UNIDAD ACADÉMICA DE CIENCIAS SOCIALES

CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓN INGLÉS

TEMA: ESTRATEGIA DIDÁCTICA PARA ENSEÑAR EL PRESENTE PERFECTO EN LA

FORMA AFIRMATIVA E INTERROGATIVA EN ESTUDIANTES DEL PRIMERO AÑO

DE BACHILLERATO

TRABAJO PRÁCTICO DEL EXAMEN COMPLEXIVO PREVIO A LA OBTENCIÓN DEL

TÍTULO DE LICENCIADA EN CIENCIAS DE LA EDUCACIÓN ESPECIALIZACIÓN

INGLÉS

AUTORA:

SARANGO RAMOS KARINA ELIZABETH

MACHALA - EL ORO

III

INDEX

COVER PAGE…………………………………………………………...........I

FRONTISPIECE……..……………………………………………...............II

EVALUATION PAGE………..…………………….…………………….........III

INDEX………………...………..………………………………………............IV

EXECUTIVE SUMMARY……..……………………………………..............5

INTRODUCTION……………………………………………………………....7

OBJETIVE…………..………………………………………………………….8

DEVELOPING………………………………………………………..……….9

RESULT.………………………………………………………......................16

CONCLUTION.…………………………………………………………….….17

RECOMENDATIONS……………..……………………………………..…...18

BIBLIOGRAPHIC REFERENCE.........………………………….................19

4

EXECUTIVE SUMMARY

Author: Karina Sarango

The overall objective of this work is to develop an appropriate strategy to achieve

that students recognize and master the perfect present using appropriate teaching-

learning process in the subject of technical English. When we talk of techniques we can

see that every private or public institution have a timetable for respective classes for

each teacher called lesson plan, which is effective support for the teaching-learning

process, this helps us as teachers to teach a class where the students can capture the

required information. Learning the present perfect the student has to learn to recognize

verbs in present, past and past tense.

In the teaching-learning process, educators perform different types of teaching

strategies to reach learners such as the use of a past history, invented story, using

cards, images, videos, audios, as educators we are obliged to search for the best way to

reach the student regardless of the lack of resources in certain circumstances show in

public and private institutions.

The objective of implementing teaching strategies in the teaching process is for the

student does not enter a monotony environment and that teachers reach students, the

class is striking and captivating but always keeping control and order in the classroom.

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RESUMEN EJECUTIVO

Autora: Karina Elizabeth Sarango Ramos

.

El objetivo general del presente trabajo es desarrollar una estrategia adecuada

para que los estudiantes logren reconocer y dominar el presente perfecto utilizando

técnicas adecuadas en el proceso enseñanza aprendizaje de la asignatura de inglés.

Cuando hablamos de técnicas podemos apreciar que cada institución privada o pública

cuentan con un cronograma de clases respectivo por cada docente llamado plan de

clases, donde es un apoyo eficaz para el proceso de enseñanza aprendizaje este nos

ayuda como docente a dar una clase donde el alumno pueda captar la información

requerida. Para el aprendizaje del present perfec el alumno tiene que aprender a

reconocer los verbos en presente, pasado y pretérito.

En el proceso de enseñanza aprendizaje, los educadores realizan diferentes tipos de

estrategias didácticas para llegar a los aprendices como puede ser el uso de una

historia pasada, un cuento inventado, uso de tarjetas, imágenes, videos, audios entre

otros, como educadores nos vemos en la obligación de buscar la manera más

adecuada para llegar al estudiante sin importar la falta de recursos que en ciertas

circunstancias se muestran en las instituciones públicas y privadas.

El objetivo de implementar estrategias didácticas en el proceso de enseñanza es para

que el estudiante no entre en un entorno de monotonía y que el docente llegue a los

estudiantes, que la clase sea llamativa y cautivadora pero siempre llevando un control y

orden dentro del salón de clase.

6

INTRODUCTION

This work is directed for students of the first year of high school and expressing

difficulties in learning the present perfect in the subject of English, and with the help of

teaching strategies students succeed in having the respective attention in the learning

process.

The different situations that presented in the process, will be attended by quality

teachers as to the government is very important that educators are evaluated to meet

the needs of learners require, always trying to find the ideal strategy, which through its

study process can interact with each student and teacher, giving it a very relaxed

atmosphere of respect and trust for the student to be communicative, expressive,

attentive, especially participatory dynamic that generates the constructivist classmates

the initiative to learn.

With the problem that students have to learn the present perfect we have built different

teaching strategies, giving proper knowledge to implement everyday situations where

students get the idea of the process of the subject, the student will learn so that no

repetitions are needed for to process their knowledge.

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GENERAL OBJECTIVE:

Determine the lack of knowledge of students in the first year of high school

"October 9" of the city of Machala in the English course theme in their present perfect

affirmative and interrogative forms.

SPECIFIC OBJECTIVES:

Determine which instructional strategies were implemented for the process of

learning the present perfect.

Understand the different equipment and infrastructure that has the facility for

students to have an ideal environment for study.

Analyze the learning of students in the learning process using new teaching

strategies.

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TEACHING STRATEGY TO TEACH THE PRESENT PERFECT IN THE AFFIRMATIVE

FORM AND INTERROGATIVE STUDENTS OF FIRST YEAR OF HIGH SCHOOL.

DEVELOPING

COMPLEXIVO EXAM - PRACTICE DIMENSION

For the teaching of the present perfect, we need to take account that there is a

complexity because students often confuse the past simple with present perfect, and it

should look for specific teaching where students can come to understand in a better way

the structure of the present perfect differentiating it simple past.

To know that when students do not understand how the present perfect in affirmative or

interrogative got to check with the following strategic points to be learned during their

learning.

1. What is a teaching strategy

2. Learning strategies.

3. Participle of verbs in Spanish.

4. What is the present perfect?

5. Grammatical structure of the present perfect vs past simple

6. How can we explain the case of the present perfect students

7. Beginning or end a class.

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1. WHAT IS A STRATEGY?

The relevance of education to the learner has undergone care for all educators

and permanently expressed in the educational literature from that "school tailored"

advocated by the educational movement known as "New School" to the trends more

contemporary. (Dr. Marzario Triana, 2006)

A teaching strategy is one way teachers applied in the teaching process where the

student is the main focus of attention of all educators, and today we find a society with

greater demand due to:

Advances in science and technology.

Students direct their own learning.

Internal and external conditions in the development of learning.

2. LEARNING STRATEGIES

Learning strategies are those actions taken by the student to make learning

faster, where you can enjoy and transfer knowledge to new situations.

These strategies are a process of actions and activities where students, as an

apprentice can and make themselves be supporting and improving learning as that

empirical knowledge that will dominate throughout their student life.

According to (Cardenas, 2004) learning strategies can be characterized, in general,

emphasizing that:

Are specific actions, or systems of actions, determined by the student?

They are aimed at achieving an objective or solving a particular problem.

Support learning directly and indirectly.

Presuppose the planning and execution control.

Involve selective use of their own resources and competence, which relates to

certain level of development of metacognitive potential subjects.

Involve the whole personality and not only their cognitive sphere.

They are flexible.

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They are often aware.

They are not always observable.

They can be taught and the teacher's role in this process is essential.

3. PARTICIPLE OF VERBS IN SPANISH

3.1 The meaning of the indicative tenses

In the field of the indicative, Bello recognized, first, this, song whose meaning is

temporary coexistence of the attribute, of the designated situation, and timing of speech.

This does not require that both are coextensive: just a moment of coexistence so that it

can be used. From there, then, that the predicate may have begun much earlier or

continue long after the moment of speech; or you may have an indefinite duration or

even be eternal. (Bello, 2014)

In this purely temporal characterization, drift, therefore, use this in generic terms; use

today tends to be associated rather aspectual properties to time.

In regard to perfect simple, sang -called "past" by Bello, this connects the predicate

before speaking about the moment. The specific temporal meaning of the terms in past

also depend on the type of lexical verb is combined with this. Thus, when used with

verbs like designates birth, of verbs that situation, to reach perfection, he concludes, the

past simply communicates before the whole situation regarding the timing of

enunciation.

In the case of composite shapes, the pre-present may in this context mean pre-future,

as in the example of Hair:

If by the end of the week has been our friend the field, we will stay at home.

As expressed Bello to learn conjugation of a verb in English and able to make a present

perfect sentence, we must first understand the present perfect of combining Spanish

verb as in the example we can see in the verb choice.

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Future perfect Pretérito perfecto compuesto

(I ) have chosen (yo) he elegido

(you) have chosen (tú) has elegido

(he) has chosen (él) ha elegido

(we) have chosen (nosotros) hemos elegido

(they) have chosen (ellos) han elegido

Analyzing the conjugation of verbs in Spanish will have an idea of how we want to solve

a sentence with the structure of the present perfect

4. WHICH IS PRESENT PERFECT?

The present perfect is nothing more than an action that starts in the past and still has a

relationship with the present, but only for a moment.

Other authors, tells us that The perfect (present perfect, past perfect and future perfect)

is a medium periphrastic building have + V-ed, Which differs from other verb forms in

Inglés Important for two reasons. This is Not Necessarily a deictic category: such as the

notion Classic tense (Langacker 1999a, 1999b), nor is it the development of the internal

Temporality of a situation in any aspect inherent characteristic time category (Celce-

MURCIA and Larsen-Freeman, 1999 , p. 110). The PP Establishes a relationship only

indirect between the time of the previous situation and speech time (or current

relevance) through another reference point in time (PR), esta yes, deictic (Comrie, 1976;

Langacker 1999a). (Araujo Olivera, 2012)

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5. GRAMMATICAL STRUCTURE OF THE PRESENT PERFECT VS PAST

SIMPLE

As we know the big mistake of confusing students sentences in the present perfect and

past simple we can appreciate how they structured these tenses:

Simple past.

Affirmative sentences.

Subject + verb in past

I forgot a books.

She ate a hamburger

Interrogative sentences.

Did + subject + base verb

Did she eat

hamburger?

Did you forget a book?

PRESENT PERFECT

Affirmative sentences

Subject + verb aux (have/has) + past participle

You have played well

She has been to USA.

Interrogative sentences.

Verb aux (have/has) + subject + past participle

Have you played well?

Has she been to USA?

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6. HOW CAN WE EXPLAIN THE CASE OF THE PRESENT PERFECT IN

STUDENTS?

STEP 1

To enable students to understand the present perfect students begin to make a

brief analysis to analyze few known verbs in English:

Verb Present Past Pretérito

Cantar Sing Song Sung

Escribir Write Wrote Written

Jugar Play Played Played

Estudiar Study Studied Studied

STEP 2

Then we continue with the model of the grammatical structure of the present perfect:

Present perfect

Affirmative sentences

Negative sentences

Interrogative sentences.

Subject + verb aux (have/has) + past participle

She has been to USA.

Subject + verb aux (has/have) not + past participle

She hasn´t been to USA

Verb aux (have/has) + subject + past participle

Has she been to USA?

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STEP 3

We explained that in the present perfect the action we will take,for a sentences ; We

talk about sentences that happened in the past, but this action is not specified when it

happened, for example.

She has been to USA for three years ….. La acción indica en que sigue en ese lugar

You have written interesting books since 2012 ….. Indica que la acción se sigue

realizando

STEP 4

Students practice sentences on the board and observe if those gaps are still with them,

then give small indications where a lack of knowledge of the topic.

Through completing exercises sing the present perfect and the simple past we can

perform an analysis which will indicate whether the confusion of students has already

ceased or is still present.

7. BEGINNING OR END OF THE CLASS

To begin or end a class that would be good in its methodology strategies used as a

warm up for the course environment does not become heavy if not you start with

happiness and awaken those students eager to learn.

The warm-up can be done at the beginning of classes, has mediated class, or at the end

because it is the best way for students to clear the mind if in the previous class was very

heavy.

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RESULTS

The use of different strategies that teachers can see that applied during classes with

students in the first year of high school, the result is that students better understand the

use of the present perfect in affirmative and negative forms.

1. The strategies used by teachers in the classroom, were dynamic, showy,

spontaneous, group where each of the students were part of the activities to be

performed.

2. The strategy of starting with dynamics at the beginning of each class it was very

essential. They are become competitive groups in the classroom and these in

turn gave a very good development to bring a quality environment in the course.

3. Teachers work step by step topics where students had problems and they were

improving and that was working in a specific order, so it could be repeated in any

information that has not been clear.

4. The students managed to learn the affirmative and interrogative forms in the

present perfect with the help of grammatical structures of each.

5. Explaining the topic of present perfect with the past simple, the students looked

grammatical errors and distinguished relationship with the other form.

6. Students use events of daily life to realize sentences in the present perfect form.

7. students perform the exercises placed on the activities in class by themselves

this gave them an advance for 60% to 90% which is very good for them

percentage.

8. Learning with the use of warm-up was categorically excellent students aroused

the interest in learning and fun class that functioned as a spark to them. the class

happened to be serviced from 40% to 87% with the benefit that the technology

that was distracting was no longer a threat.

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CONCLUSIONS

The teacher does not apply appropriate teaching strategies, for each situation so that

students have the desire to learn.

Not all teachers apply warm up to increase student attention where it is needed to

become dynamic class and quality.

Not all students arrive with a desire to learn and many teachers that are overlooked and

not given proper attention.

Teachers must apply significant integrated learning for the student to increase their level

of study.

Students usually pay more attention to the knitting technology, not all institutions have

the right technology.

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RECOMENDATIONS

Teachers should be more dynamic in their teaching methodology and apply various

strategies in order to reach students

Start a class with a good mood is very good for students to be relaxed and have

confidence with the teacher as long as taking respect for teacher and student vicevers

Focusing on students who do not have a good performance, to help them excel giving

them the confidence that they awaken interest in learning.

Each institution must enjoy today the technology especially when they learn an English

class, and have the necessary equipment to help students improve their sensory

capacities.

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BIBLIOGRAPHIC REFERENCES

Araujo Olivera. (23 de 11 de 2012). LA ADQUISICION DE PRESENT PERFECT. Sielo,

47. Recuperado el 16 de 10 de 2015, de www.Scielo.br/pdf/rbla/v5n2/03.pdf

Bello, A. (29 de 07 de 2014). los tiempos de la conjugacion castellana. Scielo, 165.

Obtenido de www.Scielo.cl

Cardenas. (2004). Estrategias de aprendizaje. Matanzas, cuba: ReDcien. Obtenido de

www.bibliociencias.cu

Dr. Marzario Triana, I. (08 de 12 de 2006). HASH143c.dir/doc Estrategias de

enseñanza. Recuperado el 16 de 10 de 2015, de ReDcien:

http://www.bibliociencias.cu/gsdl/collect/libros/index/assoc/HASH143c.dir/doc.pdf