Do vs Make - English Grammar - Teaching Tips
In this video, we focus on the difference between the usage of "do" and "make". We use the verb 'do' when someone performs an action, activity or task. Some common expression with 'do' include : do a crossword, do the ironing, do your job, do the dishes, and do homework. We also use the verb 'do' when referring to things in general and to describe an action without saying exactly what the action is. In this case, 'do' is often used with the words 'something, nothing, anything, everything, for example ' I'm not doing anything today', or ' He does everything for his wife'.There are also a number of fixed expressions that always take the verb 'do', such as: do badly, do business, do a favor, do good, and do harm, just to name a few. On the other hand, we use the verb 'make' for constructing, building or creating, for example: make a car, make food, make a cup of tea. 'Make' also has various set expressions: make arrangements, make a choice, make a decision , make an effort , make an excuse, and make friends.
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Troubleshooting in this context basically means the issues and problems that could potentially appear in the class and the different ways to deal with these problem.
As a new teacher, we could be assigned to an entirely new group of students or placed in an existing grou.
Where extra efforts are needed to establish reports with the new group to build a sense of familiarity, similar approach also appropriate for the existing grou.
As the first class, we need to establish the rapport between the student and teache.
We could spend some time to know the student a little better and let the students know you a little bit better as wel.
Find out what inspire them to learn English (if they chose the lesson), or what they want to get from the clas.
This way, we can prepare our lesson material better to suit their need.
The first class is also crucial to find out what is their strengths and weaknesse.
We can do that by preparing a number of questionnaire or survey, using this activity as an opportunity to gauge student's language leve.
We could also arrange some game activities to liven up the class, the game activities are used to build rapport amongst the student and the teache.
If we're teaching business people or individual studen.
We can utilize need analysis to fulfill the similar activity mentioned above to understand what are the client's needs, strengths and weaknesse.
Sometimes, when the weather is so disruptive that affects the student's mood, we may use warmer's activity to spark student's interes.
We can arrange activities that are short, fun and ties into the next lesso.
When we encounter students with some varying levels of capabilit.
We need to think about how can we adapt the teaching materials, or the class structur.
We may assign study group pairing the weaker student with the stronger ones, but makes sure the stronger one don't do all the work by himsel.
We can also adapt the study materials so the weaker student can handle the easier ones while the stronger student may handle something more complicate.
In the end, I think constant communication with the student is a mus.
We can seek the solution together so everyone has a sense of belongin.
With sufficient rapport, the student can help each other which in turn can increase the student talk time without interference from the teache.
If we run into problems despite our best effort.
We can always turn to other teachers for guidance, never hesitate to ask for help because we all might run into similar problems sooner or late.
