Subject-verb agreement in English is one of the most confusing aspects for all language learners, including native English speakers. For English as a Second Language students, the subject-verb agreement concept is especially difficult and time-consuming as shown in the ground-breaking research book "Language Two" by Heidi Dulay, Marina Burt and Stephen Krashen. Use a variety of activities to teach ESL students how to acquire subject-verb agreement.

Total Physical Response Ball Game
Help beginning ESL students learn subject-verb agreement with the Total Physical Response approach. As defined by James Asher, novice ESL students learn best by engaging in language tasks that describe physical activity in progress. Have the students stand in a circle. The teacher joins the circle and models the activity by saying the action and the student's name. "I am tossing the ball to Juan." Then, Juan can say, "I am tossing the ball to Kim." The process repeats until all the students have a chance to toss the ball. This activity reviews using the first person singular pronoun "I" with "am" and the -ing verbs, in the present progressive tense.

Move to another descriptive activity. The teacher asks Juan to toss the ball to Kim. The teacher and students say, "Juan is tossing the ball to Kim." The students and teacher repeat the process with each student. This second activity helps ESL students to understand that with third person singular "he" or "she," they need to use "is" with -ing. Combining action with speech helps new ESL students acquire the new language.

Desuggestopedia Fine Arts and Drama
Use the Desuggestopedia approach to relax students so they can enjoy learning and increase their understanding of subject-verb agreement. Formerly called "Suggestopedia," explore the method developed by Geroge Lozanov to consider students' feelings as they improve their English language skills and to help the students relax so they can focus on the language and not on feelings of stress. Take Lozanov's suggestion to integrate fine arts such as drama in the classroom and let students study with a different identity. Select a film with high interest and look over the script for examples of subject and verb agreement.

One example is "Twilight." Scene Six shows Bella meeting her childhood friend Jake, now a teenager like her. Make a copy of Scene Six for each language learner. Watch the film and end with Scene Six. Then read the scene out loud in class as a group. Include the scene directions, with lots of subject-verb examples, such as "Bella exits ..." Break up into smaller groups of four, enough so each person has something to say. Allow females to read the male roles if necessary. Let the ESL students practice with each group, and then switch group members for more rehearsals. Eventually, ask groups to perform the scene. At this point students will know the scene well and can observe the different ways to deliver lines.

The Communicative Approach
The Communicative Approach looks at language learning through the lens of meaningful statements in a social context. Use interviews about preferences as a way to make language tasks communicative. Ask students to make a list of their preferences. Model some practice questions such as, "Which do you prefer, tea or coffee?" The students can reply and give a meaningful answer, such as, "I prefer tea." Give the ESL students time to work in pairs or small groups as they practice with the first person singular pronoun "I" and the question form.

Move the activity to third person singular, using the students' names or "she" and "he." One student can ask another, "What does Maria prefer, tea or coffee?" The next student can reply, "Maria prefers tea." This activity helps students learn more about each other as they learn the third person singular "-s" added onto the helping verb "does" in the question and the main verb "prefers" in the declarative sentence. Add fun to the activity by providing actual tea and coffee for the students.

Learning Strategies Inventory Listing
Incorporate the framework of learning strategies. Use the idea that expert ESL students are using strategies that novice students can learn for language success. Explain that metacognition means students are in charge of their own learning. For example, share ideas about how students can plan to finish their assignments. Review cognitive strategies that involve active learning such as note-taking and summarizing. Add the affective strategies related to social situations in learning, such as questioning for clarification and cooperation with other students and teachers.

Ask students to inventory a list of ways to learn. Offer them suggestions about what to do when they are stuck in their studies. Students can share ways that they can overcome problems while studying. List the answers on the board. Include ideas such as taking a break, going for a walk, or calling a fellow student for help. Discuss these options to help students understand that they are in charge of their own learning and can be successful.