Interesting vs Interested - English Grammar - Teaching Tips


This video covers the difference between 'interested' and 'interesting'. As these two words have a similar pronunciation and spelling, their usage is often confused. 'Interesting' describes the people or things that cause the feeling of interest to someone, for example: Today's lesson about world history is very interesting. 'Interested', on the other hand, describes how someone feels, such as here: I am very interested in learning another language.

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.

In the Unit 18 we speak about very important and sometimes incredibly confusing for students grammar points: modal verbs, passive voice, relative clauses and phrasal verbs. Let?s see them closer one by one. Modal verbs. To understand better the problems with modal verbs it is better to have a little idea about them. A modal verb is a type of auxiliary verb that is used to indicate modality (that is, an auxiliary verb that can be used to change the way main verb works in a sentence, thus change the whole meaning of a sentence). The form of modal verbs does not follow the conventional rules of grammar, and there are so many meanings of modal verbs that students often get confused about which modal to use. And before picking up the right modal verb according to its meaning, students need to know some essential rules of how to use modals: 1. We don?t use the ?to? particle after modal verbs, unless it?s already included into the verb?s form (e.g. have to, ought to, need to, be able to, have got to). This point is very confusing for students and they tend to make a lot of mistakes until they memorize which verb originally goes with to and which one doesn?t. 2. Two modals cannot be used together in the same sentence. 3. Modals never end in ?s? even in 3rd person singular and never change the form of the verb. We always use the base form of the verb with modals. 4. We use ?not? to make modal verbs negative. But unfortunately for students negative form of one modal not always gives the opposite meaning to the positive one. The biggest difficulties for the students in learning modal verbs brings rich variety of their meanings and sometimes subtle difference between them. To teach modal verbs successfully teacher should use systematic and well structured way to help reducing students? confusion about the subject. Meanings of modal verbs that tend to be difficult and unclear to the students should be discussed until they are totally understood. Passive voice. It is very important grammar point widely used when speakers or writers are most interested in events and processes in them and the performers? or doers? personalities are secondary. Possible difficulties for students when learning passive voice are include: 1. Usage of past participle. Especially with irregular verbs. It is always difficult for students to remember the forms of irregular verbs. And sometimes, such in present perfect and past perfect tenses we have even two past participle. Before teaching passive voice teacher should spend some time with students repeating irregular verbs forms. 2. Appropriate tense usage. After studying and doing a lot of effort on English tenses of active voice students have to meet the new system of tenses with the same names and totally different structures. Remembering them and distinguishing one from another can be a real challenge for students. 3. Changing objects in active voice into subjects in passive voice. It might be difficult for students to understand that there is no object in passive voice and the subject is no longer ?do the job? in the sentence, to what they?ve got used in active voice. The teacher should give a clear vision of object-subject transition to the students and give fair amount of practice to ensure understanding. Relative clauses. Defining relative clauses are used to specify which person or thing we mean. Who or that are used for people. Which or that are used for things. We don't use commas in a defining relative clause. Non-defining relative clauses (extra information clauses) are used to add extra information to a sentence. We use commas in a non-defining relative clause. Common mistakes and places the teacher should highlight about relative clauses can be: 1. Repeating the subject after the relative clause ?The man who was sitting next to me he had brown jacket?. 2. Relative pronouns of non-defying relative clauses sometimes can look for students like question words, so they can start using ?what? as well. But it?s not relative pronoun and cannot be used in clauses. 3. Relative clauses can have only one direct object. 4. That cannot be used in a non-defining (extra information) clause. 5. Relative clauses follows the noun to which it refers. Phrasal verbs. Phrasal verbs are very important to comprehend and communicate with native speakers as they are frequency used in writing as well as in speaking. However, it is undeniable that learners may find it difficult to understand and use phrasal verbs and this leads them to avoid using them. Problems with understanding and remembering the meaning of phrasal verbs, which can be totally different from the meaning of basic verb, and word order problems are the biggest obstacles on the road of studying on phrasal verbs. Superficially, phrasal verbs might seem to be randomly invented from the choice and combination of verbs and particles and thus there are a large number of phrasal verbs which learners need to know. But often learners can deduce the meaning of phrasal verbs if the verb element is known. For instance, if the learner knows the verb to rush or to steam, s/he can easily understand the meaning of to rush away or to steam off. For students to have success with learning phrasal verbs the teacher should present them separately, as a lexical units, paying to them the whole lesson or even series of lessons.

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