A NUMBER OF TIPS TO MAKE EXCITEMENT IN LISTENING ENGLISH SKILLS FOR STUDENTS IN GRADE 9 OF DONG MINH PRIMARY SECONDARY SCHOOL

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THANH HOA DEPARTMENT OF EDUCATION &TRAINING
DONG SON OFFICE OF EDUCATION AND TRAINING

INITIATIVE IN TEACHING EXPERIENCE

A NUMBER OF TIPS TO MAKE EXCITEMENT IN
LISTENING ENGLISH SKILLS FOR STUDENTS IN GRADE 9
OF DONG MINH PRIMARY& SECONDARY SCHOOL

Written by: Pham Thi Hoa
Position: Teacher of English
Address: Dong Minh primary& secondary school
Field of initiative: education

TABLE OF CONTENTS
DONG MINH, 2021


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INDEX
SECTION
Index
A. The opening
I. Reason for choosing the subject
II. The scope of research
III. Research purposes
IV. Research methods
B. The content of the initiative experience

I. Basis of issue
II. Status of the problem
III. Measures carried out to solve the problem
IV. Effect of the idea
C. Conclusion and recommendation
I. Conclusion
II. Recomendation
Reference material

Page
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3-5
5-13
13-14
15
15
16
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A. THE OPENING:

I. Reason for choosing the subject:
The grower the society becomes, the more educators, parents are aware of
the importance of learning a foreign language in general, especially learning
English in particular.
English is an important key for young generation to open the future, the
needed site to step out into the world and serve their future career. It also a
means for today young generation to exchange, learn with young people in all
over the world. Study about the customs, traditions, cultures as well as the
progress of science and technology of many countries.
According to the innovative method, English is no longer taught grammar
but concerned more about the communication which is the main purpose in
learning English. Learn English in order to communicate with foreigners.
However, in the four skills in English, the listening skill must be said the
most difficult. In fact, most students are not interested in learning listening skill.
As a perennial English teacher, exposed to many students in many
different locations, I really worry about the quality of learning English in
general, how students learn English listening skill in particular. So with the
passion for my job, desire to learn, I'm researching solutions to improve the
quality of learning English, especially the method of causing the excitement for
students in learning listening skill.
So how to help students-especially the last level-9 graders can apply
vocabulary and grammatical structure to listening effectively? How to teach
listening to every school pupil to help they feel fascinated and loved the subject
more? How to find some positive, simple, easy to understand, practical
methods? That’s the reason why I choose the topic: "A number of tips to make
excitement in listening English skills for students in grade 9 of Dong Minh
secondary school"
II.Research purposes:
With the successful research theses ideas will help teachers acquire the
following experience:

1. Organize to teach effective listening.
2. The steps to conduct a more effective listening teaching.
3. Instruct students to practice, practice skills and techniques to hear
English.
III.The scope of research:
The subject of initiatives this experience revolves around the study of the
teaching and learning English listening courses of teachers and students in class
9A at Dong Minh secondary school.
IV. Research methods:
1. The method of observation.
2. The method of Exchange, discussion:


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3. Experimental methods:
4. Methods of investigation

B. THE CONTENT OF THE INITIATIVE EXPERIENCE
I. Basis of issue:
English language teaching and learning is not just about "learning to
learn", which is to be thinking, there is depth. We not only aim to achieve
significant grammar but also aim to reach and develop skills to use that
language.
Grasp the essence of communication and be able to communicate as
needed is what we desire. LISTENING skill is considered as a more passive
skill, and listening skill is often harder than reading skill in a language, through
listening is the speech which has characteristics quite different from text.
II.The reality of the problem:
English is a difficult subject with the volume of knowledge and in the

process of hearing so the students do not control things that they will hear.
Words in the tape are very fast and unfamiliar. Listening post has many new
words, word accent, accent was negative sentences, linking words, intonation
which are very different and difficult so students can not understand the article
content.
1. Purpose of teaching:
The purpose of language teaching is not to provide students with
knowledge of the language, but the ultimate purpose of teaching English in
general and English in particular is to teach students the ability to communicate
in English. Students' communication skills are demonstrated through the
following skills: Listening, Speaking, Reading and Writing. English listening
skills of students are formed through a learning process in the English language.
In addition to studying at school, students must learn to train themselves through
various forms and methods.
Listening skills are the ability to use language knowledge for the purpose
of listening comprehension in English.
2. The fundamental factors directly affect the effectiveness of listening:
2.1: Teachers:
- With the new teaching method, the teachers play the role of directing
and controlling the students in the classroom.
- In order to conduct an effective listening lesson, teachers should
implement the following basic elements:
+ Select and use flexible teaching techniques appropriate to each lesson
content.


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+ Organizing, controlling classes, distributing reasonable time.
+ Proficient use of equipment, teaching aids for listening.

+ Creation of teaching aids suitable for teaching.
+ Inspirational, attractive, attractive students.
2.2: Method - teaching technique (Listening Techniques):
- Listening techniques are taught by listening content, in other words, the
content of the listening lesson governs the choice, use of the combination of
methods and techniques of listening. Each teaching technique is suitable for a
specific teaching style. (grammar, speech, writing ...)
2.3: Equipment and teaching aids for listening instruction:
- The use of pictorial assisted instruction for foreign languages in general
and English in particular is considered a means of expressing part of the main
content of the textbook. In all new textbook units, the content of the text is
recorded in the cassette tape, while the textbook only prints the listening
exercises. To perform these listening exercises, the learners must listen to the
contents of the lesson. Moreover, teaching aids is also an active means of
innovating teaching methods, motivating and motivating learning.
* Equipment required for the course:
- Transceiver cassettes.
- Voice recorder for reading and listening to textbooks.
- Pictures illustrating the content of the textbook
- Self-made stationery pictures ....
2.4: Students:
In the relationship between teaching and learning: Teachers are the
organizers, directing students to self-control their knowledge by their own
actions, their own intellectual actions in the role of controlling the teacher.
member.
For good listening practice, students need to have the necessary skills in
listening comprehension in English.
2.5:Teaching aids:
- There are too many teaching materials for teaching, some missing:
pictures, photos, tapes, casstte.

- The quality of tape is not good, voice is not clear, noise is high.
3. Specific investigation:
In the process of teaching, I personally take 9A class with a sense of
studying the characteristics of the students’ learning situation, the students have
learned. From the beginning of the school year, I have directed myself to a
specific plan and methodology to actively investigate the learning situation of


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the students in my classes. Through the investigation, I realized that most of the
vocabulary is unlikely, and English listening and communication skills are
limited. The results of the survey are as follows:
Total
27

Mark 0-3
%
10(37%)

Mark 4-5

Mark6-8

%
14(51.9%)

%
3(11.1%)

Mark 9-10
%
0

The reasons for this are:
- Foreign language is a difficult subject, especially listening skills, the
children are not self-learning, so the results are not high.
- They also speak a lot of local languages, so the practice of listening
skills is very difficult. How can we excite children in these classes?
In the face of reality as well as in the teaching and learning English of
teachers and pupils of Dong Minh Secondary School for better work, I strongly
improve the method of teaching from listening with the desire to help children
learn. They not only learn the language through communication but also learn
more about the grammatical structures that they learn in lessons. Applying this
method, I have achieved quite high results, most of them are interested in
learning hours leading to understanding and doing good articles.
The most basic perspectives on innovation methods is how to promote
positive be charged, the initiative of the learners, creating optimum conditions
for learning and practice, developing the ability to use language to communicate
rather than providing pure language knowledge.
With this perspective, the tricks and activities on campus were changed
and diversified development. The teacher needs to grasp the main principles of
the method and learn the tricks and teaching activities from the standpoint of
communication so that you can apply to be a flexible, consistent and effective.
III. Measures carried out to solve the problem:
1. The concept of teaching listening skills:
Active listening is the most complicated language; it incorporated the
constituent elements of the gain the awareness and knowledge of languages.
Listening is one of the primary purposes of teaching foreign languages. Consists
of two levels:

1.1. Level 1: (identify or discern): awareness of sounds, words, groups of
words in relation to their structure. Only when this possibility became
automation, the listener can regenerate, behave and respond to what is heard in
the audio chain that.
1.2. Level 2: (selected): listeners learned elements useful to understand
was the speaker. At first listening comprehension, verbal sentences are short,
simple and longer sentences


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2. Studying of the listening activities:
2.1. Listening in everyday life:
Listening to not focus: is the listening acticities to entertain such as listen
to radio, watch films on TV ... which still can proceed at the same time another
job.
Listening to focus: is the deliberate player, wants to capture the
information of content would do.For example, hearing the news on the radio, the
television, listen to the instructions, instructor lecture, interpretation, etc.In this
case, the listeners primarily focus on the important points, needed for his
intention. Regular listeners know themselves what they want to hear. This helps
the listeners pay attention to the right content should know, because so often
capture the issues more effectively.
2.2. Listen in the environment: in the environment, mostly listening
activities that focus, and aims to develop different skills. The type of hearing in
learning foreign languages as follows:
- Listen to main ideas.
-Listen to find the necessary information.
-Listen to affirm the previous conjecture.
-Listen to perform communication tasks are laid out.

-Listen to details (Both the contents and the structure of the language).
* Note: students can reset the amount of information based on the
following basis:-knowledge of the language (vocabulary, grammar, semantics,
style, etc.)
- The familiar with the topic being addressed.
-Observation, interpretation, communication context, including what
happened before.
- Knowledge, knowledge that they possess the same said.
- Understanding, the personal preference, attitude speaker.
-An understanding of the context, culture in communication.
-An understanding of the external signal language like: speed says, stop
the, gesture, gestures, looks to the
3. Conduct the tips taught listening:
3.1. Building trust (Confidence building)
3.2. Identify the sentence accent (Sentence stress reception)
3.3. Resolved topics (Topic interpretation)
3.4. Listening comprehension for the main idea (Listening for gist)
3.5. Identification details (Recognising details)
3.6. Listen to capture the necessary information (Listening for wanted
information)
3.7. Copy the spell (Dictations)
3.8. Event chain diagrams (Sequencing chart)


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3.9. Grammar spelling (Dictogloss)
3.10. Listen-guitar (Listening and note-taking)
4. Organize the different listening activities:
4.1. Help students listen effectively: in fact, listening still is a difficult

skill for today's school students. To overcome these difficulties while listening,
teachers can use the following measures:
- Introduce the topic, the related content to hear; explain the concept if
necessary.
-Questions help students anticipate the content will play.
-Introducing new words , reinforcing the vocabulary necessary for
listening.
-Question guides when listening.
-Divide the process of listening into each step, for example
+ Times the first player: hear main ideas, answer questions.
. + Times the second listener: listen to more details etc.
-If the dealer long post, listen to short to let students hear, there are
specific listening requirements vary
4.2. Getting things predictable, listen to: (predicting) the skills needed
when listening is the ability to predict what is about to be heard. So when
listening to students, teachers should give students guess things about to listen in
a certain context. This activity may proceed with the hearing which the plot or a
conversation. For example, when listening to a conversation, the teacher may
stop following a sentence by a character in the conversation and ask students to
watch the other characters will respond like? Will behave like? Agree or not?
…..
For example:

( English 9- Unit 1: Local environment- Skills 2- page 13)
Tapescript:
Tra: I love history, so my place of interest is Viet Nam National
Museum of History. ( What can you hear? Is it history or not?)There's an
extensive collection of artefacts tracing Viet Nam's history. They're arranged

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chronologically from primitive life to modern times. It's also near Hoan Kiem
Lake and the Old Quarter, so you can spend time looking round and exploring
Vietnamese
culture.
Nam: I'm fascinated by traditional handicrafts. (What does he like?) At
weekends, I usually go to Bat Trang, a pottery village not far from Ha Noi
centre. (Where does Nam usually go? What does Bat Trang make?)My friend's
relatives live there and they own a workshop. Every time I go there, they teach
me how to make things such as pots, vases, or bowls. I'm learning to paint on
ceramics
now.
Hoa: Ha Noi Botanical Garden is the place I like. There are lots of trees
from different countries (Where are the trees from? Can you hear what?), a
lake, and a small hill. I usually climb up the hill and read books at the top
because there's a large lawn. After that I go down and feed the pigeons.
Sometimes I just sit on the bench, watching people dancing or playing sports.
It's a nice place for those who love nature and quietness.
4.3. Listen to confirm his speculations about article content, listen:
this is the same truth applies to reading comprehension skills: before
listening/reading teacher, exploiting suggestions of what students have already
known about the content issue would listen/read, what is unknown. Then listen
and relate the understanding with the content should look. For example, when
conducting a post about Tourism in Viet Nam (English 9-Unit 8: Tourism-Skills
2), the teacher would ask, suggest what students already know about tourism,
such as: its importance, the good effect, the the objectives...... Then the request
the students to listen, find answers.
Listen to the lecture and tick True (T) or False (F)

T
1.Tourism plays an important part in the development of
many nations.
2.Modern transport promotes tourism.
3.Tourism depends on the income of a country.
4.People's lives get better with the development of tourism.
5.Tourism helps promote international understanding and
cooperation.

F


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6.Young people go to big cities to meet foreign tourists.
( English 9 – Unit 8: Tourism – Skills 2- page 27)
4.4. Listen to retrieve required information: as mentioned, when
conducting active listening, teachers have to send out the request, the task of
listening; focusing on the primary content, it's important to let the listener has
the specific purpose. The form of missions, diverse requirements, be it the form
to answer the question or complete the tables.
For example:
Listen and write the missing words in each gap:

(English 9 – Unit2: City life- Skills 2 – page 23)
4.5. Listen to capture the main ideas: (Listen for gist, for main ideas), in
many cases the student should be listening to understand the main ideas,
essential items without the need for attention to detail.
For example: Listen to the conversation about their eating habits and
decide if the statements are true or false:

(English 9 – Unit 7: Recipes and eating habits- Skills 2 – page 15)


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Tapescript: Nicolas: “ I don't have a proper breakfast. I never have time
because I always get up late. Normally, my mum buys a packet of biscuits and I
have some on the school bus. At lunchtime, I'm always hungry, so I have a
hamburger, a packet of crisps, and a cola. I can easily get them at the school
canteen. For dinner, I like fried beef, noodles, and eggs, rent really eat
vegetables because they aren't tasty. My mum says rating habits are unhealthy.
I'm thinking about changing them. If I continue eating like this, I may become
overweight”
Important sentences are
1. I always get up late.
2. I can easily get them at the school.
3. I’m thinking about changing them.
4.6. Listen to the next communication activities: the listening activities,
usually in the form of filling out tables, for a communication activity that
followed.
For example:
Listen to what a tourist says about Ha Long Bay and complete the data
chart
Name

Ha Long Bay

Location

(1)_________ region of Viet Nam

Reasons for choosing
the place

- a magical place
- recognised by (2) ___________
- its rich history and (3)__________ setting

Main features of the
place

- like a work of art
- 1,969 islands in two main (4)___________ : the
southeast (belonging to Bai Tu Long Bay), and the
southwest (belonging to Ha Long Bay)
- wonderful (5)__________ in Ha Long Bay: Thien
Cung, Dau Go, Sung Sot, and Tam Cung
- one of the places where humans first existed

Comments and
feelings about the
place

It is truly unforgettable thanks to its long history
and (6)__________ natural beauty.

(English 9 – Unit 5: Wonders of Viet Nam – Skills 2)

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After completing tables for posting listen on, the student can continue to
work with the next communicative activity or say more about Ha Long Bay.
5. Practicing various forms of listening comprehension exercises:
Listening comprehension exercises has various forms. The popular
exercises were:
- Defining true – false questions
- Checking the correct answer / information
- Matching
- Filling in the chart
- Filling in the gap
- Answering comprehensive questions
6. Assumes some basic principles when conducting active listening:
Listening activities so as to achieve the desired goal, teachers need to
implement some basic principles when conducting a listening post as follows:
6.1. Lead-in as mentioned above, when focused, listeners often have
unintended, toward a focus on the need to hear, will know to pay attention to the
content when listening. So when taught to hear teachers also need to create the
"intent" to have the students prepare for the upcoming hearing through the
activities before the hearing as:
- Introduction of context, situation
- The questions suggested, the guess about the content about to hear
- The questions to create curiosity, create excitement about article content
are about to hear.
- The questions that guide requirements for the necessity of listening
comprehension etc.
6.2. Listening tasks
Listening activities necessarily have driven through the requirements,
mission teacher-designed for students to perform. The requirements, this task

can be one or more of these forms of listening exercises as listed in section 4.
6.3. Conduct follows three stages: prior to the hearing, while hearing and
after listening.
a. Pre – listening:
- Arouse interest
- Set up the context
- Create reasons for listening
- Pre-teach structures, newwords
- Introduce briefly the topic, content
- Eliciting, guiding questions
- Predict the text
- Giving expectation


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The teacher who created the exam preparation listening to students by
leading questions provoking talk about the topic of listening post, ask students to
observe the war, reading from and guess what they are prepared to hear about
what topics? Who's going to say? Says who? The conversation took place
where? Teachers can ask students to work in a group preliminary guess about
the content of what the content is about to look through the files or listening
post's situation. Maybe there are things students say not exactly with what the
children are about to listen to but the problem is that the children get excited
before the hearing, understand situations and themes are about to hear. Teacher
Gong can help students anticipate the difficulties may be encountered in terms
of pronunciation, since the new structure, the knowledge or the knowledge of
the culture, the country school. Finally the teacher need to enlighten students
know that they will hear as many times (from 2 to 3 times) and guidelines
require, mandate to hear (answering the question, select file or inset file)

playback time and homework (3 or 5 minutes).
b. While – listening:
The activities practiced while listening to are the exercises are done while
the students listen to, can listen to listen again to perform exercises. The form of
training at this stage is to find out, hear the article contents. Depending on the
purpose and the specific content of each post, will take the form of questions
and require different extraction, can both in terms of content, just about the
language. The exercises and tricks common in this stage usually have the
following form:
Find the word / sentence that says...; Check / tick the correct answer; True
– false;
Complete the table; Fill in the chart; Make up charts / diagrams; Make a
list of...;
Matching; answer the questions
The teacher turned the tape or read the post play 2 or 3 times. The
students get familiar with listening post covering listening post content, the
second hearing the correct information to complete the exercises, the third listen
and check that the exercises have done the main objective of listening
comprehension is that students hear the main content or get information at the
same time understand the attitude, the author's point of view. Therefore teachers
need for the students to hear the whole song to the children grasp the General
ideas as well as the layout of both the paper and homework, then it is possible to
play back each piece to check the results, or hear back the place hard to confirm
response.
c. Post – listening:
After students hear and listening comprehension exercises, teachers can
continue to conduct these exercises require understanding of general articles;
contact fact; knowledge conversion, knowledge or information, data received
through listening, practice reinforces the key grammatical structure.

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The form of exercises may refer to:
Arrange the events in order; Find the sentence that summarizes the
content of the tape; Give the title of the listening text; Disscussion questions;
Gap filling; Guess the consequenses / results of the story.....
Students report the previous layer or in Group results themselves heard,
other students listening and commenting to comment or fix articles for you.
Recounts, records the basic content of the hearing or conducting activities that
develop, expand thêmbài listening is also a form of activity help inculcated
knowledge.
7. Always apply these tips raise questions when teaching the English
listening skills:
In the course of teaching, the question has always been used as a common
tool and is almost indispensable in every lesson.
For an hour of teaching listening skill I usually use a variety of different
questions, such as:
Yes-No questions; Alternative questions; Wh-questions; Multiple choices;
True-False…
The types of questions to be answered by taking the direct hearing in the
post or by implication in the article often easier but with questions that require
the inferences, evaluation to answer the very difficult should the choice of
questions for students to hear, guess and answer requires teachers to be flexible.
The different teaching methods do have the viewpoints on TeachingLearning vary but can be summarized into two major perspectives:
+ Teacher dominated
+ Students centered
In recent years, the teaching and learning of English in schools has made
the move to the new change-oriented teaching method, but when the teacher is
also embarrassing, yet flexible use innovative methods, not yet really promoting

is calculated positively by students. Teachers should study how to teach good
listening for students to use in practice.And the student also has the equally
difficult task, it is the persistence to learn, are difficult to gauge, is forged, and
must find a way to overcome difficulties and find the right learning methods in
order to reach optimal efficiency.
IV. Effect of ideas
After a session proceed to apply the above mentioned teaching methods,
I've tracked and surveyed the quality of student learning listening skills in
English in class 9A at Dong Minh secondary school and obtained a relatively
satisfactory results. Specific figures are as follows:
Total

Mark 0-3
%

Mark 4-5

Mark6-8
%

Mark 9-10
%

%


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27
10(37%)

14(51.9%)
The result of the second 15-minute test:
Total
27

Mark 0-3
%
5(18.5%)

Mark 4-5
%
12(44.4%)

3(11.1%)

Mark 6-8
%
8(29.6%)

0

Mark 9-10
%
2(7.5%)

The result of the third 15-minute test:
Total
27

Mark 0-3

%
0

Mark 4-5
%
4(14.8%)

Mark 6-8
%
17(63%)

Mark 9-10
%
6(22.2%)

In comparision with the result at the beginning, it can be said that this
result has improved a lot. Moreover, by using these tips, students are more
interested in learning. They are always ready to receive every lesson with the
highest excitement. This also help the teacher feel excited in teaching as well as
finding new methods to help students learn a foreign language better and better.
After successful application of this topic I myself have achieved
remarkable results and valuable experience for myself as follows:
1- Teachers must always create a foreign language environment during
class hours and must use English as the primary language to communicate.
Depending on the class and the students, teachers can use short English
sentences, simple, easy to understand, easy to remember.
- Teachers should always encourage students to use the knowledge they
have learned to use in communication.
- Teachers should not pay too much attention to students' mistakes while
speaking. Let them listen and speak naturally. Never force a student to stop

talking while the student is trying to express his or her meaning in English,
which will make the child feel guilty about making mistakes.
- Teachers should integrate English listening and speaking activities in a
"play-and-learn" manner.
- During their stay at the house, they teach English listening to radio,
television, listening to songs in English ....
By creating such foreign languages, new students can practice listening
and other communication skills.
2- Teachers need to attract, engage students in the listening content in the
form of activities, the appropriate listening techniques for each stage of a
listening lesson.
3- Creation of listening devices suitable with the contents of the list:
pictures, models, tapes ...
4- Teachers need to select, use and coordinate flexible teaching methods
and techniques in the course of teaching hours. In the practice stage after


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listening, in addition to the textbook exercises, teachers should provide
appropriate exercises, which have high practical communication features.

C. CONCLUSION AND RECOMMENDATION
I. Conclusion
After many years of teaching as well as applying the subject, I can draw
some following experience:
1) For teacher:
For any other subject, the teachers also need to create excitement for the
children at the beginning and especially have to guide them to self-study
because time in each period is only limited within 45 minutes. Intelligent

students only try to remember the main knowledge. Want to study well, they
have to spend time self-learning and researching as well as reviewing lessons at
home.
Study time at home is primary but many students do not have consciousness,
and especially do not know how to learn themselves. Therefore every teacher
should stimulate, motivate and guide them to learn. Having done this task,
teachers were successful in their teaching.
Especially while performing this topic, teachers also need to be noted:
- Need to specify the tasks for each group, guide the tasks of each group,
each individual student clearly, easily to understand
- Teachers should act as a guide, always help students, help them answer
questions whenever they need.
2) For students:
- Each individual should actively participate in the group that he had been
assigned, actively carry out his duties.
- Must be united with other members in his group and specially must have
passion for the subject.
Teachers ask students to prepare well for the next class by:
- Raise the system of open questions about what students are going to
learn so that students have time to think, learn the material ....
- Ask students to do some exercises related to the content of the listening
lesson that other skills classes have the same result.
- Encourage and encourage students to be confident, active and creative in
raising issues and questions related to the contents of the unit.
II. Recommendation
In addition to training in teaching methods by the Thanh Hoa Department
of Education and Training held annually,Dong Son education and training sector
need to organize training sessions, thematic teachings to help English teachers in
our district have an opportunity to learn, exchange experiences with each other.

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Besides, the equipment fitted to the case, such as audio-visual room,
illustrations, cassette ... is really necessary. Schools should facilitate, encourage
and help teachers make good teaching job to bring quality of education in
English is more and more increased.
In conclusion, I’d like you to help me make it perfect and more practical.
I hope my experience will be useful for my colleagues and the result may be
better when they use it. However, my research is done for a short time, I need
your comments and suggested ideas which I can complete my knowledge and
my subject.
Thank for your reading.
CONFIRMATION OF THE
Dong Minh, March 30th, 2021
I assure that this research is written by
HEADMARTER
myself. I do not copy from the others’
research.
Signature of teacher

Pham Thi Hoa


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REFERENCE MATERIAL
1. Teacher’s book and English 9 (Ministry of Education and Training)
2. English language Teaching Methodology (Ministry of Education and Training
2003)

3. Some matters in renovating method in teaching English at Junior high school
(Nguyen Hanh Dung)
4. Innovative training materials in English secondary method
5. Method of teaching English in junior high school (Nguyen Hanh Dung)