Blanca Alicia González Ramírez

August 7th. 2023

Error Analysis

Class Description: For this practical application, I will focus on a class of 25 adult learners
studying English as a Second Language (ESL) at a private language school. The students are at
an intermediate level of English proficiency and have diverse cultural backgrounds. The age
range of the students is between 15-18 years old. The language school offers intensive language
courses to help students improve their English language skills for various purposes, such as
work, travel, and further studies abroad.

Identified Problem Area: The problem area I have decided to work on is "subject-verb
agreement." Many students in this class make errors in ensuring that the subject and the verb in a
sentence agree in number. This can lead to confusion and misunderstandings in their writing and
communication. For example, they might write sentences like "The students is studying English"
instead of "The students are studying English."

Reason for Selection: Subject-verb agreement is a crucial aspect of English grammar, and errors
in this area can make written communication less effective and clear. It is a common problem for
ESL learners, especially for those whose native languages have different grammar rules.
Improving subject-verb agreement will enhance the student's writing skills and overall language
proficiency.

Step-by-Step Lesson Plan:

Step 1: Exemplification (15 minutes) In this step, the teacher will present the students with a set
of sentences containing subject-verb agreement errors. The sentences can be projected on a
screen or distributed as handouts. The teacher will explain the error and ask the students to
identify the correct form of the verb that matches the subject. Example sentences:
1. The cats jumps on the table.
2. My sister play soccer every weekend.
3. The books is on the shelf.
4. They eats lunch together.
The teacher will encourage students to work in pairs or small groups to discuss and correct the
sentences together.
Step 2: Drill (20 minutes) The focus of this step is repetition and practice. The teacher will
provide the students with a worksheet containing a variety of sentences with subject-verb
agreement errors. The students must rewrite the sentences with the correct subject-verb
agreement. Example: Incorrect: She don't like coffee. Correct: She doesn't like
coffee.

The teacher will then ask the students to exchange their worksheets with a partner, and they will
review and provide feedback on each other's corrections. This promotes peer learning and active
engagement.

Step 3: Mechanical Practice (25 minutes) In this step, the teacher will introduce a creative
writing task requiring students to correctly apply subject-verb agreement. For example, the
students can write a short paragraph or a dialog between two characters using the target grammar
rule. The teacher can provide a prompt related to their interests or a topic they have previously
discussed in class.

The teacher will circulate around the classroom, providing guidance and feedback as the students
work on their writing tasks. This individualized attention helps reinforce the correct usage of
subject-verb agreement and allows the teacher to address any lingering doubts or errors.

Role of the Teacher: In Step 1, the teacher acts as the presenter and facilitator, explaining the
subject-verb agreement errors and guiding the students in identifying the correct forms. In Step
2, the teacher facilitates the practice activity, encourages peer learning, and provides support as
needed. In Step 3, the teacher becomes a mentor, offering individualized feedback and
encouragement to the students during their writing tasks.

Time Allocation: Step 1: Exemplification - 15 minutes Step 2: Drill - 20 minutes Step 3:

Mechanical Practice - 25 minutes Total: 60 minutes

Conclusión: By integrating this step-by-step lesson plan into the ESL classroom, students will
have the opportunity to practice and improve their subject-verb agreement skills, leading to more
accurate and effective written communication.
Norma Galindo Espinosa
Maestría en Enseñanza del Inglés
Second Language Acquisition and Learning
UNIR
Appendixes
Age: 15-18 Level: Intermediate Language: English(en)

ID: 403718 06/08/2023 Country code: MX Country: México

School subject: English as a Second Language (ESL) (1061959)

Main Content: Error Identification and Correction (1164223)

Identify the errors and correct them

Age: 15-18 Level: Intermediate Language: English(en)

School subject: English as a Second Language (ESL) (1061959)

Main Content: Error Identification and Correction (1164223)

Identify the errors and correct them

Bibliography
Al-Dubib, Dalal A. (2013). Error Analysis of Subject-Verb Agreement in the Writing of EFL
Saudi Female Students: A Corpus-Based Study. Al-Imam Mohammad Ibn Saud Islamic
University: Saudi Brown, H. D. (2000). Principles of language learning and teaching. Englewood
Cliffs, NJ: Prentice Hall.

Ellis, R. 1986. Understanding second language acquisition. Oxford: Oxford University Press.
Fauziati, Endang. (2009). Readings on Applied Linguistics: A Handbook for Language Teachers
and Teacher Researchers. Surakarta; Era Pustaka.

ISSUU. (n.d.) ISSUU Retrieved from ISSUU: https://issuu.com/txstwritingcenter/docs/subject-

verb_agreement

LIVEWORKSHEETS. (n.d.). LIVEWORKSHEETS. Retrieved from LIVEWORKSHEETS:

https://www.liveworksheets.com/w/en/english-second-language-esl/403718