SKKN Use handouts in learning and teaching English at Nguyen Xuan Nguyen High School

 Headlines Page
A. INTRODUCTION 2
I . REASON FOR STUDY : 2
II. SCIENTIFIC BASIS OF THE THESIS: 3
 1.Co rationale: 4
 2. Practical. 4
 3. The purpose of the initiative experience. 4
 4. Research subjects: 4
 5. Research scope: 4
 6. Time to implement the project: 5 
B. DEVELOPMENT 6 
I. Definition 6
II. Why should handout be used in teaching English? 6
III. Types of Handouts 6
Uncompleted or gapped handout]
Skeletal notes
Worksheets
Information sheets
IV. Examples of handouts 7
1. Examples for reading 7
2. Examples for speaking 9 -12
3. Examples for listening 13
4. Examples for writing 14
5. Examples for language forcus 15 - 16
V. Steps to use handouts in class: 7 
 1 Presentation handout: 17
 2 Photocopy the handout: 18
 3 Diliver handout to pupils: 	9
 4. Table presentation. 20
 5. Evaluation and scoring. 21
VI. Result 22
C. CONCLUSION	 23
 REFERENCE BOOKS 24 
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 exams 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 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. SCIENTIFIC BASIS OF THE THESIS:
 1.Co rationale:
 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 (eg Part D: Writing- Unit 1 English 11)
    *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.
2. Practical basis.
 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 understandable".
3. The purpose of the initiative experience.
 - 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.
4. Research objectives:
 -High school students
5. Research scope:
 Classes: 10B4, 10B5, 10B8; 12A1; 12A4
 Nguyen Xuan Nguyen High School
6. Time to implement the project:
 1 year: Academic year: 2017-2018
B. DEVELOPMENT
I. Definition:
What is a handout?
According to Cambridge English dictionary a handout is something given free to a needy person or printed information provided free of charge , especially to accompany a lecture . (1)
II. Why should handout be used in teaching English?
There are several reasons for using a handout. It can:
provide definitions for the more jargon ridden subjects;
provide background information or detailed information, e.g. statistics, which are not readily available elsewhere;
put forward a point of view;
outline a course of action;
pose conceptual questions;
provide a case study for problemsolving or discussion;
provide a complex diagram rather than students copying from the OHP;
give a step by step instruction for teaching a skill or running a laboratory exercise
(2)
III. Types of Handouts
Uncompleted or gapped handout: this is a handout with gaps which students fill in.
Skeletal notes: literally the bare bones of a session (key statement, a definition, a diagram) with gaps/spaces and omissions to be completed by the student. The advantages are similar to the gapped handout.]
Worksheets: questions, problems which the student must answer or solve 
Laboratory sheet: a set of instructions to be followed.Briefing sheets: this could cover how the students are to approach a case study, a role play or simulation.
Information sheets: there are several areas of the institution where a guide would be useful, e.g. administration of the course (term dates, semester dates, assessment hand-in dates etc.); a teaching scheme for the module; computer and library information - the list is a long one! (2)
IV. EXAMPLES:
 1. Examples for 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.joinh ands
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 low students, teachers use handouts to provide the Vietnamese meaning to the new words that appear in the passage.
Eg: 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 reduce 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. 
2. Examples for Speaking: 
Handout help provide the necessary data for students to practice.
Eg1: 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?) 
Eg2: 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.
Eg3: English 12 - Unit 11 - Speaking - Task 3 
Handout: Match an adj in A with its opposite in 
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.
3. Examples for 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.
Eg4: 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 
Examples for 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.
Eg: 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? 
¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼¼
Some handouts for 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 practice.
Eg1: 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 
Eg 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 ¼¼¼¼¼(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 effective. To make the lessons more attractive and more effective, teachers must prepare the lessons carefully before teaching. 
V. Steps to use handouts in class: 
(Prepare handout, instructions and handout for students)
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. 
Eg: 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 bride and their parents 
often¼¼¼.. 
A. stop by each table to thank their guests. 	C. drink a little wine 
B. offer the guests food and drink 	D. welcome guests 
2. Photocopy the handout:
 After being presented clearly in the lesson, the teacher will be conducted in and
photocopy handout for students.
 Greater or lesser number of handout based on class sizes, or on
active couples, groups in each task.
3. Deliver handout to pupils:
  Handout are used for each part separately, so teacher only gives handout to students
 when there is a content teacher need to be adjusted after the clarification task they need to do.
Eg: English 12 - Unit 1 - Reading 
While you read - Reading adaptation 
Handout 1: 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
 T: Now, you have 5 minutes to scan the text and put a tick in the right 
column in Handout 1. 
 Teachers should limit the time for students during delivering handout for
them. The handout