I understand that an important aspect of learning the Go Verb Agreement is to identify learning, themes and verbs in sentences. To make the first reading more interesting and therefore more relevant, I bring some magazines and ask my students how they are doing. I then tell them to find an article that they find interesting. They read the article and identify (circle) a single subject and verb, and a plural subject and verb. Beware of these problematic areas when it comes to an agreement between thematic verb. It is in these situations that you see the most errors. If the structure of the sentence has the verb first, it can confuse the scribe or the spokesman and lead to an error in the verb-subject chord. The following example shows how this works: the theme of this sentence is the individual “one” not the plural “dogs”. This means that the verb should also be singular. To correct this type of error, take a look at the sentence to identify the subject. When an indeterminate pronoun acts as the object of the sentence, it can cause confusion when it comes to the subject-verbal agreement. Examples of indeterminate pronouns are words such as “everyone,” “everyone,” “person,” “a lot,” “everyone” and “none.” Unspecified pronouns can lead to subject-verb chord errors, because they can relate to a group and at the same time be singular, like this example: it can help to consider examples of subject-verb chords to make sure you understand. Once you do this, you are willing to find some frequent mistakes in your own work or in the work of others.
Because friends come after “Jack” is the subject. Since “friends” are plural, the plural “want” is necessary. To find errors like this, check the sentence every time you see a coordination conjunction. The theme of this sentence is the plural “situations,” which means that the plural verb demands it. To correct this defect, identify the subject to which the verb refers, even if it comes after the verb. I drew worksheets for my students Sub-Verb Agreement A and B. I will first edit the subject verb agreement (A), which is at a basic level of understanding, and I ask students to work in pairs or individually to complete the activity. The verb-subject chord (A) focuses on the basic understanding of this grammatical rule. I remind the 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 “consistent”. I tell them that it will be true, even if there are other words or phrases that come between them.