INTRODUCTION

The present article contains the results of the investigation completed at Higüerito Basic Institution. It is visible that the goal of grammar training is to allow students to carry out their communication, Purposes, thus getting associated with all those problems students have had for years to learn and use unusual verbs is highly important for educators of English as a foreign Language.

This Research has three Different Chapters:

Chapter I, Presents the historical framework of the Educational Center, it shows the Exterior or geographic aspects of Higüerito Basic University, There´s an analysis of the Socio Economic and cultural characteristics of the Educational Centre, In addition the idea of Higüerito Basic College.

Don't use plagiarized sources. Get Your Custom Essay on
Learning Irregular Verbs In English
Just from $13/Page
Order Essay

The second chapter of this research states the down sides in Learning Irregular verbs which is the foundation of this research, It really is analyzed here different facets and methods of teaching irregular verbs such as; Infinitives matching and grouping, demonstration, infinitives, unfamiliarity with infinitives, infinitives coordinating, The present ongoing tense as matter of top priority, categorization of irregular verbs plus some strategies to educate irregular verbs.

Chapter III, Is where in fact the result of the exploration is presented. First of all this chapter shows the results of the interview directed to the English teachers of Higüerito Basic Institution and the results of the review applied to the students of the Educational Centre.

JUSTIFICATION

Teachers are always trying to find new and easily comprehensible ways to teach different parts of grammar, especially for the challenge that teaching irregular verbs represents. It was not easy to cope with abnormal verbs or make students learn how to use them.

We felt encouraged to investigate about it, because as English students we have also had problems with the acquisition and usage of irregular verbs. It is highly important to have all kind of information about the process of teaching unusual verbs, because were thoroughly sure that as future English professionals will need to use them in a current dialogue or in the class. This research will not only be important for us, it will also make a difference for those visitors who promote the great things about the results of the investigation.

The benefits of overcoming the down sides that most educators and students have with irregular verbs will donate to improve the coaching and learning process that so far has been obstructed.

METHODOLOGY

This inspection was documentary and it was completed in the field too, considering these, and the best and ideal ways to obtain excellent results and also to count with the correct tools to understand the target problem of this research.

In this investigation were used the descriptive and analytical methods, this article starts with a challenge that is affecting most of the schools of our country to be able to analyze a specific situation that is going on in Higüerito Basic in San Juan de la Maguana Dom. Rep.

All the possible elements that matter to the research were summarized and the results of the examination were summarized.

For more credibility and trying to provide an authentic out look to

Different sources were examined:

Research, Books, online technology and research at Higüerito Basic College; professors and students were interviewed

CHAPTER I:

CHAPTER I

GENERAL CHARACTERICTISC WITH THE HIGUERITO BASIC SCHOOL

1. 1- Historical context of the Educative centre.

1. 2 – External or Geographic Aspects

1. 2. 1- Socio Economic and Cultural Characteristics of the guts.

1. 3 – Internal Characteristics of the School

1. 3. 1 – Explanation of the infrastructure.

1. 3. 2 – Beliefs of the Educative Center.

1. 3. 3- Strengths and weaknesses of Higüerito Basic College.

1. 3. 4- Problems of the Educative Middle.

1. 3. 5- Information of Higüerito Basic School

CHAPTER I

General Characteristics of Higüerito Basic school

This chapter I presents important information concerning to the historical context of the Educational Centre, the Geographical location of Higüerito Basic College, The Socio Economic and Cultural Characteristics of the Sector; This chapter also presents the internal characteristics of the institution, it concentrates the infrastructure; Furthermore it presents the philosophy of the Educational Middle, the Strengths and weaknesses of Higüerito basic school whereas the issues of the Educational Centre and the Reports of Higüerito basic College.

I. I. Historical context of the Educational Middle.

The first pavilion of the institution was manufactured from hardwood in 1953, by this time the principal was Mrs. Batida Ruiz, later they built three more classrooms, and three more professors were chosen.

In 1970 educator Ana Isolina de la Cruz was responsible for the institution, in 1970 there was a staff of 2o professors. Under Mrs. De la Cruz supervision a second pavilion was built in 1982.

Finally in 2001 Higüerito Basic Institution was managed by Lida. Francisca Mirella Rodriquez.

1. 2 Geographical Location of the Higüerito Basic School

This Urban University Belongs to Region 02 Region 02-06. It really is situated in the North part of the location at 151 Anacaona Avenue in San Juan de la Maguana Dominican Republic.

In the north part of Higüerito Basic School there’s a neighborhood called, job 20 of the Ensanche Anacaona. South of the school there’s a belt way Better Known as Circumvallation San Juan Bautista. East of the institution, it’s located the Fire Fighter building and the western La Altagracia Area.

1. 2. 1- Socio Economic and Cultural Characteristics of the sector.

To speak about the Educational planning of the, or background of the individuals, who are in this area it is necessary to present this topic focusing on the different areas that are adjoining the educational centre. Individuals, who are in the Eastern part of the school, are educators, some of them will work among others are retired.

Those people who live north of the school have the average level of education, almost all of the students that enroll in this school participate in this area, plus they come from humble homes tons of economical adversities.

San Juan de la Maguana established fact as “El Granero del Sur”, for its grain creation, there by the majority of these people income is determined by agriculture this activity is the monetary support of the people, throughout this educational center there are, some liquor stores.

Concerning to social aspects, it is well known that each educational center that provides any sort of service to the city has its own beliefs and culture, which is well discovered in student’s action.

San Juan possesses a wealthy culture with multiple traditions such as saint patron’s get together, in honor of John the Baptist. These people are celebrated from June 15th to June 24th every year. This notion is part of each child and it is part of the school and the city.

The university participates in every the activities promoted by different organizations of the community.

1. 3- Description of the Infrastructure of the Higüerito Basic University.

The infrastructure of Higüerito basic school looks in good conditions, Nowadays the School is constructed of blocks. It has 17 classrooms, Higüerito University has an portion of 466, 43 Mts. And each class methods 5. 29mts. And 6. 44 mts. There are just two bathing rooms for the students which are not enough for the quantity of pupils. The furniture’s are not in good conditions, they have to be fixed.

In the inside area of the school it could be observed certain amount of garbage in the backyard and in the halls. There is a bad smell that comes out of the bathrooms this situation has effects on the students health.

1. 3. 1 Internal Characteristics of Higüerito Basic School

At present this University is been maintained by a principal, for an improved management it also offers a procedures Staff, a cooperative team and a pedagogic team pretending to guarantee the use of the contents suggested by the curriculum.

1. 3. 2 Philosophy of the educative Center

The job of Middle of Higüerito Basic Institution States the vision and mission of this university, it pretends to guarantee the preparation of all of the students increasing the reinvestment of principles, attitudes and skills, making of these teenagers proficient people. With the effort of dedicated instructors and following a direction of the curriculum the image and the prestige of the school is certainly going up.

Some important values that produce part of this school priority are: dignity, love, solidarity, discipline, responsibility, respect, collaboration, empathy, partnership, beliefs, honesty, ingenuity, humbleness, health and sincerity.

1. 3. 3 Advantages and weaknesses of Higüerito Basic College.

According to the information put together from the task of middle this school, it may be quoted the following strengths:

The educators who come to this school are qualified teachers, willing to utilize a high spirit of bargain, responsibility and desire to boost.

The school is situated away from troubling places in good thing about those who take classes in this Educative Center.

This Educative center contemplates as weaknesses: Insufficient Library equipment, counseling Office, equipment and sufficient school materials.

1. 3. 4 Problems of the educative center

The problems that are quoted in the task of center of the university are : indiscipline in the class room, the scholar have reading problems, The procedure of teaching technical areas has become one of the biggest problems of the institution because those technical areas as British and France require experienced educators and this institution doesn’t have these professors yet.

CHAPTER II

Difficulties in Learning Irregular Verbs

2. 1 Difficulties Learning Irregular verbs.

2. 1. 1 Infinitives Matching and grouping.

2. 1. 2 Demonstration, practice, development.

2. 1. 3 Unfamiliarity with infinitives

2. 1. 4 Infinitives matching.

2. 1. 5 The present constant tense as matter of concern.

2. 1. 6 Categorization of unusual verbs.

2. 1. 7 Database making and ways of teach irregular verbs.

THE Challenges in Learning Irregular verbs

The section II of the research is based on the analysis of the difficulties in learning unusual verbs, here it is provided the infinitive matching and grouping activities plus some methods such as demonstration, practice and production, it is also cured here the unfamiliarity with infinitives, infinitive matching, today’s constant tense as a matter of main concern as well as the categorization of unusual verbs and some strategies to train abnormal verbs.

2. 1 Issues Learning Abnormal Verbs.

For learner of British, irregular verbs signify one of the most difficult aspects of the terms.

Normally because they’re presented in the form of alphabetical lists. Never look at the actual occurrence of the verbs.

Irregular verbs haunt learners of British from the beginning to the end of these studies.

Teachers are always looking for new and easily comprehensible ways to teach various areas of grammar. Days gone by tens and the perfective aspect on the verb are two alternatively difficult areas for ESL Learners all over the world. ESL Learners usually try several hypotheses before they are designed for days gone by tense confidently. Especially, the abnormal past poses problems for learners. If they could be sorted out in a morphonemic classification, to make it easier for the learners to create document/ folders that they can simply accommodate them in their learning process, and when the learning load can be reduced in doing so, learners can understanding please remember them better and faster. In English, majority of the verbs proceed through 4 varieties, with an exception of modal auxiliary verbs. These varieties are: 2 tense forms and 2 aspects for

The verbs in English behave in four different ways before tense:

I. There is a regular past tense form:

2. There can be an irregular past anxious form wherein it takes any shape, which is not easily predicted.

3. There’s a vowel change past anxious form in which on vowel in the verb changes to create days gone by tense, as the rest of the verb shape remains the same.

4. There’s a no change past tense form wherein the verb remains as it is. The abnormal verbs have almost no resemblance with the initial form of the verbs and for that reason their earlier form is unpredictable.

2. 1. 1 Infinitives matching and grouping

The students are encouraged to match and group infinitives in a logical way. Hence, when they star coping with days gone by simple tense, they have become acquainted with the infinitives, so the primary hurdle is removed. The set of abnormal verbs with all three forms is then pet cat into bits and the students are asked to categorize the abnormal verbs based on resemblance. This proceeds from a classification of unusual verbs as stated in a thorough sentence structure of the English language.

The students should create their own positive negative ingredient sentences, that they can as the fourth step- develop in stories. The fifth step is repairing phase, during which the students organize and reorganize the unusual verbs depending on how familiar the students are with them – having learnt the infinitive, former and earlier- participle forms by heart and soul, however, the students are located unable to discover any of the forms if written in British, there’s a method elaborated by: “Jeremy Harmer”, consists of the following elements: Engage, Review, Activate.

In the engage stage, the teacher s work is to awake the students interest, arouse their interest, and indulge their emotions, employing numerous means, such as games, pictures, sound or video recordings, or dramatic stories.

Most folks can remember lessons at school that have been uninvolving and where we, switched off from what was being taught. We might also remember lessons where we were more or less attending to, but where we were not really hooked. We weren’t engaged emotionally using what was going on; we weren’t curious, keen or included. Yet things are learned far better if both our thoughts and our hearts are brought into service. Proposal of this type is one of the essential elements for successful learning. ¨ Harmer, (200:52).

Hence, rather than being passively educated the infinitives of irregular verbs, students are encourage to experiment with with them, in the activate period, those exercises and activities are comprised, which gave been designed to make students use the vocabulary communicatively. The students are discouraged to concentrate on the language construction or practice of its particular habits. On the other hand, the activities are to help the students to work with their full terminology knowledge in the picked situation or process. The target in the activate phase is, to use all and any vocabulary which may be appropriate for confirmed situation or issue. In this manner students get an opportunity to try real terminology use with little if any restriction, a kind of rehearsal for the true life.

Story – making is an activity typically employed within the activate stage. The students are given to make a story, being permitted to use limited or unrestricted band of vocabulary.

2. 1. 2 Display, practice, production.

This is a widely spread methodology, in terms which the teacher present the dialect and then induces the student to practice it at first by means of highly managed activities the p. p. p model is employed efficiently when most isolated grammatical items are being dealt with. From your teacher’s viewpoint, it is highly favorable since it allows the instructor to time each stage of the lesson fairly accurately and foresee and solve the possible problems the students may come across.

2. 1. 3 Unfamiliarity with Infinitives

According to the composition of a elementary British course, students are expected to obtain the concepts of the past simple tense and past varieties of numerous irregular verbs, one difficulty the have is usually that the encounter approximately a hundred verbs less than half which are irregular for example. Buy, come, cost, do, sketch, drink, drive, eat, land, find, travel, get, give, go, have, listen to, know, leave, make, imply, meet, put, read, diamond ring, run, say, see, sing, take a seat, sleep, speak, spend, stand, swim, take, tell, think, understand, wear, write. Then your biggest problem the students have is they are not given enough opportunities to get familiar with them. If they have were able to learn the infinitives of rarely twenty irregular verbs, the students are met with both a fresh grammatical trend the principles of earning the past simp0le tense, and a flood of irregular verbs. They become showered with the infinitives and past kinds of so many new unusual verbs that they start drawing, getting rid of their motivation

2. 1. 4 Infinitives Matching.

It’s a teaching aid that is made up in motivating students to match and group infinitives in a way which they find logical. This method is of two times gain to the students. First it creates the infinitives easy to remember, and subsequently, it causes the college student to enrich their vocabulary by finding out about synonyms to the given verbs.

Vocabulary can’t be taught. It could be presented, explained, included in all kind of activities, and experienced in all manner of organizations, but finally it is learned by the average person.

Language professors must arouse fascination with words and a certain enthusiasm in personal development in this area. Instructors must help the students giving them ideas about how to learn, but each will finally learn a very personal selection of items, arranged into relationships’ in a individual way” (1983). Wilga Waterways.

2. 1. 5 The present ongoing tense as a matter of priority

Dealing with today’s continuous tense prior to starting to do the past simple an example may be other ways how to imprint on students recollection as much infinitives of unusual verbs as you can, before confronting the ideas of earning and using of today’s constant tense is considerably easier than days gone by simple.

Describing various pictures, a way typically applied when educating present continuous, stimulates students to research a sigificant number of verbs in a dictionary. This technique. By choosing appropriate pictures, the educator can give the students the right path towards unusual verbs with no students realizing that they are being managed.

“Successful terms learning in a class room will depend on a judicious mixture of subconscious dialect acquisition and a kind of review activities. ” Harmer.

The inquired system is regarding to krashen, “A product of a subconscious process nearly the same as the procedure children under runs when they acquire their first language”

The learned system, on the other hand, is defined by krashen as a product of formal teaching, comprising a conscious process with results in conscious knowledge about the language. Quite simply learning is less important than acquisition with the method of describing pictures being applied, students have the ability to learn the infinitives of all eighty or ninety most commonly used irregular verbs on cards, which they are encourage to hire when describing routines or making bubble diagrams. In this way, the students can get familiar with a considerable amount of verbs in an easy, natural manner.

Other problem when educating irregular verbs is the fact that having instilled the infinitive types of the mostly used irregular verbs in to the students, teacher are occasionally met with another problem. They need to make a decision whether to entail earlier participles and teach all three varieties at once, or to postpone teaching of days gone by participles before present perfecto tense is being done.

2. 1. 6 Categorization of unusual verbs.

The students are anticipated to memorize all three kinds of the following eighty- six unusual verbs. Be, master, start, break, bring, build, melt away, buy, get, choose, come, cost, trim, deal, do, get, drink, drive, eat, show up, feel, find, soar, neglect, forgive, get, give, go, have, hear, hit, hold, hurt, keep, know, leave, give, lay, lose, make, mean, pay, put, read, drive, diamond ring, run, say, see, sell, send, sing, sleep, speak, spell, spend, stand, swim, teach, tell, think, put, understand, wake, wear, gain, wrote etc

Irregular ones in that either the past inflection or the ed participle inflection, or both these, are unusual. The irregular verbs either don’t have the standard -ed inflection

According to a thorough sentence structure of the English language abnormal verbs differ from else. Unusual verbs typically, but not invariably, have variance in their bottom vowel; unusual verbs have a varying number of specific forms

The bottom form history and the ed participle. They are usually known as the main elements of the verb- most abnormal verbs have, like regular ones, only one common form for the past.

The 250 or so irregular verbs can be, labeled on the basis of criteria produced from similarities and dissimilarities. In other to help make the irregular verbs easier to memorize, the students Endeavour to discover as much similarities and dissimilarities as it can be.

There is a method that is made up in students creating positive – negative – questions triplets of phrases.

This method is named reversing the students choose a card with the infinitive are asked to give a triplet in the past simple tens. For instance: see I saw Jane yesterday but I didn’t see Bob – Do the simple truth is Antonio?

This method of reversing is possible to increase and apply down the road when dealing with the present perfect tense. Not merely do the students practice recalling days gone by form and earlier participle of this verb, in addition they learn to acknowledge the difference between your earlier simple tense and the present perfect one in terms of use. Come: Pedro came up to your house previous Saturday but Jessica didn’t come. Have Robert come? Pedro has come but Jessica hasn’t come yet. Has Robert come?

When learning abnormal verbs other strategy quite effective for learning them is creating history, employing the cards with the past types of the unusual verbs in it. At the beginning, the students are preferably likely to use verbs within a group or subgroup, to be able to fix the patterns in their intellects. Little by little, however, they should present verbs from the other organizations or subgroups.

2. 1. 7 Databases Making and strategies to teach unusual verbs

In order to summarize the process of intensive irregular verbs learning, the students are asked to make a repository of the cards witch they made and used through the process itself. Such a cards index is usually to be at the students’ disposal ever after while revising or when they are confronted with a fresh tense or sentence structure.

There plenty of useful programs professors could use as a support for teaching irregular verbs. These programs give attention to high – occurrence unusual verbs and coach them in their bottom part, present. Present progressive, former, and previous perfect forms, a few of the resource these programs use are: Display, multiple choice with phrases not read, spelling activity. In every activities, there are teacher choices to create interface, level of difficulty, talk and /or text message options, response time, and background reinforcement animation.

Games (to memorize form), there are several game titles that may easily be adapted to apply past tense verbs.

Bingo: Students are asked to produce a 3×3 grid on a bit of paper, check out their set of irregular verbs and complete their grid with infinitive verbs. When they have done, start reading university student hears days gone by form of a verb they have on the grid, they cross it out. The first ever to mix out all the verbs on the grid calling “Bingo” – and wins. Follow this up by requesting students to work in pairs and to prepare a story using the verbs on their grid, before tense.

Tennis or volleyball, this activity includes students calling out verbs to each other, as if they were transferring a ball over and unseen net.

Ex. Student I. Says the infinitive of the verb (Run)

Student 2. Says days gone by form. (Ran)

Student 3. Says days gone by participle (Run)

If students gets a word wrong (or pauses for more than 10 moments), they lose. Students can do this in pairs, although with smaller classes you might set up two facing seats in front of the class and have students come up and play each other before the others. The students who earn remains (as the reigning champion) and another college student appear to concern.

Permanism (or Storage area), make a set of cars with the infinitive on them (established A), and a set of cards with days gone by tense to them (Placed B). Put both units face down on a table. Invite students to pick up two cards. He / She must read the verbs aloud on the cards and decide if they match. If indeed they match, he/she retains them- If they don’t match him /she shows these to the others and puts them back down. Another student arises and tries to get a matching, pair just as.

It could be achieved with large or small classes. With a sizable class put the students into sets of four and have each group to get ready their own credit cards. Working with pronunciations: give students a set of irregular former tense verbs and have them to group them based on 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: published could trained read eat drank gave got waked went got bought. You may group the irregular verbs regarding to similar looks and put them and a poster on the wall.

Meaningful practice, Pay attention and recap: Within this activity you supply the students a list of irregular verbs in the students a list of irregular verbs in their infinitive form (on the worksheet, or written on the panel). You then tell an individual story, incorporating the past tense of the verbs. It’s 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. If you finish, notify the students to compare their order in pairs. They ought to then write days gone by form of all the verbs they heard. Check the answers with the whole course. Then ask the students to are tell the storyplot together using the past tense verbs as cues. Finally ask students in order to a similar account based on their own experience.

Monday morning chat, one way of getting a great deal of past simple verbs out of the students is to simply start a casual chat with them at the beginning of the class, The simple what did you are doing last weekend? On Monday morning should throw up some earlier simple verbs. You can even bypass ask the students some questions and allow these to answer.

Teaching English unusual verbs is indeed challenging.

However the goal of grammar instruction is to permit students to carry out their communication purposes irregular verbs are verbs themselves. The fourth quality is when those verbs start getting hammered into kids’ brains in order that they might not clutter them up quite so much when they’ re older. Irregular verbs are verbs that don’t follow normal conjugation rules as thy traverse temporal space. They are the source of significant amounts of stress if you let them, however the only way to learn abnormal verbs is to memorize their freaky conjugation as you face them.

The irregular verbs might be the hardest part of fourth quality grammar.

Chapter III

Presentation and Research of the data’s of the investigation

In this chapter are offered the results of the inspection completed in the Educative Middle Higüerrito basic College. The results of the interview to the main of the institution and the studies applied to teachers and students of this Educative Middle.

3. 1. Interview Put on the main of the Educative Center Higüerito basic College.

In this section are examined the answers extracted from the interview to the director of the institution.

The principal of Higüerito basic Institution was asked if she supervises the English teachers while they are really on duty and her answer was affirmative, but she given, this is the teacher responsible for the level who teaches British because they don’t have a teacher for the area up to now. She was also questioned if she has received any kind of issues from the students for the lustration they obtain, and she answer, 54 “not yet” she was asked if the institution trains the instructors in order to have better results during and after the process of coaching and learning She replied, “no. ” She was also questioned about the resources that the instructors of British need as a go with to their coaching process and she said that is a professor´s responsibility because general public Universities do not provide these resources, when she was asked how she evaluates the British educators´ work, her reply was, that she evaluates it very good, because they’re not English teachers actually, and believe it or not they are teaching well taking in to factors the limitations.

Here´s the main element of the problems, as this Educative Centre is Subsidized by their state and the fact that there aren’t languages professors: The professors in charge of the class are appreciated to mange to teach. In the task of center the main States as an advantage the preparation of the instructors who work because of this school nonetheless they don’t have qualified English teachers, and this is a significant problem because either the teachers or the students might feel frustrated, the instructors feeling struggling to do their job and the students getting drowned in their make an effort for learning the terminology.

3. 2 Study elaborated for the English instructors of Higüerito basic University.

In this section are examined the answers extracted from the survey applied to teachers of British of Higüerito basic Institution.

I. Years of connection with Higüerito basic university English professors.

Category

Frequency

%

1-5

3

60

5-10

2

40

10-15

0

0

Total

5

100

In this square maybe it’s noticed that 3 teachers have from 1-5 many years of experience coaching and 2 professors have from 5- a decade of experience.

These years of experience are a good indicator to guarantee the grade of teaching of the Educative Centre Higüerito.

2. Techniques used by professors of the Educative Centre Higüerito to instruct irregular verbs.

Category

Frequency

%

Participation in class

Oral Practice

1

20

Home works

Written Exams

4

80

All the previous Alternatives

None of the Alternatives

Total

5

100

According to what it seen in this graph, 20. % of the English instructors use as a teaching technique, the dental practice and 80 % use written exams.

Based on this result, the English instructors of Educational Middle Higüerito consider that is more important to teach irregular verbs though written examinations.

3. Evaluation of the down sides the majority of the students have to memorize abnormal verbs.

Category

Frequency

%

Always

Almost

Sometimes

Rarely

1

20

‘Never

4

80

Total

5

100

As it is seen in this chart, 20% of English teachers rarely evaluate the students’ challenges to learn irregular verbs and 80% never undertake it.

The English educators of this Educational Center have no idea how to evaluate the progress of their students for the acquisition of abnormal verbs, the simply have no idea how to do it at a

4. Motivation marketed by the educators of English to teach irregular verbs.

Category

Frequency

%

Excellent

Very good

Good

1

20

Average

3

60

Fair

1

20

Total

5

100

In this graphic it`s observed that 60 percent60 % of the teachers use an average motivation to teach abnormal verbs, the desire of 20 % is good and other 20% of instructors motivation is good.

The inspiration is area of the coaching process; these instructors do not stimulate their students which for certain make it difficult for their students to memorize the verbs

5. Overview of unusual verbs in the school room.

Category

Frequency

%

Always

Almost always

Some time

Rarely

Never

5

100

Total

5

100

This graphic demonstrates nothing of the educators reviews the unusual verbs. Repetition is basic to learn unusual verbs, instructors of the Educational Centre Higuüerito, need to take into consideration this important reality.

6. Challenges that English shows have to teach irregular verbs

Category

Frequency

%

Enough

Many

4

80

A few

1

20

None total

Total

According to the graph 80 % of the British educators of Higuerito School have many troubles to teach irregular verbs and 20% have some problems.

Teachers of British of Hgüerito University have problem educating irregular verbs, this fact affect directly the procedure of learning them. If these teachers have no idea how to instruct irregular verbs how are the pupils supposed to learn them?

7. Activities employed by the English educators of Higüerito University to teach Irregular verbs.

Category

Frequency

%

Games

Bingo

Listen and repeat

All of them

None of them

3

60

Others

2

60

Total

5

100

These graphic demonstrates 60 percent of the British teachers don’t use games pay attention and recap activities to instruct irregular verbs while 40 % of the instructor use other activities.

Higüerito basic university predicated on this display use a custom methodology to teach irregular verbs; memorization list might be none of them of these activities these British educators use. Wonderful and interesting activities label of learning abnormal verbs a game.

Resources that professors of English use to teach Irregular verbs at Higüerito basic School

Category

Frequency

%

The board

4

80

Test books

1

20

Flash cards

Posters

Videos

Others

Total

5

100

As it’s seen in this chart 80 % of the English instructors asked answer that the only real source of information they use is the board to teach unusual verbs. 20 % replied, the textbook.

The resources that English instructors need make the process of teaching unusual verbs easier are not used at Higuerito

School, the professors of the Educational Center at present use the original resources that make students drown in their try to learn irregular verbs.

3. 3 Review elaborated for the Students of the Educative Middle Higuerito School

In this section are examined the answers obtained from the survey put on the English students of the basic School. The results are shown as follow:

I. Aspects that British teachers use to instruct abnormal verbs.

Category

Frequency

%

Participation

Oral practice

Home works

Written exams

5

25

None of them

15

75

Total

20

100

According from what this graphic tasks 25 %25 % of the students asked say. That this teacher of English teach them abnormal verbs through written examinations and 75 % of the students arranged that their instructors don’t show them abnormal verbs through participation oral practice, homework’s or written exam.

It is assumed that either the instructors or the students of Higuerito College have serious problems to deal with irregular verbs. Student’s answers confirm this representation.

2. Frequency employed by teachers of British to judge student’s difficulties with unusual verbs.

Category

Frequency

%

Always

Almost always

Sometimes

Rarely

4

20

Never

16

80

Total

20

100

This graphic demonstrates 80% of the students agree that their instructors never assess their problems with unusual verbs and 20 % of the students say that the instructors rarely assess their problems with the verbs.

3. Motivation that the students receive from their educators to learn abnormal verbs.

Category

Frequency

%

Excellent

Very good

Good

6

30

Average

5

25

Fair

9

45

Total

20

100

According to this graphic 30 percent30 % of the students say they receive a good motivation from other educators to learn abnormal verbs, 25 %25 % say they gave an average inspiration and 45 of the students say that that they get a fair motivation off their teachers.

This visual and percentages shows the reality of this educational Center, students haven’t any determination to learn abnormal verbs because their educator s knowledge of unusual verbs is poor.

4. Class activities with abnormal verb

Category

Frequency

%

Games

Bingo

Story telling

Listen and repeat

Others

20

100

Total

20

100

This graphic demonstrates 100% of the students don’t have effective school room activities to review irregular verbs.

If the professors don’t know how to teach very well abnormal verbs, it is impossible that these teachers use useful activities in the class.

5. Resources’ students have in class to learn irregular verbs.

Category

Frequency

%

The board

10

50

Tex books

4

20

Flash cards

Posters

Videos

None of them

6

30

Total

20

100

According to this graphic 50 % of the students said that the resource then gave to learn irregular verbs is the plank, 20% said that they only have the books and 30 percent30 % arranged that they don’t really use these resources in the classroom.

The mother board which is the traditional resource that a lot of teachers use to teach is not really the only means professors should use in this school to instruct irregular verbs, there tons of resources they might use to make their classes more interesting.

6. Point of view students have of these English professors.

Category

Frequency

%

Excellent

Very good

14

70

Good

3

15

Average

3

15

None of them

Total

20

100

As it could be observed in this chart 70 %70 % of the students have a positive opinion of the teachers of English, 15 % believe the teachers are good and 15 % think they have got average professors.

Most of the students think they may have very good professors, because they only have one educator for the various subjects they get in this college that is why they evaluate them properly.

CONCLUSION

After analyzing and assessing the results of the three chapters of this record; some reflections of every section as are shown as conclusions on each section, pointing out ideally the most essential part of this investigation. The problems’ in learning irregular verbs in the English terms, in Higüerito basic School

This Educational Centre has a good infrastructure, a broad yard that might be used by the English professors to play game titles and make their classes more dynamics, however the basic University has some constraints for example it doesn’t rely with a bath rooms for the teachers and it only has two bathrooms’ which are not enough for the quantity of children and professors who use them, for this educative Center it has been hard to change those weaknesses in advantages. These weaknesses have an impact on directly this college and individuals who work and examine here.

According to what it is written in their project of center even though they state that the institution has qualified teachers, the real simple truth is that they need English teachers and the ones who teach have little understanding of English, because of this Higüerito basic College students do not only end up having unusual verbs, then likewise have difficulties with the acquisition of the English terminology. Evidently it´s impossible for these instructors to reach a crucial learning, and create children in a position to make changes in their community and what it is worse create experienced human being. It’s important for this Educative Center to understand that they need instructors with certain qualifications, and enough planning to determine what teaching English really means.

The foreign dialects based on what the curriculum says have one basic goal, to make of individual someone in a position to communicate his / her feelings under any circumstances’ of the daily life. However the English teaching procedure for English and their students are transferring through the some problem. The teachers of Higüerito basic Institution have plenty of experience, but educating other subject matter, they teach British just to load with certain requirements of the curriculum.

The techniques that the instructors use to teach irregular verbs are extremely poor or they simply do not exist, based on the results of the investigation, the tutor use the traditional means to teach unusual verbs its for these professors to make their students understand how to use the unusual verbs if indeed they hardly understand how to utilize them either.

To achieve success teaching abnormal verbs it´s important to learn how to present them, Higüerito basic Institution professors use the plank promoting the verb memorization list, which is very hard don’t know now to use in a meaningful way, teaching abnormal verbs require the usage of effective strategies that are unfamiliar by the professors of Higüerito basic University.

The motivation is vital to teach unusual verbs and the professors of this college do not provide enough drive to their students, one factor considered basic for educating and learning abnormal verbs are the resources educators must used in the school room, not only the table which is the initial aspect or resource Higüerito basic University instructors use.

The English educators of Higüerito basic School should enhance their teaching practice and increase their knowledge of the language it is not good that the students of the institution do not have the teaching they need.

The students of Higüerito basic Institution have different ideas about their professors and the procedure of coaching and learning, however almost all of them concur that their educators have serious problems to cope with abnormal verbs, because they seldom use them in the class as they never learn how to use them.

RECOMMENDATION

With highly and using as a support the results of this investigation, come up these suggestions. For the main of the institution the professors and also for the students.

Even though this Educative Middle is subsidized by the government or the ministry of education the principal of the school must ensure that in the classroom, the educators of British own the resources the might need to successfully educate the language. The main of the institution must go directly to the District and speak to the person responsible for the language Department and organize training for all of the professors of Higüerito basic School, these tips would be part of the solution of the challenge that’s not only impacting on the students learning, however the teachers teaching too.

For the instructors it would be an outstanding ides to join up in an British institute, so they might have the ability to teach better. They are able to also look for information in the internet, about how to teach unusual verbs that could help a great deal, they must try to make the procedure of learning sentence structure easier so the students don’t believe that they are drowning, on the contrary they are going to be more pleased, using, games, and activities that call the students hobbies.

The students must make an effort to make sentences with the verbs, to utilize them for connecting their ideas instead of looking to memorize a set of verbs that wont help them in any way.