This season racing game takes something old (correcting errors) and redoes it by adding elements of teamwork and collaboration! In this case, you can focus most of the errors on the subject and the verb. The thing that falls me most on the errors of subject/verb agree is as they seem ubiquitous. To the despair of many teachers, there remains a phrase like “My brother learns English” that we expect – and we welcome – from a student A1, usually far beyond, in A2, B1 and perhaps B2, depending on the learner and the circumstances. Why does this happen? A series of studies have shown that students acquire L2-morpheme in a fairly predictable way, regardless of the origin of the language, age and — here is the bomb — what they learn in class. Sometimes the third person S is internalized relatively late – after, helpers, irregular articles and past shapes. No degree of awareness, drilling and corrective return seems to significantly alter this order. But things are more complicated than they seem. First thing first: What is the subject/verb chord? Have you noticed that in almost all ESL/EFL manuals, there are often dialogues to introduce the target language? Most students (and also teachers) squirm through them on the way to more important things. But it is not necessary. It`s a great contribution! I am a native speaker from Argentina and I teach ESL students.
There is something that bothered me, and maybe you can help me. The thing is, many, many of my students are making the same mistake. The use of certain verbs without accompanying topics, especially at the beginning of sentences. This construction is very often in Spanish. The verb to be looks like what is most problematic, but it also happens with their verbs. For example, “How did the party go?” “It`s good” or “It`s raining today,” I went to the bar. He had a coffee “Went to the movies the other day.” Is there some kind of organic explanation or rule that I can teach, that can show students when and when not to do it, is it normal to talk like that? I do it every time, but then there are cases where the absence of pronoun or subject is not false and the students become confused. Thank you very much! 1.
There will of course be cases where your students will also find a technical/verbal agreement, although always inconsistent. Typically, most students move up to B1ish between the exact use and omission of the third person S instead of producing a constant stream of different or correct shapes. What is unfortunately rarely discussed is the precision that seems to depend on the verb in advance.