You will learn
- Find the subject.
- Match verb and subject.
- Handle compound subjects.
- Spot agreement errors.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Find the verb.
- Ask who or what does it.
- Count the subject.
- Choose the matching verb.
Words to know
who or what the sentence is about
the verb matching its subject in number
one
more than one
1. Discover: The noisy class
Ama writes: The boys plays outside. Her teacher says the subject boys is plural, so the verb must be play. Another: The box of pencils are on the desk. The subject is box (singular), so the verb is is. A third: Kofi and Ayo walk home. A compound subject joined by and is plural.
Think: How do you find the real subject?
2. Understand: Matching the verb
Idea 1: Singular and plural
A singular subject takes a singular verb (the boy plays). A plural subject takes a plural verb (the boys play).
Idea 2: Find the subject
Ignore phrases between the subject and the verb: the box (of pencils) is…
Idea 3: Compound subjects
Two subjects joined by and are plural: Kofi and Ayo walk.
3. Worked examples
Example 1 (I show you): Fix 1
Correct: The boys plays outside.
- Plural.
Answer: The boys play outside.
Example 2 (We do it together): Fix 2
Correct: The box of pencils are on the desk.
- Box.
Answer: The box of pencils is on the desk.
Example 3 (You try): Compound
Choose: Kofi and Ayo (walks / walk).
Show the steps and answer
- Two people.
Answer: walk
Did you know?
The verb to be has the most forms of any English verb: am, is, are, was, were.
Why this matters
Agreement keeps sentences correct and easy to follow.
4. Explore: Agree it
Fix sentences.
- Write six sentences with errors.
- Underline the subject.
- Choose the right verb.
- Read aloud.
Think about it: what did you notice?
You can fix agreement.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The subject is ___.
- It is singular / plural.
- So the verb is ___.
- ___ and ___ are plural.
Guided practice
Question 1. Who or what the sentence is about is the ___.
subject
Question 2. The verb matching its subject is called ___.
agreement
Question 3. One is ___.
singular
Independent practice
Level 1: Start
- Who or what the sentence is about is the ___.
- The verb matching its subject is called ___.
- One is ___.
- More than one is ___.
- The boys ___ outside.
Level 2: Grow
- The box of pencils ___ on the desk.
- Kofi and Ayo ___ home.
- The girl ___ a song.
Level 3: Stretch
- Does a singular subject take is?
- Do compound subjects joined by and take plural verbs?
- Does a phrase between subject and verb change the subject?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Write six sentences, three with singular and three with plural subjects, and check agreement.
Show a sample answer
six sentences
Another one. Find five sentences in a book and check agreement.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can find the subject.
- I can match verb and subject.
- I can handle compound subjects.
- I can spot agreement errors.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Find the verb.
- Ask who or what does it.
- Count the subject.
- Choose the matching verb.
11. Next lesson
Next lesson: Pronoun reference. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is the subject? [1 mark]
- What does subject–verb agreement mean? [1 mark]
- Correct: The boys plays outside. [1 mark]
- Correct: The box of pencils are on the desk. [1 mark]
- Explain how to check agreement. [3 marks]
Total: 7 marks.
Marking guide and model answers
- who or what the sentence is about [1]
- the verb matches its subject in number [1]
- The boys play outside. [1]
- The box of pencils is on the desk. [1]
- find the verb [1]; find the real subject and decide singular or plural [1]; choose the matching verb form [1]
Score guide: 6 to 7 = secure. 5 to 5 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- Who or what the sentence is about is the ___.
- The verb matching its subject is called ___.
- One is ___.
- More than one is ___.
- The boys ___ outside.
- The box of pencils ___ on the desk.
- Kofi and Ayo ___ home.
- The girl ___ a song.
- Does a singular subject take is?
- Do compound subjects joined by and take plural verbs?
Homework
Find five sentences in a book and check agreement.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Who or what the sentence is about is the ___. | subject | 1 |
| 2. The verb matching its subject is called ___. | agreement | 1 |
| 3. One is ___. | singular | 1 |
| 4. More than one is ___. | plural | 1 |
| 5. The boys ___ outside. | play | 1 |
| 6. The box of pencils ___ on the desk. | is | 1 |
| 7. Kofi and Ayo ___ home. | walk | 1 |
| 8. The girl ___ a song. | sings | 1 |
| 9. Does a singular subject take is? | yes | 1 |
| 10. Do compound subjects joined by and take plural verbs? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 subject; 2 agreement; 3 singular; 4 plural; 5 play. Level 2: 1 is; 2 walk; 3 sings. Level 3: 1 yes; 2 yes; 3 no.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Find the subject | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Match verb and subject | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Handle compound subjects | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Spot agreement errors | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: find the subject; match verb and subject; handle compound subjects; spot agreement errors.
Prerequisite knowledge. Verb tense consistency.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 7-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 4 » Language. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core L.4.1 and L.3.1f (ensure subject-verb and pronoun-antecedent agreement); Cambridge Primary English Stage 4 (grammar). These sources informed the lesson.