STUDENT’S NAME: Kawa Izaddin Omar

Kurdistan Region -Iraq

STUDENT’S CODE: ENG@RVO787Q
Ministry of Higher Education &
Scientific research DEPARTMENT: English

Cihan University – Duhok YEAR /STAGE: First year

Department SUBJECT: Grammer

ACADEMIC YEAR (20 - 20 )

ATTEMPT ( )

SEMESTER ( )

GRADES
HEAD EXAMINATION
LECTURES
NO. DEPARTMENT COMMITTEE
SIGNATURE
MARKS WRITTEN SIGNATURE SIGNATURE

TOTAL
 PRESENT PERFECT

A Report Submitted to the Scientific Committee in Department of English

language as Partial Requirements for Grammer

2020 A.D. 2720 K. 1441 A.H

 TABLE OF CONTENTS
CONTENTS PAGE
ABSTRACT ……………………………………………………....……... I
INTRODUCTION PRESENT PERFECT……………….…………....…. 2
HOW TO FORM THE PRESENT PERFECT…………….…………...... 3
HOW TO PROCEED……….…………………………………………… 5
 ABSTRACT

This article examines developments in the use of the present perfect (PP) with the
auxiliary have in standard British and American English from 1750 to the present
day, drawing data from the drama section of A Representative Corpus of Historical
English Registers (ARCHER). Multivariate analyses were conducted to examine
changes in the type of linguistic contexts that favor the choice of the construction
over its main competitor, the simple past tense. A number of significant changes
were identified, including a stronger tendency for the have-PP to occur in
temporally specified and negative contexts, and to become less favored by
transitive verbs and events with direct results (e.g., break, kill, lose, arrive). The
findings are interpreted as an indication of a slow functional reconfiguration that
contours the construction’s continued grammaticalization. It is suggested that there
has been, since the Late Modern English period, a gradual shift in the nature of the
construction’s “current relevance,” from the persistence of the present result of a
past event to the situational constitution of the “extended-now” interval.

Keywords: present perfect, simple past tense, grammaticalization, Late Modern

English.

1
 Chapter One
Introduction present perfect

When teaching the present perfect, or explaining the present perfect, it is often easiest
to focus on the use of the present perfect rather than the meaning. This is
especially true for the first time students encounter it (usually associated with the
use of talking about experiences).
However, sooner or later you will be looking at different uses of the present perfect,
and more often than not its relation with the past tense. This is where things often
get tricky, partly because of the potentially misleading word present in present
perfect. It could be worthwhile to focus the students’ attention first on the perfect
and then the present. Doing this, rather than the other way around will make
explanations of the uses of the present perfect easier.
An easy way of explaining perfect is to use the word before. But since the past simple
is also technically before the present, this does not cover all the uses of the perfect
aspect. Another technical term is in retrospect, for which looking back is easier. So
the present perfect is before the present, or looking back from the present.

2
 Chapter Two
How to form the Present Perfect

Present Perfect Positive

SUBJECT HAVE/ HAS PAST PARTICIPLE

I / you / we / they have written

he / she / it has written

Note: In spoken English, it’s common to use the contraction:

• I’ve written three books.

• We’ve already seen that movie

• Barbara’s forgotten her cell phone.

• He’s just woken up.

In this case, he’s, she’s, Barbara’s, etc. mean he has, she has, and Barbara has,

not he is, she is, or Barbara is.

Present Perfect Negative

SUBJECT HAVEN’T / HASN’T PAST PARTICIPLE

I / you / we / they haven’t seen

he / she / it hasn’t seen

Examples:

• I haven’t seen John this week.

• Mary hasn’t come to class for the past two days.

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 Chapter Three
Present Perfect Questions
HAVE / HAS SUBJECT PAST PARTICIPLE
Have I / you / we / they finished?
Has he / she / it finished?
Examples:
• Have you finished the project yet?
• Has George ever been to New York?
How to answer present perfect questions:
• Have you been to London?
Yes, I have. / No, I haven’t.
• Has Alex met Miriam yet?
Yes, he has. / No, he hasn’t.
• Have the results of the election been announced?
Yes, they have. / No, they haven’t.
What is the past participle?
The past participle is a form of the verb that describes a completed action or state.
For regular verbs, the past participle is the same as the simple past:
• I worked (simple past) all day yesterday.
• I’ve worked (past participle) here since August.
This is also the case for many irregular verbs:
• He sold (simple past) his car last week.
• He’s sold (past participle) 200 books so far.
How To Proceed 4
1- Introduce the Present Perfect – Regular verbs:
Give examples in past simple: Yesterday, I had a busy day. I received lots of
emails.
Lead in to present perfect: I have received only a few today. Show students how
the present perfect is formed: have/has plus the past participle. Tell them that the
past participle of regular verbs ends in –ed, just as in simple past.
2-Contrast finished and unfinished time:
One of the best ways to ensure that students understand when the present perfect is
used is to contrast finished and unfinished time.
Ask students: Is yesterday finished? (They should say it’s finished.) Ask them: Is
today finished? (They should say it isn’t.)
On the board, draw two columns. On the left column write examples of phrases
that go with finished time: yesterday, last week, last month, last year, 1990,
etc...On the right column, write those that go with unfinished time: today, this
week, this month, this year, etc…
Make sure they notice the differences, then, give examples (only with regular
verbs) with both tenses: Last month, I visited my grandmother twice. This month, I
have only visited her once. But this month is not finished so I may visit her again
before the month is over. Provide as many examples as necessary, in all persons,
and then ask students to do the same with other regular verbs. Contrast the simple
past and present perfect as much as necessary.

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3-Introduce the Present Perfect – Irregular verbs:
Proceed with the irregulars. Divide the board into three columns and write some
irregular verbs in the first column, their simple past form in the second column,
and finally the irregular past participle in the third. Give them examples as you go
over each verb:
I’ve had two cups of coffee today.
I’ve spoken to John this week.
I’ve read all four of the Twilight books
Make sure students have a list they can use for reference. With the help of the list,
they provide more examples with other irregular verbs.
4-Introduce the Present Perfect – Negative forms:
Say, “I saw my grandmother last week. I haven’t seen her this week.”
Give more examples alternating between an affirmative in simple past and a
negative statement in present perfect: I went to Rome last year, but I haven’t been
there this year.
Now, give each of your students just the affirmative statement in simple past and
ask them to supply an example in present perfect negative:
T: I was at the bank earlier today.
S: I haven't been to the bank this week.
In this worksheet, students practice the present perfect negative, and you may also
introduce the use of yet.
5-Introduce the Present Perfect – Interrogative forms:
Model questions with have or has:
T: Have you seen Twilight?
S: Yes./No.

6
T: Ask me!
S: Have you seen Twilight?
Continue with more questions from students. Model questions with where and
what, but make sure students understand that if they ask questions with when,
where and why, they need to use the simple past because they are referring to a
specific moment in the past. Write examples on the board. Make sure they ask
questions in all persons, both singular and plural. If they are unsure as to how to
ask a question, model it for them first.
6-Introduce the Present Perfect – Short answers:
Ask yes or no questions and teach students to give short answers:
T: Have you seen my pen?
S: Yes, I have./No, I haven’t.
Students ask classmates yes or no questions, and classmates reply with short
answers.
7-Provide extended practice:
Tell your students that the best way to remember the past participle of irregular
verbs is through practice, in both written and oral exercises. At BusyTeacher.org,
there are enough Present Perfect worksheets to keep your students practicing for
hours!

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REFERENCES:
1- https://busyteacher.org/3679-how-to-teach-present-perfect.html

2- Aaron, Jessi E. 2010. Pushing the envelope: Looking beyond the variable context. Language Variation and
Change 22(1). 1-36. https://journals.sagepub.com/doi/abs/10.1177/0075424214549560

3- By Kerry G.Maxwell and Lindsay Clandfield http://www.onestopenglish.com/grammar/grammar-

reference/verbs-and-tenses/present-perfect-aspect-tips-and-activities/152813.article

4- www.espressoenglish.net