Teaching the Difference Between MAKE and DO

Distinguishing the Differences Between “Make” and “Do”

English as a Foreign Language learners like those whose first language, L1, is Spanish can have considerable difficulty in distinguishing when to use “make” and when to use “do”. Why? It’s because in Spanish, for example, the same verb, “hacer”, is commonly used to represent both. The trick then, is to find a way of aiding these English language learners with making the distinction.

Here’s how I do it.

Make

Essentially “make” means to “create” or cause something to happen or produce a result. You make a cake, make noise, make trouble or make friends.


Do

On the other hand, “do” usually signifies simply performing an action without alluding to the results. So you do aerobics or exercises, do business or do your job. You can do well or do badly, do better or do worse.

Other Uses of Make and Do

Depending on context, both make and do can be used in a sentence to give it different meanings. A good example is homework. Teachers make homework and exams, but learners do homework or take exams ("do" is less commonly used here.

The two verbs form a part of scores of idioms and expressions too. This can sometimes cause their distinction to be less clear, but usually the definitions given above still hold true. Some additional examples using “Do” and “Make” are:

DO

Do a dance, do a deal, do as you’re told, do away with, do chores, do favors, do harm, do it yourself, do (it or something) over again, do someone in, do the dishes, do the laundry, do the right thing, do time, do well, do without, do your best, do your duty

MAKE

Make a contract, make a delivery, make a difference, make a list, make a mess, make a phone call, make a point, make a profit, make a promise, make amends, make an effort, make believe, make contact, make enemies, make fun of someone, make love, make money, make news, make out, make over (very similar in context to do over), make peace, make room, make sense, make someone happy, make someone laugh, make someone sad, make sure, make the bed, make time, make room, make tracks, make up (has multiple meanings), make up a story (same as create a story), make up your mind, make war, and make way

This is but a quick reference list to give you some idea of the range and distinction that using “do” and “make” can have in the colloquial English language. For the most part, after a session expaining and demonstrating these language elements in context, my learners have far fewer problems in distinguishing when to use “make” and when to use “do”. I hope that this helps you and your EFL learners too.

Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

Teaching English and Foreign Languages to Disabled or Handicapped Learners

Handicapped or Disabled English Learners
In some institutions, disabled learners study English for both academia and communicative purposes. Basically, two forms of disability are encountered by English, as a second or foreign language, teachers; physical and mental. Adaptation of methodologies and didactics for teaching and learning success with handicapped learners or with learners who may be disabled in some way can help to improve teaching and learning with many other types of EFL class groups and therefore merits the attention of all EFL or ESL language professionals. .

Physical Disabilities

At the Santiago de Cali University where I teach, students are allowed to enter programs even when physically disabled or handicapped in some ways. There are legally or physically blind (invident), wheelchair-bound and cerebrally palsied students currently enrolled and engaged in academic study along side of regular students. These disabled or handicapped learners can be subjected to distinctive problems and difficulties in integrating into an EFL, ESL or foreign language class room setting.

A few commonly encountered problems include:

• Not being able to access institutional facilities
• Need for specially-adapted teaching and learning methods
• Class schedule adjustments
• Specialized programming of computer room and listening lab facilities
• Alteration of language acquisition methods
• Sensitivity to environmental conditions like heat, cold, noise and lighting
• Highly-focused or distinct learning styles and learning characteristics
• Need for alternative methods for note-taking and test-taking
• Need for multi-media format texts, classes and input sessions

Mental Disabilities

Although mental disabilities are more strictly monitored and controlled as far as student admissions are concerned, nonetheless they can be encountered at a number of institutions, most likely those that specialized in these types of learners. I think that in many cases grouping “these types” of learners together may be doing more harm than good, but that’s another story not intended for this short article post. From schizophrenia to Autism and ADD to even Alzheimer’s, learners actually may benefit more by being placed in, learning and functioning in a “normal” environment. The same may be true for selected Home-schooled learners at certain points in their academic growth and development. Not in each and every case, mind you, but only in a selected number of them.

The Need for Adaptive Methodology and Didactics

The need for adaptive methodologies and didactics when teaching disabled or handicapped learners cannot be over-emphasized. Rather than “lumping these types of learners together”, more may actually be accomplished by “mainstreaming” more of them and adapting the EFL or ESL methodologies and didactics to suit class groups of more widely diverse learners. This is highly effective for virtually ANY class group of language learners and not just simply a means of addressing the needs of handicapped learners. In my experience, action research and investigations, I have definitely found this to be true, albeit on a somewhat limited scale.

… to be continued …

Be sure to check out “An Interview with Prof. Larry M. Lynch” online at:
http://www.e1-network.com/professor_larry_lynch.html


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.

The Trinity College London Licentiate Diploma

Years ago, when I was asked to state why I wanted to do the Trinity College London Licentiate Diploma Course, here's what I wrote:

There are several reasons why I wish to successfully complete the Trinity College Licentiate Diploma course. Briefly they are as follows :

The Trinity College Licentiate Diploma
The DELTA, Trinity College Licentiate Diploma or other certified advanced diploma credential is widely recognized and accepted as an advanced qualification in teaching English as a foreign language. In my current place of employment as an EFL professional, there are no courses or programs available for the advancement of English teachers whether native or non-native speakers of English. So, acquiring to higher level work or studies in the field are limited at best, non-existent at worst. As a native English-speaking English teacher with more than 14 years of EFL / ESL teaching experience, one of the few options I have of improving my value here at the Santiago de Cali University would be to complete a certified, recognized DELTA, Trinity College Licentiate Diploma or another advanced ELT diploma program outside of Colombia.

The British Council
I have worked briefly with the British Council here in Cali, Colombia as a substitute CELTA-level Teacher Trainer and wish to improve my qualifications formally with the option of applying for a Teacher Trainer position full time. This would require an advanced English teaching credential such as the DELTA, Trinity College Licentiate Diploma or other diploma level program since I presently meet most other requisites based on previous education and English teaching experience.

Problems in Colombia
Social, political and living conditions here in Colombia where I currently live and work, continue to deteriorate, violence against civilians is rapidly escalating, and having an advanced credential such as a DELTA or the Trinity College Licentiate Diploma would greatly improve my chances of obtaining a Senior EFL teaching position, an EFL Teacher Trainer position or an ELT Administrative position in another country when I exercise the option of moving to another location.

I am interested in exploring EFL teaching possibilities in Europe (Spain), if possible, or another Spanish-speaking country, North Africa (Morocco) or Asia (India). The diploma combined with my extensive EFL teaching and ELT topic presentation experience, publication of more than 100 articles, papers, reports, academic texts and student practice workshops would be an invaluable asset in supporting my bid for an upper-level ELT position in another foreign country.

A CELTA-level TEFL Certificate
Currently, I hold a CELTA-level TEFL certificate from TransWorld Teachers Institute in San Francisco, California (1993) and a TBE (Teaching of Business English) certificate from the Teacher’s Development Institute in Boston, Massachusetts (2002). An Trinity College Licentiate Diploma added to these in addition to my 14 years of EFL teaching experience would be an additional springboard for improving my knowledge of English language teaching and learning, ELT level, position and options for a continued career in teaching English as a Foreign Language or moving up permanently to available Teacher Trainer or ELT Administrative positions in countries worldwide.


Be sure to check out “An Interview with Prof. Larry M. Lynch” online at:
http://www.e1-network.com/professor_larry_lynch.html


Prof. Larry M. Lynch is an EFL Teacher Trainer, Intellectual Development Specialist, prolific writer, author and public speaker. He has written ESP, foreign language learning, English language teaching texts and hundreds of articles used in more than 100 countries. Get your FREE E-book, "If you Want to Teach English Abroad, Here's What You Need to Know" by requesting the title at: lynchlarrym@gmail.com Need a blogger or copywriter to promote your school, institution, service or business or an experienced writer and vibrant SEO content for your website, blog or newsletter? Then E-mail me for further information.