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UNIDAD ACADÉMICA DE CIENCIAS SOCIALES
CARRERA DE CIENCIAS DE LA EDUCACIÓN MENCIÓN INGLÉS
TEMA: ESTRATEGIA DIDÁCTICA PARA ENSEÑAR EL PRESENTE PERFECTO EN LA
FORMA AFIRMATIVA E INTERROGATIVA EN ESTUDIANTES DEL PRIMERO AÑO
DE BACHILLERATO
TRABAJO PRÁCTICO DEL EXAMEN COMPLEXIVO PREVIO A LA OBTENCIÓN DEL
TÍTULO DE LICENCIADA EN CIENCIAS DE LA EDUCACIÓN ESPECIALIZACIÓN
INGLÉS
AUTORA:
SARANGO RAMOS KARINA ELIZABETH
MACHALA - EL ORO
III
INDEX
COVER PAGE…………………………………………………………...........I
FRONTISPIECE……..……………………………………………...............II
EVALUATION PAGE………..…………………….…………………….........III
INDEX………………...………..………………………………………............IV
EXECUTIVE SUMMARY……..……………………………………..............5
INTRODUCTION……………………………………………………………....7
OBJETIVE…………..………………………………………………………….8
DEVELOPING………………………………………………………..……….9
RESULT.………………………………………………………......................16
CONCLUTION.…………………………………………………………….….17
RECOMENDATIONS……………..……………………………………..…...18
BIBLIOGRAPHIC REFERENCE.........………………………….................19
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EXECUTIVE SUMMARY
Author: Karina Sarango
The overall objective of this work is to develop an appropriate strategy to achieve
that students recognize and master the perfect present using appropriate teaching-
learning process in the subject of technical English. When we talk of techniques we can
see that every private or public institution have a timetable for respective classes for
each teacher called lesson plan, which is effective support for the teaching-learning
process, this helps us as teachers to teach a class where the students can capture the
required information. Learning the present perfect the student has to learn to recognize
verbs in present, past and past tense.
In the teaching-learning process, educators perform different types of teaching
strategies to reach learners such as the use of a past history, invented story, using
cards, images, videos, audios, as educators we are obliged to search for the best way to
reach the student regardless of the lack of resources in certain circumstances show in
public and private institutions.
The objective of implementing teaching strategies in the teaching process is for the
student does not enter a monotony environment and that teachers reach students, the
class is striking and captivating but always keeping control and order in the classroom.
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RESUMEN EJECUTIVO
Autora: Karina Elizabeth Sarango Ramos
.
El objetivo general del presente trabajo es desarrollar una estrategia adecuada
para que los estudiantes logren reconocer y dominar el presente perfecto utilizando
técnicas adecuadas en el proceso enseñanza aprendizaje de la asignatura de inglés.
Cuando hablamos de técnicas podemos apreciar que cada institución privada o pública
cuentan con un cronograma de clases respectivo por cada docente llamado plan de
clases, donde es un apoyo eficaz para el proceso de enseñanza aprendizaje este nos
ayuda como docente a dar una clase donde el alumno pueda captar la información
requerida. Para el aprendizaje del present perfec el alumno tiene que aprender a
reconocer los verbos en presente, pasado y pretérito.
En el proceso de enseñanza aprendizaje, los educadores realizan diferentes tipos de
estrategias didácticas para llegar a los aprendices como puede ser el uso de una
historia pasada, un cuento inventado, uso de tarjetas, imágenes, videos, audios entre
otros, como educadores nos vemos en la obligación de buscar la manera más
adecuada para llegar al estudiante sin importar la falta de recursos que en ciertas
circunstancias se muestran en las instituciones públicas y privadas.
El objetivo de implementar estrategias didácticas en el proceso de enseñanza es para
que el estudiante no entre en un entorno de monotonía y que el docente llegue a los
estudiantes, que la clase sea llamativa y cautivadora pero siempre llevando un control y
orden dentro del salón de clase.
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INTRODUCTION
This work is directed for students of the first year of high school and expressing
difficulties in learning the present perfect in the subject of English, and with the help of
teaching strategies students succeed in having the respective attention in the learning
process.
The different situations that presented in the process, will be attended by quality
teachers as to the government is very important that educators are evaluated to meet
the needs of learners require, always trying to find the ideal strategy, which through its
study process can interact with each student and teacher, giving it a very relaxed
atmosphere of respect and trust for the student to be communicative, expressive,
attentive, especially participatory dynamic that generates the constructivist classmates
the initiative to learn.
With the problem that students have to learn the present perfect we have built different
teaching strategies, giving proper knowledge to implement everyday situations where
students get the idea of the process of the subject, the student will learn so that no
repetitions are needed for to process their knowledge.
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GENERAL OBJECTIVE:
Determine the lack of knowledge of students in the first year of high school
"October 9" of the city of Machala in the English course theme in their present perfect
affirmative and interrogative forms.
SPECIFIC OBJECTIVES:
Determine which instructional strategies were implemented for the process of
learning the present perfect.
Understand the different equipment and infrastructure that has the facility for
students to have an ideal environment for study.
Analyze the learning of students in the learning process using new teaching
strategies.
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TEACHING STRATEGY TO TEACH THE PRESENT PERFECT IN THE AFFIRMATIVE
FORM AND INTERROGATIVE STUDENTS OF FIRST YEAR OF HIGH SCHOOL.
DEVELOPING
COMPLEXIVO EXAM - PRACTICE DIMENSION
For the teaching of the present perfect, we need to take account that there is a
complexity because students often confuse the past simple with present perfect, and it
should look for specific teaching where students can come to understand in a better way
the structure of the present perfect differentiating it simple past.
To know that when students do not understand how the present perfect in affirmative or
interrogative got to check with the following strategic points to be learned during their
learning.
1. What is a teaching strategy
2. Learning strategies.
3. Participle of verbs in Spanish.
4. What is the present perfect?
5. Grammatical structure of the present perfect vs past simple
6. How can we explain the case of the present perfect students
7. Beginning or end a class.
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1. WHAT IS A STRATEGY?
The relevance of education to the learner has undergone care for all educators
and permanently expressed in the educational literature from that "school tailored"
advocated by the educational movement known as "New School" to the trends more
contemporary. (Dr. Marzario Triana, 2006)
A teaching strategy is one way teachers applied in the teaching process where the
student is the main focus of attention of all educators, and today we find a society with
greater demand due to:
Advances in science and technology.
Students direct their own learning.
Internal and external conditions in the development of learning.
2. LEARNING STRATEGIES
Learning strategies are those actions taken by the student to make learning
faster, where you can enjoy and transfer knowledge to new situations.
These strategies are a process of actions and activities where students, as an
apprentice can and make themselves be supporting and improving learning as that
empirical knowledge that will dominate throughout their student life.
According to (Cardenas, 2004) learning strategies can be characterized, in general,
emphasizing that:
Are specific actions, or systems of actions, determined by the student?
They are aimed at achieving an objective or solving a particular problem.
Support learning directly and indirectly.
Presuppose the planning and execution control.
Involve selective use of their own resources and competence, which relates to
certain level of development of metacognitive potential subjects.
Involve the whole personality and not only their cognitive sphere.
They are flexible.
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They are often aware.
They are not always observable.
They can be taught and the teacher's role in this process is essential.
3. PARTICIPLE OF VERBS IN SPANISH
3.1 The meaning of the indicative tenses
In the field of the indicative, Bello recognized, first, this, song whose meaning is
temporary coexistence of the attribute, of the designated situation, and timing of speech.
This does not require that both are coextensive: just a moment of coexistence so that it
can be used. From there, then, that the predicate may have begun much earlier or
continue long after the moment of speech; or you may have an indefinite duration or
even be eternal. (Bello, 2014)
In this purely temporal characterization, drift, therefore, use this in generic terms; use
today tends to be associated rather aspectual properties to time.
In regard to perfect simple, sang -called "past" by Bello, this connects the predicate
before speaking about the moment. The specific temporal meaning of the terms in past
also depend on the type of lexical verb is combined with this. Thus, when used with
verbs like designates birth, of verbs that situation, to reach perfection, he concludes, the
past simply communicates before the whole situation regarding the timing of
enunciation.
In the case of composite shapes, the pre-present may in this context mean pre-future,
as in the example of Hair:
If by the end of the week has been our friend the field, we will stay at home.
As expressed Bello to learn conjugation of a verb in English and able to make a present
perfect sentence, we must first understand the present perfect of combining Spanish
verb as in the example we can see in the verb choice.
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Future perfect Pretérito perfecto compuesto
(I ) have chosen (yo) he elegido
(you) have chosen (tú) has elegido
(he) has chosen (él) ha elegido
(we) have chosen (nosotros) hemos elegido
(they) have chosen (ellos) han elegido
Analyzing the conjugation of verbs in Spanish will have an idea of how we want to solve
a sentence with the structure of the present perfect
4. WHICH IS PRESENT PERFECT?
The present perfect is nothing more than an action that starts in the past and still has a
relationship with the present, but only for a moment.
Other authors, tells us that The perfect (present perfect, past perfect and future perfect)
is a medium periphrastic building have + V-ed, Which differs from other verb forms in
Inglés Important for two reasons. This is Not Necessarily a deictic category: such as the
notion Classic tense (Langacker 1999a, 1999b), nor is it the development of the internal
Temporality of a situation in any aspect inherent characteristic time category (Celce-
MURCIA and Larsen-Freeman, 1999 , p. 110). The PP Establishes a relationship only
indirect between the time of the previous situation and speech time (or current
relevance) through another reference point in time (PR), esta yes, deictic (Comrie, 1976;
Langacker 1999a). (Araujo Olivera, 2012)
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5. GRAMMATICAL STRUCTURE OF THE PRESENT PERFECT VS PAST
SIMPLE
As we know the big mistake of confusing students sentences in the present perfect and
past simple we can appreciate how they structured these tenses:
Simple past.
Affirmative sentences.
Subject + verb in past
I forgot a books.
She ate a hamburger
Interrogative sentences.
Did + subject + base verb
Did she eat
hamburger?
Did you forget a book?
PRESENT PERFECT
Affirmative sentences
Subject + verb aux (have/has) + past participle
You have played well
She has been to USA.
Interrogative sentences.
Verb aux (have/has) + subject + past participle
Have you played well?
Has she been to USA?
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6. HOW CAN WE EXPLAIN THE CASE OF THE PRESENT PERFECT IN
STUDENTS?
STEP 1
To enable students to understand the present perfect students begin to make a
brief analysis to analyze few known verbs in English:
Verb Present Past Pretérito
Cantar Sing Song Sung
Escribir Write Wrote Written
Jugar Play Played Played
Estudiar Study Studied Studied
STEP 2
Then we continue with the model of the grammatical structure of the present perfect:
Present perfect
Affirmative sentences
Negative sentences
Interrogative sentences.
Subject + verb aux (have/has) + past participle
She has been to USA.
Subject + verb aux (has/have) not + past participle
She hasn´t been to USA
Verb aux (have/has) + subject + past participle
Has she been to USA?
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STEP 3
We explained that in the present perfect the action we will take,for a sentences ; We
talk about sentences that happened in the past, but this action is not specified when it
happened, for example.
She has been to USA for three years ….. La acción indica en que sigue en ese lugar
You have written interesting books since 2012 ….. Indica que la acción se sigue
realizando
STEP 4
Students practice sentences on the board and observe if those gaps are still with them,
then give small indications where a lack of knowledge of the topic.
Through completing exercises sing the present perfect and the simple past we can
perform an analysis which will indicate whether the confusion of students has already
ceased or is still present.
7. BEGINNING OR END OF THE CLASS
To begin or end a class that would be good in its methodology strategies used as a
warm up for the course environment does not become heavy if not you start with
happiness and awaken those students eager to learn.
The warm-up can be done at the beginning of classes, has mediated class, or at the end
because it is the best way for students to clear the mind if in the previous class was very
heavy.
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RESULTS
The use of different strategies that teachers can see that applied during classes with
students in the first year of high school, the result is that students better understand the
use of the present perfect in affirmative and negative forms.
1. The strategies used by teachers in the classroom, were dynamic, showy,
spontaneous, group where each of the students were part of the activities to be
performed.
2. The strategy of starting with dynamics at the beginning of each class it was very
essential. They are become competitive groups in the classroom and these in
turn gave a very good development to bring a quality environment in the course.
3. Teachers work step by step topics where students had problems and they were
improving and that was working in a specific order, so it could be repeated in any
information that has not been clear.
4. The students managed to learn the affirmative and interrogative forms in the
present perfect with the help of grammatical structures of each.
5. Explaining the topic of present perfect with the past simple, the students looked
grammatical errors and distinguished relationship with the other form.
6. Students use events of daily life to realize sentences in the present perfect form.
7. students perform the exercises placed on the activities in class by themselves
this gave them an advance for 60% to 90% which is very good for them
percentage.
8. Learning with the use of warm-up was categorically excellent students aroused
the interest in learning and fun class that functioned as a spark to them. the class
happened to be serviced from 40% to 87% with the benefit that the technology
that was distracting was no longer a threat.
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CONCLUSIONS
The teacher does not apply appropriate teaching strategies, for each situation so that
students have the desire to learn.
Not all teachers apply warm up to increase student attention where it is needed to
become dynamic class and quality.
Not all students arrive with a desire to learn and many teachers that are overlooked and
not given proper attention.
Teachers must apply significant integrated learning for the student to increase their level
of study.
Students usually pay more attention to the knitting technology, not all institutions have
the right technology.
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RECOMENDATIONS
Teachers should be more dynamic in their teaching methodology and apply various
strategies in order to reach students
Start a class with a good mood is very good for students to be relaxed and have
confidence with the teacher as long as taking respect for teacher and student vicevers
Focusing on students who do not have a good performance, to help them excel giving
them the confidence that they awaken interest in learning.
Each institution must enjoy today the technology especially when they learn an English
class, and have the necessary equipment to help students improve their sensory
capacities.
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BIBLIOGRAPHIC REFERENCES
Araujo Olivera. (23 de 11 de 2012). LA ADQUISICION DE PRESENT PERFECT. Sielo,
47. Recuperado el 16 de 10 de 2015, de www.Scielo.br/pdf/rbla/v5n2/03.pdf
Bello, A. (29 de 07 de 2014). los tiempos de la conjugacion castellana. Scielo, 165.
Obtenido de www.Scielo.cl
Cardenas. (2004). Estrategias de aprendizaje. Matanzas, cuba: ReDcien. Obtenido de
www.bibliociencias.cu
Dr. Marzario Triana, I. (08 de 12 de 2006). HASH143c.dir/doc Estrategias de
enseñanza. Recuperado el 16 de 10 de 2015, de ReDcien:
http://www.bibliociencias.cu/gsdl/collect/libros/index/assoc/HASH143c.dir/doc.pdf