VIETNAM NATIONAL UNIVERSITY,HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
POST – GRADUATE DEPARTMENT
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ĐỖ THỊ HỒNG DIỆP
TO 
APPLYING GAMES IN TEACHING
THE PRESENT PERFECT TENSE TO THE
FRESHMEN AT HAIPHONG MEDICAL UNIVERSITY
( Nghiên cứu việc áp dụng trò chơi trong việc dạy thời Hiện tại
Hoàn thành cho sinh viên năm thứ nhất Đại học Y Hải Phòng )

M.A Minor Thesis
Field: English Teaching Methodology
Code: 60 14 10

Hanoi - 2011 VIETNAM NATIONAL UNIVERSITY,HANOI
UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES
POST – GRADUATE DEPARTMENT
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List of abbreviations ……………………………………………………………………… vi
List of tables and charts …………………………………………………………………….vi
Part 1 : INTRODUCTION ……………………………………………………… 1
1. Rationale …………………………………………….……………………………….1
2. Aims of the study …………………………….………………………………………2
3. Scope of the study …………………………………… …………………………….3
4. Methodology of the study ……………………………………………………………3
5. Design of the study…………………………… ……………………………………3
Part 2 : DEVELOPMENT …………………………………………………………4
Chapter 1: Literature review ………………………………………… ……………… …4
1.1. Grammar and its role in English teaching and learning ………… …………………4
1.1.1. Definitions of grammar …………………………………………………… 4
1.1.2. The role of grammar in English teaching and learning …………………… 4
1.1.3. Grammar: What need to be taught? …………………………… … ……….6
1.2. The Present Perfect tense and its meaning ………………………………….……… 7
1.2.1. Present Perfect expresses indefinite past actions ………………….…………7
1.2.2. Present Perfect expresses state up to the present …………… …………… 9
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1.2.3. Present Perfect expresses finished events connected to the present 10
1.2.4. Present Perfect for repeated or habitual actions ……………………… ….11
1.3. The application of games in teaching Present Perfect Tense ………………………11
1.3.1. The importance of students’ motivation in learning language … ……… 11
1.3.2. Definitions of game …………………………………………………… ….13
1.3.3. Classifications of games …………………………….………………….….14
1.3.4. Advantages of teaching Present Perfect tense with games ……………… 15
1.3.5. Application of games …………………………………….…………….… 17
1.3.5.1. Which games to apply? ……………………………………………17
1.3.5.2. When apply games? ……………………………………………….18
1.4. Summary ……………………………………………………………………… …19

1. Summary of major findings ……………………………………………………… …42
2. Limitations and suggestions for further research………………… ………………….43
REFERENCES ……………………………………………………………… .45
APPENDICES ………………………………………… ………………………I

vii

LIST OF ABBREVIATIONS
CLT: Communicative Language Teaching
PPP: Presentation – Practice- Production
PPT: Present Perfect Tense
HMU: Hai Phong Medical University
LIST OF CHARTS AND TABLES
Chart 1: Teachers purpose of teaching grammar
Chart 2: Teachers’ method to teach grammar
Chart 3: Students’ Present Perfect learning
Chart 4: Suggestions to improve the students’ learning
Chart 5: Frequency of using games in class
Chart 6: Students’ interest in PPT
Chart 7: Students’ understanding of the lesson
Chart 8: Students’ attitude to teaching method

the knowledge that we have, in a correct and understandable format.
In the English grammar system, learners still find it difficult to master the connection
between Time – Tense – Aspect. Tense and aspect are grammatical categories of the verbs
which have to do with forms. While tense links the situation represented by a sentence with
the time at which it is uttered, aspect represents features of the temporal structure of the
situation. Tense and aspect are obligatory because whenever we encode an event through a
finite clause, we select one or another tense, one or another aspectual distinction. In fact, tense
and aspect can combine in various ways, giving different types, such as: the Present
Progressive tense, the Present Perfect tense, the Past Perfect Progressive tense…Having taught
at some colleges and universities for a few years, I realize that the Present Perfect tense that
puzzles students most. Of all the English tenses, PPT is undoubtedly the most difficult one for
students to learn and, for that reason, the most difficult one to teach. The trouble does not
come from teaching the form. Students do not have much trouble with how to form PPT.
Instead, they have trouble understanding how to use PPT. Almost all elementary students
know how to conjugate this verb tense correctly, but knowing when to use PPT (the functions
of the tense) is often confusing.
Mario Rinvolucri (1984:3) wrote that: “Grammar is perhaps so serious and central in
learning another language that all ways should be searched for which will focus students
energy on the task of mastering and internalizing it. One way of focusing this energy is
through the release offered by games”. Grammar games are very useful in teaching and
learning; grammar games not only encourage but also improve students’ ability in using
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English fluently. However, at my university, teaching grammar, including the PPT - a difficult
item of English grammar is very boring and passive. Through my observation with two
random classes – Y1K32B and Y1K32H- (see Classroom Observation Sheet in Appendix 1), I
find that in the lesson plan, teacher proposes many activities for students to learn and
communicate; however in practice, teacher often uses PPP approach, and even Grammar

areas which are manageable. Benefits of application of games in teaching the PPT create the
effectiveness of students’ learning which focuses on two factors: developing students’
motivation and understanding of the lesson. The study focuses on the first-year students at
HMU, so the results of the study are not applied for all students of all universities.
4. Methodology
This study used both quantitative and qualitative methods. Quantitative method helps
to provide the quantified background data. The collected data and information lay the
foundation for the study. Comments, remarks, assumptions and conclusions of the study are
based on data analysis. Data collection for analysis in the study come from the lecturers and
students in HMU by:
- Class observation
- Survey questionnaires
- Interviews and discussion
5. Design of the study
This minor thesis includes three parts.
The first part – Introduction – provides the motivation for the research, identifies the
aims, scope, methods and research questions.
The second part – Development – consists of three chapters.
Chapter 1- Literature review - gives an overview of theories of the study.
Chapter 2 – Contents of the study – investigates the current situation of learning and
teaching the PPT at HMU through class observation, interviews and questionnaires, then
carries out data analysis, comparison, findings and discussion.
Chapter 3 – Suggestions – provides or suggestions to overcome difficulties when using
Present Perfect games in class and examples of games to teach the Present Perfect tense in
Headway textbook (elementary).
The last part of the study is the conclusion which gives a summary of the study and
recommendations for further study.
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meaning. Without grammar or with a poor knowledge of grammar, they may get confused
with complicated expression. Appropriate grammar techniques are embedded in meaningful,
communicative contexts then contribute positively to communicative goals and they also
promote accuracy in using language fluently.
Besides, according to Smith (2001: 15), if teachers neither pay attention to grammar
nor create opportunities for learners to improve grammar, learners are likely to stand the risk
of fossilization or reach a point where they can cope with level of communication by making
use of their existing grammatical resources and communication strategies and probably with
sufficient fluency. Surely, the learners do not see the need to develop their linguistic abilities
any further.
In favor of the importance of grammar, Larsen – Freeman (1986: 13) affirms that
grammar is regarded as a skill rather than an area of knowledge. Learners do not simply store
knowledge about the language and its use; they need also develop an ability to do something.
They must have a chance of learning situations to overcome the knowledge problem. It is true
to say that grammar is the fifth skill besides four skills reading, writing, speaking and
listening. Skill development as well as learning grammar need practice. Grammar might not be
taught only when the students already possessed the knowledge and the ability to use the
grammar item in speech, writing and listening comprehension. In fact, grammar is the basic
for mastering four language skills. When we have concrete foundation of grammar, we feel
easy to advance.
In general, grammar is acknowledged to be of importance in learning and teaching a
language. Grammar is naturally acquired from meaningful input and opportunities to interact
in the classroom. More especially, learners can improve their grammar competence in a
suitable environment without conscious focus on language forms. However, this partly
depends on the learning circumstances. As a result, grammar teaching gains its significant role
in English Language Teaching because highly developed language skills are difficult to

the grammatical structure as well as how it is used. He also suggests some remarkable points
for teachers to remember when presenting a structure:
 Show what the structure means and how it is used, by giving examples
 Show clearly how the structure is formed so that students can use it to make
sentences of their own.

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1.2. The Present Perfect Tense and its meanings
1.2.1. Present Perfect expresses indefinite past actions
The Present Perfect is used when the speaker wants to refer to the past event in relation
to speech time, not to a definite moment of occurrence of the event. The speaker views the
event as happening at an indefinite time (or unspecific time) in the past. This makes a marked
contrast with the simple past which is used when the speaker views the events as occurring at
a definite past time. Compare:
a. The train has left safely.
b. The train left five minutes ago.
In (a) the speaker wants to refer the present situation, the train has left and now it is on the
rails with the passengers get on it whereas in (b) there is an adverbial of time to specify the
exact time so past tense is appropriate.
As a consequence of its indefiniteness, the Present Perfect is often used with indefinite time
expressions which mean at any time up to now or by now. For example:
Just is used to indicate immediate past time, whose results are very clear:
E.g.: “I’ve just washed the floor” (so it’s still wet).
“He’s just left” (so you are too late to speak to him).
Already suggests that the speaker believes that the action is over and that the present result is
surprisingly quick.
E.g.: “He’s already eaten it” (there is none left. That was surprisingly quick).

This is clear if we contrast the following pair:
Have you been busy this morning? (It is still the morning now)
Were you busy this morning? (This morning is now the finished past)
Have you cleaned the floor? (The floor is still wet).
Did you clean the floor? (Maybe the floor is dirty and need cleaning.)
The Present Perfect- not the past tense is used when the meanings of indefiniteness and
beforeness are present in the speaker’s mind even though no adjunct accompanies the verb.
The problem remains is to establish what determines the choice of the Present Perfect rather
than the past. Consider these sentences:
(a) I’ve finished my homework.
(b) He’s sold his house
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At first glance, it looks as if there is no element of present involvement in these sentences but
in fact, in all of them there are present features which form part of the whole relevant situation
set out in time – that is to say, they are past events with present relevance. In (a), the
implication may be I’m now ready to go out with you and in (b) the implication may be he will
have to hire a house. So the Present Perfect is often used when the past events have some
present importance, usually they are news and we could make a present tense sentence with a
similar meaning about the same situation such as.
We often give piece of news in Present Perfect – it is especially common in reports,
letters and conversations. And it often occurs at the start of an exchange and serves to
establish past time focus, subsequent references to events being made by means of past tense.
For example:
A: I’ve bought a new car
B: Oh, have you? What sort?
A: A Ford. We bought it last week.
1.2.2. Present Perfect expresses state up to the present

denoting the change from one state to another. For example:
(1) My grandparents have arrived (they are here now).
(2) He’s drunk all the wine (there isn’t any left).
(3) She’s learnt the words (She knows the words).
In some other cases, even though the resultative implication is not obvious from the
verb’s meaning, the major focus of the clause is the present result of the event not the past
event itself. For example: I’ve cut myself (The cut is still there).
With the Present Perfect just is used to indicate intermediate past time whose result
are very clear. For example: I’ve just washed the floor (So it’s still wet).
This usage of the Present Perfect is sometimes difficult to distinguish from the recent
indefinite past use. However, again we can see that the Present Perfect is closely associated
with the notion of current relevance which can be regarded as a pragmatic inference deriving
from the basic meaning of anteriority. And we consider that current relevance is a
consequence of the combination of the Present Perfect with the inherent meaning of the verb
or even of the situation. Thus, They have come back implies that they are still back while They
came back – has no such implication.
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Relevance is a difficult idea and does not identify the primary semantic distinction
associated with the perfect form. It is better to use the explanation based on the essential
meaning of the form. The speaker sees, or thinks of, something at the moment of speaking
which makes him look back on something which has already happened.
1.2.4. Present Perfect for repeated or habitual actions
The Present Perfect is used to express actions that are habitual or can be repeated more
than once. This use is associated with frequency adverbs: often, always, frequently … and
expressions like three/ four/ several times….
Here are the examples:
(1) Mary’s attended classed regularly. She’s always worked hard.

force which determines whether a learner embarks on a task at all, how much energy he
devotes to it, and how long he perseveres. It is a complex phenomenon and includes many
components: the individual’s drive, need for achievement and success, curiosity, desire for
stimulation and new experience, and so on.”
Apparently, Littlewood, not only highlighting the important role of motivation in
second language learning but also emphasizing the “highly complex construct” of motivation
claimed that if a learner is motivated she will probably decide to undertake a particular task
with certain amount of energy and time needed for it.
Furthermore, McKay and Tom (1992:2) point out that the need and drive to
communicate with others in a new language provide strong motivation for most learners.
This is more or less similar to Lightbown and Spada’s (1999:56) definition of
motivation in second language learning that “motivation in second language learning is a
complex phenomenon which their attitudes towards the second community:
They also add that “If learns need to speak the second language in a wide range of
social situations or to fulfill professional ambitions, they will perceive the communicative
value of the second language and will therefore be motivated to acquire proficiency in it.
Likewise, if learners have favourable attitudes the speakers of the language, they will desire
more contact with them”.
Learners’ motivation can change overtime and effect on their language learning.
Various studies have found that motivation is strongly related to success in language learning.
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Gardner (1985) (quoted in Spolsky, 1998) sums up”: … it seems clear that
achievement in second language learning is influenced by attitudinal/motivational
characteristics. Postulating that achievement in a second language learning is promoted by an
integrative motive is not tantamount to saying that this is the only cause or predictor”.
However, many research findings shows that successful learning can enhance motivation,
and the relationship between learning achievement and motivation is an interactive one. As

element of competition between individual students or teams in a language activity.” When
appears ‘an element of competition’, all above rules are most needed. Besides, games are
emphasized to encourage students’ solidarity in teamwork in which they have to try their best to
do the tasks or maybe to code any requirements given in the games for their team spirit.
Therefore, games comprise many factors such as rules, competition, relaxation, and
learning. The main focus of using game in class is not only to help students to learn more
effectively but also to have fun.
1.3.3. Classification of games
Classifying games into categories can be difficult because categories often overlap.
Hadfield (1999) explains two ways of classifying language games. First, language games are
divided into two types: linguistic games and communicative games.
 Linguistic games focus on accuracy, such as supplying the correct antonym.
 Communicative games focus on successful exchange of information and ideas,
such as two people identifying the differences between their two pictures which are similar
to one another but not exactly alike. Correct language usage, though still important, is
secondary to achieving the communicative goal.
Second, Hadfield (ibid.) classifies language games into many more categories.
Together with the classification of games as linguistic games or communicative games, some
games will contain elements of more than one type.
Sorting, ordering, or arranging games. For example, students have a set of cards with
different products on them, and they sort the cards into products found at a grocery store and
products found at a department store.
 Information gap games
 Guessing games
 Search games
 Matching games
 Labeling games
 Board games
Another distinction among games is that between competitive games and cooperative
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
Spelling games

 Conversation games

Writing games

 Role play and dramatics
It is shown that the classifications of games from the above linguists are common in a way
that each kind of games focuses on a language item or a skill for the purpose and the content
of the lesson. Therefore, teachers should be careful of choosing the most suitable game for
each lesson so that learners and teachers can benefit the most from these games.
1.3.4. Advantages of teaching Present Perfect tense with games
Arif Saricoban and Esen Metin (2000), authors of “Songs, Verse and Games for
teaching grammar” explain how and why games for teaching grammar in class. They say:
“Games and problem-solving activities… have a purpose beyond the production of correct
speech and are examples of the most preferable communicative activities”. They go on to
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explain that grammar games help students gain knowledge and apply and use that learning.
Additionally, games have the advantage of allowing the students to “practice and internalize
vocabulary, grammar and structures extensively”. Games can teach, and there might be no
reason why they cannot be included as a part of a lesson. They can do this through repeated
exposure to the target grammar and because students are often more motivated to play games
than they are to do deskwork. Plus, during the game, the students are focused on the activity
and end up absorbing the grammar subconsciously.
Aydan Ersoz (2000), author of “Six Games for the ESL/EFL Classroom” also explains
more reasons why games do work for teaching grammar. Learning a language requires

PPT is really a very interesting tense, and a very useful one. Try not to translate PPT into your
language. Just try to accept the concepts of this tense and learn to "think" present perfect! You
will soon learn to like the PPT!
According to Wright, Betteridge and Buckby (1984): “Games help the teacher to
create contexts in which the language is useful and meaningful. The learners want to take part
and in order to do so must understand what others are saying or have written, and they must
speak or write in order to express their own point of view or give information. Thanks to
games, shy language learners will have more chances to speak and show their feeling and
opinions in English as much as they can”.
Teaching the PPT can be hard going - for the teacher and the students. It does not have
to be difficult or painful, however. You can teach the PPT using fun learning games and
before you know it; your students will be more than willing. There is an interesting movement
towards teaching the tense with games. Teaching this tense through games, the atmosphere of
the class will be more comfortable and exciting. The lesson will become easier, more
effective, motivating and interesting. It creates students’ motivation in learning. Just imagine
when coming in class, the teacher announces that it is time for a grammar lesson with games
and instead of disappointment and whine, the teachers and the students get smiles, enjoyment
and excitement.
1.3.5. Application of games
1.3.5.1. Which games to apply?
The teacher's using games in class is not to fill time without any linguistic purposes.
These games may entertain the students, but when the teacher does not have much time with
them each day as it is, he/she wants the game to do double duty to get the most out of the time
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he/she spends playing games. Lin Hong (2002), author of “Using Games in Teaching English
to Young Learners”, explains that not all games are going to work to teach students language
skills. If the games are simple for fun and not linked to educational goals it may not be the best