Sáng kiến kinh nghiệm Use handouts in learning and teaching English at Nguyen Xuan Nguyen High School

CONTENTS
A: INTRODUCTION 2
I - REASON FOR STUDY : 2
II- PRACTICAL BASIS: 2
III- PURPOSE OF THE STUDY. 3
IV-RESEARCH OBJECTS: 3 
V-METHODOLOGY 3 
B- DEVELOPMENT 
I-General definitions. 4
 1- What is handout? 4 
 2-Why should I use handouts in teaching English ? 4 
II. The situation before the implementation of the subject: 4
III. The survey data before making the subject. 4
IV. The implementation measures. 5
 1-Lesson planning. 5
 2-Prepare handout, instructions and handout for students. 12
 2.1 Presentation handout: 12
 2.2 Photocopy the handout: 13
 2.3 Diliver handout to pupils: 13
 2.4. Table presentation. 14
 2.5. Practice portion control of students, evaluation and scoring. 15
V- The result after carrying out the project compared with the result 16 
before doing it.
 1. To the teacher: 	 16
 2. To the students: 16
 3.Specific numbers: 16
C- CONCLUSION	 AND PROPOSALS 18
I- Conclusion. 18
II- Proposals. 18
A: INTRODUCTION
I . REASON FOR STUDY : 
 We all know English is the most popular language in the world, and also the path to the process of international integration. Knowing the importance of this language, Ministry of education and training has chosen English as the main subject at schools, and is one of three high school graduation exam required. So every student at high school should have a certain level of English to prepare for exams and after graduating they can communicate in simple constant level . 
 To do this we are constantly innovating teaching methods to achieve high results for English in particular and other subjects in general. This practice contributes significantly to future success.
 Teaching in a positive direction is specified by many different methods, in which the use of suitable handouts in teaching is a method of bringing high efficiency. But how to use handouts the most effective learning in order to achieve educational goals as well as to constantly improve the quality of English teaching hours is a problem that the English teachers have thought about.
 English textbooks as well as other books have made innovation since 2006 and has changed in both form and content. The content of the lessons varied and richer, more beautiful forms and vivid images; however the lessons are longer and more difficult. This is both advantages and disadvantages for teachers in the teaching process.
 Therefore, besides good knowledge, teachers need to be creative in the teaching process to create lessons gentle, effective, attracting the attention of students in learning to help them achieve high results in their class.
 Because of the reasons above I chose the theme: "Use handouts in learning and teaching English at Nguyen Xuan Nguyen High School" in the hope that I can help students acquire the lesson’s content the most effectively.
II. PRACTICAL BASIS 
 -Handouts can be used in most of the lessons: Reading – speaking - Listening - Writing - Language focus. It has a great effect in pairworks and groupworks, that helps give students the opportunity to practice speaking more.
 *With Reading: Reading Handouts are often used as Reading Adaptation in response to questions or provide new words in Before you read.
 *With Speaking: Handouts are used to provide more new words, new structures for students to practice.
 * With Listening: Commonly applied to all long and difficult lessons to hear. Teachers use the handouts as a listening adaptation to suit each student .
 *With Writing: Handouts are used for writings that textbooks do not provide specific questions.
 *With Language focus: Handouts are great help for teachers who want to adjust the exercises in the textbook to suit the level of the students in the class or when they want to provide additional exercises for students to practice.
 -Handouts help teachers actively prepared the lessons which is suitable for each student, help students more actively and more positively in the learning process.
 -Handouts can also make a small change from textbook, but it forces students to learn, to think. Gradually,it will give students the habit of "self-reading".
 III- PURPOSE OF THE STUDY
 - Helping teachers adjust the lesson contents appropriately to the students.
 - Helping the students to practice the tasks in the textbook in the most efficient way.
 - Providing students more new words and creating the habit of reading all the information before doing tasks.
 IV. RESEARCH OBJECTS
 Students in classes: 10B4, 10B5, 10B8; 12A1; 12A4
 Nguyen Xuan Nguyen High School	
 V- METHODOLOGY
 1- Oservasion: Explore the research by visiting colleagues’ classes.
 2- Exchange and discussion: After the visiting periods of colleagues, my colleagues and I discussed and exchanged the problems that appear in the lessons.
 3- Experimental methods: Teachers conducted experiments teach each specific purpose required some specific grammar lessons.
 4- Methods of investigation: Teachers ask questions to check and evaluate the content held by students.
B- DEVELOPMENT
 I- General definitions.
 1- What is handout?
 Handout is one of the means of specific teaching, simple and adaptable to the vast majority of learners of all ages and all fields of study. It was written in the paper or paper format by teachers themselves, including a sheet of paper or some sheets of paper, it has a role as supplement materials and documentation to supply for textbooks. Its function is to support for teaching and learning, so it is a learning and teaching tool. 
 2-Why should I use handouts in teaching English?
 As presented above, handout is one of the means of specific teaching so using handout in teaching and learning English can raise the result of learning and teaching. Using handouts is a good way to improve students’ skills.
 II. The situation before the implementation of the subject:
 During the first lessons of textbooks 10, 11,12, although our teachers and students are trying our best, we are hardly able to ensure adequate content regulations. Moreover, students in Nguyen Xuan Nguyen high school generally didn’t have the good initiative marks, and most of them live in the coastal regions, they don’t have much chance to study and practice English. They find it too difficult to learn English so while in lessons they are bored with taking part in the activities that the textbook required, they often use keybooks to do the tasks in lessons. Therefore, their learning result are not high.
 III. The survey data before making the subject.
Class
Total of students
gifted students
Pretty students
Medium students 
Poor students
Note
12 A1
41
8
19,5%
5
12%
20
49%
8
19,5%
12 A4
44
0
0 %
8
18 %
25
57 %
11
25 %
10 B4
40
5
12,5 %
7
17,5 %
20
50 %
8
20 %
10 B5
40
0
0 %
3
7,5 %
25
62,5 %
12
30 %
10 B8
45
0
0 %
5
11 %
30
67 %
10
22 %
 From this fact, I used Handout with the hope to reduce the pressure the of the lessons, and give them self-study habits in order to improve teaching and learning effects of Enlish language.
 IV. The implementation measures.
 1-Lesson planning.
 -As stated above. "Practical basis", handouts can be used in all parts of a unit: Reading - Speaking - Listening - Writing -Language Focus. Handouts can be applied to the tasks that are difficult and long for students to understand, they are also used to provide more vocabulary, exercises for children.
 -To be successful teachers need to prepare a full lesson plan, detailing for each item they want to adjust.
 *With Reading.
 -Before you read is the part that teachers must provide students new words because there often has a lot of new words in each passage or paragraph. Task 1 in “While you read” often requires students to find the meaning of new words so it is very difficult for students in low levels to understand the content of the text. Handouts will help resolve these difficulties.
 -With pretty students, the teacher asks students to use handouts to find the meaning of new words ,find synonyms, antonyms, this will help students to increase their vocabulary. 
Eg: English 12 - Unit 1 – Reading
Handout 1: Match a word in A with its meaning in B 
A
B
1.join hands
a. go very fast to
2.rush to
b.rubbish
3.garbage
c.work together to solve problems
4. household chores
d.a very close- relationship
5.mischievous
e. work at home such as washing the dishes, taking out the garbage
6.close-knit
f.enjoy playing tricks or annoying others sometimes.
-With average or bad students, teachers use handouts to provide the Vietnamese meaning to the new words that appear in the passage.
Example: English 10 - Unit 10 – Reading
Handout: Match each word in A with its Vietnamese meaning in B
 A
 B
1. plough
a.bơm nước/ máy bơm (n)
2.harrow
b.cày (ruộng đất) / cái cày
3.plot of land
c.cấy lúa
4.pump
d.bừa
5.do the transplanting
e.thửa ruộng
 -With this handout, teacher will let students work in pairs within 2 to 3 minutes
as the form teacher provides:
Example: 
A: I think (1) is / means (b) . ..
B: I don’t think so / Not true. I think it is..
-Then it will only take about 1 minute for teacher to test the and explain the meaning of the new words if necessary.
-In most parts “While you read”: There often have many questions, so it takes time for students to finish. Moreover, with their limited degree in knowledge, they will feel embarrassing to express their ideas, result in they will not have time enough to finish the tasks . This handout is used to adjust the content of the text and it also reduces the pressure on students when doing tasks.
Example: Reading - Unit 1 - English 12
While you read: Task 2 - Reading Adaptation
 Handout 1: Scan the text and put a tick in the right column 
 work
 father
 mother
Children
Taking out the garbage
cooking 
washing the dishes 
mending things around the house 
looking after younger children 
making breakfast 
Handout 2: Read the text and choose the best option to complete the statements. 
1. The parents in the passage are very busy. They have to ¼¼¼¼¼¼¼.. 
 A. work long hours 	B. work all day 	C. work at night 	D. both A and C 
2. The mother is always the first one to get up in the morning to¼¼¼¼¼¼¼. 
 A. make sure that her children leave home 
 B. make sure that her children leave home for school 
 C. make sure that her children leave home for school having breakfast 
 D. make sure that her children leave home for school having breakfast and dressed in suitable clothes. 
3. The daughter in the passage attempts ¼¼¼¼¼¼¼¼¼¼.. 
 A. to win a place at school 	B. to win a prize 
 C. to win a place at university 	D. to win a place at nursing school 
4. The children feel safe and secure in their family because ¼¼¼.. 
 A. they are veryclose-knit and supportive of one another 
 B. they often share their feelings 
 C. whenever problems come up, they discuss them frankly and find solutions quickly. 
 D. All are correct. 
*With Speaking: 
Handout help provide the necessary data for students to practice.
Example1: English 10 Unit 2 - Speaking - Task 2:
Handout: Building up questions from suggestions 
1. When/ where/ you/ born? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼ 
2. Where/ you/ live? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼ 
3. What/ your parents/do? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼ 
4. Have/you/ any brothers or sisters?
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼
5. Which primary school/ secondary school/ you/ go to? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼
6. How/ you/ work at school? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼ 
7. What/ your/ favourite subject? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼
8. Have/ you / ever( won any prizes/ been the monitor/ taken part in any school clubs/ ¼?) 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼
Example 2: English 10 – Unit 3 - Speaking
Handout 1: COMPLETE AND PRACTISE THE DIALOGUE
Journalist: Hello, nice to meet you,..!
Student: ., too.
Journalist: 
Student: I was born in..on..
Journalist: How many people are there in your family?
Student: ....
Journalist: what do your parents do?
Student: My mother is..and my father 
Journalist: do you have any brothers or sisters?
Student: ....
Journalist: Which secondary did you go to?
Student:.. 
Journalist: what subjects do you like best? Why?
Student: ..
Journalist: have you ever joined any school activities? 
Student: 
Journalist: thank you for giving me time
Student: 
..
Handout 2: COMPLETE AND PRACTISE THE DIALOGUE
Journalist: Hello, nice to meet you,.!
Student: .., too.
Journalist: 
Student: I was born inon.
Journalist: How many people are there in your family?
Student: ..
Journalist: what do your parents do?
Student: My mother is....and my father 
Journalist: do you have any brothers or sisters?
Student: ..
Journalist: Which secondary did you go to?
Student:.. 
Journalist: what subjects do you like best? Why?
Student: ..
Journalist: have you ever joined any school activities? 
Student: 
Journalist: thank you for giving me time
Student: 
Handout 3: INTERVIEW FORM
ORDER
ITEMS
INFORMATION
1
NAME
2
DATE OF BIRTH
3
PLACE OF BIRTH
4
NUMBER OF FAMILY MEMBERS
5
PARENTS
6
BROTHERS/ SISTERS
7
PRIMARY/ SECONDARY SCHOOL
8
FAVOURITE SUBJECTS
9
EXPERIENCE
Handout can also help expand vocabulary for students, and consolidate more structures for the children to express their views, think of yourself as already mentioned in Reading part above.
Example 3: English 12 - Unit 11 - Speaking - Task 3 
Handout: Match an adjective in A with its opposite in B.
A
B
1-generous
a.reserved
2.wise
b.obedient
3.open hearted
c.mean
4.easy-going
d.silly
5.naughty
e.hard to please
 In general, handouts help students not only reproduce the use of questions of tenses in English but also develop their speaking ability- an important skill for people to learn foreign languages.
 *With Listening: Listening skills is a difficult skill to students, especially the lower level children. They often depend on good textbooks to get answers to answer questions, so that the school studying has become no longer effective. Handout contribute significant in helping the children try to listen to the tape and then they will hear better through Listening Adaptation. The answers are available presented so that children can pay attention to the lessons visually and aurally , gradually they will hear better.
Example 4: English 12 - Unit 2 - Listening - Task 2
Handout: Listen again and choose the best answer. 
1. The most important thing the groom's family has to do on the wedding day is 
¼¼¼¼¼¼¼¼¼. 
 A. to buy a lot of food 	
 B. to have a big banquet 
 C. to go to the bride's house bringing gifts wrapped in red paper 
 D. to invite many guests. 
2. During the wedding ceremony, the groom and the bride would¼¼¼¼¼¼. 
 A. pray, asking their ancestors' permission to get married 
 B. exchange wedding rings 
 C. offer their guests drink 
 D. thank their guests. 
3. The groom and the bride exchange their wedding rings after they¼¼¼¼¼¼ 
 A. have a party 
 B. pray and ask their ancestors' permission to get married 
 C. ask their parents' permission 
 D. have a drink. 
4. The wedding banquet is often held ¼¼¼¼¼¼. 
 A. at a hotel 	B. at the bride's 	C. at the groom's 
 D. at the groom and bride's home or at a hotel or a restaurant 
 5. At the wedding banquet, the groom, the bride and their parents often¼¼¼.. 
 A. stop by each table to thank their guests. 	 B. drink a little wine 
 C. offer the guests food and drink 	 D. welcome guests 
*With Writing: Like Reading, handout help decrease the difficulty of the lessons. Most of students have little vocabulary, they don’t also know the structures well so they have many difficulties in the process of writing. Teachers should provide them the questions in particular through the handouts so that they can discuss their answers. Once they have a full answer and teacher correct their mistakes, they will easily complete their writing.
Eample: English 11 - Unit 1 - Writing 
Handout: Work in group: Discuss and answer these questions about one of your friends. 
1. What is your friend's name?................................................................... 
2. How old is he/ she? ¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼.. 
3. Where does he/ she live? ¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼ 
4. When and where did you meet him/ her? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼ 
5. How tall is he/ she? ¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼ 
6. How does he/ she look like? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼. 
7. What kind of clothes does he/ she often wear? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼.. 
8. What is he/ she like? ( helpful, sincere, open-hearted, hard-working¼) 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼ 
9. What do you like about him/ her? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼
With Language Focus: Handout can be used as the Warm-up part for teacher to introduce the descriptions of all new language or teacher will provide additional training for students to practice.
Eample1: English 12 - Unit 1 - Language Focus 
Pronunciation: The pronunciation of the ending "s" ( Warm-up) 
Handout 1: Odd one out 
 1. A. bats 	B. books 	C. taps 	D. pens 
 2. A. things 	B. laughs 	C. cars 	D. knees 
 3. A. photographs 	B. days 	C. hits 	D. tops 
 4. A. months 	B. bags 	C. apples 	D. schools 
Handout 2: Choose the best option 
1. Before I ¼¼¼¼ , I had done all my homework. 
 A. went out 	 B. was going out C. had gone out 	D. have gone out
2. She phoned while we ¼¼¼¼¼¼dinner. 
 A. were having 	 B. are having 	 C. had 	D. had had 
3. She ¼¼¼¼¼..to me two weeks ago. 
 A. was writing 	 B. wrote 	 C. had written 	D. writes 
4. We ¼¼¼¼¼¼.him for three days now. 
 A. don't see 	 B. won't see 	C. didn't see 	D. haven't seen 
Eample 2: English 11 - Unit 1 - Language Focus - Grammar( Further practice) 
Handout: Supply the correct verb form. 
 1. They have too many things ¼¼¼¼¼¼¼.. (do) today. 
 2. You've got something important ¼¼¼¼¼.(tell ) me, haven't you? 
 3. There is an essay for him ¼¼¼¼¼¼¼.(complete) by Monday. 
 4. I didn't have enough time ¼¼¼¼¼¼¼¼.( do) that . 
 5. They have decided ¼¼¼¼¼¼¼¼..(move) to the city. 
 6. I would like you ¼¼¼..(teach) me how ¼¼¼¼¼.(operate) this machine! 
 7. ¼¼¼¼¼¼¼.(close) the windows! It's quite cold here. 
 8. We must ¼¼¼¼¼¼(obey) traffic laws. 
 9. He often makes me ¼¼¼¼¼(wash) his clothes and never lets me ¼¼¼(go) out with my friends. 
 * Indeed, without preparing the lessons, we will be able to neither apply any creative forms nor help our students acquire the lessons in the most effectively. To make the lessons more attractive and more effective, teachers must prepare the lessons carefully before teaching. 
2-Prepare handout, instructions and handout for students.
 2.1 Presentation handout:
 *Depending on the tasks, handouts will be presented on a half sheet of A4 (2-sided) or both sheets but the title should be clear, the answer must be exact and presented suitablely to make it easy for student to understand. 
Eample: English 12 - Unit 2 - Listening - Task 2 
Handout: Listen again and choose the best answer. 
1. The most important thing the groom's family has to do on the wedding day is .
 A. to buy a lot of food 	B. to have a big banquet 
 C. to go to the bride's house bringing gifts wrapped in red paper 
 D. to invite many guests. 
2. During the wedding ceremony, the groom and the bride would¼¼¼¼ 
 A. pray, asking their ancestors' permission to get married 
 B. exchange wedding rings 
 C. offer their guests drink 
 D. thank their guests. 
3. The groom and the bride exchange their wedding rings after they¼¼¼ 
 A. have a party 	 B. pray and ask their ancestors' permission to get married 
 C. ask their parents' permission 	D. have a drink. 
4. The wedding banquet is often held ¼¼¼¼¼¼. 
 A. at a hotel 	B. at the bride's 	C. at the groom's 
 D. at the groom and bride's home or at a hotel or a restaurant 
5. At the wedding banquet, the groom, the b