Applying games in teaching the present perfect tense to the freshmen at haiphong medical university

VIETNAM NATIONAL UNIVERSITY,HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES POST – GRADUATE DEPARTMENT **************** 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 trị chơi việc dạy thời Hiện Hồn thành cho sinh viên năm thứ 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 **************** ĐỖ THỊ HỒNG DIỆP APPLYING GAMES IN TEACHING THE PRESENT PERFECT TENSE TO THE FRESHMEN AT HAIPHONG MEDICAL UNIVERSITY ( Nghiên cứu việc áp dụng trò chơi việc dạy thời Hiện Hoàn thành cho sinh viên năm thứ Đại học Y Hải Phòng ) M.A Minor Thesis Field: English Teaching Methodology Code: 60 14 10 Supervisor: Phung Thi Kim Dung, MA Hanoi - 2011 iv TABLE OF CONTENTS Acknowledgements ………………………………………………………………………… i Abstract …………………………………………………………………………………… ii Table of contents ………………………………………………… ……………………….iii List of abbreviations ……………………………………………………………………… vi List of tables and charts …………………………………………………………………….vi Part : INTRODUCTION ……………………………………………………… 1 Rationale …………………………………………….……………………………….1 Aims of the study …………………………….………………………………………2 Scope of the study …………………………………… …………………………….3 Methodology of the study ……………………………………………………………3 Design of the study…………………………… ……………………………………3 Part : DEVELOPMENT …………………………………………………………4 Chapter 1: Literature review ………………………………………… ……………… …4 1.1 1.2 Grammar and its role in English teaching and learning ………… …………………4 1.1.1 Definitions of grammar …………………………………………………… 1.1.2 The role of grammar in English teaching and learning …………………… 1.1.3 Grammar: What need to be taught? …………………………… … ……….6 The Present Perfect tense and its meaning ………………………………….……… 1.2.1 Present Perfect expresses indefinite past actions ………………….…………7 1.2.2 Present Perfect expresses state up to the present …………… …………… v 1.3 1.4 1.2.3 Present Perfect expresses finished events connected to the present 10 1.2.4 Present Perfect for repeated or habitual actions ……………………… ….11 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 Summary ……………………………………………………………………… …19 Chapter 2: Contents of the study ……………………… ………………………… ….20 2.1 Background to the study ………………………………………………………… …20 2.1.1 An overview of English learning and teaching at Hai Phong Medical University ………………………………………………………………………………………….20 2.1.2 Aims and syllabus of Present Perfect teaching at Hai Phong Medical University…………………………………………………………………………… 21 2.1.2.1 Aims …………………………………………………………………… 21 2.1.2.2 Syllabus ……………………… …………………………………………21 2.1.3 Situation of teaching and learning grammar, including the Present Perfect tense at Hai Phong Medical University …………………………………………………………22 2.2 Lesson plan and application of games in teaching the Present Perfect tense………….23 2.3 Data analysis …………………………………………………………… ……………23 2.3.1 Analyzing result of the questionnaire ………………………………………….23 2.2.1.1 Questionnaire for teachers ……………………… ………………………23 2.2.1.2 Questionnaire for students…………………… ……………………… 28 2.2.1.3 The feedback of the freshmen in experimental lesson ……………… …32 2.3.2 Class observation ……………………………………………….………… …35 vi 2.3.3 Result of interview ………………………………………… ……………… 37 2.4 Findings and discussion …………………………………………………………… 39 2.4.1 Research question 1……………………………………….………………… 39 2.4.2 Research question ………………………………………………………… 39 2.4.3 Research question 3………………………………… ……………………….39 Chapter 3: Suggestions ……………………………………….…………………….… 41 3.1 Some suggestions in adapting and applying games………………………………… 41 3.2 Examples of the Present Perfect games in Headway textbook (elementary) ……… 41 Part 3: CONCLUSION ……………………………………………….……….42 Summary of major findings ……………………………………………………… …42 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 Chart 9: Students’ time for learning lesson at home Chart 10: Students’ understanding after the lesson Chart 11: Students’ problem with PPT Chart 12: Students’ attitude to learn PPT through games Chart 13: Students’ interest in games in the lesson Chart 14: Students’ understanding after the lesson with the games Chart 15: Students’ application structure PPT in the games Table 1: Teachers’ difficulties in teaching PPT viii Table 2: Advantages of games in teaching PPT Table 3: The problems of teaching PPT through games Table 4: Teachers’ ideas to improve the approach to the PPT Table 5: Students’ activities in Present Perfect lesson Table 6: Students’ comments on teachers’ frequency of using games Table 7: The advantages when participating in the games Table 8: The difficulties when participating in the games Table 9: Students’ attitude of frequency of playing games in the lesson PART 1: INTRODUCTION Rationale Linguists define grammar as a set of components: phonetics (the production and perception of sounds), phonology (how sounds are combined), morphology (how elements are combined to create words), syntax (how words are strung together into sentences) and semantics or meaning So, by definition, language does not exist without grammar In learning a foreign language, grammar plays an important role Many advantages of grammar study are to improve your writing, reading, thinking and speaking Besides, it can enable you to express 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 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 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 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 Translation Method which make students inattentive to the lessons In some classes, few teachers use activities, technology or games to create amusement and attractiveness, but they cannot guide students to attend The reasons may be poor English skills or weak motivation of the students or teachers’ knowledge about activities applied in their classes or unsuitable activities to the content of the lesson, etc Finally, teachers cannot gain the first goal and students cannot understand the lesson thoroughly and use grammar structures in oral communication So, the teaching grammar in my university has neither developed ability, activeness and motivation of the students nor created many opportunities for them to communicate in English Therefore, this study is necessary because using games in teaching grammar; specifically the PPT will bring many practical benefits to the students In consideration of these problems, as an English teacher, I really want to study the situation of teaching and learning the PPT at HMU and make a small contribution to enhancing the effectiveness in teaching this tense through games Aims of the study  to examine the effects of games on the teaching and learning of the Present Perfect tense and to explore students' attitudes, expectations and progress in their process of learning the Present Perfect tense through games  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 What are students’ attitudes towards games in the Present Perfect lesson? How does the use of games help students learn Present Perfect Tense more effectively? What games should be used to teach The Present Perfect Tense more effectively for the freshmen at Hai Phong Medical University? 3 Scope of the study Given the rationale and the aims of the study, it is necessary to limit the study to the 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 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 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 – 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 – 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 XIII Game 2: THREE STRIKES AND YOU ARE A LIAR Aim : To practice using the present perfect in a communicative way Time: 10-20 (flexible) Lanuage Focus: Practice Present Perfect tense with ever and never Rules: Students ask their partners a Yes/No question Eg: “Have you ever been to Da Lat?” Their partner must answer “Yes, I have” even if it not true After more questions about the details (which they can also lie when answering if they like) Eg: “When did you go to Da Lat?” // “What kind of food did you eat?” // “What was the weather like?” the questioner should guess whether the original answer was true or false If the questioner has the correct answer, he/she will get small present, if not he/she has to hop around the class Game 3: TWENTY QUESTIONS Aim : To practice using the present , perfect in a communicative way Time: 40 mins Lanuage Focus: Practice Present Perfect tense through speaking Procedures: Students are divided in four teams Each team thinks of an object and tell the other team that the object is their experience If team A is in charge, so team B has to find out what the object is by asking only “yes/no” questions such as “Have you ever eat raw fish?”// “Have you ever been to Japan?”// etc , and team A can answer the question in a complete answer like “No,we haven’t” or just in short answer like “No” or “Yes” If team B can find out what the object is + in or less than five questions, the team will get 20 points + in or less than ten questions the team will get 15 points + in or less than fifteen questions the team will get 10 points + in or less than twenty questions the team will get points If team B cannot find the object after 20 questions, team A will get 20 points XIV APPENDIX CLASSROOM OBSERVATION CHECKLIST Teacher: Class: Total of students ( male/ _ female) Time: Observer: _ The aims A The aims of the lesson B The aims of the teacher C The aims of the students Content A Process of using PP games B Teacher’s role C Students’ role Activities in the class A Teacher B Students C Teacher and students D Students and students Relevant behaviour A Ability to concentrate B Motor skills C Oral communication skills D Follow directions E Independent work Summary A Lesson aims B CLT approach C Students can articulate goals for learning E Strong points F Weak points Additional Comments Observed □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ Evidence/Comments XV Class:Y1K32B The aims A The aims of the lesson B The aims of the teacher C The aims of the students Content A Process of using PP games B Teacher’s role C Students’ role Activities in the class A Teacher B Students C Teacher and students D Students and students Relevant behaviour A Ability to concentrate B Motor skills C Oral communication skills D Follow directions E Independent work Summary A Lesson aims B CLT approach C Students can articulate goals for learning E Strong points F Weak points APPENDIX 3A CLASSROOM OBSERVATION CHECKLIST Total of students 49 (27 male/ 22 female) Time:2 hours Observer: Do Thi Hong Diep Observed    □ □ □ Evidence/Comments introduce the PPT to the students help students understand and use the structure of PPT to communicate master the PPT without games  check the old lesson, introduce PPT by some examples, ask students practice exercises in the course book  listen to the teacher’s explanation, take note and practice exercises freely, have less chance to speak English  no question was asked to the teacher  didn’t exchange information      good not good bad not good not good  the PPT was introduced to the students but nobody sure all of them understood it  CLT was not used, PPP and Grammar Translation Method were mainly used  know little about the PPT but cannot use it to communicate teacher didn’t have to solve any problems in the process of lesson class atmosphere was serious and silent, both teacher and students felt nervous and tired XVI Additional Comments: Students were passive and didn’t want to attend to the lesson Activities in the class were not explained clearly and students found difficulties to understand APPENDIX 3B Class:Y1K32A The aims A The aims of the lesson B The aims of the teacher C The aims of the students Content A Process of using PP games B Teacher’s role C Students’ role Activities in the class A Teacher B Students C Teacher and students D Students and students Relevant behaviour A Ability to concentrate B Motor skills C Oral communication skills D Follow directions CLASSROOM OBSERVATION CHECKLIST Total of students 48 (23 male/ 25 female) Time:2 hours Observer: Do Thi Hong Diep Observed    Evidence/Comments introduce the PPT to the students help students understand and use the structure of PPT to communicate master the PPT  in the first period, teacher taught a game to warm up and introduce PPT After understanding the PPT with ever and never, students played game “Find someone who…?” to practice In the second period, students practiced yet and just with the game “What have you done” In the third period, Ss practiced listening and speaking with three games  organizer, guide, assessor  player, center of the game  What T did during the game were played was very little She just instructed the rule of the game, then observed and controlled her class to assure that her students obeyed with the rule At last, she stopped the game when time’s up, corrected structures on the board and announced which group won  In playing, these students were highly attentive and concentrated as well Their heads huddled together, doing their best to answers as quickly as possible The class was not too noisy, just surrounded by murmur of students discussing There were four Ss sleeping in games  their relationship is too friendly  exchange information ebulliently     good very good very good good XVII E Independent work Summary A Lesson aims B CLT approach C Students can articulate goals for learning E Strong points F Weak points  not good  the PPT was introduced to the students effectively  CLT was used very well  master the PPT and use it to communicate in games  class atmosphere was exciting, Ss were eager to play games and master the lesson easily  the class was noisy and the game was unable to involve all students Some Ss discussed in Vietnamese Additional Comments: the teacher commented, explained and introduced the students to try to complete the task as soon as possible by answering right the questions Therefore, the time for the students to speak was much (65 -75%) Most of the students often raised their hands and answer right, so the classmates clap their hands to congratulate They try to use The Present Perfect into right and meaningful sentences They also cooperate well through to exchange their ideas and discuss the answers Sometimes, the groups compete to answer without the teacher’s signals When the teacher gives signals to stop the last game, some students still try to answer Class atmosphere is noisy and lively The cooperation and competition occupies about 70 – 80% Teachers and students gained the first aims XVIII APPENDIX Questionnaire for teachers The questionnaire aims at surveying the situation of teaching and learning the Present Perfect Tense for the first-year students at Hai Phong Medical University and checking the effectiveness of teaching and learning this subject by using games I would appreciate your support in completing all the following questions Please tick (√) the appropriate options for your answers 1/ What is your purpose of teaching grammar? □ To help students to get good results in the exams □ To help students to read and translate material better □ To help students to communicate better □ Others … 2/ Which approach often you use to teach grammar? □ Communicative Language Teaching □ PPP approach (Presentation – Practice – Production) □ Grammar Translation Method 3/ In your opinion, how your students learn the Present Perfect Tense with your teaching method? □ Well □ Not well □ Badly □ Very badly 4/ In what way can you to improve the current students’ learning? □ Using games □ Using extracurricular activities □ Using outdoor class □ Other ideas… 5/ Which difficulties you have when teaching the Present Perfect Tense? (You can choose many answers) □ Limited time □ Students at many levels □ Shortage of teaching aids □ Complex meaning of the tense □ Crowded class □ Other difficulties □ Passive students XIX 6/ How often you use games in your teaching the Present Perfect Tense? □ Usually □ Sometimes □ Seldom □ Never 7/ According to you, what are the advantages of teaching the Present Perfect through games? □ Bringing lively class atmosphere □ Developing ability of using Present Perfect structures in another context □ Developing students’ motivation □ Increasing the amount of students’ practice and participant □ Bringing positive and healthy competition □ Other ideas 8/ According to you, what are the problems of teaching the Present Perfect through games? □ Taking much time to prepare for games (designing, adapting, preparing materials…) □ Designing new games very difficultly while resources of games are limited □ Having difficulty in controlling because of the fun and laughs □ Controlling the students not to use mother tongue □ Guiding students to come back to the lesson after games 9/ What should teachers to improve the approach to the Present Perfect in the course book at Hai Phong Medical University? □ Teachers should use applied games more effectively □ Teachers should apply ICT □ Teachers need further training on teaching methods □ Teachers should share their experiences very often □ Others …………………………… Thank you very much for your cooperation XX APPENDIX 5: Questionnaire for students The questionnaire aims at surveying the situation of teaching and learning the Present Perfect Tense for the first-year students at Hai Phong Medical University and checking the effectiveness of teaching and learning this subject by using games I would appreciate your support in completing all the following questions Please tick (√) the appropriate options for your answers: 1/ Do you like learning the Present Perfect Tense? □ Like very much □ Like but not much □ Like □ Not like 2/ After Present Perfect lessons, you understand them immediately in the class? □ Yes □ No □ A little 3/ What you often in Present Perfect lessons in the class? □ Listen to teachers attentively □ Make questions □ Join in the activities teachers give □ Write down your notebook carefully □ Discuss with your classmate □ Try to remember the structure 4/ To what extent you like your teacher’s teaching method? □ Like very much □ Like □ Like but not much □ Not like 5/ Do you learn at home the Present Perfect which teachers taught in class? □ Yes □ No □ Sometimes 6/ After lessons, you understand the Present Perfect tense immediately in the class? □ Yes □ No □ After a long time 7/ What are your biggest problems with the Present Perfect tense? □ The use □ The form □ other items 8/ How often your teachers teach the Present Perfect through game? □ Usually □ Sometimes □ Seldom 9/ Do you like to learn the Present Perfect through games? □ Like very much □ Not like □ Like □ Like but not much Thank you very much for your cooperation! □ Never XXI APPENDIX Feedback of the freshmen in experimental lesson The questionnaire aims at checking the effectiveness of teaching and learning this subject by using games I would appreciate your support in completing all the following questions Please tick (√) the appropriate options for your answers: 1/ Do you like the games today? □ Yes □ No 2/ Are the games guided by the teacher easy for you to understand? □ Yes □ No 3/ When the teacher guides how to play the games, you feel interested in them and really join in? □ Very interested □ Not interested □ Interested □ Not interested at all □ Interested but not much 4/ After lessons, you understand the Present Perfect tense in the class? □ Yes □ No □ A little 5/ Do you apply the structure of Present Perfect tense in the games? □ Yes □ No □ Rather difficult 6/ According to you, what are the advantages when participating in the game? □ Helping learn the Present Perfect more easily □ Creating opportunities to use the Present Perfect in specific context more naturally and flexibly □ Creating an enjoyable learning environment □ Increasing the amount of students’ practice and participation XXII □ Shortening distance between students and teacher □ Increasing interaction among students 7/ According to you, what are the difficulties when participating in the games? □ Lacking of necessary vocabulary □ Not knowing to apply structure in the games □ Not knowing how to play □ Other difficulties 8/ How often you want to play games in the lesson? □ Usually □ Sometimes □ Other ideas Thank you very much for your cooperation! XXIII APPENDIX QUESTIONS FOR INTERVIEW The following questions are for teachers and students in that close interview - For teachers: 1/ Do you think your students’ motivation is high or not? Why? 2/ Are you pleased with the lesson you give today or not? Why? 3/ Are you pleased with students’ attitude to the lesson or not? Why? 4/ What are your biggest problems with the present perfect? 5/ What three adjectives would you use to describe the present perfect? Why these three adjectives? 6/ What should teachers to improve the approach to the Present Perfect teaching in the course book at Hai Phong Medical University? - For students: 1/ Do you like the lesson today? 2/ Are the steps of lesson guided by your teacher are easy to understand? 3/ According to you, what are the difficulties when joining in the lesson? 4/ What you expect your teacher to to make the Present Perfect lesson learning more effectively? 5/ What are your biggest problems with the present perfect? 6/ What three adjectives would you use to describe the present perfect? Why these three adjectives? XXIV APPENDIX I’m full You’ve just eaten/ had a meal/dinner Which channel? You’ve just turned on the TV It’s Ok-I’ll answer it! You’ve just heard the phone I look terrible there! You’ve just seen a photograph Wrong number, sorry You’ve just answered the phone That’s odd, no one home You’ve just rung the bell/knocked on the door And you are? You’ve just introduced yourself/said your name Yuk! You’ve just tasted something awful/terrible I need a plaster/ band-aid You’ve just cut yourself Fasten your belt You’ve just got in a car I need a sharpener You’ve just broken your pencil My feet are so wet You’ve just been (out) in the rain Like my fan? You’ve just been on holiday Which floor? You’ve just got in a lift I need a rubber/ an eraser You’ve just made a mistake It fits You’ve just tried something on I need a tissue now You’ve just sneezed There’s no ice again You’ve just opened the fridge/ freezer XXV APPENDIX Examples of the Present Perfect games in Headway textbook (elementary) Game 1: I’ve been unique Students have to go around the class asking a “Have you ever…?” question to everyone else to find something they have done and no one else in the class has, e.g “Have you ever eaten snake?” If anyone else says “Yes, I have”, they have to think of a new idea and start asking everyone all over again If they think they have asked everyone and they have all said “No”, they can score a point and sit down When the game has finished ask them what they have done that no one else has and check if it’s true Game 2: Have you ever…? On separate pieces of paper write little phrases like "eat raw fish", "travel to Europe", "run miles", "teach a class", "listen to American radio", etc All the phrases should be using the verb in the present tense Before you play a game, review the past participle of all the verbs you used Say "eat" and have the class shout out what they think "eaten", "travelled", "ran", "taught", "listened", etc If they are a higher level, give them irregular verbs that are more difficult "ride"/ "ridden", "write"/"written", etc The class sits in a circle (in chairs) and one person is in the middle without a chair They have to pick a card and chose a person to ask the question (present perfect) to If the card reads "eat raw fish" they have to ask "Have you ever eaten raw fish?" If the person they are asking says "Yes, I have", everyone has to stand up and switch places The person who asked will take the opportunity to steal a seat If the person says "No, I haven't", only the people on their immediate right and left have to switch places without the questioner taking a seat The students LOVE this game The goal is to not be a questioner But it is fun to see them using the present perfect while having a good time! Game 3: Where have I been? Where am I now? Photocopy and hand out one map of the world, a country or an area per pair of students Ask students to draw a circular route to see the whole of the place shown on the map, e.g around the world backpacker’s tour They should then mark one random place somewhere in the middle of the tour This is where they are now Put the pairs together in groups of four The aim of each team is find where the other team is now by asking “Have you already been to…?” questions, without looking at the other team’s map The other team must answer “Yes, we have”, “No, we haven’t, but we are planning on going there” or “No, we haven’t, and we aren’t planning on going there” They can also provide more information like “Yes, we have We went there a long time ago.” or “No, we haven’t been there yet but we are going there fairly XXVI soon” if they like The first team to successfully guess the other team’s position now is the winner You can then discuss which places students chose for their tour and why, if anyone has ever been to any of those places and agrees that they are worth visiting, or even anyone has any plans to really visit any Game 4: I’ve never had a job interview Give out role play cards with a different sentence saying why someone might be unemployable written in the Present Perfect on each one, e.g “You have never used a computer” or “You are 23 years old and you have already had 15 jobs” Students interview each other for jobs, trying to think of the right question to find out their partner’s secret problem Students cannot lie about the problem on their card, but they can try and avoid the question For any other questions they can give real answers about themselves or use their imaginations as they wish After a set time limit, stop them and discuss as a class whether the students who were the interviewers would give the interviewees the job and why Then have the interviewees reveal their problems and ask the interviewers if they have changed their minds now they know the problem or not As an extension, you could one more round with role cards made up by the students Game 5: Haven’t I met you somewhere before? Put students in pairs and ask them to imagine a point in their lives when they met before the time before their real first meeting and write the time and place of that meeting (but not the fact that they met anyone) down in the middle of their piece of paper, e.g they both write “In 1997 I took a ferry to England” They should then find out six things about their partner’s life story that (really) happened before and after that time, e.g “I was born in 1970”, “I moved to India in 1977” and “I went on holiday in the South of France in the summer of 1991” and write them all on the same piece of paper in the relevant places Take in all the pieces of paper, shuffle them up and distribute them around the class Make sure no one has a piece of paper they have seen before Students should imagine they are at a party and go round the class trying to find the one person whose paper matches, i.e the one person they have met before Every time they approach someone they should say “Haven’t we met somewhere before?” and ask about places they have and haven’t been and when to try and find a match If there is a match they score a point and can sit down If not, they have to politely finish the conversation and move on to start a conversation with someone else Students who are sitting down waiting for others to finish can try and guess whose life story is written on each piece of paper together Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... of teaching and learning grammar, including the Present Perfect tense at Hai Phong Medical University …………………………………………………………22 2.2 Lesson plan and application of games in teaching the Present Perfect. .. on the teaching and learning of the Present Perfect tense and to explore students'' attitudes, expectations and progress in their process of learning the Present Perfect tense through games  to. .. happen in the past and which are linked to the present or future The Present Perfect is the tense that we need in communications 1.1.3 Grammar: what need to be taught? The meaning of teaching grammar