Using handouts to encourage the student in grade 10 to be more confident in speaking lessons at quang xuong 4 high school

APPENDIX
CONTENTS
A. PREFACE
I. Reasons for choosing the theme
1. Basis of theory
2. Basis of practice
II. Aims of the research
III. Objects of the research
IV. Methods of the research
B. CONTENTS
I. Definition of handouts
II. Effectiveness of using handouts in speaking lessons
III. Handouts and the ways to organize them in speaking lessons of
English 10
1. Table Handouts
2. Mind map Handouts
3. Picture Handouts
C. APPLYING THE RESEARCH IN TEACHING
D. RESULTS OF THE RESEARCH
E. CONCLUSION AND RECOMMENDATIONS
1. Conclusion
2. Recommendations
REFERENCE BOOKS

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A- PREFACE
I. REASONS FOR CHOOSING THE THEME :
It can not deny the importance of English in all aspects of our daily life
nowadays. The more the world’s economy develops, the wider the cultural,
political and social exchanges become. Therefore, English has been considered
as the of three core subjects in ưour country’s education system.
At present, there has been considerable reform in English curriculum at
secondary level. Not only is it renovated in content and appearance but also in
teaching method. Teaching foreign languages in general and English in
particular no longer focuses students on studying the language system but helps
them know how to use it as a means of communication. That means to improve
students’ communicative ability which is expressed by the four productive skills:

Reading, Speaking, Listening and Writing.
Of the skills mentioned above, Speaking is considered as a more difficult
task for a large number of learners. Not only does it require a vast knowledge
about the topics they would like to talk but also a great deal of vocabulary and
grammatical structures to express what they mean. In addition, to acquire a
perfect communicative competence, it is essential that learners should have a
thorough grasp of suitable structures applied flexibly in diversified contexts.
In fact, at most of school in our country, both the teachers and students
manly focus on teaching and learning Grammar rather than those of
communicative competence. I have realized that students possibly do
grammatical exercises quite well, however, hardly do they speak a sentence with
correct grammatical rules, regardless say it in appropriate situations or not.
Especially at my school, which is located in the poor countryside nearby the sea,
the students hardly ever get a chance to communicate with the foreigners. It is
open a question to me that I must do something to guide my students to enable
to speak out English from their mouth in some daily situations.
In the school year of 2016 -2017, I taught English in class 10G and 10H
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. 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 to encourage the students in grade 10 to
be more confident in learning speaking lessons at Quang Xuong 4 high
shcool ”. This is my experience I have got from teaching process last year. I
hope that it may be useful for whom like the creativeness in teaching English.
II. AIMS OF THE RESEARCH :

“ Take it easy ” is one of my techniques when teaching the weaker
students. This method brings them the sense of joy and easiness when they learn
2


English lessons in general and speaking lessons in particular through tables,
pictures or images. In order to creat motivation and situations in which students
are encouraged to speak, I have been using handouts not only to draw students’
attention but also enable them to actively take part in speaking activities.
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 10 ( the first year of secondary level as well as the background for
developing speaking skill in the next grades ). 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 to encourage the
students in grade 10 to be more confident in speaking
lessons at Quang Xuong 4 high shool”. This technique has been
applied in quite a long time of my teaching English 10 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 in speaking
lessons of Grade 10 English.
IV- 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.

B - CONTENTS
I. BASIC OF THEORY
In the Cambridge English Dictionary, Handout means a document give to
students or reportere that contain information about a particular subject. In fact,
They allow teachers to provide more detailed information than we would put on
a slide or a task. They give the students something to take away from our
presentation, to review later. They are one more way for the listeners to be
reminded of what you have given for them
Handout is especially useful if the presentation is highly technical or
complex. They can further explain important information. For example, we may
want to include in our handout supporting data that we chose not to include in
the presentation, such who, what, where, when, why…we may use to give the
students some guidelines.

3


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.
Therefore, handout encourages students to interact and communicate in
the target language and create a meaningful situations for language use.
Morever, it makes the foreign language immediately useful to the students and

brings the target language to life.
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 SPEAKING LESSON
AT QUANG XUONG 4 HIGH SCHOOL
As can be seen, English is a rather difficult subject to students particularly
the rural ones. Among four language skills, speaking is considered the most
challenging task for both teachers and learners.
From the matter of fact, during most of speaking lessons, if teachers apply
the old teaching method – teachers only read or give illustration and students’
work is either copying or imitating, there will be only a small number of
students branstorming and working actively, the rest will passively listen
regardless of understand the meaning, purposes and usages of structures and
communicative situations given. Hence, this results in low teaching quality and
few students with flying colours. To make it worse, students increasingly lose
interest in practising speaking skill and fail to upgrade their communicative
abilities.
To get a better view of the fact of teaching and learning English speaking
skill, I have carried out a survey on Grade 10 students of three classes ( 10G,
10H) of my school by 5 questions relating to learning speaking skill and the
reasons why they can not speak it fluently in spite of their good grammartical
knowledge . The questionnaire is as follow :
QUESTIONNAIRE
Put a tick (  ) in your option
Question 1 : Do you enjoy learning English ?



Very much



Not much



Not at all

Question 2 : Which skill do you consider the most important ?



Reading



Speaking



Listening



Writing
4


Question 3 : How do you enjoy speaking skill ?

 Very much



Not much



Not at all

Question 4 : Why can’t you speak English well ?



hard topics
 shyness
 lack of structures and vocabulary
Question 5 : How do you feel if provided more sugestions about the topics in
speaking lessons by using handouts?



Very excited



No special feeling

 Boring

Here is the result of the survey :
ANSWERS

Percentage
(%)

1. Enjoy learning English

62

2. Consider speaking skill the most important

83

3. Enjoy speaking skill

22

4. Consider hard topics in speaking lessons

90

5. Get motivated when providing more sugestions in speaking
lessons by using handouts

95

The result of the survey indicates that over 60% of students are interested
in learning English. Although over 80% of students appreciate the importance of

speaking skill, only 22% are fond of it. On the other hand, most of them (90%)
believed that the topics in speaking lessons are very hard and the number of
students that get excited and stimulated by providing more suggestions in
speaking lessons by using handouts is up to 95%.
It can be concluded that providing more suggestions in speaking lessons
by using handouts is certainly effective in teaching speaking skill.
It is known that using handouts in teaching brings about a great
number of benefits. Not only do the students are motivated, this also makes
them get more ideas to express their thoughts. They find it easier and more
exciting with the difficult topics in textbook. Using handouts changes the
atmosphere of the class and makes the lessons more attractive.
III. USING HANDOUTS TO ENCOURAGE STUDENTS IN LEARNING
SPEAKING LESSON
The students in my school are not very good at English because of many
reasons, the primary one is the lack of confidence and the old teaching method.
Generally, teachers can use handouts in many ways of teaching four skills
including Reading, Speaking, Listening and Writing in any level of learners.
5


However, in this theme, I focus on Speaking skill for grade 10 first because I
had a chance to carry out this technique in the last school year, Besides this, I
really want to help my students, who were lack of opportunity to talk English to
a foreigner, to be aware of the importance of English in the mordern life. The
third reason but most important is I dream to motivate them do what they are
able to do but they do not know. I only give them the ambition, the love, the
confidence, the suggestion for them to do it by themselves. Everything becomes
easier if we know the way how to do it.
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, when teaching part B. Speaking of Unit 1: “The day in
the life of…”, task 3 may be difficult for most of students, teacher create a
table handout using the words and structures as in task 2.
Sample handout 1 - Task 3 Unit 1 of Enlish 10:
Complete the table below with your activities and then to your
classmates.
When

What
- I always get up at …
-I…

- At 6.00

+ In the morning:

- At 14.00,…

+ In the afternoon: - I often…

-I…

- At 19.00

+ In the evening:

- I sometimes…

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The funny small pictures make our brain feel relax and work more
quickly than usual. The small change but the big result. Students are able to talk
anything crossing in their mind naturally about what they often do everyday.
The table handouts can be used in Unit 3: “People background”, teacher
can mix the task 2 and 3 in one and using handouts. After task 1 as warming up,
teacher asks students to work in groups of 4 ( each table is one group) to make
the questions for the information needed in a background interview and give the
answer with their personal information. Then ask one to talk about the
backgroud of the others in front of the class, using the information in the table.
The handout for this situation may be created as below:
Sample handout 2 – Task 2+3 Unit 3 People background
Work in group to complete the table then talk about the background
of the member in each group.
What to
know

How to say

Who

Student 1

Date of birth When were you
born?

I was born
in ..

Place of
birth

Where were you
born?

…

Home

Where do you live?

Family

- How many people
in your family?
- What do they do
for living?

Education

Where did you

study Primary/
Secondary School?
How did your work
at school?

Experience

to be
Student
2
…

asked
Student Student
3
4
…
…

…

Do the same with Task 2 + 3 Unit 12: Music
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The aim of this lesson is to help student ask and answer about their taste
of music. If we use task 2 and task three, I think they are not very seamless. The
students may be get stuck when they speak. Teacher can use handouts to help
students feel excited with this task.
Sample handout 3: Work in groups to ask and answer about the taste music

of your partner, then report the result.
Questions

Partner Partner
1
2
Kind
of What kind of music Pop/
music
do you like?
Jazz
Reason for Why do you like it? exciting
listening
(Exciting/relaxing/
lyrical…)
Favourite What is/are your Son Tung
band/
favorite
MTP…
musician/ band(s)singer(s)?
singer
Favorite
What is/are your
song(s)
favorite song(s)?
When
listen
music

Partner

3

Partner
4

When do you often
to listen to music?

When teaching Unit 13, The students may have difficulties with the new
words to describe about films. Task 2 and task 3 are not very easy with the weak
students. The objecticve of this lesson is talk about the taste of films, therefore,
teacher may use the handout to make the task simplify as below:
Sample handout 4 - Unit 13 Films and Cinema
Use the useful language in the handout then talk to your partners
about your taste of flim
Kind of film
Detective
Science fiction
Love story
Cartoon
War
Action
Thriller

Useful adjectives
Interesting/
moving/
good fun/
violent/
boring/

exciting/
Moving/realxing

Useful structures
I like ….film most
Because It is..
I find it …
I often watch films on
TV.
The film I like best is…
I prefer …than ….

1. 2. Mind map handout

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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
advantages and disadvantages of something as in Unit 9: Undersea world.
Teacher can mix task 2 and 3 in one using a handout as below:
Sample handout 5 – Unit 9 Undersea world
Discuss in groups then talk about the marine pollution: causes –
Consequences – solutions, using the cues in the handouts
Mind map about the sea pollution

1. 3. Picture handouts
This type is used to help student in the describing task as in Unit 8:
History of my village. In this speaking lesson, students have to discuss plans to
improve the life of Ha Xuyen village. Teacher should use 2 pictures of a village

in the past and now with many changes to motivate them to talk. Instead of
reading only words in textbook, now thay have something interesting to think
and to talk. The handout may be created as below:
Sample hanout 6 – Unit 8: The history of my village
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Look the 2 pictures carefully, (pay attention to the differences on them), use
the useful language in the middle to talk about the plans and the possible results
of Ha Xuyen village.
- widen the
roads
- grow cash
crops
- apply new
farming
methods and
technoly
- buil a new
school

IN THE PAST
Useful language:
1. narrow roads
2. poor crops
3. work hard all day
4. straw and mud houses
5. lack of school classrooms are
in bad condition.
….

NOW
1. large and raised the roads
2. big brick houses
3. having mordern device as
TV, Computer, cellphone..
4. new and big school with
enough rooms for all
children….

Give students 10 minutes to work in groups and prepare what they want to
talk from these pictures. When they speaking, teacher should ignore the
grammatical mistakes to encourage them to talk. Using target language to
express their ideas, their thoughts is more important in a speaking lesson than
grammar.
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 changes of a village, at least some simple
sentences for the weak. The most imprtant advantage of this type is the
independence from textbook. They can talk without the help of the textbook and
teacher as well. The students feel so free when express their ideas.
Teacher can use the picture handouts to help students to leanr speaking
lesson on Unit 12- Music – talk about the favourite band , musician, singer.

10


Sample handout 7: Unit 12 – Music – Part B. Speaking for Warm up
stage.
“ Talk about your favorite band, musician or singer.” Do you know them?

Group 1:
- Native name: Nguyen Thanh Tung
- Born: July 5 1994, Thai Binh
Province
- Education: Conservatory of Ho Chi
Minh
- Occupation: Singer – Song writer
- Genres: V-Pop, Pop- dance, R&B ..
- Famous songs: Cơn mưa ngang
qua (The Rain of Love), Em của ngày
hôm qua (Yesterday's You), Chắc ai đó
sẽ về (She Would Come Back), Thái
Bình mồ hơi rơi (Sweat Falls in Thai
Binh), Không phải dạng vừa đâu (I’m
Quite Something),…

Group 2:
- Formed in Hanoi on 26 March
1995 from National University of
Civil Engineering - Most famoust
boyband in Vietnam- Genres: Rock, hard- rock ..
- Members: 5 :
1.Tran Tuan Hung ( founder guitarist )
2. Nguyen Minh Duc (bassist)
3. Vu Van Ha (Guitarist)
4. Pham Trung Hieu (Drummer)
5. Tran Lap
- Albums: The soul of Rock (Tâm
hồn của đá - 2002), Invisible (Vơ
hình - 2003),Magnets (Nam châm

- 2004), Another Day( Ngày khác 2010),Viet Land (Đất Việt - 2015)

11


- The band is now in hiatus due
to Tran Lap's death.

Sample handout 8: Unit 14 –The World Cup.
With this lesson, teacher should find some pictures of the young football club in
the recent world cups: the 19 th and 20th World cup. The ones in the textbook are
quite old. Most of students do not know them. Teacher use handouts for task 3 to
ask students to talk about the world cup winners. Instead of using the
information in the table in task 2, teacher asks them to use the information in
handouts.
Group 1:
Useful language
- The 19th World cup in South Africa
in 2010
- Final match: Spain and Nertherland
- score : 1- 0
- Winner: Spain
Example: The 19th world cup was
held ….

Group 2
Useful language

12

- The 20 th World cup in Brazil in
2014
- Final match: Germany and Argentina
- score : 1- 0
- Winner: Germany
Example:
held ….

The 20th world cup was

The picture handouts are also used in Unit 16 Part B : Talk about the
historical places. Teacher can choose the historical places in which we live, in
Thanh Hoa province for example.
Sample handout 9 : Unit 16 – Historical places.
Ask students to look at the pictures carefully, then ask and answer about it.
Group 1: Ho Citadel ( Vinh Loc District)
Citadel of Hồ Dynasty constructed by
the Hồ Dynasty (1400-1407).
It is located in Tây Giai
commune, Vĩnh Lộc District, in Thanh
Hóa Province, in Vietnam's North
Central Coast region.
There are four gates: one at the south
(fore gate), one at the north (back
gate), one at the east (left gate), and
one at the west (right gate). The
southern gate is 9.5 m (31 ft) high and
15.17 m (49.8 ft) wide.
The castle was constructed from stone

blocks, each of which is 2×1×0.7 m
size on average.
Except for its gates, the castle is
mostly ruined.
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The Citadel was inscribed on
UNESCO World Heritage Sites on
June 27, 2011

The 2 dragons without heads in the
middle of the citadel

Group 2: Ham Rong Bridge - Dragon’s Jaw ( Thanh Hoa city)
Cầu Hàm Rồng - Hàm Rồng Bridge, on Song Ma river, is situated 3 miles
(4.8 km) northeast of Thanh Hóa
- Originally built by the French. From
1957, the Vietnamese started rebuilding
- Completed in 1964, and inaugurated
by Ho Chi Minh himself,
- The final bridge was 160 m long,
17 m wide, and about 15 m above the
river.
3. An example of teaching plan used in teaching in the last school year

Unit 12 : Music
Period 99 - B. Speaking
A. Objectives:
1. Educational aim: Students should know how to talk about their taste of

music .
2. Knowledge:
- General knowledge: Students could understand about kinds of music
- Language: asking and answering questions about music
- New words: words related to music
3. Skills: talking about favourite kinds of music
B. Method: integrated, mainly communicative
C. Teaching aids: pictures, handouts
D. Procedure:
Teacher’s activities
I Warm-up: (5 minutes)
- Ask students to keep book close
- Ask students the questions:
1. Do you like music?
2.What kinds of music do you like?
3.What are your favourite band/
singer…?

Students’ activities
- Keep books close
- Listen to the teacher
- Answer the question
1.Yes, I like
2. pop music
3.The SS501/ Noo Phuoc Thinh …

-.Today we are going to learn more
14

about kinds of music
(We learn Unit 12, part- speaking)
II . New lesson
Pre-speaking : (8 minutes)
Task 1
- Ask students to read and answer
the question about Ha Anh
- Let them work in pairs
- Call on some students to give their
answer in front of the class
- Listen to students and correct
mistakes
While-speaking : (15 minutes)
Task 2
- Ask students to read the example
to understand the context. Then give
them the handouts, ask them to
complete the table by asking and
answering in groups
- Let them work in groups
- Walk round and help them
- Ask some students to stand up to
talk again loudly
- Listen and correct mistakes
Post-speaking : (10 minutes)
Task 3
- Ask students to close books
- Ask students to tell the classmates
about their favourite music, singer,
band, musician

- Walk round and help them
- Let them work in groups
- Ask some students to stand up and
tell loudly
- Listen and correct mistakes
III. Consolidation (2minutes)
Summerise the main points
IV. Homework: (3 minutes)
- Ask students to do part B in the
workbooks
- Ask students to prepare Part CListening and do homework

- Do the task 1 in pairs
- Answer the questions
- Keys:
1.She likes pop music
2. Because it keeps her happy
3.The Backstreet Boys
4. She listens to music all the time

- Look at student’s book
- Listen to the teacher
- Ask and answer about kinds of your
favourite music
- work in groups with handouts
(Sample handout 3)

Using handouts to talk about your
idol music
( Sample handout 7 - Using some

posters of the famous music idols)

- Listen to the teacher
- Write down the homework

15


4. Result of the research
After using this technique, I have had the following results of the convey
from 3 classes : 10G, 10H at the end of the school year 2016 - 2017 :
Class
10G
10H

Before applying experience
Excellent Average
Weak
– good
(bad)
30%
45%
25%
37%
40%
23%

After applying experience
Excellent
Average

Weak
– good
(bad)
35%
58%
7%
40%
55%
5%

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 games in speaking lessons has resulted in much effect in
teaching English.

C. CONCLUSION AND RECOMMENDATIONS
1. Conclusion
The fact is that motivating students by handouts in speaking lessons is
actually creating motivation and contexts for students to enhance their
excitement, activeness, positiveness and creativeness in practising speaking
skill.
Thanks to lively handouts in speaking lessons, 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.
2. Recommendations
1. For students:
- 100% must prepare before class.
- 100% hands-on content in handout on demand.
16


- Using reference books, good learning books are effective.
Especially not to overuse “To learn English well 10,11,12.”
- Actively participate in pairs and groups to practice speaking
English everywhere.
2. For teachers:
- 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.
3. 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.
The

topic

"

Using

handouts

to

encourage

the

students in grade 10 to be more confident in speaking
lessons at Quang Xuong 4 high shool” has got relatively
good results in the classes I was assigned to teach in this school
year. However, this topic is done in a narrow scope. Moreover,
this is just some of my own measures so the inevitable
shortcoming can not be avoided. I would like to receive the
comments of the Basic Science Council and colleagues so that
17

this subject would be completed

and widely applied in

teaching.
LEADER’S CONFIRMATIONS
( XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ )

Thanh Hoa, May, 28 th 2017
I strongly ensure this is my own work
without copying from any other’s
Writer

Le Thi Huyen

REFERENCE BOOKS
1. Teaching and Learning in the Language Classroom. ( written by Tricia
Hedge - 2008 - Cambridge University Press ).
2. Practical English Usage ( written by Michael Swan).
3. A course in language teaching - Practical and Theory ( written by Penny
Ur - Cambrige University Press.
4. English Language Teaching Methodology ( edited by Hanoi university ).
5. Practical handbook of language teaching ( written by David Cross ).
6. Mind map for kids, The Mind map book - by Tony Buzan,
7. Phương pháp dạy tiếng Anh Trung học phổ thông ( written by Nguyễn Hạnh Dung
)
8. Internet.
18

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 CẤP
CAO HƠN ĐƯỢC XẾP LOẠI C TRỞ LÊN
Họ và tên tác giả: Lê Thị Huyền
Chức vụ và đơn vị công tác: Giáo viên trường THPT Quảng Xương 4
TT

Tên đề tài, Sáng kiến

cấp đánh
giá

1

5 bước đơn giản giúp
học sinh làm bài tập
Sở
đọc hiểu đạt kết quả cao GD&ĐT
ở trường Quảng Xương

Xếp
loại

Năm học đánh giá xếp
loại

C
2011-2012
19

4

Thanh
Hóa

20