Using handouts in helping students in grade 12 develop better speaking skill in post reading at Quang Xuong 4 high school

APPENDIX
CONTENTS
PAGE
A. INTRODUCTION
1
I. Reasons for choosing the theme
1
II. Aims of the research
1
III.Objects of the research.
2
IV.Methods of the research
2
B. CONTENTS
2
I. Basic of theory 
2
II. The reality teaching and learning English at Quang Xương 4 High school.
3
III. Handouts and the ways to organize them to develop speaking lessons of English 12
3
1 .Some typical handouts
3
1.1 Table handouts 
3
1.2. Diagram handouts 
8
1.3. Picture handouts
10
2. Applying the research in teaching
12
3. Results of the research
15
C. CONCLUSION AND RECOMMENDATIONS
16
1. Conclusion
16
2. Recommendations
17
REFERENCE BOOKS
A- INTRODUCTION
I. REASONS FOR CHOOSING THE THEME :
We all know English as the universal language in the world, and also the path to the process of developing international integration. Seeing the importance of this language, Vietnam Education has chosen English as a key subject, one of three compulsory high school graduation exams. Therefore, every student, while still in high school, should have a certain level of English to prepare for the exams and after graduation at least must be able to communicate at a single level. everyday. To do this, we do not stop innovating our teaching methods to achieve high results for English in particular and other subjects in general. This work contributes significantly to the success of "planting people" of the country. Positive learning is concretized by many different methods, in which the use of appropriate teaching aids is a highly effective method. But how to use the most effective teaching aids to achieve educational goals as well as constantly improve the quality of English teaching hours is a problem that many English teachers have always been concerned about. The content of the lesson is diversified and richer, beautiful form and more vivid images; however, the lessons are longer and harder. This is both an advantage and a difficulty for teachers in the teaching process. Therefore, in addition to the firm knowledge, teachers need to be creative in the teaching process to create gentle and effective lessons. , attracting students' attention to help them achieve high results in their own lesson. 
In the school year of 2018 -2019, I taught English in class 12B and 12I at Quang Xuong 4 high school, I realized that my students had a quite good basic grammatical knowledge but most of them could not speak a simple sentence fluently. The main reasons for this problem are mainly because of the shortage of the speaking skill. In the other hand, another reason might contain in the hard topics in the English 12 textbook. I studied many methods and finally I was rather satisfied with using handouts to motivate them to talk in post reading. After a year of practice, I got some certain success. 
 It is the reasons mentioned above that have been encouraging me to choose the theme: “Using handouts in helping students in grade 12 develop better speaking skill in post reading at Quang Xuong 4 high school” with the desire to help for students to learn the lesson content most effectively.
II. AIMS OF THE RESEARCH :
	With the motto "Learning is to use", apply teaching and learning methods. Because of that, we have to create opportunities for students so they can practice what they have. To attract students, teachers must prepare practical and attractive activities. Most of our students learn but cannot use it, because they do not have a wide vision, they themselves have not realized the importance of English for later work.
Through my years’ time of teaching English as well as exchanging, referring to related materials and drawing experiences after each lecture, I myself have found a suitable technique of teaching speaking skill for students in Grade 12. This technique has not only enabled me to lull most of students to take part in speaking lessons actively, enthusiatically and creatively but also creat an exciting atmosphere, raise students’s love for speaking English and help them increasingly upgrade their speaking skill by “Using handouts in helping students in grade 12 develop better speaking skill in post reading at Quang Xuong 4 high school.” 
	This technique has been applied in quite a long time of my teaching English 12 and I have got considerably hopeful result. Therefore, I decisively exchange my initiative experience with my collegues.
III.OBJECTS OF THE RESEARCH :
This subject is concerned with ways of organizing games after post reading of Grade 12 English. 
IV. METHODS OF THE RESEARCH :
- Using the text - book English 12 to apply to each speaking lesson .
- Reading reference books to improve.
- Using the soft ware POWERPOINT, pictures and other materials.
- Discussing with other teachers.
- Observing and drawing out experiences.
 B - CONTENTS
I. BASIC OF THEORY 
Today the world is entering the knowledge economy in which the key to the treasure of human knowledge is English. Not only does the English language help students to have more languages than their mother tongue but also to help them learn. Students have the means to communicate with the world in all different areas.
Handout will be a great help for teachers when they want to adjust the textbook assignments to better suit the level of students in class or when they want to provide more exercises for students to practice.
Handout can just be a simple small change from the difficult task in textbook providing a great deal of new words, new structures for students to practice. It is extremely useful in pair-work or groupwork. It not only gives students the opportunities to practice speaking more, but also forces them to read and think. Gradually, it will make students more confident to talk what they think easily and may creat the “ habit and reflexion of speaking” in the daily situations. 
By using handout can students speak English as naturally as they learn their mother tongue without being aware they are studying even to the hesitant and shy students.
II. THE REALITY TEACHING AND LEARNING ENLISH AT QUANG XUONG 4 HIGH SCHOOL.
 Currently high school students are not really aware of the importance of learning English, but students only think that learning English is just to pass the graduation exam. an even more difficult rural school for teaching and learning English is the use of English to communicate in English lessons. Besides a few students do not like to learn English, so I always thinking of how to get students interested in this subject especially promotes the ability to use existing language to develop better speaking skills in the post reading section.
Through teaching practice I discovered students are more confident and bold with using handouts to speak English, using handouts as teachers are not too dependent on books but have to think and design handouts accordingly with students of my school.
III. ENCOURAGING THE STUDENTS IN GRADE 12 TO BE MORE CONFIDENT IN SPEAKING IN POST READING BY USING HANDOUTS AS THE USEFUL TEACHING
Using handouts as a teaching aid requires the teacher the creation and a good knowlegde about teaching approach. Indeed, if the teacher neither understand the objectives of the lesson, nor prepare teaching plan carefully, using handouts in these case is ineffective. Not only is it useless but it also make the student becomes confused. 
There is a wide range of handouts which teachers probably take full advantages of to stimulate students in speaking lessons. In this work, I mention some kinds of handouts that I used effectively last year for my students.
1. Some typical handouts	
1.1 Table handouts
This type is the most popular because is is easy for teachers to creat and for the students to understand. It provides new words and new structures for especially the weak students who have a poor vocabulary. 
For example,afer teaching part A of Unit 1: “Home life”, in post reading may be difficult for most of students, teacher create a table handout using the words in the task they have learned. 
Sample handout 1 : UNIT1 HOME LIFE
Partner 1
Partner 2
Partner 3
Who works in the family
 Only mother
 Both mother and father
 father
Who does the household chores
Both
Only mother
 Every one
The interest the family members share closely
Wathching the movies
 Going shopping
Going for a picnic
The person your friend often shares his/ her secrets with
.....
....
.....
The person your friend talks to before making an important decision
.....
.....
.....
 After reading the infirmation in the table the student work in pair 
Lan: Would you mind telling me something about your family?
Nga: Never mind. Please, ask me your questions?
Lan: Who works..? 
Nga: Both my parents. They are teachers.
Lan: Who.........?
Nga: My mother and I do the house chores.
Lan: What.?
Nga: My main responsibility is to wash dishes. Sometimes I also help my little sister with her study.
Lan: What?
Nga: The interest we share closely is watching news on TV every evening.
Lan: Oh, great! .........?
Nga: When I have a secret, I often share it with my mother.
Lan: Ah, I see. And ..?
Nga: Before making an important decision I usually talk to both my parents.
Lan: Thank you very much for your answers.
Sample handout 2: UNIT 2: CUTURAL DIVERSITY
Work in groups. Discuss and talk about the differences between a traditional Vietnamese family and a modern Vietnamese family based on the cues bellow.
Questions
traditional Vietnamese family
 modern Vietnamese family
Number of children
Two,three and more
two
The house they like to have
house
Apartment/skyscraper
The head of the family
Who works
father
Both mother and father
Who takes care of the house work and children
Only mother
Both mother and father
Sample handout 3: 
UNIT 6
Asking students to work in pairs to discuss about the table
Should
Shouln’t
* Before the interview
Find out as much as possible about the job and the vacancy.
Be late
forget to dress neatly and formally.
*During the interview
Show your best side, your keenness to work and your sense of responsibility.
Concentrate on what the interviewer is saying
*After the interview 
Think about the interviewer’s comments.
Don’t forget to say goodbye to the interviewer before leaving
Try not to be too disappointed
Sample handout 4 Unit 3: WAYS OF SOCIALIZING
When do people often whistle and clap hands?
 When.... 
When.....
 (to attract somebody’s attention)
 (to pay a compliment)
(To express disapproval or protest. )
(to show respect/ show agreement with somebody’s ideas)
 (To be excited about something)
(to encourage somebody)
Sample handout 5 
UNIT16: THE ASSOCIATION OF SOUTHEAST ASIAN NATIONS
Summarize the passage by talking about the information in this table
Through the milestones students will easily talk about the events that took place in the community of countries in Southeast Asia. Especially the weak students
UNIT 5: HIGHER EDUCATION
Sample handout 6
Create excitement for students to use the adjectives learned in the reading to talk about their new learning environment, especially grade 12 students.
Read the text again and find out what each person likes or doesn’t like about their first year at college?
Sarah
- making new friends out of her parents’ control
- no one pays attention to her existence. 
Ellen 
- new relationship (couldn’t get along well with her roommate)
- couldn’t get used to such a big school
Brenda
- making lots of friends.
- enjoyed the academic year because it was so challenging
1.2: Diagram handouts
This type is very useful to help students express many problems in sequence. For example, with the task : causes – consequences – solutions or talk about the species are in danger of becoming extinct as in Unit 10: Endangered Species
And talk obout school system in Enland in Unit 4: School education system
Sample handout 7 
UNIT 4: SCHOOL EDUCATION SYSTEM
 Remember the main content of the passage and fill in the diagram with correct information taken from the reading text and Talk about tha education system in England
Sample handout 8 – Unit 10: Endangered Species
	Discuss in groups then talk about the Endangered species: causes – Consequences – solutions, using the cues in the handouts
1. 3. Picture handouts
 This type is used to help student in the describing their favourite sport after post reading . Teacher should use four pictures of four popular sports to motivate them to talk. Instead of reading only words in textbook, now they have something interesting to think and to talk. The handout may be created as below
For teacher, the picture handouts require the time and the to search for the suitable pictures and design handouts. But the result is obvious quite good. Most of the sudents can talk about the roles of married women at least some simple sentences for the weak. They can talk without the help of the textbook and teacher as well. The students feel so free when express their ideas.
Sample hand out 9
Unit 12: WATER POLO
Talk about your favourite aquatic sports(under watersports).
Group 1: 
- Name of sport: synchronized swimming
- Place: river/sea....
- Number of players: team/ pairs
- Equipment: Trademark piece, a nose chip.
Group 2: 
- Name of sport: water pollo
- Place: pool
- Number of players: seven per team
- Equipment: ball
Group 3
- Name of sport: rowing
- Place: river/sea....
- Number of players: one/group of people
- Equipment: oars, boat.
Group 4
- Name of sport: swimming
- Place: river/ swimming pool.
- Number of players: one
( individually)
- Equipment: Cap, ear plugs,
nose chip, goggles.
Sample handout 10
Unit 15: Women in society
Working in group to talk about the typical roles of a women in society(the past and now)
With the vivid images of many areas of women in the previous society and the era will now help students easily speak out the roles of women.
Roles of married women in the past families: Taking care of their families and doing the housework
- Buying the food.
- Teaching the children.
- Cooking
- Wasting the rubbish.
- Working with the computer.
-Making the speech in the publish.
- Giving gifts to the poor.
- Child bearing
Roles of married women in modern society:
Taking care of their families, doing house work and taking part in the social activities.
2. An example of teaching plan used in teaching in the last school year
UNIT 4: SCHOOL EDUCATION SYSTEM
Perriod 26th- A – READING 
A. Objectives:
1. Education aims:
- Students wil be able to know about the school education system in England.
2. Knowledge: 
- Students get more knowledge of school education system in England.
3. Skills:
Develop mainly reading skill and other skill related to
B.Teaching methods:
- Integrated, mainly communicative
C. Teaching aids: 
 Pictures, hand outs, cassette.
D. Procedures:
Teacher’s activities
Students’ activities
Warm up(2mins)
Games: brainstorming
- Divide the class into groups then ask them to write down as many words related to Education as possible within 1 minute. Which group write down most will be the winner.
- Lead in the new lesson
- Work in groups to write the words
- Listen to the teacher
II. New lesson(32mins)
1. Pre reading
- Ask Ss to read the request
- T may explain these words : 
- Compulsory : 
- primary school
- lower secondary school
- upper secondary school
- academic (adj)
- parallel (adj)
- category (n)
- fee- paying (adj)
- curriculum (n)
à curricula
 - core (n)
-Get Ss to work in pairs to read the “ Facts about school “
And do the task.
- Check the answers with the whole class
-T may explain some new words in the passage
- Read the request
- Listen and write down
- Work in pairs to do the task
-Write down
Answers :
1	2	3	4	5
T	F	T	F	T
2.While – Reading 
- Ask students to spend 5 mins reading the text silently, trying to catch the main ideas of the text.
- Ask students to read the text again and underline words and phrases that describe the school education system in the UK.
Task 1
- Ask Ss to read the six phrases in task 1 and understand their meaning
- Ask students to work in pairs and find words and phrases in the reading passage.
- Call some students to read aloud their answers and ask the others to listen and comment
- Give T’s own remarks and corrections if necessary.
* Answers :
1. state schools
2. primary education
3. secondary education
4. compulsory
5. the General Certificate of Secondary Education
6.curriculum
Task 2
- T checks if Ss can answer the comprehension Qs in Task 2 without having to read the passage again. If Ss can’t, T gets them to read the Qs carefully and gives them some tips to do the task :
 + First, Ss should skim the five Qs to understand them and underline the key words.
+ Then they should go back to the passage and locate the key words in the passage.
+ Then they should read around the key words carefully to 
find the answer.
- T gets Ss to check the answers with a peer.
- T call on some Ss to give the answers and ask them to explain their choices.
- Check the answers with the whole class.
.
Read the text carefully in 5 mins and catch its main ideas.
-Read the text again and underline words and phrases that describe the school education system in the UK.
Task 1
- Work individually to read the phrases
- Work in pairs to do the task
- Some students read aloud their answers, others listen to their friends and comment correct if necessary.
Task 2
- Listen to the teacher
- Try to answer the questions
- Practice with a partner then write them down in the note books
- Ask the teacher if necessary
- Listen to the teacher and make a brief note about school education system in England
- Listen to the teacher
- Try to talk about school education system in England
- The students who are called to stand up to talk loudly are intelligent ones
- work in pairs to compare the answers
-Give the answers
-Correct mistakes
* Suggested answers 
1. From the age of 5
2.3 terms
3.The state school and the “independent “ or “public “ school system
4.Yes
5.There are three core subjects (English , Maths and Science )
6.When Ss finish the secondary school, they can take an examination called the General Certificate of Secondary Education .
3. Post – Reading(7mins)
- Get Ss to work in groups and discuss the Qs :
1.How many levels of education in England ?
2.How are they divided into ?
- Ask Ss to look at the digram .
- Go around to observe and offer help
- Call on the representatives of two groups to give the answers.
- Give corrective feedback
III. Homework: (2mins)
- Review the points that have been covered in the lesson and redo the exercise in the work book.
- Work in groups to discuss the answers
( Sample handout 7 )
- Look at the diagram to talk
- The representative of the two groups give the answers
- Listen and correc mistakes
Feedback :
- Review the main points
3. Result of the research 
After using this technique, I have had the following results of the convey from 2 classes : 12B, 12I at the end of the school year 2018 - 2019:
 Class
Before applying experience
After applying experience
Excellent – good
Average
Weak
(bad)
Excellent – good
Average
Weak
(bad)
12B
30%
45%
25%
37%
56%
5%
12I
30%
49%
21%
38%
55%
7%
It is indicated from the table of statistics above that, the qualities of the subject have considerably changed . They are much higher and better than those at the beginning of the school year . Up to now, there’s been enough evidence to affirm that organizing small games in speaking English has resulted in much effect in teaching English. 
C. CONCLUSION AND RECOMMENDATIONS
1. Conclusion
	Thanks to lively handouts in speaking after post reading, students will not feel practising speaking skill a hard work and get embarrassed or lose their self confidence. On the other hand,