One of the most prevalent problems in the language learning community, especially among ESL students, is subject-verb agreement, a problem in which students sometimes choose an incorrect verb and pair with a mismatched subject. For example, “apples are big” instead of “apples are big” illustrates incorrect subject-verb agreement. Baxter and Holland (2007) agree with this statement indicating that there is an obvious problem regarding the mismatch of subjects with verbs. Generally, there are two theories that explain why inflectional morphemes such as plural and tense markers in English are difficult for L2 learners: the missing surface inflection hypothesis (Byrd, n.d.) and the missing surface inflection hypothesis. representational deficit (Farrell, 2009). According to Shibuya and Wakabayashi (2008), both hypotheses argue that while L2 learners may not have difficulty learning the basics of subject-verb agreement, or any syntactic features for that matter, they have difficulty putting these concepts into practice or becoming fluent with them if these features are not present for the first time in their native language (p. 252). Both L2 learners and native speakers have difficulty with subject-verb agreement, and for this reason, subject-verb agreement is useful in a variety of lesson forms. In the case of subject-verb agreement, teachers can facilitate learning by teaching the class techniques that increase awareness of subject-verb agreement, thus helping the student to recognize subject-verb agreement (Ellis, 2002; Fotos, 2002; Richards, 2009 ). While observing a class of pre-intermediate ESL students, it was noted that students could not master subject-verb agreement and were reluctant to decide which...... half of the paper..... .ctor approximates the responses to make sure each group finds the errors (see Appendix D). The instructor's goal of this activity is to summarize the general rules and observe student understanding. Subject-verb agreement is one of the most confusing grammatical concepts that second language learners face. The most important aspect in teaching grammar is the teaching technique where the teacher carefully chooses the suitable approach and activity. In turn, the students will benefit from the lesson and will have no difficulty in acquiring the grammatical rule and applying it in everyday communication. For further practice, replacing subject pronouns with nouns could be an expansion activity as students need to know that subject pronouns can be replaced with nouns. The instructor can then also begin introducing compound topics.