Skkn four types of handouts are effectively applied in the after reading to help students develop english speaking skill in grade 10 at quang xuong 4 high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT QUẢNG XƯƠNG 4

------

EXPERIENCE INITIATIVE

FOUR TYPES OF HANDOUTS ARE EFFECTIVELY
APPLIED IN THE AFTER READING TO DEVELOP
ENGLISH SPEAKING SKILL IN GRADE 10 AT
QUANG XUONG 4 HIGH SCHOOL .

Người thực hiện: Lê Thị Ngọc Dung
Chức vụ
: Tổ phó chun mơn
SKKN thuộc lĩnh vực : Ngoại ngữ

THANH HÓA, NĂM 2022

TABLE OF CONTENTS

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CONTENTS

PAGE

1. INTRODUCTION

2

1.1. Reasons for choosing the theme

2

1.2. Aims of the research

2

1.3.Objectives of the research.

3

1.4.Methods of the research

3

2. CONTENTS

3

2.1. Theoretical background

3

2,2. The practical background and learning English at Quang
Xương 4 High school.
2.3. Solutions to the problem.

3

2.3.1. Table handouts

4

2.3.2. Diagram handouts

8

2.3.3. Brainstorming handouts

9

2.3.4 Picture handouts

12

2.4. Applying the research in teaching

16

2.5. Results of the research

18

3. CONCLUSION AND RECOMMENDATIONS

19

3.1. Conclusion

19

3.2. Recommendations

19

4

REFERENCE BOOKS

1- INTRODUCTION
1.1. REASONS FOR CHOOSING THE THEME :

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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 2021 -2022, I taught English in class 10D5 and
10D7 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 10 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: “Four types of handouts are effectively applied in the after
reading to help students develop English speaking skill in grade 10 at
Quang Xuong 4 high school.”
with the desire to help for students to learn the lesson content most effectively.
1.2. 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 11.

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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 “Four types of handouts are
effectively applied in the after reading to help students develop English
speaking skill in grade 10 at Quang Xuong 4 high school. ”.
This technique has been applied in quite a long time of my teaching
English 10 and exellent students. I have got considerably hopeful result.
Therefore, I decisively exchange my initiative experience with my collegues.
1.3.OBJECTIVES OF THE RESEARCH :
This subject is concerned with ways of organizing games after post
reading of Grade 10 English.
1.4. METHODS OF THE RESEARCH :
- Using the text - book English 10 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.
2.CONTENTS
2.1. Theoretical background.
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.
2.2.The practical background and learning English at Quang Xuong4 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

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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.
2.3. Solutions to the problem
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.
Four typical handouts:
2.3.1. 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 8 :The Story of my village
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 :Unit 8:The Story of my village
Talk about the changes in village

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The students work in pairs to complete the table and a representative to talk
about the changes of the village.

What will you do to
help your village if
you have chance?

If I have chance, I

will……

INTERVIEW

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Sample handout 2 Unit1: A DAY IN THE LIFE OF ….
Talking about Mr. Vy and Mrs. Tuyet’s daily routines.. using the following
figures as cues.
Summarize the passage by talking about the information in this table
Through the milestones students will easily talk about the daily routine.
Especially the weak students

Activities

Mrs.
Tuyet

Mr. Vy

1. gets up at 4.30

√

Both

 

 

 √

 

3. drinks several cups of tea and has a quick
 √
breakfast

 

 

4. ploughs and harrows the plot of land

 √

 

5. repair the banks of the plot of land

 

 

√

6. pumps water into the plot of land

 √

 

 

7. love working

 

 

 √

8. arrives in the field at exactly 5.30

 √

 

 

2. does the transplanting

 

A:Mr Vy gets up at 4.30 and go down to the kitchen to boil some water…
B:Mrs Tuyêt does the transplanting
C:MrVy and Mrs Tuyêt /They repair the banks of their plot of land.
Sample handout 3 : Unit 11:National Parks
Talking about National Parks by using the information in the table handout.

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Group work: Complete the table and talk about 3 national parks you would
like to visit.

Group1:CUC PHUONG National Park
It is located in…….
It contains over 200 square kilometres of…………….
We go there to…………………………………………..
Group 2:NAIROBI National Park
It is located in…….
It ………………….
Wisitors go there to………………………………………
Group 3:EVERGLADES National Park
It is located in…….

It has…………….

2.3.2. Diagram handouts

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Sample handout 4: Unit 12

MUSIC

Complete the chart by putting these ideas in correct positions.
Discuss in groups then talk about the roles of music in our daily lifeusing the
cues in the handouts

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This type is very useful to help students express a lot of ideas
For example, with the task : Music makes human different from other animals
2.3.3. Brainstorming handouts
Sample handout 5: Unit1: A DAY IN THE LIFE OF ….
BRAINSTORMING
Try to make a list of your daily routines( for good students)

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Talk about your daily routine:
The alarm goes off at 5:00. I get up and I often do morning exercise at 5:30
It takes me 30 minutes to read newspaper…

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Sample handout 6: Unit 13: FILMS AND CINEMA
Work in groups:Summary the passage

a. 19th century/ history/ cinema/ begin.
b. 1905/ films/ about 5-10 minutes long.
c. 1910s/ the first long films/ be/ made.
d. 1915/ cinema/ become/ industry.
e. 1920s/ sound/ be introduced and old silent films/ be replaced/ the spoken
ones.

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2.3.4. Picture handouts:
This type is used to help student in the describing their favourite activities in

after reading . Teacher should use the pictures to motivate them to talk. Instead
of reading only words in textbook, now they have something interesting to think
and to talk.
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 to talk solutions to improve our beloved oceans 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.
Students in other groups listen and add ideas. The handout may be created as
below.
Sample hand out 7: Unit 9 UNDERSEA WORLD
Summarize the story through these pictures: Apply to advanced students.
(especially teaching good students with a background to write a good essay).
After group or pair discussion, each student looks at the pictures and suggested
words to talk solutions to improve our beloved oceans!
Students in other groups listen and add ideas.
Clean the beach /tell
other people not to
litter them

Do not throw plastic
bags, pieces of glass
and cigarette butts at
the beach.

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Be a smart shopper
and choose your
seafood responsibly.

Place rubbish and
plastic bags in proper
dusbins.

Join the green
Saturday movement

Do not use herbicides,
pesticides, and
fertilizers that harm
the environment.

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Do not fish for species
that are limited,
threatened or
endangered.

If you are an expert for the environment :
I think that we should do something….
In my opinion, the best way to protect our oceans is to do something...
In my point of view, the government should

do something…
Sample handout 8 : Unit 3: PEOPLE BACKGROUND
Working in group : Use the suggested information to talk aboutMarie Curie’s
background and a famous siencetistin in Viet Nam or the world
With the vivid images of volunteers in the world will now help students easily
speak out the activities of volunteers

- Born /
Warsaw /
Nov. 7, 1867.

- Marie
/youngest/
of 5 children/
/two famous
teachers.

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- Marry /
Pierre Curie /
1895. work
together on
the research

- Awarded /
Nobel Prize /

Chemistry /
determining /
atomic weight
of radium.

- Become /
first woman /
receive /
PhD /
Sorbonne
/1903.
- Get two
degrees (in
Physics and
Maths) with
flying colours

-Marie Curie was born on……… in……………
- Her dream was………………………..She married ………………

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- She was the first ………………………………
2.4. An example of teaching plan used in teaching in the last school year
UNIT 12: MUSIC
PERIOD 74th : READING
A- Objectives

1- Educational aim: - By the end of the lesson, sts will be able to get
+ Knowledge of some kinds of music and composers .
+ Love and respect to musicians, artists and valued pieces of music .
2- Knowledge:
+ General knowledge: Reading about types,roles and history of music.
+ Language: Words related to music
3- Skills: Scanning for details to answer questions , gap – filling.
B.Method Integrated ; mainly communicative.
C.Teaching aid: Real objects and pictures showing musical tools, singers and
composers ; tape of musical extracts.
D. Procedure

Teacher’s activities
Students’ activities
I.WARM UP
Com p l et i n g gam es
- Work in groups.
-T asks ss to work in 2 groups and give the
kinds of MUSIC they know on the board. - Listen and carry out the activity
Jazz
Country

Rock

- Go to the board and write their
answers quickly

Music

Blues

- T gives feedback and correct the answers.
1.Do you like listening to music?
2.What band do you like best?
3.What singer do you like best?
4.Can you name some singer?
II. NEW L ESSON
1.PRE-READING
* vocabulary:
- T elicits and presents new words by
situation and examples , then models and
writes on the board.

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- Follow t’s elicit and contribute to
the lesson.
- Answer T’ eliciting questions

-Repeat in chorus/ individual
- Copy down

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- emotion (n) = a strong feeling
e.g.: hate, love. Tình cảm, cảm xúc
(explanation)
-to convey = to show, express truyền đạt
(synomym)

-integral part (n) = necessary part phần
thiết yếu, quan trọng
(synonym)
- to lull = make somebody sleepy ru (ngủ)
(mime )
-to delight = to make somebody happy
làm vui lòng (explanation)
-funeral (n) = It is celebrated when
someone dies đám tang (picture)
-solemn (adj) = serious nghiêm trang
(synonym)
-mournful(adj) = sad buồn thảm (picture)
- T asks ss to write on the notebooks.
* Checking: Slap the board
* Prediction: True or False statements
-T asks ss to guess the statement are T or
F.
Music is the same as language.
Music can be used to communicate
Music is not important in our life.
People can earn lots of money from Music
People can use Music in the special events and
occasions.

- Take notes.
- Work in groups to guess the
answers
- Say out loud the answers in front
of the class.

- Read and choose the correct
answers.
- Give the answers in class.
*Expected answers
1. F (different)
2. T
3. F (integral part)
4. T
5. T
- Work in groups to read the
passages again and give the
answer.
Expected answers
1. Language and music.
2. It can express ideas, thoughts
and feelings.
3. It adds joyfulness to the
atmosphere of a festival and make
a funeral more solemn and
mournful.
4. It makes people happy and
excited. It delights the senses.
5. It is a billion-dollar industry.

2. WHILE- READING
Checking prediction
- T asks ss to read the passage then give
the answers in groups.
- T calls on some ss to do the task orally in
front of the class

- T listens and helps ss to do the task
- Do the task.
correctly.
Expected answers
- T gives feedback and correct answers.
1. C
2. B
3. A

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Answering the questions
- T ask ss to work in pairs to read the
passage again and answer the questions
- T asks sss to underline the information
that supports the answers.
- T calls some pairs to say out their
answers aloud in front of the class
- T listens and gives the correct answers
3.POSTREADING:

4. C
- Do the task.

5. A

Music makes humans different

from all other animal
III.CONSOLIDTION
It makes people happy and excited
Ask students to answer the questions:
It delights the senses
-Which form of music is pop music mainly Music is a powerful means……….
influenced by?
-According to the passage, what is modern Work in pair to answers the
music often used for?
questions.
-Who were folk songs composed by?
-Why are folk songs called “protest songs”? Learn by heart the new words and
IV. HOME WORK
talk about the music.
T asks ss to learn do exercises of
vocabulary part.
2.5. Result of the research
After using this technique, I have had the following results of the convey
from 2 classes : 10D5, 10D7 at the end of the school year 2021 - 2022 and
teaching the excellent student team at the provincial level.

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Class
10D5
10D7
Good

stude
nts

Before applying experience
Excellent Average
Weak
– good
(bad)
30%
50%
20%
25%
54%
21%
No student won prizes in the
provincial competition for
excellent students

After applying experience
Excellent
Average
Weak
– good
(bad)
38%
59%
3%
32%
63%
5%

Two students won the third prize in
the provincial competition for
excellent students

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.
3. CONCLUSION AND RECOMMENDATIONS
3.1. 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, they will excitingly take part in the competitive
games. Besides that, useful language, pictures enable students to raise the sense
of initiative and try their best to drill their speaking skill better and better after
each lesson to grasp the chances to achieve the knowledge.
In the renovation period of teaching methods, there have existed a wide
range of techniques used to enhance the quality of teaching and studying. From
my years’ time of experience, accessing to a various number of positive and
advanced teaching methods and techniques, I myself have drawn a productive
teaching aid in English speaking lessons. In this method, I realized most students
worked harder, expressed more ideas, became more active and interested in the
lessons and especially had more satisfactory results despite the fact that they are
the students of Quang Xuong 4 - a seaside high school.
3.2. Recommendations
a. For students:
- 100% must prepare lesson before going to class.
- Using reference books, good learning books are effective. Especially not to
over use “To learn English well 10.”

-Actively participate in pairs and groups to practice speaking English
everywhere.
b. For teachers:

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- Prepare the lesson plan carefully.
- Create the good and lively handouts and copy them before teaching
- Explain the direction carefully and correctly the tasks for the students to know
exactly what they have to do, in order to increase effectiveness in each task as
well as to enhance their ability to communicate and exchange ideas in English.
- Keep a fun, gentle manner with the students during class to create the best
posture for the students.
c. For schools:
- Organize English clubs so students have the opportunity to learn more.
- Regularly organize refresher courses for good students, high school students,
and low students in order to improve the quality of student learning.
- Equipped with radio and calibration tape for teaching process.
Topic “Four types of handouts are effectively applied in the after reading
to help students develop English speaking skill in grade 10 at Quang Xuong
4 high school.”.
had a relatively good result in the classes I was assigned to teach this school
year. However, this topic is implemented in a narrow range. Moreover, these are
just some of my own measures so inevitable shortcomings are unavoidable. I
would like to receive comments from the science council and colleagues for this
method to be completed and widely applied in teaching.
I sincerely thank .

LEADER’S CONFIRMATIONS
Thanh Hoa, May 25th 2022
XÁC NHẬN CỦA THỦ TRƯỞNG I strongly ensure this is my own work,
ĐƠN VỊ
without copying from any other’s
Writer

LE THI NGOC DUNG

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REFERENCE BOOKS
1.English Language Teaching Methodology ( edited by Hanoi university ).
2. Teaching and Learning in the Language Classroom. ( written by Tricia
Hedge - 2008 - Cambridge University Press ).
3. Practical English Usage ( written by Michael Swan).
4. A course in language teaching - Practical and Theory ( written by Penny
Ur - Cambrige University Press.
5. Practical handbook of language teaching ( written by David Cross ).
6. Phương pháp dạy tiếng Anh Trung học phổ thông ( written by Nguyễn Hạnh
Dung )
7. Internet

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DANH MỤC
ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH
GIÁ XẾP LOẠI CẤP PHÒNG GD& ĐT, CẤP SỞ GD& ĐT VÀ CÁC
CẤPCAO HƠN ĐƯỢC XẾP LOẠI C TRỞ LÊN
Họ và tên tác giả: Lê Thị Ngọc Dung
Chức vụ và đơn vị công tác: TPCM Tổ ngoại ngữ trường THPT Quảng Xương
4.
TT

Tên đề tài, Sáng kiến

Cấp đánh
giá xếp loại
(Phòng, Sở,
Tỉnh...)

Kết quả đánh
giá xếp loại

Năm học đánh giá
xếp loại

(A, B, hoặc
C)

1

Một số hoạt động bổ
Sở

ích giúp học sinh học từ GD&ĐT
mới tốt hơn ở trường
Thanh Hóa
Quảng Xương 4.

C

2006-2007

2

Using handouts in
helping students in
grade 11 develop better
speaking skill in post
reading at Quang
Xuong 4 high school.”

Sở
GD&ĐT
Thanh Hóa

C

2018-2019

3

Encouraging the
students in grade 12 to

be more confident in
speaking in post
reading by using
handouts at Quang
Xuong 4 high school”.

Sở
GD&ĐT
Thanh Hóa

B

2019-2020

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