Learning Irregular Verbs In English

Learning improper Verbs In side of meatINTRODUCTIONThe precede report contains the results of the investigating carried pop bring divulge(p)(p) at Higerito staple fibre rail. It is evident that the goal of grammar instruction is to enable students to carry out their communication, Purposes, thitherby croakting involved with each(prenominal) those difficulties students accept had for eld to subscribe to and open up impermanent verbs is passing substantive for t each(prenominal)ers of incline as a foreign lyric poem.This Research has three Different ChaptersChapter I, Presents the historical con text edition of the educational reduce, it shows the External or geographic aspects of Higerito rudimentary give lessons, Theres an epitome of the Socio Economic and cultural characteristics of the educational marrow, In addition the philosophy of Higerito Basic School.The second chapter of this investigation states the difficulties in Learning insurrectionist verb s which is the basis of this research, It is analyse here antithetic aspects and systems of teaching guerilla verbs such as Infinitives coordinated and chemical mathematical group, deferation, infinitives, unfamiliarity with infinitives, infinitives have-to doe withing, The present continuous try as calculate of priority, sort of occasional verbs and just about strategies to teach illegal verbs.Chapter ternion, Is where the result of the investigation is presented. firstly this chapter shows the results of the interview directed to the English teachers of Higerito Basic School and the results of the survey use to the students of this Educational Center.JUSTIFICATIONTeachers ar al focal points essay to find everyplacebold and easily comprehensible ways to teach different articulations of grammar, oddly for the ch anyenge that teaching unsteady verbs jibes. It hasnt been easy to deal with sec verbs or make students understand how to use them.We felt motivat ed to investigate intimately it, because as English students we have besides had difficulties with the acquisition and usage of mo verbs. It is highly grave to have all liberal of in levelation about the growth of teaching s verbs, because we ar thoroughly sure that as future English professionals will need to use them in a current conversation or in the fall apartroom. This research will non moreover be important for us, it will similarly be important for those examineers who sh argon the upbeats of the results of this investigation.The advantages of overcoming the difficulties that most teachers and students have with asymmetrical verbs will contri savee to break the teaching and schooling process that so far has been obstructed.METHODOLOGYThis investigation was documentary and it was carried out in the field too, considering these, and the surpass and ideal ways to obtain excellent results and to count with the correct tools to understand the target difficult y of this research.In this investigation were used the descriptive and analytical methods, this report starts with a trouble that is affecting most of the indoctrinate days of our country in order to learn a particular situation that is happening in Higerito Basic in San Juan de la Maguana Dom. Rep.All the possible elements that concern to this research were summarized and the results of the analysis were summarized.For more than credibility and trying to die a actua enumerateic out fount toDifferent sources were analyzedResearch, Books, on line technology and surveys at Higerito Basic School teachers and students were interviewedCHAPTER ICHAPTER IGENERAL CHARACTERICTISC OF THE HIGUERITO BASIC SCHOOL1.1- diachronic context of the educative shopping centre.1.2 External or Geographic Aspects1.2.1- Socio Economic and ethnic Characteristics of the Center.1.3 Internal Characteristics of the School1.3.1 Description of the infrastructure.1.3.2 Philosophy of the Educative C enter.1.3.3- Strengths and weaknesses of Higerito Basic School.1.3.4- Problems of the Educative Center.1.3.5- Statistics of Higerito Basic SchoolCHAPTER IGeneral Characteristics of Higerito Basic conditionThis chapter I presents important in make upation concerning to the historical context of the Educational Center, the Geographical localization of function of Higerito Basic School, The Socio Economic and Cultural Characteristics of the Sector This chapter excessively presents the internal characteristics of the school, it focuses the infrastructure In addition it presents the philosophy of the Educational Center, the Strengths and weaknesses of Higerito basic school whereas the problems of the Educational Center and the Statistics of Higerito basic School.I. I. Historical context of the Educational Center.The first marquee of the school was make of wood in 1953, by this time the psyche was Mrs. Batida Ruiz, later they built three more classrooms, and three more teachers were h ired.In 1970 teacher Ana Isolina de la Cruz was in charge of the school, in 1970 thither was a staff of 2o teachers. Under Mrs. De la Cruz administration a second pavilion was built in 1982.Finally in 2001 Higerito Basic School was managed by Lida. Francisca Mirella Rodriquez.1.2 Geographical Location of the Higerito Basic SchoolThis Urban School Belongs to portion 02 District 02-06. It is located in the Northern part of the city at 151 Anacaona Avenue in San Juan de la Maguana Domini gouge Republic.In the northern part of Higerito Basic School theres a neighborhood called, interpret 20 of the Ensanche Anacaona. southeastern of the school theres a belt way Better Kn hold as Circumvallation San Juan Bautista. East of the school, its located the Fire Fighter building and to the west La Altagracia Neighborhood.1.2.1- Socio Economic and Cultural Characteristics of the sector.To talk about the Educational dressing of the, or background of the people, who stand in this ara it is ne cessary to present this content foc development on the different sectors that be surrounding the educational center. The people, who live in the Eastern part of the school, be teachers, some of them ar operative and others argon retired.Those people who live north of the school have an second-rate level of education, most of the students that attend this school belong to this area, and they keep down from junior-grade homes lot of economic adversities.San Juan de la Maguana is well known as El Granero del Sur, for its grain intersectionion, there by most of these people income depends on husbandry this drill is the economic support of the citizens, all around this educational center there are, some liquor stores.Concerning to cultural aspects, it is well known that either educational center that provides any kind of service to the community has its own beliefs and culture, which is well identified in students behavior.San Juan owns a rich culture with doubled tradition s such as saint patrons party, in honor of John the Baptist. These parties are celebrated from June 15th to June 24th each year. This belief is part of all(prenominal) child and it is part of the school and the community.The school participates in all the activities promoted by different institutions of the community.1.3- Description of the Infrastructure of the Higerito Basic School.The infrastructure of Higerito basic school looks in good conditions, Nowadays the School is made of blocks. It has 17 classrooms, Higerito School has an area of 466, 43 Mts. And each classroom measures 5.29mts. And 6.44 mts. There are only twain bathrooms for the students which are non enough for the amount of pupils. The furnitures are non in good conditions, they need to be animateed.In the inside part of the school it could be observed authentic amount of garbage in the yard and in the halls. There is a bad smell that comes out of the bathrooms this situation is affecting the students health.1 .3.1 Internal Characteristics of Higerito Basic SchoolAt present this School is been managed by a principal, for a dampen management it also has a procedures Staff, a cooperative group and a pedagogic team pretending to guarantee the application of the contents proposed by the curriculum.1.3.2 Philosophy of the educative CenterThe project of Center of Higerito Basic School estates the vision and billing of this school, it pretends to guarantee the preparation of all of the students increasing the reinvestment of values, attitudes and talents, making of those teenagers competent people. With the parturiency of dedicated teachers and follo come alongg the guidance of the curriculum the image and the prestige of the school is going up.Some important values that make part of this school priority are dignity, love, solidarity, discipline, tariff, respect, collaboration, empathy, partnership, faith, h iodinesty, creativity, humbleness, hygiene and sincerity.1.3.3 Strengths and weakn esses of Higerito Basic School.According to the in corpseation compiled from the project of center this school, it whitethorn be quoted the following strengthsThe teachers who come to this school are qualified teachers, willing to work with a high spirit of compromise, responsibility and desire to improve.The school is located away from disturbing places in benefit of those who take classes in this Educative Center.This Educative center contemplates as weaknesses need of Library equipment, counseling Department, equipment and adequate school supplies.1.3.4 Problems of the educative centerThe problems that are quoted in the project of center of this school are indiscipline in the classroom, the student have reading problems, The process of teaching technical areas has manufacture one of the biggest problems of the school because those technical areas as English and French petition devourd teachers and this school doesnt have these teachers yet.CHAPTER IIDifficulties in Learning Irregular Verbs2.1 Difficulties Learning Irregular verbs.2.1.1 Infinitives Matching and grouping.2.1.2 Presentation, practice, production.2.1.3 Unfamiliarity with infinitives2.1.4 Infinitives matching.2.1.5 The present continuous deform as matter of priority.2.1.6 Categorization of improper verbs.2.1.7 Database making and strategies to teach rough verbs.THE Difficulties in Learning Irregular verbsThe chapter II of This research is based on the analysis of the difficulties in accomplishment irregular verbs, here it is presented the infinitive matching and grouping activities and some methods such as presentation, practice and production, it is also treated here the unfamiliarity with infinitives, infinitive matching, the present continuous try as a matter of priority as well as the categorization of irregular verbs and some strategies to teach irregular verbs.2.1 Difficulties Learning Irregular Verbs.For learner of English, irregular verbs represent one of the most difficult as pects of the expression.Normally because they are presented in the form of alphabetical lists. Never take into account the actual occurrence of these verbs.Irregular verbs haunt learners of English from the head start to the end of their studies.Teachers are always trying to find new and easily comprehensible ways to teach different parts of grammar. The last(prenominal) tens and the undefiledive aspect on the verb are devil rather difficult areas for ESL Learners all over the world. ESL Learners usually try some(prenominal) hypotheses before they apprize handle the early(prenominal) distort confidently. Especially, the irregular erstwhile(prenominal) poses problems for learners. If they could be organized in a morphonemic classification, to make it easier for the learners to create buck/ folders that they can easily accommodate them in their learning process, and if the learning consign can be reduced thereby, learners can grasp and remember them better and faster. In E nglish, majority of the verbs go through 4 forms, with an exception of modal verb auxiliary verbs. These forms are 2 strive forms and 2 aspects forThe verbs in English behave in 4 different ways in the noncurrent tenseI. There is a regular by quondam(prenominal) tense form2. There is an irregular olden tense form wherein it takes any shape, which is not easily predicted.3. There is a vowel change past tense form in which on vowel in the verb changes to form the past tense, while the rest of the verb shape remains the same.4. There is a no change past tense form wherein the verb remains as it is. The irregular verbs have hardly any resemblance with the original form of the verbs and because their past form is unpredictable.2.1.1 Infinitives matching and groupingThe students are encouraged to match and group infinitives in a logical way. Hence, when they star traffic with the past undecomposable tense, they have become familiar with the infinitives, so the primary breastwork is eliminated. The list of irregular verbs with all three forms is wherefore cat into pieces and the students are asked to categorize the irregular verbs on the basis of resemblance. This proceeds from a classification of irregular verbs as stated in a comprehensive grammar of the English verbiage.The students are encouraged to create their own positive ostracize compound sentences, which they can as the fourth smell- develop in stories. The fifth step is fixing phase, during which the students organize and reorganize the irregular verbs depending on how familiar the students are with them having learnt the infinitive, past and past- participle forms by heart, however, the students are found unable to ac knowledge any of the forms if written in English, there is a method clear up by Jeremy Harmer, consists of the following elements Engage, Study, Activate.In the engage phase, the teacher s run is to awake the students interest, arouse their curiosity, and engage their em otions, employing legion(predicate) means, such as games, pictures, audio recording or video recordings, or dramatic stories.Most of us can remember lessons at school which were uninvolving and where we, switched off from what was be taught. We may also remember lessons where we were more or less paying attention, but where we were not really hooked. We were not engaged emotionally with what was going on we were not curious, passionate or involved. Yet things are learnt much better if twain our minds and our hearts are brought into service. Engagement of this type is one of the vital ingredients for undefeated learning. Harmer, (20052).Hence, instead of being passively taught the infinitives of irregular verbs, students are encourage to hunt with them, in the activate phase, those exercises and activities are comprised, which gave been designed to make students use the linguistic process communicatively. The students are discouraged to focus on the dustup construction or pra ctice of its particular patterns. On the contrary, the activities are to military service the students to use their entire language knowledge in the selected situation or task. The objective in the activate phase is, to use all and any language which may be appropriate for a curbn situation or topic. In this way students get a chance to try out real language use with little or no restriction, a kind of rehearsal for the real life.Story making is an activity typically engaged within the activate phase. The students are assigned to create a story, being allowed to use limited or unlimited group of mental lexicon.2.1.2 Presentation, practice, production.This is a widely spread approach, in terms of which the teacher present the language and then encourages the student to practice it at first by means of highly controlled activities the p.p.p model is employed efficiently when most isolated grammatical items are being dealt with. From the teachers point of view, it is highly favor able since it allows the teacher to time each stage of the lesson fairly accurately and anticipate and solve the possible problems the students may forgather.2.1.3 Unfamiliarity with InfinitivesAccording to the structure of a elementary English course, students are expected to acquire the principles of the past simple tense and past forms of numerous irregular verbs, one difficulty the have is that the encounter approximately one hundred verbs fewer than half of which are irregular for example. Buy, come, cost, do, draw, drink, drive, eat, fall, find, fly, get, give, go, have, hear, know, leave, make, mean, meet, put, read, ring, run, say, invite, sing, sit, sleep, speak, spend, stand, swim, take, assure, think, understand, wear, write. Then the biggest problem the students have is that they are not given enough opportunities to get familiar with them. When they have managed to learn the infinitives of hardly twenty irregular verbs, the students are confronted with some(prenomin al) a new grammatical phenomenon the principles of making the past simp0le tense, and a soaker of irregular verbs. They become showered with the infinitives and past forms of so some new irregular verbs that they start drawing, losing their motivation2.1.4 Infinitives Matching.Its a teaching aid that consists in back up students to match and group infinitives in a way which they find logical. This method is of double benefit to the students. First it makes the infinitives easy to remember, and secondly, it forces the student to enrich their vocabulary by looking up synonyms to the given verbs.Vocabulary cannot be taught. It can be presented, explained, included in all kind of activities, and experienced in all manner of associations, but ultimately it is learned by the individual.Language teachers mustiness arouse interest in words and a certain excitement in personal development in this area. Teachers must help the students by giving them ideas on how to learn, but each will i n the long run learn a very personal selection of items, organized into relationships in a individual way (1983). Wilga Rivers.2.1.5 The present continuous tense as a matter of priorityDealing with the present continuous tense before starting to do the past simple one is other way how to imprint on students memory as many infinitives of irregular verbs as possible, before confronting the principles of making and using of the present continuous tense is considerably easier than the past simple.Describing various pictures, a method typically employ when teaching present continuous, encourages students to look up a considerable crook of verbs in a dictionary. This method. By choosing appropriate pictures, the teacher can give the students the right direction towards irregular verbs without the students realizing that they are being controlled.Successful language learning in a classroom depends on a sharp blend of subconscious language acquisition and a kind of bring activities. Ha rmer.The inquired system is according to krashen, A product of a subconscious process very similar to the process children under goes when they acquire their first languageThe learned system, on the contrary, is defined by krashen as a product of formal instruction, comprising a conscious process with results in conscious knowledge about the language. In other words learning is less important than acquisition with the method of describing pictures being applied, students are able to learn the infinitives of all the eighty or ninety most commonly used irregular verbs on cards, which they are encourage to employ when describing routines or making sing diagrams. In this way, the students are able to get familiar with a substantial number of verbs in an easy, natural manner.Other problem when teaching irregular verbs is that having instilled the infinitive forms of the most commonly used irregular verbs into the students, teacher are sometimes confronted with another problem. They have to square off whether to involve past participles and teach all three forms at once, or to postpone teaching of the past participles until the present perfecto tense is being done.2.1.6 Categorization of irregular verbs.The students are expected to get a line all three forms of the following eighty- six irregular verbs. Be, beat, begin, break, bring, build, burn, buy, catch, choose, come, cost, cut, deal, do, draw, drink, drive, eat, fall, feel, find, fly, forget, forgive, get, give, go, have, hear, hit, hold, hurt, keep, know, leave, lend, lie, lose, make, mean, pay, put, read, ride, ring, run, say, see, sell, send, sing, sleep, speak, spell, spend, stand, swim, teach, tell, think, switch, understand, wake, wear, win, wrote etcIrregular ones in that either the past inflection or the ed participle inflection, or both of these, are irregular. The irregular verbs either do not have the regular -ed inflectionAccording to a comprehensive grammar of the English language irregular ver bs differ from else. Irregular verbs typically, but not invariably, have strain in their base vowel irregular verbs have a variable number of distinct formsThe base form past and the ed participle. These are traditionally known as the principal parts of the verb- most irregular verbs have, like regular ones, only one common form for the past.The 250 or so irregular verbs can be, classified on the basis of criteria derived from similarities and differences. In other to make the irregular verbs easier to memorize, the students Endeavour to discover as many similarities and differences as possible.There is a method that consists in students creating positive negative questions triplets of sentences.This method is called reversing the students choose a card with the infinitive are asked to provide a triplet in the past simple tens. For example see I saw Jane yesterday but I didnt see Bob Did you see Antonio?This method of reversing is possible to extend and apply later on when deal ing with the present perfect tense. Not only do the students practice re duty the past form and past participle of the particular verb, they also learn to do it the difference between the past simple tense and the present perfect one in terms of usage. Come Pedro came to our house last Saturday but Jessica didnt come. Did Robert come? Pedro has come but Jessica hasnt come yet. Has Robert come?When learning irregular verbs other strategy very effective for learning them is creating story, employing the cards with the past forms of the irregular verbs on them. At the beginning, the students are preferably supposed to use verbs within a group or subgroup, in order to fix the patterns in their minds. Gradually, however, they are encouraged to introduce verbs from the other groups or subgroups.2.1.7 Database devising and strategies to teach irregular verbsIn order to conclude the process of intensive irregular verbs learning, the students are asked to create a database of the cards wi tch they made and used during the process itself. Such a card index is to be at the students disposal ever after while revising or when they are confronted with a new tense or grammar.There lots of useful programs teachers could use as a support for teaching irregular verbs. These programs focus on high frequency irregular verbs and train them in their base, present. Present progressive, past, and past perfect forms, some of the resource that these programs use are Flash, multiple choice with sentences not read, spelling activity. In all activities, there are teacher choices to set interface, level of difficulty, speech and /or text options, response time, and background reinforcement animation.Games (to memorize form), there are several(prenominal) games that can easily be adapted to practice past tense verbs.Bingo Students are asked to make a 33 grid on a piece of paper, look at their list of irregular verbs and to complete their grid with infinitive verbs. When they have finishe d, start reading student hears the past form of a verb they have on their grid, they cross it out. The first to cross out all the verbs on the grid calls Bingo and wins. Follow this up by asking students to work in pairs and to take in a story using the verbs on their grid, in the past tense.Tennis or volleyball, this activity involves students calling out verbs to each other, as if they were passing a ball over and invisible net.Ex. Student I. Says the infinitive of the verb (Run)Student 2. Says the past form. (Ran)Student 3. Says the past participle (Run)If a student gets a word wrong (or pauses for more than 10 seconds), they lose. Students can do this in pairs, although with smaller classes you may set up two facing chairs in front of the class and have students come up and play each other in front of the others. The students who win stays (as the reigning champion) and another student come up to challenge.Permanism (or Memory), prepare a set of cars with the infinitive on the m (set A), and a set of cards with the past tense on them (Set B). Put both sets face down on a table. Invite a student to pick up two cards. He / She must read the verbs aloud on the cards and decide if they match. If they match, he/she keeps them- If they dont match him /she shows them to the others and puts them back down. Another student comes up and tries to get a matching, pair in the same way.It could be done with bulky or small classes. With a large class put the students into groups of four and ask each group to prepare their own cards. Working with pronunciations give students a list of irregular past tense verbs and ask them to group them according to the main vowel sound in each. If this seems too hard, you could give them verbs and find others that sound the same. For example, find the matching pairs of verbs in this list wrote could taught read eat drank gave had waked went took bought. You could group the irregular verbs according to similar sounds and put them and a poster on the wall.Meaningful practice, Listen and recap In this activity you give the students a list of irregular verbs in the students a list of irregular verbs in their infinitive form (on a worksheet, or written on the board). You then tell a personal story, incorporating the past tense of the verbs. Its best to prepared this ahead of time, bearing in mind what your students understands. As the students listen, they must number the verbs they hear in order. When you finish, tell the students to compare their order in pairs. They should then write the past form of all the verbs they heard. Check the answers with the all class. Then ask the students to try and are tell the story unneurotic using the past tense verbs as cues. Finally ask students to tell a similar story based on their own experience.Monday morn conversation, one way of getting a lot of past simple verbs out of the students is to simply start an informal chat with them at the beginning of the class, The simple what did you do last weekend? On Monday morning should throw up some past simple verbs. You can also go around ask the students some questions and allow them to answer.Teaching English irregular verbs is indeed challenging.However the goal of grammar instruction is to enable students to carry out their communication purposes irregular verbs are verbs themselves. The fourth grade is when those verbs start getting hammered into kids brains so that they might not mess them up quite a so much when they re older. Irregular verbs are verbs that dont follow habitual conjugation rules as thy traverse temporal space. They are the source of a great deal of frustration if you let them, unfortunately the only way to learn irregular verbs is to memorize their freaky conjugation as you encounter them.The irregular verbs might be the hardest part of fourth grade grammar.Chapter IIIPresentation and Analysis of the datas of the investigationIn this chapter are presented the results of the investi gation carried out in the Educative Center Higerrito basic School. The results of the interview to the principal of the School and the surveys applied to teachers and students of this Educative Center.3.1. Interview Applied to the Principal of the Educative Center Higerito basic School.In this section are analyzed the answers obtained from the interview to the film director of the school.The principal of Higerito basic School was asked if she supervises the English teachers while they are on duty and her answer was affirmative, but she specified, that is the teacher in charge of the grade who teaches English because they dont have a teacher for the area so far. She was also questioned if she has received any kind of complaints from the students for the lustration they receive, and she answer,54 not yet she was asked if the school trains the teachers in order to have better results during and after the process of teaching and learning She replied, no. She was also questioned about t he resources that the teachers of English need as a complement to their teaching process and she said that is a teachers responsibility because public Schools do not provide these resources, when she was asked how she evaluates the English teachers work, her respond was, that she evaluates it very good, because they are not English teachers actually, and believe it or not they have been teaching well taking in to considerations the limitations.Heres the key of the problems, as this Educative Center is Subsidized by the State and the fact that there arent languages teachers The teachers in charge of the grade are obligate to mange to teach. In the project of center the principal States as an advantage the preparation of the teachers who work for this school but they dont have qualified English teachers, and this is a serious problem because either the teachers or the students might feel frustrated, the teachers perception unable to do their job and the students getting drowned in their attempt for learning the language.3.2 Survey elaborated for the English teachers of Higerito basic School.In this section are analyzed the answers obtained from the survey applied to teachers of English of Higerito basic School.I. Years of experience of Higerito basic school English teachers.CategoryFrequency%1-53605-1024010-1500Total5 degree centigradeIn this square it could be observed that 3 teachers have from 1-5 old age of experience teaching and 2 teachers have from 5- 10 years of experience.These years of experience are a good indicator to guarantee the quality of teaching of the Educative Center Higerito.2. Techniques used by teachers of the Educative Center Higerito to teach irregular verbs.CategoryFrequency%Participation in classOral Practice120Home worksscripted Exams480All the previous AlternativesNone of the AlternativesTotal5100According to what it seen in this chart, 20. % of the English teachers use as a teaching technique, the oral practice and 80 % use writt en ex