Learning Task 12: Subject Verb Agreement. In your notebook, write at least two (2) paragraphs to a school head describing a new club or school program that you like to see started. Explain the purpose of the club or
program and how it would benefit the school in every paragraph, use
three (3) sentences with correct subject and verb agreement.
Underline every verb and box the subject and verb agreement underline every verb and box the subject

The new club that I will like to see started is the literary and debating club.

In conclusion, the literary and debating club will be beneficial to the students.

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Dear director.

Through this note, I highlight the importance of creating a school tutor club at our school. This club would consist of selecting students who have been notable in all subjects, making them tutors and allowing them to help other students who have difficulties in the subjects tutored by them.

This club could hold meetings once a week, where students could get together to receive help from them and be taught how to do better in their subjects. This could promote the academic quality of our school, allowing students to have higher and higher grades due to tutoring.

Explanation:

In the text above, each verb was underlined, while each subject was placed in bold.

To differentiate these two grammatical classes, it is necessary to know that the verb is any word that indicates an action, a thought or reaction and a phenomenon of nature. The subject, on the other hand, is the term that is doing what the verb indicates, being very well associated with it and showing a type of "protagonist" in the sentence.

the earth’s crust is broken into separate pieces called tectonic plates (fig. 7.14). recall that the crust is the solid, rocky, outer shell of the planet. it is composed of two distinctly different types of material: the less-dense continental crust and the more-dense oceanic crust. both types of crust rest atop solid, upper mantle material. the upper mantle, in turn, floats on a denser layer of lower mantle that is much like thick molten tar.

each tectonic plate is free-floating and can move independently. earthquakes and volcanoes are the direct result of the movement of tectonic plates at fault lines. the term fault is used to describe the boundary between tectonic plates. most of the earthquakes and volcanoes around the pacific ocean basin—a pattern known as the “ring of fire”—are due to the movement of tectonic plates in this region. other observable results of short-term plate movement include the gradual widening of the great rift lakes in eastern africa and the rising of the himalayan mountain range. the motion of plates can be described in four general patterns:

collision: when two continental plates are shoved together

subduction: when one plate plunges beneath another (fig. 7.15)

spreading: when two plates are pushed apart (fig. 7.15)

transform faulting: when two plates slide past each other (fig. 7.15)