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UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO EDUCATIVO
PROYECTO EDUCATIVO PREVIO A LA OBTENCION DE LA
LICENCIATURA EN LENGUA INGLESA
TOPIC
HOW TO IMPROVE THE PRESENT PERFECT TENSE THROUGH
INTERACTIVE SHORT READINGS.
PROPOSAL:
DESIGN OF A BOOKLET WITH INTERACTIVE READING FOR
IMPROVING THE PRESENT PERFET TENSE
AUTHORS:
LÓPEZ CONDOY ADRIANA DEL ROCIO
PIGUAVE ZAMBRANO ALEX FERNANDO
ADVISOR:
MSC. LARRY TORRES
GUAYAQUIL – ECUADOR
2019
II
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
AUTHORITIES
MSc. Santiago Galindo Mosquera MSc. Pedro Rizzo Bajaña
DECANO SUBDECANO
MSc. Sara Anaguano Pérez Ab. Sebastián Cadena Alvarado
DIRECTOR SECRETARIO GENERAL
III
Guayaquil, septiembre del 2019
MSc.
SANTIAGO GALINDO MOSQUERA MSc.
DECANO DE LA FACULTAD DE FILOSOFÍA
LETRAS Y CIENCIAS DE LA EDUCACIÓN
CIUDAD. -
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias
de la Educación me designaron Consultor Académico de Proyectos
Educativos de Licenciatura en Ciencias de la Educación, Mención: Inglés,
en septiembre del 2019.
Tengo a bien informar lo siguiente:
Que los integrantes Adriana Del Rocío López Condoy con C. I:
0925437816, Alex Fernando Piguave Zambrano con C. I: 0925662405
diseñaron el proyecto educativo con el Tema: how to improve the present
perfect tense throught interactive short readings.
Propuesta: design of a booklet with interactive reading for improving the
present perfect tense.
El mismo que han cumplido con las directrices y recomendaciones dadas
por el suscrito.
Los participantes satisfactoriamente han ejecutado las diferentes etapas
constitutivas del proyecto, por lo expuesto se procede a la APROBACIÓN
del proyecto, y pone a vuestra consideración el informe de rigor para los
efectos legales correspondiente.
Atentamente
IV
Guayaquil, septiembre de 2019
MSc.
SANTIAGO GALINDO MOSQUERA MSc.
DECANO DE LA FACULTAD DE FILOSOFÍA,
LETRAS Y CIENCIAS DE LA EDUCACIÓN
Ciudad.- Para los fines legales pertinentes comunico a usted que los derechos
intelectuales del proyecto educativo con el tema: tema: how to improve the
present perfect tense throught interactive short readings.
Propuesta: design of a booklet with interactive reading for improving the
present perfet tense.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
___________________________ _________________________
Adriana López Condoy Alex Piguave Zambrano
C.I: 0925437816 C.I: 0925662405
V
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
SISTEMA DE EDUCACIÓN PRESENCIAL
CENTRO UNIVERSITARIO: MATRIZ GUAYAQUIL
PROYECTO EDUCATIVO
PROYECTO EDUCATIVO PREVIO A LA OBTENCION DE LA
LICENCIATURA EN LENGUA INGLESA
TOPIC
HOW TO IMPROVE THE PRESENT PERFECT TENSE THROUGH
INTERACTIVE SHORT READINGS.
PROPOSAL:
DESIGN OF A BOOKLET WITH INTERACTIVE READINGS FOR
IMPROVING THE PRESENT PERFET TENSE
APROBADO
……………………………… Tribunal No 1
……………………… ……………………… Tribunal No 2 Tribunal No 3
___________________________ _________________________
Adriana López Condoy Alex Piguave Zambrano
C.I: 0925437816 C.I: 0925662405
VI
EL TRIBUNAL EXAMINADOR OTORGA
AL PRESENTE TRABAJO
LA CALIFICACIÓN DE: ______________
EQUIVALENTE A: ______________
TRIBUNAL
______________ ______________
______________
VII
DEDICATION
To God and my dear family: Agripina Zambrano, Francisco Piguave,
Andrea Piguave, Ericka Piguave y Julian Piguave.
For their constant help, force, support and motivation for the end of this
Project.
To my parents:
Agripina Zambrano and Francisco Piguave
To my sisters:
Andrea and Ericka Piguave
To my son:
My partner and my best friend,
To my grandfather:
José Zambrano, I still need you.
To La femme des chats;
for be my inspiration and my love…
Alex Piguave Zambrano
VIII
DEDICATION
To God and my dear family: Rocío Condoy, Leonardo López, Jennifer
López and Rosa Tandazo.
For their constant help, force, support and motivation for the end of this
Project.
To my parents:
Rocío Condoy
Fernando López
To my brother:
Leonardo López
To my little sister:
Jennifer López
To my grandmother:
Rosa Tandazo, She is my principal reason to get this goal.
Adriana López Condoy
IX
ACKNOWLEDGEMENTS
I appreciate to all the people who help me to elaborate this educational
project that is the end of the academic preparation and at the same time the
beginning of a career in the professional field. My thanks go for all of them.
My grateful to:
With love: God for his guide
My parents: Agripina and Francisco for their support and
constant encouragement to achieve my goals
My sisters: Andrea and Ericka who has always been supporting
me
My son: Julián for being my strength, friend and my accomplice
My advisor: Msc. Larry Torres for his unconditional support,
without him, this project would not be accomplished.
My friends: Celeste, Fabricio, Viktor and others who supported me
at all time.
My friend and project’s partner: Adriana for the force and effort of
all those years and the dedication in this project.
My Femme des chats: For her unconditional support, for your patience,
love and for all that we have lived so far.
Alex Piguave Zambrano
X
ACKNOWLEDGEMENTS
I appreciate to all the people who have collaborated in the elaboration in this
educational project that is the end of the academic preparation and at the
same time the beginning of a career in the professional field. I am so grateful
with all of them.
My grateful to:
With love: God for his guide
My parents Rocío and Fernando for their support and
constant encouragement to achieve my goals
My brother: Leonardo who has always been supporting me.
My sister: Jennifer for her comprehension and support too
My advisor: Msc. Larry Torres for his unconditional support, without
his help, this project would not be accomplished.
My friend and project’s partner:
Celeste Suarez, for her help to prepare myself and Alex
for the force and effort of all those years and the
dedication in this project.
Adriana López Condoy
XI
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: Como mejorar el presente perfecto a través de lecturas cortas e interactivas
AUTOR/ES: Adriana del Rocío López Condoy & Alex Fernando Piguave Zambrano
TUTOR: MSc. Larry Torres Vivar
REVISORES:
INSTITUCIÓN: UNIVERSIDAD DE GUAYAQUIL
FACULTAD: Facultad de Filosofía, Letras y Ciencias de la Educación
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: No. DE PÁGS: 160
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística
ÁREAS TEMÁTICAS: Lengua Inglesa
PALABRAS CLAVE: Lectura corta, lecturas interactivas, presente perfecto.
RESUMEN: Este proyecto de investigación está basado en la creación de un sistema de lecturas cortas, para afianzar los conocimientos del presente perfecto a los alumnos de 1 de Bachillerato General Unificado, de la Unidad Educativa “República de Venezuela” quienes mostraron falencias al momento de aprender el presente perfecto. El marco teórico contiene información acerca de las variables estudiadas en la investigación educativa los cuales fueron usados también para justificar la propuesta. El diseño metodológico de esta investigación es de carácter mixto, se puede decir que esto tiene métodos cuantitativos y cualitativos. Esto también fue una investigación descriptiva, explicativa y propositiva. La entrevista, la guía de observación, la prueba de diagnóstico y la encuesta fueron instrumentos aplicados al docente y a los estudiantes para recoger y corroborar información acerca de los conocimientos adquiridos en el presente perfecto. Los datos fueron recogidos con una muestra de treinta y dos estudiantes y un docente. Esta investigación ayudará a la mejora del presente perfecto, el aprendizaje y la manera de practicarlo.
No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: x SI
NO
CONTACTO CON AUTOR/ES Adriana López Condoy Alex Piguave Zambrano
Teléfono: 0958967731 / 2843774 0996777158 / 386-7774
E-mail: [email protected] [email protected]
CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística
Teléfono: (04)2294888 Ext. 123
E-mail: [email protected]
X
XII
REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TITLE Y SUBTITLE:
how to improve the present perfect tense throught interactive short readings. Design of a booklet with interactive reading for improving the present perfet tense.
AUTHOR/S: Adriana del Rocío López Condoy & Alex Fernando Piguave Zambrano
ADVISOR: MSc. Larry Torres Vivar
REVIEWERS:
INSTITUTION: UNIVERSIDAD OF GUAYAQUIL
FACULTY: Faculty of Philosophy, and Sciences of Education
CAREER: Languages and Linguistics
DATE OF PUBLISHING: NUMBER OF PAGES: 160
TITLE OBTAINED: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística
THEMED AREAS: English Languages
KEYWORDS: Short reading, interactive readings, perfect present.
ABSTRACT: This research project is based on the creation of a system of short readings, to reinforce the knowledge of the present perfect to the students of 1 Unified General Bachilleratoe, of the Educational Unit "Republic of Venezuela" who showed flaws when learning the perfect present. The theoretical framework contains information about the variables studied in educational research which were also used to justify the proposal. The methodological design of this research is mixed, it can be said that this has quantitative and qualitative methods. This was also a descriptive, explanatory and proactive investigation. The interview, the observation guide, the diagnostic test and the survey were instruments applied to the teacher and the students to collect and corroborate information about the knowledge acquired in the present perfect. The data was collected with a sample of thirty-two students and a teacher. This research will help to improve the present perfect, the learning and the way to practice it.
REGISTRATION NUMBER (in database): CLASSIFICATION NUMBER:
DIRECTION URL (thesis on the web):
ATTACHED PDF: x YES
NOT
CONTACTING WITH AUTHOR/S Adriana López Condoy Alex Piguave Zambrano
Telephone: 0958967731 / 2843774 0996777158 / 386-7774
E-mail: [email protected] [email protected]
CONTACTING IN THE INSTITUTION: Name: Secretariat of the School of Languages and Linguistics
Telephone: (04)2294888 Ext. 123
E-mail: [email protected]
X
XIII
TABLE OF CONTENTS
DEDICATION ......................................................................................... VII
REPOSITORY ........................................................................................ XII
TABLE OF CONTENTS ........................................................................ XIII
LIST OF TABLES .................................................................................. XV
LIST OF GRAPHICS ............................................................................. XVI
TOPIC .................................................................................................. XVII
ABSTRACT .......................................................................................... XVII
INTRODUCTION ....................................................................................... 1
CHAPTER I ............................................................................................... 3
THE PROBLEM ........................................................................................ 3
1.1. CONFLICT SITUATION .................................................................................................... 3 1.2. SCIENTIFIC FACT ............................................................................................................ 4 1.3. CAUSES ......................................................................................................................... 4 1.4. FORMULATION OF THE PROBLEM ................................................................................. 5 1.5. OBJECTIVES................................................................................................................... 5
1.5.1. General ................................................................................................................ 5
1.5.2. Specifics ............................................................................................................... 5
1.6. RESEARCH QUESTIONS .................................................................................................. 5 JUSTIFICATION........................................................................................................................... 6
CHAPTER II .............................................................................................. 7
THEORETICAL FRAMEWORK ................................................................ 7
1.1. PRESENT PERFECT USES .......................................................................................... 14 1.1.1. USE 1: Unspecified Time Before Now ....................................................... 14
1.1.2. How do students use the Present Perfect? ............................................. 15
1.1.3. TOPIC 1: Experience ..................................................................................... 15
1.1.4. TOPIC 2: Change Over Time ....................................................................... 16
1.1.5. TOPIC 3: Accomplishments ........................................................................ 16
1.1.6. TOPIC 4: An Uncompleted Action You Are Expecting .......................... 16
1.1.7. TOPIC 5: Multiple Actions at Different Times .......................................... 17
1.1.8. Time Expressions with Present Perfect.................................................... 17 1.1.9. NOTICE............................................................................................................................. 18
1.1.10. USE 2: Duration From the Past Until Now (Non-Continuous Verbs) .. 18
ADVERB PLACEMENT .................................................................................................. 19
XIV
CHAPTER III ........................................................................................... 42
THE METHODOLOGY ............................................................................ 42
3.1. MODALITY OF THE RESEARCH ........................................... 42
3.1.1. TYPES OF RESEARCH...................................................................................... 42 3.1.1.1. Descriptive Research ............................................................................... 42
3.1.1.2. Exploratory Research............................................................................... 43
3.1.2. POPULATION AND SAMPLE ........................................................................... 44 3.1.2.1. Population .................................................................................................. 44
3.1.2.2. Sample ......................................................................................................... 44
STRATUM ......................................................................................................................... 44
CHART N° 2. CAUSES AND CONSEQUENCES OF THE CONFLICT SITUATION ................................................. 44 CHART N° 3.- OPERATIONALIZATION OF VARIABLES .............................................. 45 3.1.3. RESEARCH METHODS ..................................................................................... 46
3.1.3.1. Method ......................................................................................................... 46
3.1.3.2. Feasible Method ........................................................................................ 46
3.1.3.3. Deductive Method ..................................................................................... 46
3.1.3.4. Inductive Method ....................................................................................... 46
3.1.3.5. Heuristic Method ....................................................................................... 47
INTERVIEW TO THE ENGLISH TEACHER ...................................................................... 51 MARK WITH AN X ACCORDING TO YOUR OPINION CONSIDERING THE OPTIONS
................................................................................................................................................ 53 RESULTS OF SURVEYS .................................................................................................... 55 ANALYSIS OF RESULTS ................................................................................................... 56 ANALYSIS OF RESULTS ................................................................................................... 57 ANALYSIS OF RESULTS ................................................................................................... 61 ANALYSIS OF RESULTS ................................................................................................... 62 ANALYSIS OF RESULTS ................................................................................................... 63 ANALYSIS OF RESULTS ................................................................................................... 64 ANALYSIS OF RESULTS ................................................................................................... 65
CHAPTER IV ........................................................................................... 67
THE PROPOSAL .................................................................................... 67
FEASIBILITY OF THE PROPOSAL ........................................................ 69
DESCRIPTION OF THE PROPOSAL ..................................................... 69
CONCLUSION ........................................................................................ 70
BIBLIOGRAPHY ..................................................................................... 71
INTERVIEW TO THE ENGLISH TEACHER ...................................................................... 92 MARK WITH AN X ACCORDING TO YOUR OPINION CONSIDERING THE OPTIONS
................................................................................................................................................ 94
XV
LIST OF TABLES
CHART N°1. List of most common irregular verbs in past participle
CHART N° 2. Causes and consequences of the conflict situation
CHART N° 3. Operationalization of variables
CHART N° 4: CHART OF FREQUENCY # 1
CHART N° 5: CHART OF FREQUENCY # 2
CHART N° 6: CHART OF FREQUENCY # 3
CHART N° 7: CHART OF FREQUENCY # 4
CHART N° 8: CHART OF FREQUENCY # 5
CHART N° 9: CHART OF FREQUENCY # 6
CHART N° 10: CHART OF FREQUENCY # 7
CHART N° 11: CHART OF FREQUENCY # 8
CHART N° 12: CHART OF FREQUENCY # 9
CHART N° 13: CHART OF FREQUENCY # 10
XVI
LIST OF GRAPHICS
Graphic 1: Unspecified Time Before Now
Graphic 2: Time expressions with present perfect
Graphic 3: Timeline
Graphic 4: Duration from the Past until Now
Graphic 5: Analysis of results, statement 1
Graphic 6: Analysis of results, statement 2
Graphic 7: Analysis of results, statement 3
Graphic 8: Analysis of results, statement 4
Graphic 9: Analysis of results, statement 5
Graphic 10: Analysis of results, statement 6
Graphic 11: Analysis of results, statement 7
Graphic 12: Analysis of results, statement 8
Graphic 13: Analysis of results, statement 9
Graphic 14: Analysis of results, statement 10
XVII
Topic: How to improve the present perfect tense through interactive short
reading
Proposal: Design a booklet with interactive reading for improving the
present perfect tense
Author’s: Adriana López – Alex Piguave
Tutor: MSc. Larry Torres
ABSTRACT
This research explores the incidence in the application of interactive short
readings for improving the Present Perfect Tense in students of first year
of Bachillerato at Unidad Educativa “República de Venezuela”, Zone 8,
District 3, Guayas Province, Guayaquil City, Parish Febres Cordero, school
year 2018 – 2019. The deficiency in the application, absence of good
backgrounds for teaching and learning, and the inappropriate use of
modern methodology of teaching Present Perfect Tense are the main
causes for this research. The theoretical foundation gathers information
about the variables, based on the Present Perfect tense reading, writing and
speaking skills importance. Also, the theoretical foundation shows the
forms, functions and uses of the present perfect tense as dependent
variables, and the definition, types and characteristics for reading skills as
independent variables. The information was obtained during the period
2018 – 2019, through interviews to 32 students, a teacher and the
chairwoman who filled a survey to know how they can improve their
teaching-learning skills, and a new tool in order to accomplish the purpose
of this research. The present project is a purposeful, descriptive and
exploratory research that intends to look for an appropriate technique to
improve the present perfect tense teaching and learning skills. The
importance of this research is high because it will help the students of first
year of Bachillerato, of Unidad Educativa “República de Venezuela”, school
year 2018 – 2019. Then, the researchers developed a booklet based on
different authors and modern teaching techniques, with a wide range of
practical and innovative exercises
Keywords: Present Perfect, reading skills, booklet
XVIII
Tema: Cómo mejorar el presente perfecto a través de cortas lecturas interactivas.
Propuesta: Diseñar un follero con lecturas interactivas para mejorar el presente perfecto.
Autores: Adriana López – Alex Piguave Tutor: MSc. Larry Torres
RESUMEN Esta investigación tiene como propósito explorar la incidencia en la
aplicación de cortas lecturas interactivas para mejorar el uso del presente
perfecto en los estudiantes de primer año de bachillerato, zona 8 distrito 3,
provincia Guayas, ciudad de Guayaquil, parroquia Febres cordero, periodo
lectivo 2018 – 2019. La deficiencia en la aplicación, la ausencia de un buen
antecedente para la enseñanza-aprendizaje, y el inapropiado uso de
modernas técnicas de enseñanza del presente perfecto son las causas
para esta investigación. Los fundamentos teóricos reúnen información de
las variables, basado en las habilidades del presente perfecto, como la
lectura, expresión oral y la escritura. También, el marco teórico muestra las
formas, funciones y usos del presente perfecto como variables
dependientes y en la definición, tipos y características para habilidades
lectoras como variables independientes. La información fue obtenida
durante el periodo 2018-2019, a través de entrevistas a 32 estudiantes, 1
profesor y la rectora, que llenaron una encuesta para conocer cómo pueden
mejorar sus habilidades de enseñanza-aprendizaje. Y las nuevas
herramientas para cumplir lo propuesto. El presente proyecto es una
investigación útil, descriptiva y exploratoria que tiene como intención buscar
una apropiada técnica para mejorar la enseñanza del presente perfecto y
las habilidades lectoras. La importancia de esta investigación es alta,
porque ayudará a los estudiantes del primer año de bachillerato, de la
unidad educativa “República de Venezuela” del año lectivo 2018 – 2019.
Entonces, los investigadores desarrollaron un folleto basado en los diversos
autores y técnicas modernas de enseñanza con un amplio rango de
ejercicios prácticos e innovadores.
Palabras Clave: Presente Perfecto, Habilidad lectora, Folleto.
1
INTRODUCTION
In all language, Grammar is the support and essence of any linguistic
structure and in English one apprentices have to consider a lot this part
since without it is almost impossible to speak and write it correctly. It is worth
saying that grammar facilitates students in acquiring a new language
helping in organizing and putting their ideas and thoughts clear. Besides,
grammar has a good effect on all the abilities of this language. Although the
benefits of grammar on teaching and improving writing skills have been
better accepted, its impact on reading, listening and speaking is also now
being seen to be prominent.
The word Grammar means different things to different people. To the
ordinary people, it connotes the good and wrong of the language that they
speak. For students, it means an analytical and terminological study of
sentences. Knowledge of grammar helps the student in the correction of
mistakes and improvement not only of written work but also speaking one.
English language cannot be acquired only through a process of
unconscious assimilation it must be taught by means of a systematic
process given for a specialized person. Grammar is a sure ground of
reference when linguistic habits fail, thus grammar is indispensable for all
students that are interested in learning another language.
In this project the main aim is to bring the attention of the English
language to the teachers as well as to the students and encourage them
about the real utility of grammar in teaching learning process of the English
language. Besides, this work is focused in the teaching of the Present
Perfect which students of first year of Bachillerato present failures and their
performance is very poor due to the lack of practice on the part of the
teachers since it implies to know past participle of the verbs and the correct
use of have and has.
2
For that reason, the authors of this project want to contribute with a
didactic material that will reinforce the teaching of this grammar tense and
that this one be put into practice in real life.
The following research has been divided in four chapters as follow:
Chapter 1
Context of research, conflict situation, scientific fact, general and specific
objectives, formulation of the problem, causes, and justification.
Chapter 2
Backgrounds, theoretical, epistemological, psychological, sociological,
pedagogical, and legal foundations.
Chapter 3
Methodological design, types of research, population and sample, matrix of
variables, methods, techniques and research instruments, data analysis,
interpretation of results, conclusions and recommendations.
Chapter 4
Justification, feasibility, general and specific objectives, description of the
proposal, and bibliography.
3
CHAPTER I
THE PROBLEM
1.1. CONFLICT SITUATION
In foreign language teaching process, teaching grammar is one of
the stressed points that teachers cannot disregard. Despite the various
views whether it should be presented or not, there is a general agreement
that a systematic and purposeful teaching of it vital to master the target
language. Grammar, either directly or indirectly, is taught from the
elementary education until the undergraduate studies for more than ten
years in this country. Thus, students have to learn grammar for many years
long. However, it is observed that in spite of teaching grammar so
extensively, students are unable to produce grammatically correct
sentences. Students suffer from English phobia and join courses to develop
their linguistic competence even after completing their graduation
Grammar is one of the most important components that are very
essential in learning a language. It is used in all the skills such as Listening,
Speaking, Reading and Writing. Without mastering Grammar properly,
students will find difficulties in understanding a language, either a spoken or
written one. In the same way the problems that learners of English of first
year of Bachillerato at Unidad Educativa República de Venezuela face in
deciding which tense to use when talking about a past event is a common
situation that they have to decide at the moment of choosing the correct
structure at the moment of speaking or writing becoming in a real challenge.
The authors of this research detected the problem at the first time
when they arrived to the institution where the inconvenient is occurred since
they could notice that students did not understand the grammar part that is
related to present perfect. They were very confused with other grammar
structure creating a big problem to the teacher because they do not possess
the indispensable prior knowledge that is necessary for acquiring this tense.
4
Besides, students do not know differentiate the regular and irregular
verbs neither in present nor in past participle provoking a big deficiency in
developing the present perfect and low performance when participating in
class.
Through this study, the writers of this research would like to
investigate further the problems in applying Present Perfect Tense and its
possible solution. Furthermore, by adopting different kind of didactic
resources, the researchers believe that the problems encountered in the
students can be thoroughly solved. When the solution be planned and
revealed, it will help not only students but also teachers in teaching and in
learning activities of English tenses into a more meaningful way and,
simultaneously, give better remedial actions. In the end, better strategies
can be carried out in teaching meaningful English tenses.
1.2. SCIENTIFIC FACT
Deficiency in the application of Present Perfect Grammar Tense in students
of first year of Bachillerato at Unidad Educativa “Republica de Venezuela”
in the school year 2018 – 2019.
1.3. CAUSES
❖ Students do not possess background knowledge that serve as base
to introduce the present perfect tense.
❖ The inappropriate use of modern methodology provoke that teachers
do not practice English in an interactive way.
❖ The text used by students and teachers do not contain the necessary
resource to develop the present perfect tense.
5
1.4. FORMULATION OF THE PROBLEM
What is the incidence in the application of interactive short readings for
improving the Present Perfect Tense in students of first year of Bachillerato
at Unidad Educativa “República de Venezuela” in the school year 2018 –
2019?
1.5. OBJECTIVES
1.5.1. General
❖ To demonstrate the good impact of interactive readings through a
field investigation, bibliographical, and statistical analysis in order to
elaborate a booklet with interactive readings.
1.5.2. Specifics
❖ To identify the interactive readings through a field investigation,
bibliographical and statistical research.
❖ To examine the Present Perfect tense through a field investigation,
bibliographical, and statistical research.
❖ To design a booklet with interactive readings for improving the
Present Perfect through obtained data interpretation.
1.6. RESEARCH QUESTIONS
❖ What will be the impact in applying the interactive readings?
❖ Who will be the indirect and direct beneficiaries of the new didactic
material?
❖ What kind of methodology will help to obtain true data?
❖ Will the new booklet help to improve the Present Perfect?
❖ Who will be involve in the elaboration of this project?
6
JUSTIFICATION
It is worth to say that teaching grammar is the doorway for earning
another language academically. Grammar is the secret muse of all
expression, the portrait painter of life’s emotions. Grammar allow students
to understand the different structure of a simple sentence or a complex
paragraph. Whether students want to learn English and writing and
speaking in a correct way, firstly they must learn grammar, thus, they will
become in polite speakers.
Teaching grammar has two reasons. The first is that grammar gives
students meta-language, “language about language.” Having this, students
can learn a great deal more about how to communicate clearly than they
can without it. The second reason is that students are interested in language
its changes and variations and they feel gratified to learn how it works and
what it can do.
The words previous mentioned serve as introduction to clarify that
this project mainly deals with the Present Perfect. Furthermore, the present
perfect is not always used in the same way in different countries where the
English language is official. In this research, however, the used examples
represent a general view that will be shown that the Present Perfect is a
problematic tense to learn and to teach because it has so many notions and
uses. It will be proved that a major difficulty in learning this tense arises from
the interference from the learner‘s mother tongue. As far as teaching is
concerned, when introducing a new piece of grammar, it always has to teach
not only the form, but also its functions, and not only meaning but also use.
Therefore, teaching the present perfect is quite a difficult task. For that
reason, this investigation will also discuss critical questions teachers should
ask themselves and the various notions and uses of the present perfect in
detail, providing at the same time possible ways of teaching them with
quoted activities from different exercises.
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CHAPTER II
THEORETICAL FRAMEWORK
BACKGROUNDS
After revising the different projects that lie in the library of the Faculty
of Philosophy, specifically in the School of Languages, it has been noticed
that exist research works with the same variables as topics and proposals
but focused from another point of view and intending to give a possible
solution to different problems. This usually happens because students from
public high schools have most of the time the same inconvenient in common
in the same circumstances. However, the main objective of this project is to
facilitate not only to students but also teachers new techniques and
strategies that will reinforce the teaching learning process of this part of the
Grammar Structure of the English language which students show serious
problems and difficulties in developing it.
For that reason, the authors of this project intend to contribute with
the improving with this part of this language because they as teachers
consider that putting in practice this work the scholastic yield of the students
will improve considerably and the good results will see reflected at the end
of the school year.
THEORETICAL FOUNDATION
PRESENT PERFECT
Language has been an integral part of human development and
interactive process which manifests itself in verbal and symbolic forms. It
serves as a vehicle of interaction through which people understand
themselves. It is obvious that no single sentence, spoken or written, is
without a verb. Tense is the pivot of the intended communication of a
sentence. Despite the importance attached to the tense in bringing out the
meaning of the verb, with students, tense has gone a big challenge. For that
8
reason, this project tries to explore the status of tense aspect in English of
which Present Perfect Tense has been emphasized through the exploration
of some strategies of teaching second language learners of English.
Although the current study is synchronic in nature, a few points on
the history of this form in English specifically are in order, both to
comprehend the wider context of the Present Perfect and to reconstruct the
developmental path that led to the current special status of it. This should
also enable to students to follow several considerations that lie behind
previous accounts of the subject. In this way, perfects may have different
sources. As Wright & Michaelis (1986) “English, principally one possibility is
posited, although historical linguists agree that an adequate reconstruction
of the exact source and the subsequent development is only possible by
approximation” quoted by Werner (2014).
The present perfect forms in English are often wrongly considered to
be difficult to understand and use. Each language sees the world differently,
and the secret of understanding a foreign language is to be flexible and to
detach themselves from the structures of their own language. With the
development of this part of this project, students will see the logic behind
the forms of the present perfect.
Tense as defined by Yule (2006) quoted by Alroqi (2014) “as the
relationship between the form of the verb and the time of the action or the
state it describes” (p 17). By tense it is understood the correspondence
between the form of the verb and people´s concept of tense. The main aim
of teaching grammar in every language is to help students learn how to use
grammatical structures accurately, meaningfully, and appropriately. The
use of present perfect tense presents long term learning English language
challenges to students. For example, learning when it is appropriate to use
the present perfect tense represents a formidable challenge for learners.
9
FORM OF THE PRESENT PERFECT TENSE
Written form
The form of the Present Perfect is the present of have (the auxilliary
verb) + the past participle of the main verb. For regular verbs the past
participle has the same form as the Past Simple tense, i.e. we add –ed to
the infinitive. For irregular verbs the past participle can be formed in various
ways but in any list of irregular verbs it can always be found in the third
column, hence its common name the third form.
When it is used in speaking, it is usually contract the subject and the
auxiliary verb, for example, I have played becomes I've played and he has
played becomes he's played. In writing the contractions can be used in
personal letters, e-mails and other informal types of text.
The negative of the Present Perfect is formed by adding not after the
present of have. The negative can also be contracted: have not becomes
haven't and has not becomes hasn't.
Question in the Present Perfect tense is formed by changing the
position of the subject and the verb have: "They have changed a lot."
becomes "Have they changed a lot?”
Spoken form
When speaking and using the full, i.e. not contracted, form of the
Present Perfect tense there is always stressed both the auxiliary have and
the past participle: I have bought. When using the contracted form in
speaking the auxiliary is always unstressed but the past participle remains
stressed: I've bought.
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MEANING AND FUNCTION OF THE PRESENT PERFECT TENSE
The Present Perfect is a present tense but it often implies a strong
connection between present and past. As Lewis (2009) quoted by Werner
(2014) (The fundamental meaning of the Present Perfect tense is that the
speaker is looking back in time from the point now and the tense provides
the speaker's present view of an action or event which happened sometime
in the past. It is important to stress that the action or event happened at an
unspecified time before now and people are usually not interested in the
action itself but rather in its result, which is important now.
FUNCTIONS OF THE PRESENT PERFECT TENSE
According to Leech and Svartvik (2002) “a tense is said to be perfect
when the action is over and complete” (Benjamins, 2013, p 161). The
present perfect tense shows an already recently completed action. It is
formed by the use of have/has plus past participle. It is usually termed as
“en” or “ed” participle. In teaching English language present perfect tense is
considered very important so as to help the learners of English language to
understand the time of the perfection and completeness of an action. The
aim of every English teacher is to introduce the learners the way to develop
and improve their speech and written competency. The learning of present
perfect tense therefore cannot be over emphasized. The teacher is in the
position to expose the students to the correct usage and rules governing the
formation of the present perfect tense through different methodology.
There are four major functions realized in the usage of present
perfect tense. The functions are here presented with examples:
1. Present Perfect Tense: Shows the completed action in the recent or
immediate past. In another way it indicates a just concluded action. This is
why sometimes it is conveyed with the word just. However, a perfect user
knows the action is completed in the recent past even without physically
presenting the word just. Examples:
11
❖ Janet has just gone out.
❖ We have finished the class work.
❖ I have just returned home.
2. Present Perfect Tense: It is used to show that the action which began
in the past has continued up to the present. Examples:
❖ I have lived in Khartoum since 2013.
❖ George has worked in the college for 10 years.
❖ They have studied English for 3 years.
3. Present Perfect Tense: It also shows that an action completed in the
past has implication for the present. Performance of certain action in the
past resulted or gave birth to another completed action present situation.
For instance, Mary may give some story about the United States of
America and in order to convince you to trust her information I can say
“She lived in New York for two years”. By implication, she can now tell
you a lot about New York or America. See further examples below:
❖ You have walked a long distance.
❖ She has driven for 3 years.
❖ It has bitten the frightened girl.
4. Present Perfect Tense: It expresses past action without specification
unspecified action is the one which no time marker is attached to it.
Examples:
❖ She has never been to Jos.
❖ Have you ever seen her before?
❖ They have always waited for their turn.
Another Functions
According to Leech (2012) “in grammar books and sources
concerning English grammar there occur different numbers of possible uses
or functions of the Present Perfect tense” (Routledge, 2018). However, the
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author supposes that most course books for foreign students of English try
to be as specific as possible in offering the function of the Present Perfect
tense for the first time to the students so it will focus in detail on the most
specific categorization of the Present Perfect tense functions. Leech says
that there are four categories of functions of the Present Perfect, one of
them having a sub-category. In the following the names of the categories
are the same as Leech uses them.
State up to the Present
This function of the Present Perfect is in some other sources called
Continuing Situation because it starts to talk about a situation which started
sometime in the past and continues in the present. It is quite probable that
the situation may continue also into the future. Leech (2012) quoted by
Saaristo (2015) illustrates the use of this function on the following
sentences:
We've lived in London since last September.
Have you known the Faulkners for long?
For this function generally the use of the Present Perfect with an
adverbial of duration, most often containing the preposition for or since.
Leech says that this function it is not used very often without adverbials but
when it is so, the stress is on the verb have and the sentence implies some
kind of reservation: I have played tennis ('... but not very often').
Indefinite Past
Leeach (2012) mentioned that he meaning of the Present Perfect in
this function is "at least once in the period leading up to the present". Here
it is not wanted to know when somebody did something but rather if did it, if
it is experienced. Leech illustrates this experience function on the following
sentences: Have you been to America? All my family have had measles.
For this function it is often used the tense with adverbials such as ever,
13
never or before (now) but as with the previous function (continuing situation)
it can sometimes use it without adverbials, again with the stress on the verb
have and some kind of reservation implied in the sentence: I have eaten
lobster ('... but I can't say I enjoyed it').
Leech also introduces a sub-category of the indefinite past function.
This author calls it recent indefinite past (2.A) and says that it is usually used
with adverbs such as just, already, recently and yet and indicates the
'nearness' of the event. To imply this function of recent events American
English does not use the Present Perfect but rather the Past Simple tense,
which is not acceptable in British English for this function.
Habit in a Period Leading up to the Present
This function is very similar to the first function of the Present Perfect
tense and in many sources they are not distinguished at all. The only
difference in meaning is that in the first function talk about a state extending
over a period of time lasting up to now whereas in this function talk about "a
state consisting of repeated events" (Leech 39). As well as in the State up
to the Present function in this function it is also quite probable that the state
or habit will continue through the present moment into the future and again
it is usually necessary to use an adverbial of duration with this function, or
an adverbial of frequency. The use of the Present Perfect in this function is
illustrated by:
❖ Mr. Philips has sung in this choir for fifty years.
❖ I've always walked to work.
❖ The news has been broadcast at ten o'clock for as long as I can
remember. (Leech 39)
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TEACHING PRESENT PERFECT
The present perfect is formed using has/have + past participle. Questions
are indicated by inverting the subject and has/have. Negatives are made
with not.
➢ Statement: You have seen that movie many times.
➢ Question: Have you seen that movie many times?
➢ Negative: You have not seen that movie many times.
1.1. Present Perfect Uses
1.1.1. USE 1: Unspecified Time Before Now
Graphic 1: Unspecified Time Before Now
The present perfect is used to say that an action happened at an unspecified
time before now. The exact time is not important. Students CANNOT use
the present perfect with specific time expressions such as: yesterday, one
year ago, last week, when I was a child, when I lived in Japan, at that
moment, that day, one day, etc. Besides, the present perfect is used with
unspecific expressions such as: ever, never, once, many times, several
times, before, so far, already, yet, etc.
Examples:
❖ I have seen that movie twenty times.
❖ I think I have met him once before.
❖ There have been many earthquakes in California.
❖ People have traveled to the Moon.
❖ People have not traveled to Mars.
❖ Have you read the book yet?
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❖ Nobody has ever climbed that mountain.
❖ A: Has there ever been a war in the United States?
B: Yes, there has been a war in the United States.
1.1.2. How do students use the Present Perfect?
The concept of "unspecified time" can be very confusing to English learners.
It is best to associate present perfect with the following topics:
1.1.3. TOPIC 1: Experience
The present perfect can be used to describe experiences. It is like saying,
"I have the experience of..." This tense can also be used in this way: “you
have never had a certain experience.” The present perfect is NOT used to
describe a specific event.
Examples:
❖ I have been to France.
This sentence means that you have had the experience of being
in France. Maybe you have been there once, or several times.
❖ I have been to France three times.
You can add the number of times at the end of the sentence.
❖ I have never been to France.
This sentence means that you have not had the experience of
going to France.
❖ I think I have seen that movie before.
❖ He has never traveled by train.
❖ Joan has studied two foreign languages.
❖ A: Have you ever met him?
B: No, I have not met him.
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1.1.4. TOPIC 2: Change Over Time
The present perfect is often used to talk about change that has happened over a period of time.
Examples:
➢ You have grown since the last time I saw you.
➢ The government has become more interested in arts education.
➢ Japanese has become one of the most popular courses at the
university since the Asian studies program was established.
➢ My English has really improved since I moved to Australia.
1.1.5. TOPIC 3: Accomplishments
The present perfect is used to list the accomplishments of individuals and humanity. You cannot mention a specific time.
Examples:
❖ Man has walked on the Moon.
❖ Our son has learned how to read.
❖ Doctors have cured many deadly diseases.
❖ Scientists have split the atom.
1.1.6. TOPIC 4: An Uncompleted Action You Are Expecting
The present perfect is used to say that an action which we expected has not
happened. Using the present perfect suggests that we are still waiting for
the action to happen.
Examples:
❖ James has not finished his homework yet.
❖ Susan hasn't mastered Japanese, but she can communicate.
❖ Bill has still not arrived.
❖ The rain hasn't stopped.
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1.1.7. TOPIC 5: Multiple Actions at Different Times
It is also to talk about several different actions which have occurred in the
past at different times. Present perfect suggests the process is not complete
and more actions are possible.
Examples:
❖ The army has attacked that city five times.
❖ I have had four quizzes and five tests so far this semester.
❖ We have had many major problems while working on this
project.
❖ She has talked to several specialists about her problem, but
nobody knows why she is sick.
1.1.8. Time Expressions with Present Perfect
When the present perfect is used it means that something has happened at
some point in the lives before now. Remember, the exact time the action
happened is not important.
Graphic 2: Time expressions with present perfect
Sometimes, learners want to limit the time they are looking in for an
experience. They can do this with expressions such as: in the last week, in
the last year, this week, this month, so far, up to now, etc.
Graphic 3: Timeline
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Examples:
❖ Have you been to Mexico in the last year?
❖ I have seen that movie six times in the last month.
❖ They have had three tests in the last week.
❖ She graduated from university less than three years ago.
She has worked for three different companies so far.
❖ My car has broken down three times this week.
1.1.9. NOTICE
"Last year" and "in the last year" are very different in meaning. "Last year"
means the year before now, and it is considered a specific time which
requires simple past. "In the last year" means from 365 days ago until now.
It is not considered a specific time, so it requires present perfect.
Examples:
❖ I went to Mexico last year.
I went to Mexico in the calendar year before this one.
❖ I have been to Mexico in the last year.
I have been to Mexico at least once at some point between 365
days ago and now.
1.1.10. USE 2: Duration From the Past Until Now (Non-
Continuous Verbs)
Graphic 4: Duration From the Past Until Now
With non-continuous verbs and non-continuous uses of mixed verbs, the
present perfect is used to show that something started in the past and has
continued up until now. "For five minutes," "for two weeks," and "since
Tuesday" are all durations which can be used with the present perfect.
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Examples:
❖ I have had a cold for two weeks.
❖ She has been in England for six months.
❖ Mary has loved chocolate since she was a little girl.
Although the above use of present perfect is normally limited to non-
continuous verbs and non-continuous uses of mixed verbs, the words "live,"
"work," "teach," and "study" are sometimes used in this way even though
they are NOT non-continuous verbs.
ADVERB PLACEMENT
The examples below show the placement for grammar adverbs such as:
always, only, never, ever, still, just, etc.
Examples:
❖ You have only seen that movie one time.
❖ Have you only seen that movie one time?
CHART 1.- LIST OF MOST COMMON IRREGULAR VERBS IN PAST
PARTICIPLE
Base Form Past Tense Form Past Participle
Say Said Said
Make Made Made
Go Went Gone
Take Took Taken
Come Came Come
See Saw Seen
Know Knew Known
Get Got got/gotten (US)
Give Gave Given
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Find Found Found
Think Thought thought
Tell Told Told
become Became become
Show Showed Shown
Leave Left Left
Feel Felt Felt
Put Put Put
Bring Brought brought
Begin Began Begun
Keep Kept Kept
Hold Held Held
Write Wrote Written
Stand Stood Stood
Hear Heard Heard
Let Let Let
Mean Meant Meant
Set Set Set
Meet Met Met
Run Ran Run
Pay Paid Paid
Sit Sat Sat
speak Spoke Spoken
Lie Lay Lain
Lead Led Led
Read Read Read
Grow Grew Grown
Lose Lost Lost
Fall Fell Fallen
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Send Sent Sent
Build Built Built
understand Understood understood
Draw Drew Drawn
break Broke Broken
spend Spent Spent
Cut Cut Cut
Rise Rose Risen
Drive Drove Driven
Buy Bought Bought
Wear Wore Worn
choose Chose Chosen
All the verbs above must be memorized for a correct elaboration of this
grammar tense and the best way to do it is grouping them in three categories
as follow the example:
Similar writing:
Present Past Participle
Cut cut cut
Read read read
Put put put
Partially different from its base form:
Present Past Participle
Send sent sent
Make made made
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Build built built
Totally different from its base form:
Present Past Participle
Break broke broken
Draw drew drawn
Write wrote written
READING
Language ability is identified by some as a set of language skills. A
great deal of teaching and testing materials are organized around one such
proposal, that of the four skills of listening, speaking, reading, and writing,
and the four skills model still remains pedagogically useful today, though it
lacks support of empirical findings. Reading is considered by many
teachers, textbook writers and language test constructors to be made up of
different skills and components. It is often claimed that sets of reading
components provide useful frameworks on which to base course design,
teaching, and test development.
Definition
According to Urquhart & Weir (2008) reading skill can be described
as “a cognitive ability which a person is able to use when interacting with
texts” (Alshammari, 2015). Thus, unlike comprehension, which can be
viewed as the product of reading a particular text, skills are seen as parts of
the generalized reading process. So far, many different lists, taxonomies
and even hierarchies of skills have been developed. Davis (2008) defines
eight skills (Rastle, 2018). Munby (2008) quoted by Karavas (2015)
elaborately writes a reading ability list, he distinguishes nineteen reading
micro skills, which has been influential in syllabus and materials design as
23
well as language tests design. Heaton (1988) also defines fourteen skills of
reading ability. Hughes (1989) describes “four levels of reading skills:
macro-skills, micro-skills, grammatical and lexical abilities, and low-level
operations” ( Willingham, 2015)
A reading skill is a cognitive ability which a person is able to use when
interacting with the written text. In the taxonomies given in the following
paragraph some skills seem more inclusive than others. According to
Davies (2008) explained “reading skills involve: identifying word meaning,
drawing inferences, identifying writer’s technique, recognizing mood of
passage, finding answers to questions” (Sheydarifirouzabad, Tajrobehkar,
Towhidi, 2018) . Reading skills according to Munby (2008) quoted
byKaravas (2015) can also include: recognizing the script of language;
deducing the meaning, use of unfamiliar lexical items; understanding
explicitly and non-explicitly stated information, conceptual meaning,
communicative value of sentences, relations within the sentences and
between parts of text through lexical cohesion devices; recognizing
indicators and main point of information in discourse; distinguishing main
idea from supporting detail; selective extraction of relevant points from the
text; basic reference skills; skimming, scanning, transcoding information
from diagrams/charts.
According to, E. Lunzer (2009) “reading skills are as follows: word
meaning in context, literal comprehension, drawing inferences,
interpretation of metaphor, finding main ideas, forming judgments” (Zhang,
2018). Reading skills, as in, Grabe, W. (2011) also involves: “automatic
recognition skills, vocabulary and structural knowledge, formal discourse
structure knowledge, content/world background knowledge, synthesis and
evaluation skills/strategies, metacognitive knowledge and skills monitoring”
(Allen, 2016)
It might be the case that sub-skills are more readily identifiable in test
for beginning, weak or dyslexic readers, but not for more advanced readers.
24
But as described earlier in this section, no matter what theoretical position
the test developer takes, the need to construct individual test items will exert
strong influence on attempts to measure individual reading components or
skills.
TYPES
All the models of reading that have been looked at so far have been
designed with careful reading in mind. Many of the models of reading that
have surfaced in the literature to date have been mainly concerned with
careful reading at the local level. Weir (2013) proposes four types or levels
of reading:
❖ Reading expeditiously for global comprehension
❖ Reading expeditiously for local comprehension
❖ Reading carefully for global comprehension
❖ Reading carefully for local comprehension
Urquhart & weir (1998) distinguish “between five kinds of reading:
scanning, skimming, search reading, careful reading and browsing, though
they claim that the list is not exhaustive. These terms for different types of
reading are often used in the literature, yet they often appear to be used in
different ways. These will be discussed in detail” (Routledge, 2014)
Richards & al (1992) cited by Asmawati (2015) Skimming: Reading for gist,
it is a type of rapid reading which is used when the reader wants to get the
main idea or ideas from a passage.
Scanning: Reading selectively to achieve very specific reading goals, e.g.
finding a number, date. It is used when the reader wants to locate a
particular piece of information without necessarily understanding the rest of
a text or passage. The main feature of scanning is that any part of the text
which does not contain the pre-selected piece of information is dismissed.
25
Search reading: Locating information on predetermined topics. The reader
wants information to answer set questions or to provide data. Search
reading differs from scanning in that in search reading, certain key ideas will
be sought while there is no such attempt in scanning. It also differs from
skimming in that the search for information is guided by predetermined
topics, so the reader does not necessarily have to get the gist of the whole
text.
Careful reading: This is the kind of reading favored by many educationists
and psychologists to the exclusion of all other types. It is associated with
reading to learn, hence with the reading of textbooks.
Urquhart & Weir (2008) noted “the defining features of careful reading are:
❖ That the reader attempts to handle the majority of information in
the text, that is, the process is not selective.
❖ That the reader adopts a submissive role and accepts the writer’s
organization.
❖ That the reader attempts to build up a macrostructure.
They also distinguish between careful reading at local level and at global
level” (Routledge, 2014)
Browsing: It is a sort of reading where goals are not well defined, parts of
a text may be skipped fairly randomly, and there is little attempt to integrate
the information into a macro-structure. There is no necessary correlation
between a particular reading behavior and a particular genre of text. And
readers may switch from one kind of reading to another during reading, they
are under no obligation to maintain a particular reading behavior throughout
the length.
In language teaching, reading activities are sometimes classified as
extensive and intensive. The distinction is largely a pedagogical one,
extensive reading means reading in quantity in order to gain a general
understanding of what is read. It is intended to develop good reading habits,
26
to build up knowledge of vocabulary and structure, and to encourage a liking
for reading. Intensive reading is generally at a slower speed and requires a
higher degree of understanding than extensive reading.
IMPORTANCE
According to Freire (2013) Reading, which is important throughout the
lifespan, contributes to growth and development by helping individuals to
understand their personal and social worlds. Du Toit (2001) exposed that
“Reading not only enhances personal, spiritual and mental development but
also provides entertainment, inspiration and knowledge of how we view
ourselves and others” (Rimensberger, 2014).
Lone (2011) argues that “regular reading shapes the intellect, refines
emotions and prepares individuals for social, cultural and political life. It
affects individual development and social progress, in addition to providing
economic benefits, literacy significantly and positively influences the quality
of individuals’ intellectual and spiritual lives while enabling all segments of
the population to participate in their countries’ development” (Subashini &
Krishman. 2013).
Cunningham and Stanovich (1988), cited by Beck & Mckeon (2013)
stated that “reading not only influences reading achievement but also
increases general knowledge”. Additionally, Krashen (2014) argues that
people who read frequently possess stronger overall literacy skills, such as
larger vocabularies, improved writing ability, better spelling and increased
knowledge of grammatical and punctuation rules. Shaheen (2017) found
that “children needed reading to develop language skills and to pass tests
successfully”. Furthermore, Siegel, Borasi (1998) quoted by Majid,
Shaheen; Ng, Hazel Kai Jie; Ying, Su (2017) claimed that reading
significantly contributes to mathematics understanding.
27
Barton and Hamilton (2008) noted that “reading is a social practice
that is important for communication, for participating in life outside of one’s
immediate circle and for understanding the world” (Perry & Homan, 2015)
Baker and Wigfield (2009) cited by Stutz, Schaffner, Schiefele (2016)
claimed that two primary reasons for reading are to share what you learn
with friends and family members and to meet others’ expectations and fit
into a group. According to Danacı, Çetin, Doğan (2015) Reading enhances
enthusiasm and the development of self-confidence.
CHARACTERISTICS
Baumann & Duffy (2007) cited by Iqbal, Mubashir & Noor, Mehwish
& Muhabat, Fakharh & Kazemian, Bahram (2015) stablished Different
reading researchers emphasize several characteristics of good or proficient
reader. However, despite contention in many other areas of reading
research, when it comes to proficient readers widespread agreement has
emerged in the form of a set of key habits of proficient readers. This
consensus could be summarized as follows:
Good readers are:
❖ Mentally engaged
❖ Motivated to read and to learn
❖ Socially active around reading tasks
❖ Strategic in monitoring the interactive processes that assist
comprehension
❖ Setting goals that shape their reading processes
❖ Monitoring their emerging understanding of a text
❖ Coordinating a variety of comprehension strategies to control de
reading process.
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EFFECTIVE TEACHING READING SKILLS
According to Goodman & Goodman (2009) “there have been
numerous previous attempts to establish the nature of effective teaching of
reading. Most of these have begun by analyzing the processes involved in
reading and then argued from this analysis to put forward a model to guide
instruction” (Medforda & P.McGeownb, 2015) . The argument has been that
effective teaching of reading is that which produces effective reading
behavior in learners. This sounds like an eminently sensible position but its
main problem has been the difficulty researchers and teachers have found
in agreeing on what exactly should count as effective reading behavior. The
major disagreement has centered around the relative importance given to
lower level, technical skills such as word recognition and decoding or to
higher order skills such as comprehension. Such lack of agreement has led
to proponents of radically different approaches to the teaching of reading
claiming superiority for their suggested programs but using very different
criteria against which to judge the success of these programs.
Since the 1960s there has been a significant shift in the nature of the
debate about reading teaching. Less attention has been given to the content
of what is taught in reading lessons and rather more to the nature of the
contexts in which reading is taught. The whole language approach, for
example, emphasizes language processes and the creation of learning
environments in which students experience authentic reading and writing
(Weaver, 2010). Whole language teachers stress that skills instruction
should occur within the context of natural reading experiences rather than
as decontextualized exercises. The development of literacy tends to be a
natural by-product of immersion in high quality literacy environments.
There is growing evidence that such teaching increases reading
ability (Adams, 2010), especially for students who experience difficulties in
learning to read.
29
Naturally this shift in the terms of the debate has led to a switch in
the research agenda and there have been several studies comparing the
effectiveness of teaching programs using a whole language approach and
programs emphasizing traditional decoding. The evidence is growing that
teaching based on whole language principles stimulate students to engage
in a greater range of literate activities, develop more positive attitudes
toward reading and writing, and increase their understanding about the
nature and purposes of reading and writing. However, Graham & Harris
(2004) quoted by Wijekumar, Brkel, Aiken, Ray, Houston (2018) evidence
has also emerged that, compared to teaching which emphasizes decoding
skills, whole language teaching programs do not seem to have much of an
effect on early reading achievement as measured by standardized tests of
decoding, vocabulary, and comprehension.
Teaching which explicitly focuses on phonemic awareness and letter
sound correspondences does, on the other hand, seem to result in improved
performance on standardized tests (Adams, 2010). The picture emerging
from research is, therefore, somewhat confused and students do not yet
seem to have a completely satisfactory answer to the question, "What is the
nature of effective teaching in reading?"
There is, however, one issue to explore which may, in fact, be the
focal point around which apparently conflicting research findings may be
synthesized. This concerns the near impossibility of finding, and thus
testing, ‘pure’ approaches in teaching reading. Close examination of many
studies which appear to support the explicit teaching of decoding and
comprehension suggests that embedded in these programs there are often
many elements of what could be described as whole language teaching,
including, for example, the reading of high quality student's literature
(Pressley et al., 2011). Similarly, when the programs described by whole
language advocates are examined closely, it is quite apparent that they do
contain a good deal of systematic teaching of letter-sound
30
correspondences, for example: Holdaway, (2009) explained that “these
teaching approaches, in fact, are tending to become more and more alike
and commentators” (Manson 2017). In addition to that, Adams (2011)
suggested that there is no need for a division between teaching approaches
styled as whole language or explicit teaching in orientation. What has
emerged in recent years is a realization that explicit decoding and
comprehension instruction are most effectively carried out in the context of
other components.
Such rapprochement between previously contrasting positions brings
a new hypothesis which suggests that the effective teaching of reading is
multifaceted rather than based on one approach or another (Duffy, 2011).
That is to say that effective teaching often integrates explicit letter and word
level teaching with explicit instruction of comprehension processes and sets
these within a context meaningful to the students.
This integrative view of effective teaching still, however, begs several
questions about the precise features of such teaching. How do effective
teachers of reading bring together their teaching of literacy skills and
understandings? How do they ensure students understand the purposes
and functions of reading and go beyond simple competence in particular
skills to the appropriate use of those skills? What is the basis in terms of
teaching skills upon which effective teachers build their practice? It was to
pursue these questions further that we carried out the research reported in
this article.
AN APPROACH TO TEACHING READING SKILLS
❖ Focus on one skill at a time.
❖ Explain the purpose of working on this skill, and convince the
students of its importance in reading effectively.
31
❖ Work on an example of using the skill with the whole class. Explain
your thinking aloud as you do the exercise.
❖ Assign students to work in pairs on an exercise where they practice
using the same skill. Require them to explain their thinking to each
other as they work.
❖ Discuss students’ answers with the whole class. Ask them to explain
how they got their answers. Encourage polite disagreement, and
require explanations of any differences in their answers.
❖ In the same class, and also in the next few classes, assign individuals
to work on more exercises that focus on the same skill with increasing
complexity. Instruct students to work in pairs whenever feasible.
❖ Ask individual students to complete an exercise using the skill to
check their own ability and confidence in using it.
❖ In future lessons, lead the students to apply the skill, as well as
previously mastered skills, to a variety of texts.
EPISTEMOLOGICAL FOUNDATION
As indicated by the epistemology required for the understudy at that
school current, the reality of a right improvement of profitable relational
abilities in the English language is endorsed, bringing about the look for an
asset that enables the understudy to interface with his genuine condition in
a way fun loving and engaging so this learning is completed in an
unconstrained and contextualized way.
In connection to the new model of instructing and gaining this vision
encompassing part from the recognizable proof of the issue of the individual
32
in its two personally explained perspectives, those that are distinguished in
the instructive field.
According to Shunk (1997) quoted by Cooc, Nort, & James (2017)
the coordination amongst learning and the lives' problems of the students is
the capacity to settle circumstances difficult to stand up to. The manner in
which it is learned things and how we become more acquainted with about
things is what covers the point of epistemology. The ideas engaged with the
learning process that incorporates all the consistent thinking, feeling of
assessments, thoughts, and feelings accumulated in one stage of data to
perform in a certain assignment, giving us answers for taking care of issues
by and large. The incitement of the cerebrum and the manner in which we
decipher data is a portion of the outcomes that happen in the
epistemological stage demonstrating the distinctive ways that learning plays
in the scenes of learning.
The instruments used are strategies and are associated with the
normal approach. Also included are visual guides, manuals for educators,
correspondence exercises such as fill the gaps and so on.
PEDAGOGICAL FOUNDATION
It is examined that the pedagogy within the present perfect is
multidimensional and includes several factors such as: methodological
instruction, development of the capacity for self-learning, pedagogical and
curricular domain of the knowledge system and development of an
alternative thinking, which guide to comprehend readings in this grammar
tense, using simple grammar structures that can be applied not only in
sentences but also in paragraphs.
Today, communicative approaches are recommended in the
teaching learning process of the English language and they can be
dialogues, conversations, readings, and other communicative activities
within the classroom, which will improve the acquisition and development of
33
the reading skills. Benítez (2007) suggested that “these exercises are based
on real experiences or situations that have given a plausible way to achieve
students' communicative competence, since the tasks provoke in the
student a need to create meanings, an essential condition that allows,
through an internal process, to acquire the language" (H. Clemens, Ragan,
Benitez, 2017)
Along with the continuous improvement of reading skills according to
the socio-constructivist theory of Vygotsky emphasizes that for a person can
acquire a knowledge of a language in its communicative part. Ackermann
(2004) “it is necessary to take into account two aspects: the level in which
students are and the social world that surrounds them, because, from the
day he is born, this person learns, prospers and grows in relation to others”
(Edger & Merga, 2018 )
SOCIOLOGICAL FOUNDATION
Education is a social environment because school is a place to
interact with people as well. As a result, there is a relationship between
students, teachers, other classmates and the community. At the time of
developing activities socially there is a connection between individuals;
evidently, here the language is a cultural tool, Salazar (2015) group
activities lead to an interaction that will help with oral expression. This is
called a social process where students can easily strengthen social skills
through their activities.
In a sociological context, the tasks assigned to group work must also
be a group and achieve specific goals. With a technique like this, the
classroom becomes more active, emotional with some joy between the
teacher and the student (Taqi & Al-Nouh, 2014). The environment will be
more social with techniques like that.
Collaborative activities generate the same opportunities for each
member, for example, to achieve the same goal, there must be mutual help
34
so that the success of the group is not just one person, but the whole group.
Collaborative activities allow students to increase the comprehension and
understanding in readings in present perfect tense including the ability to
read and expressing ideas and share points of view that the teacher can
provide as an opportunity.
“When individuals cooperate, they work together to accomplish
shared goals, and there is a mutual responsibility to work for one’s own
success” (Johnson & Johnson, 2014, p. 841). This is how there are support
and responsibility at work in the classmates.
PSYCHOLOGICAL FOUNDATION
When students learn are involved with cognitive and emotion, so the
subject of psychology in learning is very important. Vygotsky and Ausubel
have an important role in teaching and learning in a psychological context.
Students are able to do things without the help of anyone with their mental
capacity as well as with the help of someone else; this is something where
students learn from the external atmosphere to practice reading skills to
strengthen cognitive ability. Vygotsky (1987)
According to Ausubel (2000), individuals construct their cognitive
procedure. Ausubel said that in the repetitive learning effect the student
wants to extract new information with the previously learned with a structure
psychologically. The search for approaches helps the student to associate
new related ideas in the intellectual structure. In addition to having modern
information in the psychological system, there is a refinement in the
thoughts so that later they rectify. Ausubel (2000)
Working in a group is much better because it is pleasant. Taqi and
Al-Nough (2014) there is more motivation and confidence to do reading
exercises using the present perfect working in pair or forming groups since
students can interact not only with friends but also with teachers. It is much
better to work like that because those who have problems to understand or
35
solve something can learn from those who know. Those who know transmit
their feelings and thoughts to others to avoid frustration.
Ramírez and González (2013) the purpose of working in cooperation
is to be motivated and collaborate with others with the help of the cognitive
procedure as it allows the creation of new knowledge. Furthermore,
Johnson & Johnson (2014) notes that “The more individuals work
cooperatively with others, the more they see themselves as worthwhile and
as having value, the greater their productivity, the greater their acceptance
and support of others, and the more autonomous and independent they tend
to be” (p. 843).
PHILOSOPHICAL FOUNDATION
The formation of values in education is assumed, as, according to
Martín (2014 p. 399) 21 "In short, values affect all and each of the
dimensions or elements of education - the subject of education: the person
who, being valuable in itself, increases its value. In the teaching learning of
the English language process, values such as respect and responsibility
should be encouraged, so that students can have a better development in
the reading skill through work or workshops that encourage group
camaraderie.
As part of a review of the common European reference framework, it
is necessary to establish goals and objectives such as comprehension for
the development of reading skills and grammar structure, in this case the
Present Perfect. According to Vygotsky's point of view: "each head is a
world" that is, no matter how much connection there is between the thought
process and the language process, it means, there is always an obstacle
between them, which can lead them hand but at the same time separate
them too much from each other.
For students at this level in First year of Bachillerato at Unidad
Educativa República de Venezuela the general objective is to be able to
36
understand phrases and expressions of frequent use related to areas of
experience that they consider highly relevant in their environment, such as
to exchange basic information about themselves and their family in real life.
Likewise, it is intended that learning reading skills students can develop the
comprehension of easy readings in English when carrying out simple and
daily tasks that do not require more than simple and direct exchanges of
information on familiar aspects.
LINGUISTIC FOUNDATION
The programs with communicative activities that favor the
development of the reading skills, allow to put the students in contact with
representations of real situations in the field of the foreign language; as well
as allowing lexical and grammatical generalizations to be summarized in
dialogues and conversations.
In the reading process, understanding is achieved when the cognitive
structures that the individual already possesses are associated with those
new cognitive structures. Understanding occurs through the sense-
perceptual, syntactic and semantic cycles, in which the receiver forms oral
or graphics, syntactic, semantic, logical, and socio-cultural configurations to
finally decode the meaning, that is, to know the referent.
LEGAL FOUNDATION
The communicative language approach: language is best learned as a
means to interact and communicate and not as a set of knowledge that is
memorized.
Student-centered approach: teaching methodologies that reflect and
respond to the strengths and challenges of the learners, facilitating their
learning process.
37
Thinking skills: learning a foreign language promotes the development of
thought, as well as the social and creative skills necessary for lifelong
learning and the exercise of citizenship.
Integrated Content Learning for Foreign Languages (CLIL): a model used
to integrate language learning with cultural and cognitive aspects, so that
the acquisition of this language serves as a motor for the development of
students.
International standards: the curriculum is based on internationally
recognized teaching levels and processes for language learning. (CEFR)
The Main Objectives of the Curriculum of English as a Foreign
Language are:
Develop students' understanding of the world, other cultures and their own
and their ability to communicate their points of view through the foreign
language.
Develop the personal, social and intellectual skills necessary to reach their
potential and participate productively in an increasingly globalized world that
operates in other languages.
Create a love for learning languages from an early age, through interesting
and positive learning experiences, in order to encourage the motivation of
students to continue learning.
Achieve the exit profile proposed in the national curriculum for EGB and
BGU.
The Superior sub-level of the Basic General Education constitutes the
prelude of the level of Bachilleratoe. In this sub-level the students have
specialist teachers in different areas and the levels of interdisciplinarity and
epistemological, disciplinary and pedagogical complexity increase.
That is why the values of the profile of the Ecuadorian Bachilleratoe
- justice, innovation and solidarity - are deepened here through all the
38
proposed learning, stimulating the construction of the Good Living society
and the natural, physical, biological, social and intercultural diversity.
Likewise, the understanding of the social processes of liberation,
regional integration and construction of alternative social projects to current
socioeconomic systems and their mechanisms of domination, the valuation
of work in human history, vindicating the gender, ethnic vision is favored. ,
regional and class, the questioning of all forms of discrimination and the
defense of human rights.
In addition, this sub-level enhances the artistic, sports, leisure,
literary, etc., creation and the use of different languages, in a safe and
stimulating environment that values team work and fair play, and that
questions the influence of stereotyped social representations about the
body.
This set of learnings is worked through the technical and ethical use of
diverse sources, multimedia, cartographic and ICT resources.
The following articles support the words above.
Art. 26.- Education is a right of people throughout their life and an
inescapable and inexcusable duty of the State. It constitutes a priority area
of public policy and state investment, guarantee of equality and social
inclusion and an essential condition for good living. Individuals, families, and
society have the right and responsibility to participate in the educational
process.
Art. 27.- Education will focus on the human being and guarantee its
holistic development, within the framework of respect for human rights, the
sustainable environment and democracy; it will be participatory, obligatory,
intercultural, democratic, inclusive and diverse, of quality and warmth; will
promote gender equity, justice, solidarity and peace; It will stimulate critical
thinking, art and physical culture, individual and community initiative, and
the development of skills and abilities to create and work. Education is
39
indispensable for knowledge, the exercise of rights and the construction of
a sovereign country, and constitutes a strategic axis for national
development.
Art. 154.- The ministers and ministers of state, in addition to the
powers established in the law, are responsible for 1. Exercising the
stewardship of the public policies of the area under their charge and issuing
the agreements and administrative resolutions required by their
management.
Art. 344.- The national system of education will include the
institutions, programs, policies, resources and actors of the educational
process, as well as actions in the levels of initial, basic and high school
education, and will be articulated with the higher education system. The
State will exercise the rector of the system through the national educational
authority, which will formulate the national education policy; It will also
regulate and control the activities related to education, as well as the
functioning of the entities of the system.
Among the additional obligations of the State in the full, permanent
and progressive fulfillment of the rights constitutional guarantees in
educational matters prescribed in the Organic Law of Intercultural Education
(LOEI), advertising in the Second Supplement of the Official Register 417
of 31 de marzo del 2011, Article 6 contains the following: literal m) "Promote
scientific, technological and innovation research, artistic creation, the
practice of sport, the protection and conservation of cultural, natural and
environmental heritage and cultural and linguistic diversity "; and literal x),
"Guarantee that the plans and programs of initial, basic and Bachilleratoe
education, expressed in the curriculum, encourage the development of skills
and abilities to create knowledge and encourage the incorporation of
citizens into the world of work";
40
Art. 22 of the LOEI, literal c), establishes among the competences of
the National Educational Authority: "Formulate and implement educational
policies, the mandatory national curriculum at all levels and modalities and
the quality standards of the educational provision, conformity with the
principles and purposes of this [...] ";
The LOEI in its article 25 establishes that the National Education
Authority exercises the rector of the National Education System at the level
and corresponds to guarantee and ensure full compliance with the
constitutional guarantees and rights in education, executing direct actions
and leading to full force, permanent of the Constitution of the Republic;
The General Regulation to the LOEI, in the article 111 states that
"public fiscal and private educational institutions can include the qualifier of"
bilinguals "in their domination, as long as they include at least forty percent
(40%) of their burden time in the foreign language of the educational
institution "
Based on the current demands of the knowledge society, the use of
the English language is fundamental and necessary as a general tool for
communication and access to up-to-date scientific and technological
information; to that extent, it is essential to address the teaching of this
language from an early age, which is why it is necessary to place a load of
English as of the second year of EGB.
On the other hand, taking into consideration the expectancy of the
Ecuadorian government for the exit profile of students in the national
education system, it can be recognized that the focus is linked to the
Common European Framework of Reference (CEFR). The standards place
the concept in ranking form based on the user’s proficiency in the use of the
language, in this case English. The CEFR denotes the skills of listening,
reading, writing and speaking as the four core elements to establish how
41
proficient an individual is. The Ecuadorian government places the national
educational curriculum at the following marks:
❖ Level A1 At the end of 9th year Basic General Education.
❖ Level A2 At the end of 1st year Bachelor.
❖ Level B1 At the end of 3rd year Bachelor.
The national educational curriculum emphasizes the progressive
development of the language, with the purpose of having a citizen who can
use the language to communicate, understand and provide instruction and
information in English at the end of their high school career, with the
expectancy of having citizens who are successful and involved in a
globalized and democratic society.
CONTEXTUAL FRAMEWORK
The institution that has been taken into consideration for the authors
for the development and elaboration of this project is the Unidad Educativa
“República de Venezuela” that is located in the urban part of Guayaquil on
Tulcán and Argentina Street. The infrastructure of this study center is
concrete and count with three academic shifts morning, afternoon and night
shifts. Currently it possesses with 51 teachers that correspond to the three
shifts which are divided in 37 women and 14 men who work following the
requirement of the Ministry of Education.
42
CHAPTER III
THE METHODOLOGY
3.1. MODALITY OF THE RESEARCH
For the execution of this project, the investigations were carried out
at Unidad Educativa República de Venezuela where students played an
important role for the development of this research since they took part in
almost all the activities that were introduced in classroom. New ways in the
teaching learning process were applied in order to reinforce the reading
skills through the application of different activities related with Grammar
Structure, specifically the Present Perfect. For doing this, it was necessary
to implement new approaches and taking into consideration the students´
learning styles for a better success in the acquisition of the new content.
These approaches compose procedures which help students learn and
reach their own acquisition of the language.
3.1.1. TYPES OF RESEARCH
In order to develop this project, it was necessary to apply different
kinds of research which helped to collect true data. Among the most
important were used the following.
3.1.1.1. Descriptive Research
The descriptive research studies independently measured variables
and even if they are formulated hypotheses, such variables are contained
in the research objectives. A descriptive research is measuring the variables
independently, this does not mean that a thorough investigation externally
in order to seek fundamental arguments to identify a specific problem.
43
Descriptive research helps to the researchers of this project to
identify the external characteristics of the object of study which is involved
the lack of understanding and comprehension when reading and also
people, events, processes, in order to present a correct interpretation of the
investigation. For this work, the descriptive research is to describe the most
important characteristics of a particular object of study with respect to their
appearance and behavior, or simply the investigators will seek to describe
the ways and forms in which it is like or unlike in another situation or context
given. Descriptive studies also provide information for the planning of new
research and to develop more appropriate ways to deal with them. This
approach cannot facilitate general conclusions or explanations, but rather
descriptions of the behavior of a given phenomenon.
3.1.1.2. Exploratory Research
The exploratory research is used when the investigators are looking
for clues about the general nature of a problem, the possible alternative
decisions, or the relevant variables and hypotheses to consider. In the same
way, the author argues that the exploratory research is used when looking
results about the essence of the problem.
For the exploratory research, the authors intend in a first
approximation, to detect variables, relations and conditions in which the
phenomenon occurs in which it is aimed. In other words, try to find indicators
which may serve to define with greater certainty a phenomenon or event,
unknown or little studied.
This kind of research, which it is carried out in relation to objects of
study for which has little or no information, there can providing, of course,
definitive or generalizable conclusions, but it allows more precisely define
the problem research, derive hypotheses, know the variables relevant. In
44
addition, it will provide the information needed to approximate the
phenomenon more knowledge in a study later, in the actual investigation.
Ideally all research should include an exploratory phase.
3.1.2. POPULATION AND SAMPLE
3.1.2.1. Population
A complete set of elements such as people, animals, or objects that
possess some common characteristic defined by the sampling criteria
established by the researcher. They can be taken into account in order to
generalize the study findings. The population in this research was the
students, teachers, and authorities of Unidad Educativa República de
Venezuela.
3.1.2.2. Sample
A sample is a finite part of a statistical population whose properties
are studied to gain information about the whole. When dealing with people,
it can be defined as a set of respondents selected from a larger population
for the purpose of a survey. The sample of this research correspond to
students of First year of Bachillerato, one (1) English teacher, and the
Chairwoman.
STRATUM
CHART N° 2. Causes and consequences of the conflict situation
PERSONNEL POPULATION SAMPLE
AUTHORITIES 1 1
TEACHERS 51 1
STUDENTS 418 32
TOTAL 470 34
45
CHART N° 3.- OPERATIONALIZATION OF VARIABLES
VARIABLES DIMENSIONS INDICATORS
DEPENDENT VARIABLE
PRESENT PERFECT
FORMS
Written Form
Spoken Form
FUNCTIONS
Show the action in the recent or immediate past. Show the action in the past has continued up to the present. Show the action completed in the past until the present. Expresses past actions without unspecified action.
USES
Unspecified time before Duration from the past until now.
INDEPENDENT VARIABLE
READING SKILLS
DEFINITION
Cognitive ability which a person is able to use when interacting with the written text.
TYPES
Skimming Scanning Search Careful Browsing
CHARACTERISTICS
Mentally engaged Motivated to read and to learn Socially active around reading tasks. Strategic in monitoring the interactive processes.
46
3.1.3. RESEARCH METHODS
3.1.3.1. Method
Method is a systematic procedure, technique, or mode of scientific inquiry
employed by or proper to a particular discipline or art followed in
presenting material for instructions.
3.1.3.2. Feasible Method
This method is based on the collection and analysis of other’s
opinions so concrete answers of any type could be provided with the most
accurate previous information to help explain the events that have been
observed. It is also considered descriptive due to the fact that its main
characteristic is to provide as much details as possible in an adequate,
understandable manner.
3.1.3.3. Deductive Method
In a deductive argument, it affirms that the conclusion is followed with
the absolute need and independently from any other fact that can happen
in the world and without scoring grades; in contrast, an inductive argument
it can conclude that it has a probable cause. Works the opposite from the
inductive by going from the broad, holistic side to the narrow way. Meaning
detailing information in the process. It gives a final run down to formulate a
hypothesis that can provide general results at the end.
3.1.3.4. Inductive Method
Inductive methods are directed to the formation of concepts, through
observation, the indifference of principles and regularities of phenomena,
hypothesis formulation, management, organization and the use of empirical
47
data, directly and / or sources secondary sources. (Davini, 2008). Davini
says that the inductive method is the formation of concepts created by
observing this creates hypotheses on research, management and use of
data. The teacher plays the way followed by the scientist trying to confront
the student to eventful journeys and difficulties faced by the investigator
until to the desired truth; then it seems that no other conclusion to appeal to
inductive and deductive methods in teaching as the deepest essence of the
diversity of teaching methods known.
3.1.3.5. Heuristic Method
It is that the teacher encourages students to understand before
setting, involving logical and theoretical justifications or foundations that can
be presented by the teacher or by the student investigated. Besides, the
learners are allowed to find out things on their own. Applying this research,
the authors of this project intend to improve the present perfect with
interactive readings.
INSTRUMENTS AND TECHNIQUES
As a technique for the collection of the information that the authors
used were interviews to the English teacher and to the Chairwoman; and
surveys to the students of first year of Bachillerato at Unidad Educativa
República de Venezuela.
Collect of Data
For collection of the information the researchers used
complementary angles, it is field research within the classroom. The
investigators carried out interviews and surveys to different members of the
educational institution that belong to the Educational Community in the
teaching learning process. Field research allowed to the authors of this
48
project to use techniques and instruments of work contributing to the
effectiveness of the results and thus to the establishment of the conclusions.
Observation
The observation is a technique that consists of to observe carefully
the phenomenon, fact, or case, to take information and record it for its
respective analysis later. The observation is a key element of all
investigative process; for the development of this project the researchers
rely to obtain the highest number of data. Much of the knowledge that
constitutes the science has been achieved through observation.
Interview
Interview is a term that is related to the verb to interview that is the
action of developing a talk with one or more people in order to discuss
certain issues and a particular purpose. The information obtained from the
surveys and interviews were tabbed and processed with the results of this
research so that they can be monitored.
49
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
APLICACIÓN DE LOS INSTRUMENTOS DE INVESTIGACIÓN
INTERVIEW TO THE CHAIRWOMAN
1. What do you think about the use of another didactic material?
2. How often the English teachers upgrade their knowledge?
3. Do you consider that the English language as a subject deserve the
same importance than the others?
4. Do you agree that students must go at least twice a week to the
English lab?
5. Would you support the implementation of a new didactic resource?
50
51
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
APLICACIÓN DE LOS INSTRUMENTOS DE INVESTIGACIÓN
INTERVIEW TO THE ENGLISH TEACHER
1. Do you practice grammar structure using reading activities or
conversations?
2. Do you think that students show problems in learning Present
Perfect?
3. Do you teach English taking into account the communicative
approach?
52
53
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
APLICACIÓN DE LOS INSTRUMENTOS DE INVESTIGACIÓN
SURVEY TO THE STUDENTS
MARK WITH AN X ACCORDING TO YOUR OPINION CONSIDERING THE OPTIONS
Totally agree (TA) Disagree (D) Indifferent (I)
Agree (A) Totally disagree (TD)
STATEMENTS TA A D TD I Total
The teacher practices reading skills in the classroom.
You want to read in English.
Reading skills is important for developing the other skills.
The teacher must use different methodology for teaching reading skills.
You want to put in practice grammar structure every day.
Forming sentences in Present Perfect is difficult for learning.
You feel confuse when practice Present Perfect.
You like to elaborate grammar structure using the present perfect.
You think you need to use another resource for developing grammar structure.
You will support the introducing of a new booklet with interactive readings
54
55
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
APLICACIÓN DE LOS INSTRUMENTOS DE INVESTIGACIÓN
RESULTS OF SURVEYS
STATEMENTS TA A D TD I TOTAL
The teacher practices reading skills in the classroom.
0 5 10 12 5 32
You want to read in English. 14 7 5 6 0 32
Reading skills is important for developing the other skills.
22 5 0 5 0 32
The teacher must use different methodology for teaching reading skills.
12 10 6 4 0 32
You want to put in practice grammar structure every day.
15 10 4 2 1 32
Forming sentences in Present Perfect is difficult for learning.
25 3 2 2 0 32
You feel confuse when practice Present Perfect.
23 5 1 2 1 32
You like to elaborate grammar structure using the present perfect.
16 11 3 1 1 32
You think you need to use another resource for developing grammar structure.
17 8 0 5 2 32
You will support the introducing of a new booklet with interactive readings
16 8 4 0 4 32
56
ANALYSIS OF RESULTS
Sample: 32 students Course: First Bachillerato
Statement 1: The teacher practices reading skills in the classroom
CHART N° 4: CHART OF FREQUENCY # 1
Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
Graphic 5: Analysis of results, statement 1
Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
COMMENT
In this statement, 0% of students have answered that the practices of
reading skills in classroom are not enough for them. The authors of this
project have to bear in mind these results since English teacher does not
practice Analysis of the questions indicate that the teacher uses techniques
allowing recreational break the monotony to foster psychosocial
development guidance to students interact creatively motivation
0%
16%
31%37%
16%
GRAPHIC 1
TOTALLY AGREE
AGREE
TOTALLY DISAGREE
DISAGREE
INDIFFERENT
ALTERNATIVES FREQUENCY PERCENTAGE
TOTALLY AGREE 0 0%
AGREE 5 16%
TOTALLY DISAGREE 10 31%
DISAGREE 12 37%
INDIFFERENT 5 16%
TOTAL 32 100
57
ANALYSIS OF RESULTS
Sample: 32 students Course: First Bachillerato
Statement 2: You want to read in English.
CHART N° 5: CHART OF FREQUENCY # 2
Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
Graphic 6: Analysis of results, statement 2 Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
COMMENT
In this statement as we can see that, 44% of students indicated that
they want to learn reading in English correctly. It is a good point for the
researchers since they count with the students´ willingness for applying this
didactic material.
44%
22%
15%
19%
0%
GRAPHIC 2
TOTALLY AGREE
AGREE
TOTALLY DISAGREE
DISAGREE
INDIFFERENT
ALTERNATIVES FREQUENCY PERCENTAGE
TOTALLY AGREE 14 44%
AGREE 7 22%
TOTALLY DISAGREE 5 15%
DISAGREE 6 19%
INDIFFERENT 0 0%
TOTAL 32 100%
58
ANALYSIS OF RESULTS
Sample: 32 students Course: First Bachillerato
Statement 3: Reading skills is important for developing the other skills.
CHART N° 6: CHART OF FREQUENCY # 3
ALTERNATIVES FREQUENCY PERCENTAGE
TOTALLY AGREE 22 69%
AGREE 5 16%
TOTALLY DISAGREE 0 0%
DISAGREE 5 15%
INDIFFERENT 0 0%
TOTAL 32 100% Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
Graphic 7: Analysis of results, statement 3 Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
COMMENT
In this statement, 69% of students have answered affirmatively, they
consider that acquiring and developing reading skills they will improve the
other ones since they are sure it is the base for speaking and writing.
69%
15%
0%16%
0%
GRAPHIC 3
TOTALLY AGREE
AGREE
TOTALLY DISAGREE
DISAGREE
INDIFFERENT
59
ANALYSIS OF RESULTS
Sample: 32 students Course: First Bachillerato
Statement 4: The teacher must use different methodology for teaching reading skills.
CHART N° 7: CHART OF FREQUENCY # 4
ALTERNATIVES FREQUENCY PERCENTAGE
TOTALLY AGREE 12 37%
AGREE 10 31%
TOTALLY DISAGREE 6 19%
DISAGREE 4 13%
INDIFFERENT 0 0%
TOTAL 32 100%
Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
Graphic 8: Analysis of results, statement 4 Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
COMMENT
In this statement, 37% of students are sure that teacher needs to apply
different methodology for imparting the reading classes. It happens because
they have noticed that they demonstrate failures in the performance during
the classes.
37%
31%
19%
13%
0%
GRAPHIC 4
TOTALLY AGREE
AGREE
TOTALLY DISAGREE
DISAGREE
INDIFFERENT
60
ANALYSIS OF RESULTS
Sample: 32 students Course: First Bachillerato
Statement 5: You want to put in practice grammar structure every day.
CHART N° 8: CHART OF FREQUENCY # 5
Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
Graphic 9: Analysis of results, statement 5 Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
COMMENT
The results of this statement demonstrate that, 47% of students want
to put in practice what they learn in classroom. In this way they will gain self-
confidence and they can communicate with peers any time, even though
social networks.
47%
31%
13%
6% 3%
GRAPHIC 5
TOTALLY AGREE
AGREE
TOTALLY DISAGREE
DISAGREE
INDIFFERENT
ALTERNATIVES FREQUENCY PERCENTAGE
TOTALLY AGREE 15 47%
AGREE 10 31%
TOTALLY DISAGREE 4 13%
DISAGREE 2 6%
INDIFFERENT 1 3%
TOTAL 32 100%
61
ANALYSIS OF RESULTS
Sample: 32 students Course: First Bachillerato
Statement 6: Forming sentences in Present Perfect is difficult for learning.
CHART N° 9: CHART OF FREQUENCY # 6
ALTERNATIVES FREQUENCY PERCENTAGE
TOTALLY AGREE 25 78%
AGREE 3 10%
TOTALLY DISAGREE 2 6%
DISAGREE 2 6%
INDIFFERENT 0 0%
TOTAL 32 100%
Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
Graphic 10: Analysis of results, statement 6 Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
COMMENT
In this statement, 78% of students have answered positively, it is truth
that they present serious inconvenient for acquiring and developing this
grammar tense. For that reason, the researchers of this investigation are
going to introduce a new didactic material with innovative techniques and
strategies that will improve the present perfect.
78%
10%
6%
6%
0%
GRAPHIC 6
TOTALLY AGREE
AGREE
TOTALLY DISAGREE
DISAGREE
INDIFFERENT
62
ANALYSIS OF RESULTS
Sample: 32 students Course: First Bachillerato
Statement 7: You feel confuse when practice Present Perfect.
CHART N° 10: CHART OF FREQUENCY # 7
Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
Graphic 11: Analysis of results, statement 7 Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
COMMENT
As expected in this statement, the results show that 72% students feel
confused in acquiring present perfect when teacher impart this academic
content. It happens, because they do not use the most appropriate
methodology that engage students and involve them in this grammar tense.
72%
16%
3%6%
3%
GRAPHIC 7
TOTALLY AGREE
AGREE
TOTALLY DISAGREE
DISAGREE
INDIFFERENT
ALTERNATIVES FREQUENCY PERCENTAGE
TOTALLY AGREE 23 72%
AGREE 5 16%
TOTALLY DISAGREE 1 3%
DISAGREE 2 6%
INDIFFERENT 1 3%
TOTAL 32 100%
63
ANALYSIS OF RESULTS
Sample: 32 students Course: First Bachillerato
Statement 8 You like to elaborate grammar structure using the Present
Perfect.
CHART N° 11: CHART OF FREQUENCY # 8
ALTERNATIVES FREQUENCY PERCENTAGE
TOTALLY AGREE 16 50%
AGREE 11 35%
TOTALLY DISAGREE 3 9%
DISAGREE 1 3%
INDIFFERENT 1 3%
TOTAL 32 100%
Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
Graphic 12: Analysis of results, statement 8 Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
COMMENT
In this statement, 50% of students affirm that they like present perfect
since they want to make sentences both writing and speaking. For that
reason, the authors of this project will introduce several useful activities
that will help to elaborate sentences in this grammar tense.
50%
35%
9%
3% 3%
GRAPHIC 8
TOTALLY AGREE
AGREE
TOTALLY DISAGREE
DISAGREE
INDIFFERENT
64
ANALYSIS OF RESULTS
Sample: 32 students Course: First Bachillerato
Statement 9: You think you need to use another resource for developing
grammar structure.
CHART N° 12: CHART OF FREQUENCY # 9
ALTERNATIVES FREQUENCY PERCENTAGE
TOTALLY AGREE 17 53%
AGREE 8 25%
TOTALLY DISAGREE 0 0%
DISAGREE 5 16%
INDIFFERENT 2 6%
TOTAL 32 100%
Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
Graphic 13: Analysis of results, statement 9 Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
COMMENT
According to the results of the surveys, 53% of students are sue that
the teacher must use another didactic material for imparting the English
classes, since they only limit to work with the text book given by the
government leaving aside the creation of another that will facilitate the
teaching learning process of the English language.
53%
25%
0% 16%6%
GRAPHIC 9
TOTALLY AGREE
AGREE
TOTALLY DISAGREE
DISAGREE
INDIFFERENT
65
ANALYSIS OF RESULTS
Sample: 32 students Course: First Bachillerato
Statement 10: You will support the introducing of a new booklet with
interactive readings.
CHART N° 13: CHART OF FREQUENCY # 10
ALTERNATIVES FREQUENCY PERCENTAGE
TOTALLY AGREE 16 50%
AGREE 8 25%
TOTALLY DISAGREE 4 12%
DISAGREE 0 0%
INDIFFERENT 4 13%
TOTAL 32 100%
Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
Graphic 14: Analysis of results, statement 210Source: Unidad Educativa “República de Venezuela” Researchers: Alex Piguave and Adriana López
COMMENT
Respondents to this question, 50% of students, indicates the great
importance of using another didactic material and they will support the
introducing of it. They have already noticed that they need to reinforce the
grammar structure specially the present perfect.
50%
25%
12%
0%13%
GRAPHIC 10
TOTALLY AGREE
AGREE
TOTALLY DISAGREE
DISAGREE
INDIFFERENT
66
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
❖ Students do not like to participate in reading practices during the
class due to the lack of knowledge and they feel ashamed in their
performance.
❖ Students do not want to read in English not even when the work in
pair strategy is being applied.
❖ Students consider that Reading skills is not important for them.
❖ Students do not give the real importance to the English language.
❖ Teachers do not apply modern methodology for teaching English.
❖ Teachers do not upgrade their knowledge constantly.
RECOMMENDATIONS
❖ It is recommended to involve students in the importance that the
English language has today in modern society.
❖ Students at this level must apply this language both academic and
real life.
❖ Teachers can encourage students that developing reading skills they
are fostering the other ones.
❖ Teachers must be creative at the moment of using the didactic
resources.
67
CHAPTER IV
THE PROPOSAL
DESIGN OF A BOOKLET WITH INTERACTIVE READING FOR
IMPROVING THE PRESENT PERFECT TENSE
JUSTIFICATION
After gathering the results of this research and elaborated the
conclusions and recommendations, the authors of this project have
determined that applying interactive readings to the students of First year of
Bachillerato at Unidad Educativa “República de Venezuela” will strengthen
the knowledge of the other skills since reading fosters the acquisition of
different abilities for the learning of the English language.
Besides, reading skills for students are important for their success
not only in high schools but also in real life. In addition, reading can be a
fun and imaginative activity for learners which opens doors to all kinds of
new world for them. Reading is an important way, people use language to
communicate. That is why it must be applied a good and interesting
activities to the students so they get excited and make reading their
hobbies.
The reading activities in present perfect tense that contain this
didactic material will allow students to think about what they already know
about a given topic and predict what they will read or hear. Before students
read any activity, teachers can direct their attention to how a text is
structured grammatically, teaching unfamiliar vocabulary or other concepts,
search for the main idea, and provide students with a purpose for reading
or listening.
It is necessary to remember that the present perfect is used to talk about
things that are important to the present time in some way, even though the action
or experience happened in the past. The focus of a sentence in the present
68
perfect is on the present condition, result, or effect of the past action, event, or
experience. Present perfect sentences place an emphasis on one of several
broad, somewhat overlapping categories of meaning: change over time,
experiences or accomplishments, expected but uncompleted actions, multiple
actions at different times in the past, or duration of time from the past into the
present.
On the other hand, the elaboration of this proposal is justified since
interactive reading in present perfect not only will develop the English
performance in classroom but also will awake the students´ interest both
receptive and productive skills thus they will feel confident during the class.
OBJECTIVES
General
To increase the knowledge and performance of present perfect through the
application of interactive readings with the purpose of improving the
acquisition of grammar structure in students of first year of Bachillerato at
Unidad Educativa “República de Venezuela”.
Specifics
To present the booklet with interactive readings to the students in order to
activate the new information that will be introduced.
To explain how the didactic material is going to work through demonstrative
classes.
To assess students through different evaluations in order to prove if the new
knowledge has been acquired correctly.
69
FEASIBILITY OF THE PROPOSAL
This proposal is feasible since it counts with the support of the whole
educational community it means the director of the institution, the English
teacher, students, and parents. Besides, the researchers counted with the
economic resources for the preparation and implementation of the proposal.
The financial expenses served for printers, copies, transportation,
snacks, markers, cardboard, and various, that were necessaries for the
execution of it.
Likewise, the human talent belong to the academic institution where
the project was carried out.
DESCRIPTION OF THE PROPOSAL
The proposal was made taking into consideration the curricular
planning that correspond to this year of education and selecting topic that
there are in the text book given by the government. Furthermore, it has
added some extra topics that the researchers consider important for the
students at this level.
The content of this innovative booklet varies according to the
students´ necessities without losing its original creation. In this way the
new didactic resource contains a brief explanation and introduction to the
present perfect, thus students will review the steps for elaborating
correctly their statements. Furthermore, it is based in practical exercises
that will reinforce their grammar skills and will catch their attention. Finally,
the reading in present perfect will awake the critical thinking of them, since
they will understand and comprehend what are the stories about.
70
CONCLUSION
With the creation and application of this investigative work, it can be
concluded that the teaching of the English has been enriched as well as the
practices of grammar structure, since it has noticed a change in the
performance and attitude of students in classroom. Surely, with this
contribution authorities, teachers, students, and the whole educational
community will be satisfied with this work and they will give the real
importance that this language deserves in a globalized world.
71
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ANNEX
I
77
78
79
ANNEX
II
80
81
82
ANNEX
III
83
Source: application to the observation guide to students and teacher of first grade of General Basic Unified, of the Unidad
Educativa “República de Venezuela”.Authors: Adriana López and Alex Piguave
84
Source: application to the observation guide to students and teacher of first grade of General Basic Unified, of the Unidad
Educativa “República de Venezuela”.Authors: Adriana López and Alex Piguave
85
Source: Unidad Educativa “República de Venezuela”. Authors: Adriana López and Alex Piguave
86
Source: Tutorials with the academic adviser of the research project Authors: Adriana López and Alex Piguave
87
Source: Tutorials with the academic adviser of the research project Authors: Adriana López and Alex Piguave
88
89
ANNEX
IV
90
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
APLICACIÓN DE LOS INSTRUMENTOS DE INVESTIGACIÓN
INTERVIEW TO THE CHAIRWOMAN
1. What do you think about the use of another didactic material?
2. How often the English teachers upgrade their knowledge?
3. Do you consider that the English language as a subject deserve the
same importance than the others?
4. Do you agree that students must go at least twice a week to the
English lab?
5. Would you support the implementation of a new didactic resource?
91
92
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
APLICACIÓN DE LOS INSTRUMENTOS DE INVESTIGACIÓN
INTERVIEW TO THE ENGLISH TEACHER
1. Do you practice grammar structure using reading activities or
conversations?
2. Do you think that students show problems in learning Present
Perfect?
3. Do you teach English taking into account the communicative
approach?.
93
94
UNIVERSIDAD DE GUAYAQUIL
FACULTAD DE FILOSOFÍA, LETRAS Y CIENCIAS DE LA EDUCACIÓN
APLICACIÓN DE LOS INSTRUMENTOS DE INVESTIGACIÓN
SURVEY TO THE STUDENTS
MARK WITH AN X ACCORDING TO YOUR OPINION CONSIDERING THE OPTIONS
Totally agree (TA) Disagree (D) Indifferent (I)
Agree (A) Totally disagree (TD)
STATEMENTS TA A D TD I Total
The teacher practices reading skills in the classroom.
You want to read in English.
Reading skills is important for developing the other skills.
The teacher must use different methodology for teaching reading skills.
You want to put in practice grammar structure every day.
Forming sentences in Present Perfect is difficult for learning.
You feel confuse when practice Present Perfect.
You like to elaborate grammar structure using the present perfect.
You think you need to use another resource for developing grammar structure.
You will support the introducing of a new booklet with interactive readings
95
96
97
ANNEX
V
98
99
ANNEX
VI
100
97
ANNEX
VII
98
99
ANNEX
VIII
100
101
PROPOSAL
102
BOOKLET
WITH PRESENT PERFECT
READING ACTIVITIES
AUTHORS: ADRIANA LOPEZ
ALEX PIGUAVE
1
1
2
2
3
3
4
4
5
5
6
6
7
7
8
8
9
9
10
10
11
11
12
12
13
13
14
14
15
15
Present Perfect Reading
Bob and Darren work together. They are talking about interviews for a new sales
manager position at their company.
Bob:
We need to make a decision on who we are going to hire for the new salesperson
position.
Darren:
I know. There are a lot of good applicants. So far we have interviewed 10 people and
have looked at over 50 resumes.
Bob:
Well, let’s take a look at some of the best and make a decision.
Darren:
OK, the first person is Phil. He has worked as a salesperson for 10 years in both The
United States and Canada. Also, he has been the manager of the sales department of a
large auto-parts company.
Bob:
Sounds interesting, but has he ever worked in the food sales industry?
Darren:
No he hasn’t.
Bob:
That might be a problem. We need someone with food experience.
Darren:
OK, what about Karen? She has worked in the food industry for 6 years. She has been a
manager of a major supermarket and worked in marketing for a large meat company.
Bob:
OK. Has she worked in international sales before?
Darren:
No, she has never worked in international sales.
Bob:
Well, that could be a problem. This job will require a lot of international experience. I
think we need someone who has worked in an international environment
16
16
Darren:
Well what about Larry? We haven’t met him yet but his resume looks good. He has been
a salesperson in the food industry for 13 years. He has worked in The United States,
Canada and Mexico. In the past 4 years he has learned to speak Spanish and French.
Bob:
Wow, sounds great!
Darren:
The problem is we still haven’t had an interview with him. I have called him many times,
but I haven’t been able to reach him.
Bob:
Well, why don’t you send him an email? Perhaps he will respond that way.
Darren:
OK, I will try that. I will let you know.
Bob:
Great, thanks.
1. Question
How many people have they interviewed?
10 50 5 3
2. Question
Who has worked in the food industry?
Karen Phil
3. Question
Who have they not met?
Phil Larry Karen
4. Question
Why haven’t they interviewed Larry?
They haven't been able to reach him on the phone.
They haven't been able to contact him by email.
They haven't looked at his resume yet.
They haven't had the chance to call him.
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THE OLD COLONEL
I think I have had a very interesting life. I'm 73 now and I don't work anymore. I was in
the army for 51 years. I retired when I was 69. I have been to so many countries that I
can't remember all of them. I've been to Australia six or seven times and to South Africa
three times. I have also been once to Russia but I didn't like it at all: much too cold for
me!
They say that love is the greatest thing and I agree. I've been married four times but
never for more than five years. I don't think women really understand me!
I've never been on television, but I've been on the radio once. It was a programme about
life in the military about twenty years ago. I met the Prime Minister on the same day.
Actually, I've met a lot of famous people: members of the royal family, famous
politicians and also famous cinema and television personalities. I've never met the
American President though which is a pity.
Because I've travelled a lot, I've seen a lot of wonderful things and have also eaten and
drunk some strange foods and drinks. I ate cat and rat in India and drank something
called Mirto on a little island in Italy many years ago.
1. What job _____________ before retiring?
He worked in the army.
2. ___________ he in the army?
For 51 years.
3. How many _____________ been to Australia?
Six or seven times.
4. ______________ like Russia?
No, it was too cold.
5. ______________ married so many times?
Because women don't understand him.
6. Has he ever ______________ ?
Yes, he has. But never on TV.
7. When _________________ the prime minister?
When he was on the radio.
8. Has ___________________ American president?
No, he hasn't but he wants to.
9. Where ___________________ cat and rat?
In India.
10. __________________ drunk Mirto?
Yes, he has. In Italy.
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LOVE STORY
"My boyfriend, John, and I have been together for about six
months. My 16th birthday was coming up and I was so excited
because my previous birthdays had been bad. Of course I was
crushed when he told me his family was going away to Florida
that weekend! While he was gone, my sister took me to the mall
to get my mind off it. The whole time I kept texting him how
much I missed him. I really started to get bummed out and we
had shopped all day, so she decided to take me home. On the
way, my sister said she wanted to stop at her boyfriend's house
to say hi. When we walked in my friends all screamed,
'Surprise!' I was happy about the party but still upset because
John wasn't there. Then my sister told me to go to the closet to
get my presents. I walked over and opened the door, and there
stood John with a big red ribbon on his shirt! It turns out he
had planned the whole party just so I could finally have an
amazing birthday. I couldn't have asked for a better day, or a
better boyfriend!"
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SPEAKING PRACTICE IN PRESENT PERFECT
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BIBLIOGRAPHY
https://www.englishpage.com/verbpage/presentperfect.html
https://goo.gl/images/rjhWdw
https://www.pinterest.com/pin/123497214759758738/
https://www.islcollective.com
https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfec
t_tense/present-perfect-preintermediate/32584
https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfec
t_tense_in_a_dialogue_stage_fright/present-perfect-tense/106640
https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfec
t/present-perfect-beginner/16569
https://en.islcollective.com/resources/printables/worksheets_doc_docx/saving_lives__r
eading_comprehension__grammar_present_perfect__for__since_8_tasks_keys_include
d_4_pages_editable/verb-tenses-present/3380
https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfec
t_time_words/present-perfect-halloween/60702
https://alonot.com/english/wp-content/uploads/2019/03/Ms3-Level-Test-2-2Nd-Term-
2016-2017-Ana-S-Story-By-Samir-Bounab-2017.pdf
https://www.google.com/search?q=grammar+in+the+news&source=lnms&tbm=isch&sa
=X&ved=0ahUKEwjM1Mis-
7ThAhXSuFkKHUNsDhoQ_AUIDigB&biw=1366&bih=657#imgrc=jwu_qzAA3JTdNM:
https://en.islcollective.com/resources/printables/worksheets_doc_docx/present_perfec
t_fugitives/present-perfect-describing/72051
https://books.google.com.ec/books?id=7YucE9enciYC&pg=PA75&lpg=PA75&dq=they,+
Will.+Have+you+ever+gone+rock+climbing?&source=bl&ots=pevwcx7Uag&sig=ACfU3U3
PEfrhPLOH29kUPTjT-E-
IUPUjZA&hl=es&sa=X&ved=2ahUKEwjv36nN_LThAhXktlkKHe6MAiwQ6AEwAHoECAgQA
Q#v=onepage&q=they%2C%20Will.%20Have%20you%20ever%20gone%20rock%20clim
bing%3F&f=false