Objectives (5 - 7 minutes)

1. To understand the concept of subject-verb agreement in English sentences, where the verb must agree with the subject in terms of number and person.
2. To recognize common errors in subject-verb agreement, such as singular subjects with plural verbs and vice versa, and to understand how these errors can affect the meaning and clarity of a sentence.
3. To practice correcting subject-verb agreement errors through interactive activities and exercises, reinforcing the understanding of the correct usage and ensuring the students can apply this knowledge in their written and spoken English.

Secondary Objectives:

1. To encourage active participation and collaboration among students during the learning process, fostering a conducive learning environment.
2. To enhance the students' critical thinking skills by analyzing and correcting errors in subject-verb agreement.
3. To promote effective communication skills in English through the correct use of subject-verb agreement.

Introduction (10 - 12 minutes)

1. The teacher begins the lesson by reminding the students of the basic structure of English sentences, focusing on the subject and the verb. The teacher writes a few examples on the board, such as "The dog barks" and "She sings," and asks the students to identify the subject and the verb in each sentence. This serves as a quick review of the foundational knowledge necessary for understanding the concept of subject-verb agreement.

2. The teacher then presents two problem situations to the students. The first one is a sentence like "The dogs barks," where the verb does not agree with the subject in terms of number. The second one is a sentence like "He and I is going to the park," where the verb does not agree with the subject in terms of person. The teacher asks the students to identify the errors in these sentences and to explain why they are incorrect.

3. To contextualize the importance of subject-verb agreement, the teacher explains that these rules are not just arbitrary grammar rules, but they are essential for clear and effective communication. The teacher gives examples of how incorrect subject-verb agreement can lead to confusion and misunderstanding, such as the sentence "The team are winning," which implies that each member of the team is winning individually, rather than the intended meaning of the team as a collective unit winning together.

4. To grab the students' attention, the teacher shares a few fun facts or stories related to subject-verb agreement. For example, the teacher can share that the famous writer Mark Twain once said, "I have no respect for a man who can only spell a word one way." This is a humorous way of highlighting the importance of grammar and attention to detail in writing. Another fun fact could be that in some languages, like Russian, the verb does not change based on the subject, which can make English grammar seem more complex in comparison.

5. The teacher then presents the topic of the day: Subject-Verb Agreement. The teacher emphasizes that by the end of the lesson, the students will not only understand the rules of subject-verb agreement but also be able to correct these errors in their own writing and speaking. The teacher also encourages the students to ask questions and participate actively in the lesson to ensure that they get the most out of the session.

Development (20 - 25 minutes)

Activity 1: Subject-Verb Agreement Match-Up (8 - 10 minutes)

1. The teacher prepares a set of cards, each containing a sentence with a subject and a verb. The sentences are carefully constructed to create common errors in subject-verb agreement. For example, a card could include a sentence like "The cats [plays/play] in the garden."
2. The class is divided into small groups of 4 to 5 students. Each group is given a mixed pile of subject cards and verb cards.
3. The students' task is to match the correct subject with the corresponding verb to form a grammatically correct sentence. They are to focus on ensuring that the verb agrees with the subject in terms of number and person.
4. After completing the task, the teacher collects the cards and checks the answers with the class, providing explanations for the correct matches and highlighting the errors made in incorrect matches.

Activity 2: Sentence Surgery (8 - 10 minutes)

1. The teacher creates a set of sentences, each with a subject-verb agreement error, and prints them on separate strips of paper. For example, one strip could read, "The dog and the cat [is/are] playing together."
2. The class is divided into small groups. Each group is given a set of these sentence strips and a pack of 'corrective surgery' cards, which contain the correct verb forms.
3. The students' task is to 'operate' on the sentence strips to correct the subject-verb agreement errors. They must replace the incorrect verb with the correct one from their 'corrective surgery' cards.
4. Once all groups have completed the task, the teacher checks the sentences for accuracy and discusses any common errors made by the class.

Activity 3: Subject-Verb Agreement Race (4 - 5 minutes)

1. The teacher prepares a short list of sentences containing subject-verb agreement errors. For example, one sentence could be, "The horse [run/runs] in the field."
2. The class is divided into two teams. Each team is given a copy of the same list of sentences, but the sentences are mixed up to create a challenge.
3. The aim of the game is for the teams to correctly identify the errors and fix the sentences as quickly as possible. The first team to complete all the sentences correctly wins the race.
4. The teacher reads out the correct answers, and each team marks their own paper. The team with the most correct fixes wins the race.

By the end of these interactive activities, students will have a hands-on understanding of the rules of subject-verb agreement, and will have practiced identifying and correcting these errors in a fun and engaging way.

Feedback (8 - 10 minutes)

1. The teacher begins the feedback phase by asking the students to share their experiences from the activities. The teacher encourages them to discuss the challenges they faced and the strategies they used to correct the subject-verb agreement errors. This not only allows the students to reflect on their learning but also promotes a collaborative learning environment where students can learn from each other's experiences.

2. The teacher then asks the students to explain how the activities connected to the theoretical understanding of subject-verb agreement. For example, the teacher might ask, "How did the 'Sentence Surgery' activity help you understand the concept of subject-verb agreement more clearly?" or "How did the 'Subject-Verb Agreement Match-Up' activity help you practice identifying subject-verb agreement errors?"

3. The teacher then facilitates a discussion about the practical applications of subject-verb agreement in everyday life. For instance, the teacher could ask, "Can you think of a situation where using correct subject-verb agreement could be important?" or "Why do you think it's important to use correct grammar in writing and speaking?"

4. The teacher then asks the students to take a moment and reflect on the most important concept they learned during the lesson. The teacher can provide prompts for this reflection, such as:

   • "What was the most challenging part of the lesson for you?"
   • "Which activity did you find the most helpful in understanding subject-verb agreement?"
   • "Can you think of any questions that are still unanswered?"

5. The teacher then invites a few students to share their reflections with the class. This not only allows the teacher to assess the students' understanding of the lesson but also provides an opportunity for the students to articulate their thoughts and learning experiences.

6. Finally, the teacher addresses any unanswered questions and clarifies any misconceptions about subject-verb agreement. The teacher also provides constructive feedback on the students' performance in the activities, highlighting their strengths and areas for improvement.

7. To wrap up the lesson, the teacher briefly summarizes the key points about subject-verb agreement and emphasizes the importance of practicing these rules in their writing and speaking. The teacher also reminds the students that they can always ask questions or seek assistance if they have any difficulties with subject-verb agreement in the future.

Conclusion (5 - 7 minutes)

1. The teacher begins the conclusion by summarizing the main points of the lesson. The teacher reiterates the concept of subject-verb agreement, emphasizing that the verb must agree with the subject in terms of number and person. The teacher also recaps the common errors in subject-verb agreement, such as singular subjects with plural verbs and vice versa, and how these errors can affect the meaning and clarity of a sentence.

2. The teacher then explains how the lesson connected theory, practice, and application. The teacher highlights how the hands-on activities, such as the "Subject-Verb Agreement Match-Up," "Sentence Surgery," and "Subject-Verb Agreement Race," helped the students apply the theoretical knowledge about subject-verb agreement in a practical context. The teacher also points out that the discussion about the importance of subject-verb agreement in everyday life helped the students understand the real-world applications of this grammar rule.

3. The teacher then suggests additional materials for the students to further their understanding of subject-verb agreement. These could include:

   • Online interactive quizzes and exercises on subject-verb agreement.
   • Grammar books or worksheets with more examples and exercises on subject-verb agreement.
   • Educational videos or podcasts that explain subject-verb agreement in an engaging and accessible way.

4. To conclude, the teacher explains the significance of understanding subject-verb agreement for everyday life. The teacher emphasizes that subject-verb agreement is not just a grammar rule to be memorized, but it is a fundamental aspect of clear and effective communication in English. The teacher explains that mastering subject-verb agreement can help the students express their ideas more accurately and confidently, whether in writing or speaking. The teacher also reminds the students that the skills they learned in this lesson, such as critical thinking, collaboration, and effective communication, are not only applicable to English language learning but also to their overall academic and personal development.