Contextualization
Subject-verb agreement is one of the most important topics when it comes to Portuguese language syntax. Through it, we establish a relationship of harmony between the verb of the sentence and the subject. This theme is of great relevance because it is responsible for determining coherence and cohesion in a text, ensuring that the message conveyed is understood clearly and effectively.
Subject-verb agreement is governed by specific and often complex rules, but essential for correct writing and speaking in Portuguese. Learning about this subject means being able to recognize the subjects of sentences and adjust the verbs accordingly, in tense, number, and person. It is a skill that will enhance your effective use of language and expand your ability to express yourself.
In our daily lives, subject-verb agreement is constantly used, whether in writing an email, reading a book, writing an Enem essay, or even in a conversation with friends. As we are evaluated by our mastery of written language in various situations, having a solid knowledge of subject-verb agreement is extremely useful. In this sense, this project aims not only to bring the theory but also to propose practical activities to consolidate this learning.
We suggest the following sources for further exploration of the topic:
These sources are reliable, written in accessible language, and provide examples that facilitate understanding of the subject.
Practical Activity
Title: Conquering Subject-Verb Agreement: A Playful Challenge
Project Objective: This project aims to enhance understanding of subject-verb agreement and apply these concepts in a practical context through the creation of a board game that involves identifying and correcting subject-verb agreement errors.
Detailed Project Description: Groups of 3 to 5 students, over the course of a week, should create a board game involving the subject-verb agreement theme. The goal of the game should be to correct sentences that contain subject-verb agreement errors, advancing on the board as they succeed. Each group should create their own sentences, rules, pieces, and a visually appealing board.
Materials Needed: cardboard paper, colored pens, ruler, scissors, glue, and study materials on subject-verb agreement.
Detailed Step-by-Step Guide for the Activity:
1. Planning: The team should start by planning the game, defining the rules, its dynamics, and how subject-verb agreement will be applied.
2. Research and Sentence Development: Next, students should research and develop sentences with subject-verb agreement errors. These sentences will be used in the game.
3. Board Development: Based on the planning, the group should develop and draw the board, in a creative and playful way.
4. Piece Creation: Players should be represented by pieces that will move across the board, these pieces should be created by the students.
5. Testing and Adjustments: Finally, the group should test the game to ensure it functions correctly and create clear instructions for the players.
After completing the game, students should prepare a written document to report on the project.
Introduction: It should contain the contextualization of the subject-verb agreement theme, its relevance and application in the real world, as well as the project's objective.
Development: In this part, the theory on subject-verb agreement should be explained, with examples illustrating the correct application of the rule. Then, the activity should be explained in detail, describing each step of the game creation, the methodology employed by the group, and the challenges encountered during the process. Photos of the game, rules, board, and sentences can be included to illustrate the explanation. Finally, the results of the test matches should be presented, discussing whether the game achieved its objectives and how the players performed.
Conclusion: Summarize the main points addressed in the work, explain the learnings obtained, and draw conclusions about the project experience.
Bibliography: Indicate the research sources for studying subject-verb agreement and for creating the game.
At the end of this project, it is expected that students have deepened their knowledge of subject-verb agreement, using different languages for understanding and producing texts. Additionally, it is expected that they have developed socio-emotional skills such as time management, communication, problem-solving, creative thinking, and proactivity.
