Final Paper, teaching method.docx

8/13/2019 Final Paper, teaching method.docx

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2013

Final Paper

Noe Antonio Coreas

Teaching Methods


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Teaching Methods.

1. In a chart, using the language function "COMPLAINING" describe what andhow you will develop each of the four elements of communicative competences(grammatical, sociolinguistic, discourse, strategic) in your students. Highlightall elements per competence; for example, when dealing with the grammaticalcompetences, sub area: lexicon, write the most useful phrases that are used tocomplain.

CommunicativeCompetencesand its

SubAreas..

FunctionLanguageComplainin

g.

Description/Solution.

Grammatical.SubAreaSyntax.

Teacher, Ido notunderstandthepasttenseofirregular andregularverbs.

-In this situation the student does not know or understand thepast tense of the verbs, it is confusing because to form the pasttense of regular verbs you only add ed at the end, for instancethe verb work the past tense is worked, it is simple whatyou have to do is add ed at the end. On the other hand, that isnot the case for irregular verbs, it is totally different, becauseyou do not have to add just ed at the end, an example usingthe verb begin the past tense of that verb is began which isdifferent form, I mean a mistake that many people do is thatthey confuse the verbs, they think that you have to add ed toall verbs, and that is a mistake, for instance the verb buy amistake would adding ed like this buyed, because the pasttense of that verb is bought. I know it is difficult tounderstand but these links can help in order you canunderstand better this topic.

http://studentschile.tripod.com/id1.htmlThis page shows a list of regular and irregular verbs that canhelp you.

http://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfThis pdf document would help to understand better this topic.
http://studentschile.tripod.com/id1.htmlhttp://studentschile.tripod.com/id1.htmlhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://studentschile.tripod.com/id1.html


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DiscourseSubAreaCohesi

on

Teacher,why Icannotuse

contractionsin anacademicwriting?

-In this situation student asks if contractions are used in formalwriting. Contractions are used for people whenever they arespeaking to someone else, contractions are allowed in spokengrammar, they help you to make the conversation easier, or tohave a good fluency, when you speak you can use slang,

contractions, and so on, however whenever you are writingsomething you must you use formal writing, not informal, so itmeans you cannot use neither slang nor contractions, besidesyou have to use punctuation, capital letter, as well asindentation. Those are some reasons you cannot usecontractions in academic writing, however in you are writingsomething like a letter, a song, or something not formal, in thatcase you can use contractions, slang.Here are some link that can help you to understand why avoidcontractions in formal writing

http://www.uhv.edu/ac/newsletters/writing/grammartip2008.07.22.htmThis page gives an explanation why you must avoidcontractions in academic writing.

http://unilearning.uow.edu.au/academic/2e.htmlYou will find a list about what you should avoid when you arewriting in a formal way.

Socioli

nguisticsSubAreaRegister.

Teach

er,whylanguagevarietiesfromonepart ofthecountry toanother part?

-In this situation student is confused because of the different

pronunciation of a word, and why people give other meaningto a specific word.Sociolinguistic is the study of how language is affected bysociety, we can realize about that in the way that some wordshave different meanings from one city to another, but thatdepends in the usage that a community gives to the language.Besides it depends of the social status of people, I mean richpeople speak different from poor people; people who have ahigh level of education speak different from those who have alow level of education.There are different dialects in each country, here in El Salvadorpeople from San Salvador speak different, they have a differentaccent, and people from Morazan have their own way ofspeaking, so language varieties depend in the place you are.Also there are some words that people pronounce incorrectly,instead of saying salcochada people say sancochada,instead of saying fui we say jui, those are common mistakesmade by people in El Salvador, but are accepted by the
http://www.uhv.edu/ac/newsletters/writing/grammartip2008.07.22.htmhttp://www.uhv.edu/ac/newsletters/writing/grammartip2008.07.22.htmhttp://www.uhv.edu/ac/newsletters/writing/grammartip2008.07.22.htmhttp://unilearning.uow.edu.au/academic/2e.htmlhttp://unilearning.uow.edu.au/academic/2e.htmlhttp://unilearning.uow.edu.au/academic/2e.htmlhttp://www.uhv.edu/ac/newsletters/writing/grammartip2008.07.22.htmhttp://www.uhv.edu/ac/newsletters/writing/grammartip2008.07.22.htm


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community in which they live.Doctors, lawyers, they use technical vocabulary that is notunderstood by everybody, sometimes if you are listening aconversation between two, lawyers, you are not going tounderstand, because of the vocabulary they use, which called

jargon.

http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/Here you will find a definition of sociolinguistics.

http://faculty.washington.edu/wassink/LING200/lect19_socio1.pdfThis pdf document will help to understand better.

Strateg

icSubAreaHeuristicfunction.

Teach

er,howcan Isaysomething ifI dontknowtheverb

touse?I meanIconfuse theverbsayandtell

-In this situation student does not know or understand thedifferences between the verbs say and tell, this happens tomany people sometimes they get confuse because both verbshave the same meaning. Students sometimes use these verbs inan incorrect way, for instance a student might say: hey, I amsaying you this because I dont want you get in troubles, butthat is a mistake because the verb say is not been using in acorrect way, in that case the correct verb to use is tell I wouldbe like this; hey I am telling you this because I dont want youget in troubles. The verb tell is always followed by a noun, ora pronoun, this is a common mistake made by a lot of people.The solution to this complaining would be to explain studentshow they can use both verbs in a correct way, give examples inorder they can understand better, besides provide someresources in which they can find more information about thedifferences between both verbs, otherwise, student will not beable to use those verbs in a correct way in a conversation.

Here are some resources that you can use to understand better

http://www.englishclub.com/vocabulary/cw-say-tell.htm

This website gives a lot of information of the right usage of bothverbs say as well as tell

http://youtu.be/W6b6vhiO5Fg

The guy from this video will explain you how you can usesay and tell in a correct way.
http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/http://faculty.washington.edu/wassink/LING200/lect19_socio1.pdfhttp://faculty.washington.edu/wassink/LING200/lect19_socio1.pdfhttp://faculty.washington.edu/wassink/LING200/lect19_socio1.pdfhttp://www.englishclub.com/vocabulary/cw-say-tell.htmhttp://www.englishclub.com/vocabulary/cw-say-tell.htmhttp://youtu.be/W6b6vhiO5Fghttp://youtu.be/W6b6vhiO5Fghttp://youtu.be/W6b6vhiO5Fghttp://www.englishclub.com/vocabulary/cw-say-tell.htmhttp://faculty.washington.edu/wassink/LING200/lect19_socio1.pdfhttp://faculty.washington.edu/wassink/LING200/lect19_socio1.pdfhttp://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/


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2. Explain how are you going to design a lesson plan when facing the Leaner

Variable I: Teaching Across Age levels; who are the learners? Do a lessonplan for each type of learner taking in consideration the structure of a lessonplan.

The designing of a lesson plan is very important in the process of teaching a

second language, teachers must know the differences of teaching across age levels,

I mean it is not the same to teach a kid, an adult or even a teenager, because you

cannot use the same methodology, same approach, the same techniques, or even

the same resources. Most important if you are a teacher you must ask yourself

these questions; who your learners are, where they are learning, and why they are

learning, you have to take in consideration those questions because they are going

to help you with your teaching performing, first of all you must recognize to

whom you are teaching to, if they are kids, adults, or teenagers. Another importantaspect is where they are learning, the place or country, because it would be more

difficult to teach English in a country where English is not spoken, the same

happens here in El Salvador, it is not a country where English is spoken, so the

environment does not help in the learning process.

Imagine you have to teach kids, you must start thinking which method, approach

and techniques you will use, you can use the Total Physical Response Method,

kids like to do plays, so you can use some techniques to motivate them. So you can

use a technique which is called using command to direct behavior, what you do

is, for example you are trying to convey the meaning of a verb, lets say standup, you can perform the action, a few times until kids get the idea, and then you

can tell them; stand up and they have to do the action, you can do the same using

other verbs, like; sit down, walk, clean, write and so on, they are going to

understand you because you are using commands to convey the meaning of the

verbs.


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Level: A 1 for kids.

Topics:Activitiesto recallpreviouslearning

Warm-upActivity

Objectives.

Language

structure

ActivitiesTiming

Wrap upactivityTeacher Students

Regularandirregularverbs.

Askstudents ifthey knowsomethingabout thetopic.

Whispergame

Studentswill make agroup; theteacher willwhisper asentenceusing someverbs, soeachstudent willdo the same.

Studentswill learnaboutregularandirregularverbs

Past tense

edendings

-Greeting.

-Give anintroductionabout thetopic.

-Make a ppt ofthe verbs.

-Explain thepast tense ofthe verbs.

-Explain thetask.

Payattention

Askquestions ifthey have adoubt.

Take notes.

Do the task.

5 min.

10 min.

10 min

15 min.

5 min

Do "QuickCheck"Time to leavethe class.Make sureeverything isput away andthe Ss havegathered theirbelongings.Have themline up at thedoor andplace yourselfbetween thedoor and theSs. For each Scheck one ofthe newwords theylearned intoday's lesson


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When it comes to the teaching of teenagers, teacher must use a differentmethodology, planning, and techniques. When you become into a teenager, yousuffer many changes, changes in your body as well as in your mind, this is acomplicated part of the life, I mean teenagers change their mood suddenly, theycan be happy, but latter they can be sad. So it is a real challenge to the teacher

because he must to know how to handle that situation, besides students changetheir way of thinking, so almost all the time they are distracted doing somethingelse instead of being paying attention, so teachers must to find the best waystudents can learn.

Teachers need to use a different methodology, different approach, as well astechniques in order to teach teenagers, teachers must motivated students all thetime, they have to find the way in which each student can show his/her talent andstrength. Teacher must avoid to embarrassment of students at all cost, so it meansthat anytime a student makes a mistake, teacher has to correct him/her, but hemust be careful of not hearing his/her feeling, or make them feel bad. If the teacherdoes not want to correct students when they make mistake, he can allow that,therefore students will have more confidence.

Teaching teenagers isnt easy because, well, being a teenager isnt easy. Just think

back to your adolescence when you were going through all those changes, changes

in your body and in your mind: habits and opinions, tastes in clothes and music,

relationships with parents and teachers. In Self, Booker Prize winning author Yann

Martel writes about growing up as a new universe where notions such as success

and failure, will and sloth, appearance and reality, freedom and responsibility, the

public and the private, the moral and the immoral, the mental and the physical,

replace the simpler guiding notion of fun. Of course, its dangerous and difficultto generalize about adolescence from individual to individual, and from culture to

culture; levels of maturity can differ significantly from culture to culture and in

individuals within the same culture.

But if you have accepted the challenge of teaching teenagers, then you are the

teacher of a group of young, impressionable people and will need to try to be

flexible and patient with each individual. And you will need to remember that in

the classroom, the group dynamic is often as important as pedagogical content and

activities will carry benefits other than linguistic content.


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Level: A 2 for teenagers


Warm-upActivity

Objectives.Languagestructure

ActivitiesTiming

Wrap-upActivity

Teacher Students

Regularand

irregularverbs.

Studentswill recall

points ofthe lastclass,which willhelp themto relatethe newinformation.

Askstudents if

they knowsomethingabout thetopic.

Students willlearn how to

form the pasttense of theverbs.

Past tense. Greeting

Show a videowith thedifferences ofboth verbs.

Make a pptpresentation.

Giveexamples.

Explain thetask.

Watch thevideo.

Take notes.

Ask if theyhave adoubt.

Do thetask.

15 min.

15 min.

15 min.

Students willpass in front;

they are goingto make thepast tense ofsome verbs inorder to see iftheyunderstood thelesson.


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To be effective in teaching adults, its important to know your audience and have a

general understanding of how adults learn. Teaching adults is very different from

teaching kids; I mean there are some techniques you can use in order to teach

adults as well as kids, but beware that all the same techniques, methodology, or

even approach would work. Teachers must take in consideration that adults aremore able to handle abstract meaning; it means that they can understand better

some topics, however too much abstract cannot helpful for them, they might get

bored about that, and the learning process would over. One important aspect is

that adults attention is better than kids, sometimes you can control them; because

they understand better; nevertheless, keep the activities that you are going to

develop during the class short and interesting to them; otherwise they are going to

be no longer interesting in your class.

Another important aspect is that teachers must not treat adults like kids, I mean

you cannot speak to them like they were kids, so you cannot call them kids

either, because that sounds like you are offending them, and that is not going to

help the learning process. Nevertheless, adults can learn more abstract information

than kids, but you have to respect the mood they are, and their emotions. So

whenever they have problem to learn something; do not try to make them feel bad,

because they might have problems at that specific moment that you are trying to

teach them. What you as teacher can do is give as many opportunities as possible

to make choices about they want to learn, or the way they would like to learn,

what they can do in and out the classroom, that way they can more effectively

learning by themselves, or making an investment in their learning.

Something you really need to take in consideration is; you cannot discipline adults

in the same way as children. If there are some problems during the lessons;

disrespect, laughing, people talking interrupting the class, first of all, assume that

your students are adults who can be reasoned with like adults. So it means that

you should talk to them first, make them know that they have to behave as adults

they are. Nevertheless, do not treat them as children.


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. Level: B1 for adults


Warm-upActivity

Objectives. Languagestructure

Activities Timing Wrap-upActivityTeacher Students

Regularandirregularverbs.

Feedbackabout lastclass.

Cant sayyes or notStudents inpairs willask eachotherquestions,butanytimetheyanswerthey cannotsay yes nor

no.

Students will beable torecognize thepast tense aswell pastparticiple of theverbs, by usingdeductivegrammar.

Work/worked

Buy/bought

Greeting.Presentthe topic.Make appt of thetopic.Show avideo.Make adebatebetweenthestudents.

Giveexamples.Explainthe task.

Takenotes.

Watchthevideo.

Participate in thedebate

Do thetask.

15 min

15 min

15 min

Questiontechnique, Eachperson createsone questionabout thecontent. Theyask theirpartner. Roundtwo wouldinvolvematching twopairs andletting them

answer onequestion each.


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3. Explain how are you going to deal if you have class with the Variable II

Teaching Across Proficiency levels.

There three different proficiency levels; beginners level, intermediate level, and

advanced level. However, there is a diction on beginners level, for some people a

beginner is a person who knows a hundred of words in English, a person who can

handle a conversation with familiar things, on the other hand there are people who

think that the term beginner is incorrect, I mean for them the correct term to use

is novice a person who does not anything about the target language, no matter

which language is. So, but it depends on the person who is teaching he/she is

going to decide how call students.

Teaching beginning levels.

It is considered by many teachers and people the most challenging level of

language instruction, because it is really difficult to teach people that do not

anything about the target language, so lets say you are teaching English, however

you cannot use full English due to students are going to understand you, I mean

you must to mix both languages, Spanish and English as well. Nevertheless,

anytime you are giving instructions you have to use students native language.

There are ten factors that are going to help you to formulate an approach to

teaching beginners.

1. Students cognitive learning processesYou have to be patient with students due to they are going to understand

everything, sometimes you have to make repetition of a limited number of

words, phrases, and sentences. Do not get frustrated for that.

2. The role of the teacherBeginners are very dependent from the teacher, students like to ask

questions, so the teacher must give some space to the students in order they

can ask. Whenever students want to initiate few questions and comments, it

is teachers responsibility to keep the ball rolling.

3. Teacher talkThis is important because all students are looking at you, I mean anytime

you are talking; you have to do it clearly, easy to understand for students,

speak slow therefore they can understand.


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4. Authenticity of the languageThe language that you are going to teach has to be authenticity, it means

that you are going to teach them only greetings, simple phrases, and

introductions just because they are beginners. Something important is ive

students the opportunity to practice the new language.

5. Fluency and accuracyFluency is not going to be developed in hundred percent during this level,

due to the vocabulary and pronunciation of the students.

6. Student creativityThe goal of learning a new language is to communicate, but in the

beginning level is difficult that students have creativity to use the language,

that comes later when they have achieved more vocabulary,

7. TechniquesYou can use short and simple techniques, one the most useful techniques

that you can use is, repetition drill, that how students are going to learn new

vocabulary as well as they are going to improve their vocabulary.

8. Listening and speaking goalsThese categories must to be developed through listening to some

recordings, or by playing a conversation; at the same time students aregoing to improve the speaking macro-skill by saying what they are

listening.

9. Reading and writing goalsWhat you can do is; give them some simple reading, according to the

vocabulary they have, otherwise they will not understand the reading part

or the writing.

10.GrammarWhat you can do is; explain the English grammar using their native

language; I mean to explain simple grammatical points, you can use some

examples of students native language.


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Teaching intermediate levels

Teaching intermediate levels is very different from beginning levels. Students have

progressed, I mean they are novices anymore, they can be in a conversation, they

can handle some tasks, their fluency is better. The role of the teacher and students

change, because they have more knowledge. Nevertheless, you do not have to

push them more than like they were advanced, I mean you have to aware about

the limitations students have yet. However the same ten factors that are used with

beginners can be used with intermediate levels.

1. Students cognitive learning processThey have learnt many phrases, more vocabulary, sentences, and some

structured have been practiced, so it means that it would be kind of easier to

teach than beginners.

2. The role of the teacherYou are no longer the person who begins the conversation; students have

more knowledge, so they are going to make some questions, comments,

besides they can interact among them.

3. Teacher talkTeacher must use the native language of the students less, so you have to

give the opportunity to the students to talk more, to express their ideas.

However, when you have to give instruction you can use students nativelanguage.

4. Authenticity of the languageStudents at this level know some grammar rules, so you can use more

vocabulary, phrases.

5. Fluency and accuracySome students like to correct themselves, therefore they have more

vocabulary, and they know how to form sentences. Nevertheless, when theyare talking sometimes teacher does not understand because of the

pronunciation and the fluency. So, teacher must be prepared in order to

understand all the students.


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6. Students creativityStudents have more vocabulary, therefore they can make conversations;

however they make mistakes in the conversations, but the fact they know

more, make them to more creativity.

7. TechniquesBecause of the increasing language, you can change the techniques, some

techniques you can use chain story, surveys, and polls, interviews, make

groups in which they can solve any problems.

8. Listening and speaking goalsStudents can participate in short conversations, ask and answer questions,

find different ways to convey meaning, they can also solicit information

from others and more, so they can ask something to teacher or even to otherclassmates.

9. Reading and writing goalsStudents can read paragraph, short story, simple stories. Teacher can assign

them some writing work, nevertheless, the writing does not have to be

difficult, it has to be easy, for example teacher can tell them to write some

journals.

10.GrammarTeacher can explain some points in English; however, sometimes when he

wants to convey information about grammar structures he/she can use

students native language.


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Teaching advanced levels

At this level, students can handle situations in which the target language is

demanded, students can have conversations. The classes that teacher prepares

need to be different from beginners, or intermediate; the techniques need to be

different just because students have more knowledge about the target language.

Advanced level is comparable in most aspects to an educated native-speaker level.

The same ten factors are used for this level too.

1. Students cognitive learning processDue to students are in an advanced levels, they can understand better, they

speak in a good way, however, teacher must be aware of correct them

whenever they make a mistake, the task of the teacher is to help to the full

development of language at this level.

2. The role of the teacherIt might seem that the role of the teacher is become easier with advanced

students, you have to answers the questions students have, besides you can

let that their curiosity take over, that is how they are going to learn by

themselves.

3. Teacher talkThe language that teacher uses need to be natural speed, besides teacher

needs to challenge students with vocabulary they do not know, someidioms, and expressions. Nevertheless, keep in mind they are still learning,

so they do not manage the language well yet, because they are not native

speakers.

4. Authenticity of languageEverything from academic prose to literature to idiomatic conversation

becomes a legitimate resource for the classroom. Every single material

teacher gives in the class is necessary for students in order they get more

knowledge.

5. Fluency and accuracyBecause of students are in an advanced level, they do not have to keep

thinking in every single word they are going to say, they have a good


16/18

fluency as well as vocabulary. Nevertheless, teacher has to pay attention to

some mistakes students make.

6. Student creativityAt this level students have a lot of creativity, they can make conversationsamong them; they know how to form grammatical structures. However,

teacher has to make sure that students keep their eyes fixed on those goals.

7. TechniquesTechniques have to be different due to the level of the students, teacher can

make some activities like group debates, it is a good technique in which

students can give their point of view of any topic. Besides, teacher can

assign some essay as well as research to the students.

8. Listening and speaking goalsStudents must focus on sociolinguistic aspects, the different pronunciation

of words, why some words are pronounced the same but have different

meaning. Pragmatics constrains are common areas that students need to

work on.

9. Reading and writing skillsAt this level; students have improved a lot these skills, because they learn

more about such things as critical reading, they can understand better anyreading. Besides, they can write texts such as essay, documents related to

any topic, reports.

10.GrammarTeacher must teach some grammar rules, but not in an inductive way, it has

to be deductive, students learn by themselves the grammar rules. Classes do

not need to become saturated with language about language, but well-

targeted deductive grammar has it place.


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4- Choose digital resources you will include and describe how it will help studentslearn English according to your lesson plans.

Grammatical Competence

SubArea

Syntax

Teacher, I do not understand the past tense of irregular and regular verbs.

http://studentschile.tripod.com/id1.html

This page shows a list of regular and irregular verbs that can help you.

http://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resour

ces/Grammar_Handouts/verb_list_irregular.pdf

This pdf document would help to understand better this topic.

Discourse

Sub Area

Cohesion

Teacher, why I cannot use contractions in an academic writing?

http://www.uhv.edu/ac/newsletters/writing/grammartip2008.07.22.htm

This page gives an explanation why you must avoid contractions in academic

writing.

http://unilearning.uow.edu.au/academic/2e.html

You will find a list about what you should avoid when you are writing in a formal

way.

Sociolinguistics

Sub Area

Register

Teacher, why language varieties from one part of the country to another part?

http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/

Here you will find a definition of sociolinguistics.
http://studentschile.tripod.com/id1.htmlhttp://studentschile.tripod.com/id1.htmlhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://www.uhv.edu/ac/newsletters/writing/grammartip2008.07.22.htmhttp://www.uhv.edu/ac/newsletters/writing/grammartip2008.07.22.htmhttp://unilearning.uow.edu.au/academic/2e.htmlhttp://unilearning.uow.edu.au/academic/2e.htmlhttp://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/http://www.pbs.org/speak/speech/sociolinguistics/sociolinguistics/http://unilearning.uow.edu.au/academic/2e.htmlhttp://www.uhv.edu/ac/newsletters/writing/grammartip2008.07.22.htmhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://www.stlcc.edu/Student_Resources/Academic_Resources/Writing_Resources/Grammar_Handouts/verb_list_irregular.pdfhttp://studentschile.tripod.com/id1.html


18/18

http://faculty.washington.edu/wassink/LING200/lect19_socio1.pdf

This pdf document will help to understand better.

Strategic

Sub Area

Heuristic function.

Teacher, how can I say something if I dont know the verb to use?

I mean I confuse the verb say and tell

Here are some resources that you can use to understand better

http://www.englishclub.com/vocabulary/cw-say-tell.htm

This website gives a lot of information of the right usage of both verbs say as

well as tell

http://youtu.be/W6b6vhiO5Fg

The guy from this video will explain you how you can use say and tell in a

correct way.
http://faculty.washington.edu/wassink/LING200/lect19_socio1.pdfhttp://faculty.washington.edu/wassink/LING200/lect19_socio1.pdfhttp://www.englishclub.com/vocabulary/cw-say-tell.htmhttp://www.englishclub.com/vocabulary/cw-say-tell.htmhttp://youtu.be/W6b6vhiO5Fghttp://youtu.be/W6b6vhiO5Fghttp://youtu.be/W6b6vhiO5Fghttp://www.englishclub.com/vocabulary/cw-say-tell.htmhttp://faculty.washington.edu/wassink/LING200/lect19_socio1.pdf

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Final Paper, teaching method.docx