plural, the verb should be plural and therefore “match”.