CELT-S Module 4 – Portfolio task template

Module 4 – Language awareness for teaching

Portfolio task – Research and analyse a grammar structure.
Task focus – Grammar structures – form, meaning, pronunciation; suggesting problems for
learners and providing solutions.
Date 2020
Name of teacher
Name of trainer

Part 1 – Research
Provide details of the grammar structure, the sources you used to research it and details
about your class.
Grammar
structure chosen
Present Perfect Simple
from the
coursebook
My students, as non-native learners of English, have problem
in present perfect tense usage. When I was a student it was
hard to understand how to use it in daily life.
Reason for
And now I am as a teacher ,I can observe that many of my
choosing this
students also struggle with the correct use of the Present
structure
Perfect even though they have some knowledge of it. How
can we help students as a teacher? I have chosen this tense
to find answers to these questions.
Sources you used These are the grammar books which I use as a source
Teaching English Grammar – Jim Scrivener
My Grammar Lab- Mark Foley, Diane Hall
Grammar, Macmillan Heinemann
Digby Beaumont&Colin Granger,(2004) The Heinemann ELT
English
Michael Vince,(2004) Intermediate Language Practice,
Macmillan Heinemann

These are the websites which I use as a source

http://www.esl-tutor.com/2007/04/functions-of-present-
perfect.html
https://dictionary.cambridge.org/dictionary
https://www.britishcouncil.org/english
http://deceptivelyeducational.blogspot.com.tr/2013/05/slap-
it-irregular-past-tense-verbs-game.html
http://www.cambridge.org/us/cambridgeenglish/catalog/gra
mmar-vocabulary-and-pronunciation
https://www.englishpage.com/verbpage/presentperfect.html
http://deceptivelyeducational.blogspot.com.tr/2013/05/slap-
it-irregular-past-tense-verbs-game.html
http://www.bbc.co.uk/learningenglish
http://www.onestopenglish.com

Cambridge English CELT-S | Module 4 | Portfolio task | © UCLES 2016 1

 Portfolio task template

Class Number of learners 22 Level A2 Age 11

Analysis – Research the grammar structure and use your sources to complete this analysis.

I've lived in Ankara for five years. (a)

Grammar structure in
Suzan has broken the window. (b)
example sentences
Have you ever eaten Chinese food? (c)

Form of the grammar The form of the present perfect

structure
We form the Present Perfect with have and the past participle *
(regular verbs: infinitive + -ed; irregular verbs: 3rd column of the
table of the irregular verbs)

has → 3rd person singular (he, she, it)

have → all other forms

* past participle:

regular verbs → infinitive + -ed

irregular verbs → 3rd column of the table of the irregular verbs

Present Perfect Simple

Affirmative:
I
We
You have + verb (3rd form)/past participle
They

He
She has + verb (3rd form)/past participle
It

Negative:
I
We
You haven’t + verb (3rd form)/past participle
They

He
She hasn’t + verb (3rd form)/past participle
It

Question:
I
we
Have you + verb (3rd form)/past participle
they

he
Has she + verb (3rd form)/past participle
it

2 Cambridge English CELT-S | Module 4 | Portfolio task | © UCLES 2016

 I have (already) (just) + done my/her homework.
She has not + done my/her homework (yet).

We form the present perfect simple with subject + have/has + past

participle.

Contractions
've =have haven't = have not
's= has hasn't = has not

I've lived in Ankara for five years. (a)

Suzan’s broken the window. (b)
Have you ever eaten Chinese food? (c)

Meaning/use of the -It's generally used to describe past events which are connected to
grammar structure the present.

-The present perfect is formed from the present tense of the verb
have and the past participle of a verb:

We use the present perfect tense:

-for something that started in the past and continues in the
present:
They’ve been married for nearly fifty years.
She has lived in Liverpool all her life.

- for something we have done several times in the past and

continue to do:
I’ve played the guitar ever since I was a teenager.
He has written three books and he is working on another one.

-We often use a clause with since to show when something started
in the past:
They’ve been staying with us since last week.
I have worked here since I left school.

-when we are talking about our experience up to the present:

Note: We often use the adverb ever to talk about experience up to
the present:
My last birthday was the worst day I have ever had.
Note: and we use never for the negative form:
Have you ever met George?
Yes, but I’ve never met his wife.

-for something that happened in the past but is important at the

time of speaking:
I can’t get in the house. I’ve lost my keys.
Teresa isn’t at home. I think she has gone shopping.
I’m tired out. I’ve been working all day.

- We use the present perfect of be when someone has gone to a

place and returned:
 Portfolio task template

A: Where have you been?

B: I’ve just been out to the supermarket.
A: Have you ever been to San Francisco?
B: No, but I’ve been to Los Angeles.

-But when someone has not returned, we use have/has gone:

A: Where is Maria? I haven’t seen her for weeks.
B: She's gone to Paris for a week. She’ll be back tomorrow.

-We often use the present perfect with time adverbials which refer
to the recent past:
just; only just; recently;

Scientists have recently discovered a new breed of monkey.

We have just got back from our holidays.

- Adverbials which include the present:

ever (in questions); so far; until now; up to now; yet (in questions
and negatives)

Have you ever seen a ghost?

Where have you been up to now?
Have you finished your homework yet?
No, so far I’ve only done my history.

Pronunciation of the Have = One syllable, two forms: STRONG /hæv/ WEAK /həv, əv,
grammar structure v/
Has = One syllable , two forms: STRONG /hæz/WEAK /həz, əz, z/

-The stress is on the past participle, not on the auxiliary have

except in the emphatic form and short answers.

i.e Have [əv] you seen that new film with Julia Roberts?

Yes, I have [hæv] strong

-The auxiliary have is normally weak or unstressed in connected

speech at the beginning of questions.

Have you brought the books yet? weak

[həv]

-In questions starting with question words and in contracted forms

with pronouns or names the [h] sound disappears.

What have you done? / Sarah has lived here for three years.
Weak
[əv] [əz]

-In short answers, tag questions and for emphasis, however, have
is stressed and pronounced

[hæv] or [hæz].

Yes, I have. / She has been there, hasn‘t she? Strong

4 Cambridge English CELT-S | Module 4 | Portfolio task | © UCLES 2016

 [hæv] [hæznt]

-Emphasis is on the result of the action.

I’ve painted my living room. Strong

-With the phrasal verbs, the stress is on the preposition

She’s just gone out (weak)

Pre-intermediate learners often use the wrong auxiliary, mix up

forms of past simple and present perfect or even combine them
like : didn‘t gone. / *I don‘t have done my homework.

Learners make mistakes on the position of still, just, already and

yet.

They also have problems with recognising contracted forms as

they tend not to use them themselves (e.g. He’s - He has or is).

.
I think, the problem learners may have, is learning the past
participles. Many are regular, formed with -ed or -d (worked, lived).
Problems learners may But some are completely irregular, and those forms have to be
have with the structure memorized (been, gone, ridden, bought, told, said). Irregular verbs
have to be memorised like new vocabulary items. We can,
however, help students find regularities by having them group
verbs which are formed in a similar way.

They also have problem when to use this tense. It means that they
have understood how to use it as structure but it is hard to learn
using this tense instead of using past tense. I try to explain that the
learners confuses using either simple past or present perfect
(meaning /usage). For the confusing meaning/usage is hard
problem to overcome. Because they even have problems on L1.
Expressing experiences and something happened in the past and
it has effects on present

Solutions to problems Using the forms clearly, drilling and providing students with various
learners may have controlled practice activities can help the sts. Students can also be
given gap sentences to complete.
Their course book contains a list of irregular past participles in the
back. So they can practise the past participles by checking the list
when they need to use a verb.
I can also add a fun part to it. I searched for a game and decided
on one called 'Slap it!'. I print two decks of cards on which there
are the base form verbs and the irregular verbs past participle
form. Before we start, I ask my learners to pick a partner and pass
the two different decks to each pair.
First, the learners keep the decks of cards separated and shuffle
each well. Then, they turn the top card on the present tense deck
(black and white cards) over so each player can read it. They
leave it face up and begin turning the coloured (present tense)
cards over one at a time, forming a pile.
The learner to spot the past tense version of the present tense
 Portfolio task template

verb and slap the card first gets to take all the cards underneath.
The player counts those cards and the number is written down on
a scorecard. The coloured cards won by the player are combined
with any remaining coloured cards and a new present tense card
is flipped over, play continues. Whoever has the highest number
wins!
Also reviewing can be fun with games like game of dominoes or
bingo games.
Furthermore, to review the form after teaching a guided exercise
and some authentic and meaningful contexts can be given to the
sts.
For overcoming the problem of meaning /usage, I used lots of
guided exercises which express experiences and the situations or
activities happened in the past and affect present. So I wanted to
show the meaning /usage of tense by the help of exercises with
out using any L1.

Part 2 – After you have done the analysis

Complete the self-evaluation and the checklist of evidence to submit.
What was useful/interesting The Present Perfect is a very complex issue
about your research and and it can be challenging for our learners. I
analysis? have learned through my analysis for the task
and my teaching experience before and during
this course, after analyzing and researching on
the topic, as a teacher I realized that the
students can understand the usages.
It was very useful for me to revise the topic
and refresh my grammar knowledge.
Also, this task helps me clarify the chosen
structure in my own mind before I have to
stand up in front of a class and teach it again.
What was Teaching a tense is a challenging duty and it is
difficult/confusing/less useful not easy to teach learners, sometimes it
about your research and makes learners struggle with the correct use of
analysis? the Present Perfect.
Even though my learners have some
knowledge so I decided to look at the form,
meaning and use and phonological issues of
the present perfect.
It is better to check the general approaches in
the classroom before lessons.
There are lots of books and websites that I
have done my research. I looked for some
grammar books for detailed explanations but
they have already failed in some parts
(usages, pronunciation etc. ) and the
websites were confusing. And also, some of
the websites are not reliable and accurate, so I
tried to find out the good ones to when
researching language.
How can you continue to Doing researches from several books makes it
improve on your research and useful for me to learn and use various
analysis of language in the activities and develop myself. The
future? recommended websites and the books on each
lesson are pretty useful.

6 Cambridge English CELT-S | Module 4 | Portfolio task | © UCLES 2016

 And also I will continue to use the websites
that I pointed. As a teacher I feel myself more
confident.
Evidence submitted
()

Part 3 – Evaluation criteria (Trainers complete this for the work submitted.)
/R/
The teacher has Trainer comment
X
selected a grammar structure relevant

to their context
provided an appropriate reason for

selecting this grammar structure
listed sources used for researching the

grammar structure

provided example sentences which

include the grammar structure

provided analysis of the form of the
grammar structure 

provided analysis of the meaning/use of

.
the grammar structure


provided analysis of features of

pronunciation of the grammar structure


suggested potential problems learners
may have with the form, meaning/use
and/or pronunciation of the structure
R

suggested solutions to the learners’

‘
problems

https://scottthornbury.wordpres
reflected on the process of researching s.com/
and analysing language


identified action points for researching
and analysing language in the future 

submitted for evaluation: the section

from the coursebook and the portfolio 
 Portfolio task template

task template with all parts completed

for evaluation
completed the portfolio task on first ,
X
submission

resubmitted the portfolio task

8 Cambridge English CELT-S | Module 4 | Portfolio task | © UCLES 2016