INTRODUCTION
Rationale
Grammar, as defined by linguists, encompasses several key components: phonetics (sound production and perception), phonology (sound combination), morphology (word formation), syntax (sentence structure), and semantics (meaning) This indicates that language cannot exist without grammar In the context of learning a foreign language, mastering grammar is crucial, offering numerous benefits such as enhancing writing, reading, thinking, and speaking skills Additionally, a strong grasp of grammar allows individuals to convey their knowledge accurately and understandably.
Mastering the connection between Time, Tense, and Aspect in English grammar poses challenges for learners Tense relates the situation in a sentence to the time it is expressed, while aspect highlights the temporal characteristics of that situation Both tense and aspect are essential, as they influence how events are conveyed in finite clauses They can combine in various forms, such as Present Progressive, Present Perfect, and Past Perfect Progressive Among these, the Present Perfect tense (PPT) is particularly perplexing for students, making it the most challenging tense to teach While students often grasp the formation of PPT, they struggle with its usage and understanding its functions, leading to confusion despite their ability to conjugate it correctly.
According to Mario Rinvolucri (1984:3), grammar plays a crucial role in learning a new language, necessitating various methods to engage students in mastering it One effective approach to channeling this energy is through the use of games, which provide an enjoyable way to reinforce grammatical concepts Incorporating grammar games into lessons can significantly enhance the learning experience and facilitate better understanding and retention of language rules.
Teaching grammar, particularly the Present Perfect Tense (PPT), at my university often lacks engagement, relying heavily on the PPP approach and Grammar Translation Method, which leads to student disengagement Observations of classes Y1K32B and Y1K32H reveal that while lesson plans include interactive activities, they are rarely implemented effectively, resulting in students struggling with motivation and comprehension Factors contributing to this issue include inadequate English skills, limited teacher knowledge on effective activities, and mismatched content Consequently, students are not developing their grammar skills or gaining confidence in oral communication This study highlights the necessity of incorporating games into grammar instruction, particularly for the PPT, to enhance student engagement and understanding.
As an English teacher, I am eager to explore the challenges of teaching the Present Perfect Tense (PPT) at HMU and seek ways to improve its effectiveness through engaging game-based learning strategies.
Aims of the study
This study investigates the impact of games on teaching and learning the Present Perfect tense, while also exploring students' attitudes, expectations, and progress in mastering this grammatical structure through interactive gameplay.
to propose several recommendations on game adaptation to make them more enjoyable and productive to the students at HMU
In order to carry out the study in this way, the following questions are put forth
1 What are students’ attitudes towards games in the Present Perfect lesson?
2 How does the use of games help students learn Present Perfect Tense more effectively?
3 What games should be used to teach The Present Perfect Tense more effectively for the freshmen at Hai Phong Medical University?
Scope of the study
This study aims to explore the impact of game-based learning on first-year students at HMU, emphasizing its potential to enhance student motivation and comprehension of lessons By narrowing the focus to manageable areas, the research highlights the effectiveness of applying games in teaching PPT, though the findings may not be applicable to students across all universities.
Methodology of the study
This study employed a combination of quantitative and qualitative methods to establish a solid foundation through quantified background data The analysis of this data, gathered from lecturers and students at HMU, informed the study's comments, remarks, assumptions, and conclusions.
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.
DEVELOPMENT
Ur (1991: 4) defines grammar as “the way language manipulates and combines words
Grammar can be defined as the arrangement and structuring of words to create longer units of meaning This definition aligns closely with the general understanding of grammar, but it emphasizes the functional aspect of language rules While knowing how these rules operate is essential, it may not be a compelling motivator for everyone.
According to Crystal (2004), grammar serves as the essential framework for effective self-expression A deeper understanding of grammar enhances our ability to assess the clarity and impact of language usage, both our own and that of others This knowledge promotes precision, uncovers ambiguities, and leverages the expressive potential of English Furthermore, mastering grammar benefits all educators, not just those teaching English, as it fundamentally revolves around grasping meaning in communication.
Maugham (1938) emphasizes the importance of grammar in writing, stating that while it is essential to adhere to grammatical rules, one must recognize that grammar is essentially a structured version of everyday speech Ultimately, the true measure of language lies in its usage.
Grammar is a crucial aspect of language that should not be overlooked, as it plays a significant role in effective communication Despite its complexity and the challenges learners face in mastering it, investing time in understanding grammar is undoubtedly worthwhile.
1.1.2 The role of grammar in English teaching and learning
According to Harmer (1987), understanding grammar is essential for students to effectively use language beyond isolated phrases Mastery of grammar enables learners to grasp the structure and function of language, facilitating coherent communication In addition to vocabulary, knowledge of grammar is crucial for comprehending written language and the proper combination of words.
Literature review
Grammar and its role in English teaching and learning
Ur (1991: 4) defines grammar as “the way language manipulates and combines words
Grammar can be defined as the arrangement and shaping of words to create longer units of meaning While this aligns with the general understanding of grammar, it emphasizes the functional aspect of language rules However, simply knowing how these rules operate may not be a strong motivating factor for language learners.
According to Crystal (2004), grammar serves as the essential framework for effective self-expression A deeper understanding of grammar enhances our ability to monitor the clarity and impact of our language use, allowing us to achieve precision, identify ambiguity, and fully utilize the expressive potential of English This knowledge is beneficial not only for English teachers but for educators in all fields, as teaching grammar fundamentally revolves around grasping meaning.
Maugham (1938) emphasizes the importance of grammar in writing, stating that while it is preferable to write grammatically, one must remember that grammar is essentially a structured form of common speech, with usage being the ultimate measure of correctness.
Grammar is a complex and essential aspect of language that cannot be overlooked While learners may struggle to master it, the effort invested in understanding grammar is invaluable and worthwhile.
1.1.2 The role of grammar in English teaching and learning
According to Harmer (1987), a solid understanding of grammar is essential for students to effectively use language beyond mere vocabulary Mastery of grammar enables learners to comprehend how words are combined and structured to convey accurate meanings Without a strong grasp of grammar, students may struggle with complex expressions and become confused By integrating appropriate grammar techniques within meaningful, communicative contexts, educators can enhance students' communicative abilities and promote fluency and accuracy in language use.
According to Smith (2001), if teachers neglect grammar instruction and fail to provide opportunities for learners to enhance their grammatical skills, students risk fossilization This means they may rely solely on their current grammatical knowledge and communication strategies, achieving a level of fluency that satisfies their immediate needs Consequently, learners may not feel motivated to further develop their linguistic abilities.
Grammar is essential as it is viewed as a skill rather than mere knowledge, as highlighted by Larsen-Freeman (1986) Learners must not only acquire knowledge of the language but also develop the ability to apply it effectively in various contexts To address the challenges of knowledge application, students require ample opportunities for practice Grammar should not be taught solely when students have already mastered its usage; instead, it serves as the foundation for developing the four primary language skills: reading, writing, speaking, and listening A solid understanding of grammar enables learners to progress more easily in their language proficiency.
Grammar plays a crucial role in language learning and teaching, as it is often acquired through meaningful input and interactive classroom experiences Learners can enhance their grammatical competence in supportive environments without needing to consciously focus on language forms However, the effectiveness of this acquisition largely depends on the learning context Consequently, grammar instruction is essential in English Language Teaching, as advanced language skills are challenging to attain without a foundational understanding of grammar.
As an important element in the grammatical system of English language, the Present Perfect Tense is also necessary It is not easy to communicate with someone without using the
The Present Perfect tense is essential for discussing events that occurred or began in the past and have relevance to the present or future This tense is crucial for effective communication, allowing us to connect past actions with current circumstances.
1.1.3 Grammar: what need to be taught?
The debate surrounding the teaching of grammar remains unresolved, with differing opinions among educators Some believe that grammar instruction should focus on explaining grammatical rules and terminology, while others argue that it should emphasize the practice of common grammatical patterns Additionally, some educators advocate for providing learners with opportunities to engage in realistic situations, enabling them to communicate effectively.
Sandra L McKay (1986:xiv) emphasizes the importance of teaching both form and function in grammar classes to ensure students learn to use English correctly and appropriately "Form" encompasses grammatical structures like verb tense and question formation, while "function" pertains to the practical purposes of language, including asking for information, making suggestions, and extending invitations.
Penny Ur (1988) aligns with Sandra L MacKay in emphasizing the importance of balance in language teaching They note that some educators and course materials may overly focus on certain aspects, such as grammar forms or written exercises, while neglecting others, like meaningful communication and oral practice To effectively address the diverse needs of students, it is crucial for teachers to maintain a well-rounded approach that incorporates all facets of language use.
Adrian Doff (1988: 33) emphasizes that teachers must instruct students on the meaning, form, and usage of grammatical structures He also highlights key considerations for educators when introducing these structures effectively.
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.
The Present Perfect tense and its meaning
1.2.1 Present Perfect expresses indefinite past actions
The Present Perfect tense is utilized to discuss past events in relation to the current moment, focusing on an indefinite time rather than a specific occurrence This contrasts with the Simple Past tense, which refers to events that happened at a definite time in the past For example, "The train has left safely" indicates an unspecific time of departure, while "The train left five minutes ago" specifies when the event occurred.
In scenario (a), the speaker describes the current situation where the train has departed and is currently on the tracks with passengers aboard Conversely, in scenario (b), the inclusion of a time adverbial indicates a specific moment in the past, making the use of the past tense more suitable.
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)
“Have you already seen it?” (What a pity We couldn’t have seen it together)
Yet suggests that the speaker believes that the result of the action should or could be present
E.g.: “I haven’t painted the fence yet.” (You promised to paint the fence Is it finished, how long will you take to finish it?)
Lately/Recently are used to express regency These are used to talk about the recent events which continue up to the present
E.g.: “I’ve seen Jane a lot lately.”
“There have been a lot of terrible storms recently.”
Ever/Never/Before are used to express indefiniteness, especially for remembered experience which is part of a person in the present
E.g.: “I’ve been to Spain but I have never been to Italy”
“I’m sure we’ve met before.”
Still expresses the speaker’s surprise that the action continues to affect the present moment
E.g.: “He still hasn’t left.” (I am surprised that he is here now)
This morning/ Today/ This week… are used with Present Perfect to refer actions or events which are still continuing in the present
E.g.: “We’ve done quite a lot work today.”
“I haven’t watched any television so far this week.”
The Present Perfect and the past tense in English serve distinct purposes and are not typically interchangeable The past simple tense refers to specific events or states that occurred at a definite time in the past, emphasizing factual information In contrast, the Present Perfect tense connects the past to the present moment, reflecting the speaker's current perspective on past events This tense is indefinite and allows the speaker to consider past occurrences while speaking, highlighting their relevance to the present.
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 tense, distinct from the past tense, is utilized when the concepts of indefiniteness and beforeness are prominent in the speaker's thought, even in the absence of an adjunct with the verb The key challenge lies in understanding what influences the selection of the Present Perfect over the simple past tense.
At first glance, sentences may seem devoid of present involvement; however, they often contain present features that relate to past events with current relevance For instance, in example (a), the implication is that I am now ready to go out with you, while in (b), it suggests he will need to hire a house The Present Perfect tense is frequently employed to highlight past events that hold significance in the present, typically relating to news This can also be expressed in present tense sentences conveying similar meanings about the same situation.
The Present Perfect tense is frequently used in news reports, letters, and conversations to establish a focus on past events This usage is particularly common at the beginning of discussions, setting the stage for subsequent references to events in the past tense.
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
The Present Perfect can be used to report the existence of a stable state of affairs over a continuous period of time up to present
The following sentences are examples:
(1) They’ve lived in Hanoi since 2000
(2) Mai has only had that diamond ring for two days
(3) I’ve felt tired for a whole week now
(4) Those people have been at my house since Monday
(5) The fridge has been empty for days
The Present Perfect tense is commonly used with state verbs and adjuncts indicating duration or frequency Sentences like "They’ve lived in Hanoi," "Mai has only had that diamond ring," and "The fridge has been empty" require duration phrases such as "since 2000," "for two days," or "for days" for clarity Adjuncts starting with "since" denote the starting point of a time period, while those beginning with "for" express the duration as a quantity, often accompanied by a numeral Although adjuncts beginning with "for" are frequently used with the perfect form, they are not exclusively limited to it.
The use of the simple past tense in sentences (1) and (4) is inappropriate due to its incompatibility with the preposition "since." In contrast, examples (2), (3), and (5) incorrectly employ the simple past instead of the Present Perfect, which implies that the time frame has already concluded in the past.
1.2.3 Present Perfect expresses finished events connected to the present
The Present Perfect tense indicates a finished action or past event that has relevance to the present, highlighting that the outcome remains effective now It reflects a current situation that has evolved from a previous state due to a past occurrence, which is why it is often referred to as the "resultative perfect." This usage is most evident with transitional verbs that signify a change from one condition to another.
(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 certain instances, the resultative implication may not be immediately clear from the verb's meaning; however, the primary emphasis of the clause lies in the current result of the action rather than the action itself For example, in the sentence "I’ve cut myself," the focus is on the ongoing presence of the cut rather than the act of cutting.
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)
The Present Perfect tense can often be confused with the recent indefinite past tense, but it is fundamentally linked to the concept of current relevance, which stems from its basic meaning of anteriority This current relevance arises from the interplay between the Present Perfect tense and the inherent meaning of the verb or situation For example, the sentence "They have come back" suggests that they are still present, while "They came back" does not imply any ongoing relevance.
Relevance is a complex concept that does not clearly define the primary semantic differences related to the perfect form A more effective approach is to focus on the core meaning of this grammatical structure When a speaker refers to something in the present moment, it often prompts them to reflect on past events.
1.2.4 Present Perfect for repeated or habitual actions
The Present Perfect tense is utilized to convey actions that are habitual or occur multiple times, often accompanied by frequency adverbs such as "often," "always," and "frequently," as well as expressions like "three times," "four times," or "several times."
(1) Mary’s attended classed regularly She’s always worked hard
(2) I’ve watched Bill Gates on TV several times
(3) He has visited his mother daily
(4) The valley has been flooded every year since 2000
Habits or states can persist from the present into the future, often necessitating the use of adverbials of duration This usage is similar to the state interpretation of the Present Perfect tense For instance, the sentence "The valley has been flooded every year since 2000" conveys a state interpretation if the frequency adverb "every year" is removed, implying that the valley has continuously endured a single flood event Additionally, omitting frequency adverbs like "daily" or phrases such as "several times" alters the understanding of the situation.
I’ve watched Bill Gates on TV and He has visited his mother become the examples of the indefinite past meaning.
The application of games in teaching Present Perfect Tense
1.3.1 The importance of students’ motivation in learning language
Motivation plays a crucial role in successful language learning, making it essential to explore various approaches to understanding and enhancing motivation in the learning process.
Over the years, researchers have attempted to explain what is meant by motivation
Keller (1984) emphasizes that 'interest' is a key element of motivation, describing it as a positive reaction to stimuli that engages learners' existing cognitive frameworks, effectively igniting and maintaining their curiosity.
Most studies on motivation in foreign and second language learning are largely influenced by Gardner's (1985) definition, which describes motivation as a combination of effort, the desire to achieve learning goals, and a positive attitude toward language acquisition.
According to Littlewood (1985), motivation plays a pivotal role in second language learning, influencing whether a learner engages in a task, the effort they invest, and their persistence This complex phenomenon encompasses various elements, including an individual's drive, need for achievement, curiosity, and desire for new experiences.
Littlewood emphasizes the critical role of motivation in second language learning, describing it as a "highly complex construct." He asserts that a motivated learner is more likely to engage in a specific task with the necessary energy and time commitment.
According to McKay and Tom (1992), the desire to communicate in a new language serves as a significant motivator for many learners This aligns with Lightbown and Spada's (1999) view that motivation in second language learning is a multifaceted concept influenced by learners' attitudes towards the target community.
Learners who need to use a second language in various social contexts or to achieve career goals recognize its communicative value, which boosts their motivation to attain proficiency Additionally, positive attitudes towards the speakers of that language encourage learners to seek more interactions 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
Gardner (1985) highlights that success in learning a second language is significantly influenced by learners' attitudes and motivations He suggests that while an integrative motive can enhance language achievement, it is not the sole factor or predictor of success in second language acquisition.
Research indicates that successful learning significantly boosts motivation, highlighting an interactive relationship between learning achievement and motivation According to Gardner and Smythe (1981, as cited in Hedge, 2000), the strong correlation between motivation and successful learning underscores the vital role of motivation in the classroom, regardless of whether students come with inherent motivation or develop it through their educational experiences.
Haldfield (1999) defines a game as an activity characterized by rules, a goal, and an element of fun, emphasizing its significance in education He argues that games should be considered a vital component of the language curriculum rather than merely a lighthearted activity for occasional use This perspective highlights the role of games in enhancing teaching methods, demonstrating that they can effectively engage learners while facilitating educational tasks in an enjoyable manner.
According to Haldfield (1999), games play a crucial role in language learning by facilitating progression from controlled to free practice They function as both memory aids and opportunities for students to use language spontaneously, serving as a means to engage rather than a mere end Additionally, games act as diagnostic tools for teachers to identify areas where students struggle, allowing for timely intervention Haldfield highlights that incorporating games into lessons encourages student participation and enthusiasm, making it a more effective method for practicing new language skills compared to traditional tasks that may feel forced Ultimately, blending play with learning enhances the educational experience.
Lee (1991: 3) defines: “Games in the stick sense, which have a definite beginning and end, are governed by rules…”
Hadfield (1990) describes games as structured activities characterized by specific rules, a defined goal, and an enjoyable element To ensure a smooth gameplay experience, players must understand and internalize these rules before starting the game, as games thrive on order rather than chaos.
According to Greenall (1990: 6), a "game" involves competition among students or teams in language activities The presence of competition necessitates adherence to specific rules Furthermore, games are crucial for fostering teamwork and solidarity among students, motivating them to fully engage in tasks and meet the requirements set forth by the game's objectives.
Games incorporate various elements, including rules, competition, relaxation, and learning The primary objective of integrating games into the classroom is to enhance students' learning experiences while ensuring they enjoy the process.
Classifying games can be challenging due to overlapping categories According to Hadfield (1999), language games can be categorized into two main types: linguistic games, which focus on the structure and use of language, and communicative games, which emphasize interaction and communication among players.
Linguistic games focus on accuracy, such as supplying the correct antonym
Summary
The Present Perfect tense is crucial in English language teaching and learning, with numerous linguists agreeing that games serve as an effective tool for enhancing students' grammar skills, particularly in practicing the Present Perfect tense Incorporating games into grammar lessons not only makes them more engaging and enjoyable but also significantly boosts their effectiveness This study emphasizes the importance of both the Present Perfect tense and the use of games, exploring their roles in improving language education.
Chapter 2: The study 2.1 Background to the study
2.1.1 An overview of English learning and teaching at Hai Phong Medical University
Hai Phong Medical University, established over 30 years ago, is one of four universities in Hai Phong city It has developed partnerships with research institutions in countries such as France, the USA, the Netherlands, Thailand, and Japan for staff and student exchanges The university is well-equipped with resources that contribute to its success Additionally, the English Department is actively seeking methods to ensure that students graduate with proficiency in English, enhancing their employability in the job market.
At HMU, there are nine English teachers aged between 24 and 55, with the majority holding master's degrees Several are currently pursuing further studies in the Postgraduate Department of Universities Each teacher demonstrates a strong enthusiasm for teaching English.
The study involved 146 first-year students from three classes, with a focus on the Y1K32B class of 49 students This selection was influenced by the researchers' close relationships with the teachers during their internship, facilitating easier data collection Many students in these classes come from economically disadvantaged backgrounds, resulting in low learning conditions and a lack of motivation and awareness regarding the importance of English Despite having studied English for at least three years in high school, their proficiency remains limited, particularly in using PowerPoint effectively, with only a few students demonstrating strong skills in this area.
Headway Elementary is the course book offered by HMU, specifically designed for adults and young adults aiming to enhance their English fluency and accuracy The authors, Soars and Soars, emphasize that the curriculum systematically develops all four language skills.
Published in 1993, this book is suitable for diverse learners, emphasizing traditional methods with a strong focus on grammar It offers comprehensive analysis and clarification, complemented by numerous exercises and reading materials to enhance understanding.
The "Communicative Approaches" in language learning encourage students to independently discover rules and express their opinions This method has been effectively utilized for years at HMU and is ideal for beginners aiming to develop a strong foundation in English Headway (Elementary) is the first of five books designed to support learners at the initial stage of their language journey.
The grammar of unit 14 is the PPT, pages 99 -105
2.1.2 Aims and syllabus of teaching Present Perfect tense at Hai Phong Medical University
This unit highlights the primary uses of the Present Perfect Tense (PPT), specifically to describe experiences from the past and to indicate the present results of past actions using adverbs like "yet" and "just." However, the lesson does not cover the third major use of PPT, which pertains to unfinished past actions, such as stating "I have been a teacher for ten years."
The Present Perfect Continuous tense can be challenging for students to master quickly, often requiring time, practice, and correction However, incorporating games into lessons has proven to enhance understanding and retention, leading to more effective mastery of this tense.
This unit focuses on one of the most challenging tenses for English learners: the Present Perfect Tense (PPT) Although the PPT is frequently used in spoken English, its introduction is postponed until unit 14 This delay is intentional, as students must first comprehend that the Past Simple tense indicates a definite past before they can understand that the Present Perfect refers to an indefinite past.
Unit 14 is taught in 3 periods Each period is 2 hours
In the first period, students are provided an introduction to PPT: the form, past participle, the use and the use of ever/ never in this tense
In the second period, students review the last period and can get used to doing with two adverbs Yet and Just in Present Perfect
Finally, students use PPT to communicate through games in the third period
2.1.3 Situation of teaching and learning grammar, including the Present Perfect tense at Hai Phong Medical University
Grammar is essential in learning a foreign language, as it enables learners to communicate effectively in various real-life situations A solid understanding of grammar helps prevent confusion that can arise from complex expressions, ensuring clearer and more accurate communication in English.
At Hai Phong Medical University, grammar instruction typically follows the Presentation-Practice-Production (PPP) model, where teachers introduce new grammar concepts through examples and student participation Initially, teachers present rules and models, which students record in their notebooks In the practice phase, students complete exercises based on the textbook and teacher's guidance However, the final production stage is often overlooked due to challenges such as varying student proficiency levels and limited lesson time, resulting in missed opportunities for students to engage in creative language use Consequently, this approach fails to fulfill the "communicative grammar instruction" goals outlined by textbook authors, highlighting a gap in effective grammar teaching at HMU.
Many HMU students experience boredom in grammar lessons due to outdated learning habits, such as merely taking notes and completing textbook exercises without applying grammar in real-life contexts The Present Perfect Tense (PPT) poses significant challenges for learners, primarily because it involves concepts absent in their native languages While the structure of the PPT is straightforward, the difficulty lies in understanding its practical use for effective communication Although elementary students may successfully conjugate the tense, they often struggle with knowing when to apply it, which hinders their mastery of this essential grammatical aspect.
Many students from remote provinces lack access to English education, resulting in low proficiency levels upon entering university In contrast, students from major cities like Hanoi and Ho Chi Minh City typically possess higher English skills This disparity in language ability within a single classroom poses significant challenges for teachers, who often struggle to engage all students and ensure their motivation for both in-class participation and homework assignments.
These problems are always challenging for teachers
2.2 Lesson plan and application of games in teaching the Present Perfect Tense
Unit 14 is taught in three periods (see appendix 2) In these periods, teacher can exploit several games to teach PPT After these three periods, opinions on and feedback from the teaches and students to the games are collected for making necessary changes and adaptation for the better use of games in the future
2.3.1 Analyzing result of survey questionnaire
Teachers’ answers from survey questionnaire (see appendix 4 ) show that