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.


Below you can read feedback from an ITTT graduate regarding one section of their online TEFL certification course. Each of our online courses is broken down into concise units that focus on specific areas of English language teaching. This convenient, highly structured design means that you can quickly get to grips with each section before moving onto the next.

This unit covers the topic of troubleshooting. 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 problems. As a new teacher, we could be assigned to an entirely new group of students or placed in an existing group. 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 group. As the first class, we need to establish the rapport between the student and teacher. We could spend some time to know the student a little better and let the students know you a little bit better as well. Find out what inspire them to learn English (if they chose the lesson), or what they want to get from the class. This way, we can prepare our lesson material better to suit their needs. The first class is also crucial to find out what is their strengths and weaknesses. We can do that by preparing a number of questionnaire or survey, using this activity as an opportunity to gauge student's language level. 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 teacher. If we're teaching business people or individual student. We can utilize need analysis to fulfill the similar activity mentioned above to understand what are the client's needs, strengths and weaknesses. Sometimes, when the weather is so disruptive that affects the student's mood, we may use warmer's activity to spark student's interest. We can arrange activities that are short, fun and ties into the next lesson. When we encounter students with some varying levels of capability. We need to think about how can we adapt the teaching materials, or the class structure. 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 himself. We can also adapt the study materials so the weaker student can handle the easier ones while the stronger student may handle something more complicated. In the end, I think constant communication with the student is a must. We can seek the solution together so everyone has a sense of belonging. With sufficient rapport, the student can help each other which in turn can increase the student talk time without interference from the teacher. If we run into problems despite our best efforts. 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 later.

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