(Skkn 2023) setting strategies in teaching receptive skills to improve students’ skill in listening activities in the new textbook tieng anh 10

***************************************************** NGHE AN DEPARTMENT OF EDUCATION AND TRAINING QUY CHAU HIGH SCHOOL TEACHING EXPERIENCES TOPIC: SETTING STRATEGIES IN TEACHING RECEPTIVE SKILLS TO IMPROVE STUDENTS’ SKILL IN LISTENING ACTIVITIES IN THE NEW TEXTBOOK “TIENG ANH 10” Subject: English Author: Nguyen Thi Lan Huong Group: Foreign languages School year : 2022 - 2023 Phone number: 0974693676 Quy Chau High School Năm học: 2022 - 2023 ***************************************************** TABLE OF CONTENTS CONTENTS PAGE PART I: INTRODUCTION Rationale Aims of the Study PART II: CONTENT I THEORETICAL BACKGROUND Teaching receptive skills 1.1 What does teaching receptive skills involve? Listening skills 2.1 Definition of listening 2.2 The elements of listening Setting strategies for listening comprehension as a key feature of teaching listening skills 3.1 What are strategies for listening comprehension ? 3.2 Short descriptions of some strategies for listening comprehension 3.3 Comprehension questions used in strategies for listening comprehension 3.4 Lesson plans for listening comprehension using the technique of setting strategies II PRACTICAL BACKGROUND 10 An overview of the new textbook “Tieng Anh 10” 10 Situation of teaching and learning listening skills at high school 10 III THE STUDY 10 Methodology 11 1.1 Participants 11 1.2 Instrumentation 11 1.3 Data collection procedures 11 Findings of the study 11 Finding solutions 12 3.1 Suggested setting strategies for some listening comprehension tasks in the new textbook “Tieng Anh 10” 12 3.2 Sample teaching plans 19 Results and Discussion 37 Survey on the urgency and feasibility of the teaching method 38 5.1 Objectives of the survey: 38 5.2 Content and method of the survey: 5.2.1 Content: 5.2.2 Method of the survey: 5.3 Participants : 5.4 Result on the urgency and feasibility of the teaching experience 5.4.1 Result on the urgency of the teaching experience 5.4.2 Result on the feasibility of the teaching experience 38 38 39 39 40 40 40 PART III: CONCLUSION 41 A summary of the development of the study 41 Limitations 41 Recommendations 41 PART I: INTRODUCTION Rationale English language's significant role is increasing more and more in every aspect of our society in general and in education in particular In an great efford to innovate Vietnamese education to meet the demand of the modern society in the process of integration and development, the Vietnamese Ministry of Education and Training has introduced the new English textbooks since the school year 20222023 in the view of Education and Training Programme 2018 With this reform, beside the excitement of getting the new and advanced knowledge with modern method of teaching and learning, both teachers and students have certain difficulty in mastering the skills in the process of teaching and learning English Of the skills, listening, in general, is proved a relatively difficult one for students, especially Vietnamese students to master Students lack of authentic sources and, as more important, efford of training their listening skill They consider listening as a challenging skill to conquer When practising listening, students tend to be confused and lost their way in the stream of strange words, expressions Their minds confuse to try to understand more and at last, they quit the job Furthermore, due to the limited background knowledge as well as essential skills, they often feel scary when carrying out listening tasks, especially when lacking supports and motivation from teachers Due to students’ lack of practising, time constraints and low motivation, listening skills still remain impossible field in upper-secondary schools and teaching listening skills is a hard job for many teachers Most listening activities, in the upper-secondary syllabus in general, and in the new textbook “Tieng Anh 10” introduced officially in 2022 in particular, are designed in a controlled listening format The content of listening comprehension tasks are quite new and difficult with upper-secondary students This, to some extent, demotivates students because they don't have enough experiences and skills to understand the track and the tasks efficiently Besides, from the experience in teaching speaking skills to the 10th form students who have a rather low level of proficiency in learning English, the author realizes that inspite of the students' lack of skills and knowledge, they are able to learn listening comprehension more effectively if they are suggested suitable strategies while listening Related to these problems, this study was carried out, entitling: Setting strategies in teaching receptive skills to improve students' skill in listening activities in the new text book" Tieng Anh 10" Global Success Aims of the Study The study aims at suggesting setting strategies applied for some listening task activities given in the new textbook “Tieng Anh 10” Global Success to improve10th graders' skill in listening activities PART II: CONTENT I THEORETICAL BACKGROUND Teaching receptive skills Teaching receptive skills in English is known as teaching reading listening and 1.1 What does teaching receptive skills involve? Three important things should be taken into account when teaching receptive skills: Teaching receptive skills is aimed to help the learners develop the necessary skills to understand and interpret spoken or written materials Consequently, teachers have to avoid focusing only on testing the learners’ performance in getting the meaning of the texts Instead we should also aim at training them to use the reading and listening strategies that enable them to deal with any type of text People read or listen for a purpose, which can be to get specific information or to get a general idea of a text Sometimes, listening and reading are done just for pleasure as when we read poetry or listen to a podcast Receptive skills are not passive Listeners and readers make use of important cognitive processing while listening or reading Two of the most important activities that occur in the mind while processing a text are top-down and bottom-up Listening skills 2.1 Definition of listening Listening is a basic skill that language learners should master with the other language skills It is defined as a complex process of receiving language through the ears Listening involves identifying the sounds of speech and processing them into words and sentences When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that mean something to us Listening in any language requires focus and attention It is a skill that some people need to work at harder than others People who have difficulty concentrating are typically poor listeners Listening in a second language requires even greater focus 2.2 Elements of listening Author Marvin Gottlieb cites four elements "of good listening: - Attention - the focused perception of both visual and verbal stimuli - Hearing - the physiological act of 'opening the gates to your ears' - Understanding - assigning meaning to the messages received - Remembering - the storing of meaningful information" ("Managing Group Process." Praeger, 2003) He also cites four levels of listening: "acknowledging, sympathizing, paraphrasing, and empathizing The four levels of listening range from passive to interactive when considered separately However, the most effective listeners are able to project all four levels at the same time." That means they show they're paying attention, they show interest, and they convey they are working to understand the speaker's message Setting strategies for listening comprehension as a key feature of teaching listening skills 3.1 What are strategies for listening comprehension? Strategy is an intended plan to achieve a specific purpose As readers or listeners, we never start listening completely from a “zero starting-point.” Instead, we always use our prior knowledge to predict what the text will be about or to make sense of what is said or written In addition, we always look for contextual clues to help in our quest for making sense of the text We also often recall and connect the information in the text to other texts, to ourselves and the world Teachers need to understand that teaching listening comprehension is not merely testing comprehesion Rather, a receptive skill lesson aims at training the learners to make use of different strategies to get meaning from written or spoken texts These strategies are related to either top-down or bottom-up cognitive processing Ideally, the teacher should start with a general understanding of the text (i.e top-down processing) and end up with a more detailed understanding (i.e bottom-up processing) 3.2 Short descriptions of some strategies for listening comprehension Here are short descriptions of some of these strategies: Predicting/Previewing: Using information or elements from a passage (e.g title, sub - titles, headings, pictures, diagrams, words in bold type, first sentence of each paragraph…) and personal background knowledge to anticipate what the text is about Skimming: Listening to a text to get its general idea (i.e to get the gist) of the content Scanning: Listening to a text to locate a specific fact or piece of information This may be a date, a name or a figure…This strategy is also referred to as reading/listening for specific details Questioning: Generating questions about the text and the speaker’s intentions This helps learners get engaged actively with a text instead of listening to it passively Making connections: Readers relate the content of the passage to self, to other texts or to the world Good readers take advantage of the connections they make between the current passage with: - Their personal experiences (text-to-self), - The content from other texts (text-to-text), - Their knowledge about the world (text-to-world) Inferring: Making meaning of the text by listening between the lines and using personal knowledge The aim is to construct meaning beyond what is literally expressed By inferring, listeners are adding information that is not explicitly stated Summarizing: Summarizing consists of giving a brief statement of a text (using one’s own words) by identifying the most important points This strategy helps learners integrate the main ideas in a meaningful way Using background knowledge: Using what is already known to better understand something new By activating prior knowledge, readers try to make sense out of what they read by seeing how it fits with what they already know Locating referents: Identifying the antecedents of some words in a text Recalling: Relying on memory to retrieve a specific piece of information or a general idea from a retelling the content of a text without going back to it Evaluating: Critically reflecting on and judging the author’s purpose, attitude, opinion, etc * Comments: In general, the requirements of listening tasks in English 10 curriculumn are around finding the topic (main ideas), T/f statements, completing the sentences, giving the answer to the questions Therefore, the strategies are often used are Skimming, Scanning, Predicting.etc Teachers should focus on these strategies to help students have better skills on listening 3.3 Comprehension questions used in strategies for listening comprehension The comprehension question aims to get both an overall and a detailed understanding of the text These may be in the form of: ● True or false questions ● Wh-questions – questions that start with what, when, why, how… ● Sentence completion ● Matching In general, as mentioned teaching receptive skills follows a sequence that starts from general to more specific understanding The following table provides examples of tasks that can be assigned in each stage in this sequence Overall understanding How many people are speaking? Detailed understanding What are the words that describe the boy's appearance? What are they talking about? What happened to the boy? use the words/ Where are the speakers? expressions that What was the expected Choose an appropriate title describe the talk show MC's questions? Match the headings with the different sections Why are they in the TV station? Language focus 1 Table 1: General to a specific understanding of texts 3.4 Lesson plans for listening comprehension using the technique of setting strategies The comprehension tasks involved in the receptive skills should normally follow a sequence of activities from getting a general view of the text to studying the more specific and smaller bits/elements that constitute these texts The lesson plan starts with preparing the students through warm-up and leadin activities Then, the teacher focuses on the strategies (e.g predicting, inferring meaning from the context, locating referents, etc.) needed to understand the spoken or the written text This is followed by comprehension tasks that aim at, first general, then, detailed comprehension of the content of the text The lesson ends with a follow-up activity that summarizes the text, connects it to the leaners’ daily life experiences, or pushes them to react to it Figure 1: Receptive skills procedure The procedure commonly adopted to teach receptive skills can be summarized in the table below The steps in this sequence are referred to as pre, while and post stage Stages Pre- stage Procedures Warm up Any activity that will put the students in the mood of learning (e.g riddle, chanting, tongue twister, etc.) It shouldn’t take a lot of time (i.e five minutes maximum) Lead-in Preparing the students to the topic through: The activation of the schematic knowledge about the topic (e.g using related pictures or graphs, discussion of related quotes, etc.) Vocabulary pre-teaching (i.e pre-teaching a limited set of key vocabulary.) Strategy teaching While stage Strategy practice Explicitly teaching the learners about how to apply listening strategies (e.g using prior knowledge, skimming, scanning, locating referents, etc.) The learners apply the strategies They the tasks first individually, then they compare answers in pairs or groups The tasks will be focus on top-down then bottom-up activities Getting the general idea Find the best title Find the main idea Comprehension tasks True/false exercise Wh-questions Post-stage Reviewing Matching Sentence completion Recalling information from the text Re-telling the story Summarizing the text Completing a chart with the main ideas discussed in the text Connecting Connecting the texts with the learners’ lives Connecting the text with the world Follow-up Using the text Using the text as a springboard for teaching or practising other components such as writing, speaking, or grammar Table 2: The procedure of teaching Receptive skills In summary, the main objective of teaching receptive skills is the development of learners’ ability to understand and interpret texts using their existing language knowledge incorporating with listening strategies In reality, students sometimes have difficulty understanding the spoken text This generally happens because of the presence of some difficult words or complex grammatical structures In this case, it is advisable to pre-teach these language elements through brief presentation and explanation before starting the comprehension questions However, we, teachers, should be cautious not to explain every difficult word or structure when we want our students to make an effort to get the general meaning of the text When it is the case, we have to warn our students that they have to get the general meaning in spite of the presence of difficult language that they might not know II PRACTICAL BACKGROUND An overview of the new textbook “Tieng Anh 10” Each unit in the textbook “Tieng Anh 10”- Global Success, which refers to a particular theme, is divided into sections: Getting started, Language, Reading, Speaking, Listening, Writing, Communication and Culture, Looking back and Project Each section is designed with different kinds of activities with a view to helping students follow the lessons easily and attain basic knowledge related to the theme of the unit as well as improve their skills in terms of Reading, Speaking, Listening and Writing Normally, each skill lesson is taught and learnt in a 45minute period Listening lesson, like other skill lessons presented in the textbook, consists of many activities from the simplier to more complicated ones for students to fulfill Situation of teaching and learning speaking skills at high school Under the instructions of Ministry of education and training, all schools now have had their own choice of text book used in their school as well as their own syllables for teaching and learning English As far as I know, most high schools in Nghe An province allot 45 minutes for each skill lesson However, many of the activities in Reading, Speaking and Writing lessons in general and in Listening lesson in particular are not fully carried out due to the lack of time as well as students’ uneven levels of proficiency Many of the students find that the Listening content suits their capability but they can not fullfil them because they only try to listen as much as possible without any sugesstion of strategies Taken these factors into consideration, it is certain that the objective of the lesson is not always reached Because of these reasons, I would like to suggest a number of strategies of some listening lessons to make listening activities easier for students to fulfill so that the lesson objective is fully gained III THE STUDY Methodology 10 the time by pressing the minute and second buttons on the right T-S -T puts Ss in groups to show their drawings to each other and share their ideas - T invites some Ss to present their improved RoboVacuum in front of the class T praises for interesting ideas and delivery CONS To help Ss OLIDA memorise TION the target language and skills that they have learned WRAP-UP - Some lexical items related to the topic Inventions T-S mins - Listen for specific information about RoboVacuum HOMEWORK - Prepare for the next lesson: Unit – Writing - Do exercises in the workbook Results and Discussion After two groups of respondents, who have been taught with different orientations (with and without giving strategy), have completed some listening lessons in the textbook, they are asked to listen to the same topic and tasks often taught such as: deciding whether these statements are true or false or choose the best answer to complete each sentences Their listening works are assessed through a listening rubric (given in Appendix 2) including identifying the main idea, scanning specific information, infering information, recognising vocabulary and expressions Morever, with the aim of this study, I also focus on students’ confidence and attitudes through their participation to evaluate the effectiveness of applying strategies into improving students’ listening skills and their satisfaction in listening classes during learning process The most important finding is that the students who are taught listening skills with appropriate strategies are more confident for listening than the students who carry out the listening tasks without any strategy Most of them have made marked progress in identifying the needed information and as well as guessing the answers qmore quickly than that at the beginning of the school year They feel more motivated when being able to number of speaking tasks in the textbook more easily Besides, the atmosphere of a listening class is gradually more 37 concentrated with less students' distractions thanks to the comfort the students have when they realize that they can carry out listening activities by themselves 5.SURVEY ON THE URGENCY AND FEASIBILITY OF THE TEACHING EXPERIENCE - Setting strategies in teaching receptive skills to improve students' skill in listening activities in the new text book" Tieng Anh 10" Global Success 5.1 Objectives of the survey: To have an overview on the urgency and feasibility of the teaching experience: Setting strategies in teaching receptive skills to improve students' skill in listening activities in the new text book" Tieng Anh 10" Global Success On the result collected, the teaching method will be adapted and developed to be more suitable with teachers and students in the reality of teaching and studying English in high school 5.2 Content and method of the survey: 5.2.1 Content: The content of the survey focuses on two main points First, is setting strategies in teaching receptive skills to improve students' skill in listening activities in the new text book" Tieng Anh 10" really an urgent problem? Second, is setting strategies in teaching receptive skills to improve students' skill in listening activities in the new text book" Tieng Anh 10" really feasible? Name: Email: Occupation: Place of working: How have you known about receptive skills to improve students' skill in listening activities ? Often use and see the effectiveness Usually use in teaching/ studying English Have been taught/ have studied Have been mentioned about / have known 38 How often you use receptive skills to improve students' skill in listening activities ? Always usually sometimes rarely Is setting strategies in teaching receptive skills to improve students' skill listening activities in the new text book" Tieng Anh 10" really an urgent problem? really urgent - points urgent- points little urgent- points not urgent- points Is setting strategies in teaching receptive skills to improve students' skill in listening activities in the new text book" Tieng Anh 10" really feasible? really feasible- points feasible- points little feasible- points not feasible- points 5.2.2 Method of the survey: I have conducted the survey from từ 15/4/2023 to 21/4/2023 online through google form https://l.facebook.com/l.php?u=https%3A%2F%2Fdocs.google.com%2Fforms%2 Fd%2Fe%2F1FAIpQLScY7tNbxb3Xw3RWma7qHds0c_1dmUE2pr11wSmPXAr7E8TFw%2Fviewform%3Fusp %3Dsf_link%26fbclid%3DIwAR2JEigqqLSUKQUYHAQe7kVwoVtpoWdtbGD86ECXKo7yeSuiprl85ZD64&h=AT3qtt_9bqWM3FSrBmcyk5rJ6EqG8WrJq7cMDNt36F2LPIQHg J3GM3EbSSKEvOkO2P5sthail3ycAYCkATryYCWoFydTRr1sQpiac4lMCQxnwJRj ejjd6OZaSXrPJKask81p9w After the survey, I have analyzed the statistics, determined X , EX and reached the conclusion as follow 5.3 Participants : Teachers and students in the region of Nghe An province No Participants : Number Highschool students 32 Highschool teachers 18 Total 50 39 5.4 Result on the urgency and feasibility of the teaching experience 5.4.1 Result on the urgency of the teaching experience No Method Levels Level X urgent little urgent Setting strategies in teaching receptive skills to improve students' skill in listening activities in the new text book" Tieng Anh 10" 15.3  35.4  3,68 50 urgent really urgent 15(30%) 35( 70%) As seen in the table, X  3,68 is really reachable the perfect point Due to this result, Setting strategies in teaching receptive skills to improve students' skill in listening activities in the new text book" Tieng Anh 10" really an urgent problem in teaching and learning English at the present 5.4.2 Result on the feasibility of the teaching experience No Method Levels Level X feasible Setting strategies in teaching receptive skills to improve students' skill in listening activities in the new text book" Tieng Anh 10" 14.3  36.4  3,72 50 little feasible feasible really feasible 14(28%) 36(72%) As seen in the table, X  3,72 is really reachable the perfect point Due to this result, Setting strategies in teaching receptive skills to improve students' skill in listening activities in the new text book" Tieng Anh 10" really feasible in teaching and learning English at the present 40 PART III: CONCLUSION A summary of the development of the study As stated previously in the first part, the purpose of the study is suggesting setting strategies applied for some listening task activities given in the new textbook “Tieng Anh 10” Global Success to improve10th graders' skill at Quy Chau High school Basically, the study has achieved its aim through thoroughly review of related literature and a combination of methods in providing and practicing strategies for teaching some listening activities Experimental teaching periods in which providing and practicing strategies are used have been conducted with the participation of a number of 10th form students at Quy Chau high school in order to receive reliable results for the study The results collected from the study were then analyzed quantitatively and qualitatively to collect important findings for the study The results prove that the application of strategy in listening lessons can bring about desirable benefits to both teachers and students The most significant finding is that setting strategies makes students motivated and feel easier to carry out listening tasks in listening classes In my opinion, setting strategies is a good way to enhance student's activeness in learning which makes listening successful Limitations Due to some subjective and objective reasons as limited time, class size, mixleveled students, unsuitable provided activities, students’ learning style, etc, the application of setting strategies into teaching listening skills in reality is still limited Beside positive results gained from experimental teaching periods, it should be admitted the fact that teaching and learning English listening skills still have been far from satisfaction It's the fact that only 89 students of Quy Chau high school were involved in the study As a result, it is impossible to generalize the outcomes and represent the situation of learning listening skills of the 10th form students in Nghe An Recommendations - As for the implication of the study, with the objective to contribute to the improvement of the teaching and learning of listening skills in the textbook “Tieng Anh 10”, some detailed suggestions are recommended : - Listening skills should be a compulsory part in exams Teachers of English are thus required to prepare their students to be able to use listening skills more frequently in the classroom and students have more attention in practising listening skill at home - The possible reasons to account for students’ disinterest in learning listening skills may partly lie in the inadequate method of teaching; therefore teachers of English are required to improve their listening competencies and use 41 alternative teaching methods flexibly - Other research on addressing the problems of low listening proficiency and low interest in learning and teaching speaking skills should be conducted The potential research can focus on the implementation of setting strategies in general and application of appropriate techniques in particular - Students should be provided with suitable classroom equipments such as: smart TV, projector, speaker, authentic listening source, sustainable Internet acess Etc to have the most advantaged studying environment for listening skill 42 REFERENCES Celce-Murcia, M Brinton, Donna, Ann Snow, Marguerite, Teaching English as a second or Foreign Language, Cengage Learning 2014 Fourth edition Harmer, Jeremy, Teach English - An introduction to the practice of English Teaching, Pearson Education Limited, 2001 Harmer, Jeremy, The Practice Of English Language Teaching, fourth edition, Pearson Longman, 2007 Sketcley, Martin, How to teach English to Young Learners, LTC Eastbourne, 2004 Hoang Van Van (general editor) , English textbook grade 10, Education Publishing House, 2022 Thornbury, S (2006) An A-Z of ELT: A Dictionary of Terms and Concepts Used in English Language Teaching Oxford, UK.: Macmillan Education Thornbury, S (2010, July 11).P is for Push Retrieved from https:// scottthornbury wordpress.com/tag/output-hypothesi 43 APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS Please put a tick (√) on the answer you choose I Students’ Profile - Age: …………… - Years of studying English: …………………… - Your class size: Less than 40 students 40-50 students More than 50 students II Students’ Experience in Learning English (More than one choice is acceptable in some sentences) According to you, which skill is FIRST step and most important in practising English? Please rank from (most important) to (less important) Reading Speaking Listening Writing How you feel when you attend the activities in a listening lesson? Confident Uncomfortable Interested and motivated Bored Confused and nervous Are you interested in the listening lessons you have at your school? Very much Yes Not much No How many percentage can you complete a listening lesson with multi tasks 0%- 30% 31%- 50% 51%- 75% 76%- 100% 44 What make your difficulty in listening? You are not interested in English The topic is difficult Shortage of time There is much vocabulary and many new structures Lack of strategies Teacher's method Other reasons:………………………… What should be provided to improve your listening? Quiet and concentrable environment familiar topic Enough time familiar vocabulary and structures Supported strategies of listening Teacher's motivation Other reasons:………………………… - The end 45 APPENDIX 2: LISTENING SKILL RUBRIC NAME: .Class: Student's grade very good to excellent 9.0- 10.0 very good 8.0- 8.9 good 7.0- 7.9 fair 6.0- 6.9 unsatisfactory 4.0- 5.9 need to be improved 0.0 - 3.9 Detailed describing Excellent at identifying the main idea, scanning specific information Accurately infers implied information No problem at recognising vocabulary and expressions Very good at identifying the main idea, scanning specific information Show good ability to infer implied information Almost no problems at recognising vocabulary and expressions Good at identifying the main idea, scanning specific information Show some ability to infer implied information Some minor problems at recognising vocabulary and expressions Still show ability to identify the main ideas, scan specific information Able to infer implied information Some problems at recognising long or complex vocabulary and expressions Still able to identify the main ideas, scan specific information in simple script Fails to infer implied information Some problems at recognising vocabulary and expressions Unable to identify the main ideas, scan specific information Fails to infer information Many problems at recognising vocabulary and expressions 46 APPENDIX 3: STUDENTS’ PRESENTATION RESULTS Class: 10A (taught without setting strategies) Name Class Score Nguyễn Phú An 10A Nguyễn Mai Anh 10A Phan Thị Hồng Ánh 10A Hoàng Gia Bảo 10A Vi Thế Bảo 10A Hoàng Phương Bắc 10A Nguyễn Thị Bảo Châu 10A 8 Trần Đức Dũng 10A Đinh Quang Duy 10A 10 Nguyễn Linh Đan 10A 11 Nguyễn Thế Đan 10A 12 Thái Khắc Đạt 10A 13 Hoàng Hải Đăng 10A 14 Lữ Hải Đăng 10A 15 Ơng Ngơ Gia Hải 10A 16 Phạm Đức Hiếu 10A 17 Sầm Vi Ngọc Hoàng 10A 18 Ngô Văn Hùng 10A 19 Lê Trần Bảo Huy 10A 20 Đào Thị Thu Huyền 10A 21 Nguyễn Bảo Hưng 10A 22 Lê Thị Vân Khánh 10A 23 Đỗ Trung Kiên 10A 24 Trần Trung Kiên 10A 25 Lô Anh Kiệt 10A 26 Lương Tuấn Kiệt 10A 27 Lương Khánh Ly 10A 28 Trần Đình Mạnh 10A 29 Vi Thị Trà My 10A 30 Trần Sỹ Mỹ 10A 31 Nguyễn Quỳnh Ngân 10A 32 Lương Thảo Nguyên 10A 33 Trần Thị Thảo Nguyên 10A 34 Trần Long Nhật 10A 35 Võ Tá Phong 10A 36 Trần Thị Thảo 10A 37 Hồ Thị Thu 10A 38 Huỳnh Phương Thùy 10A 39 Vũ Quỳnh Trang 10A 40 Lô Thị Hà Trâm 10A 41 Cao Như Trịnh 10A 42 Hoàng Anh Tú 10A 43 Lê Thị Hà Vy 10A 44 Lê Thị Như Ý 10A Class: 10D (taught with setting strategies) Name Class Score 10D Anh 10D Nguyễn Thị Trâm Anh 10D Trương Thị Vân Anh 10D Lê Hà Châu 10D Phạm Viết Công 10D Cao Thị Hồng Dung 10D Lương Thị Ngọc Dung 10D Nông Đức Duy 10D 10 Vi Bảo Hân 10D 11 Lê Trung Hiếu 10D 12 Nguyễn Bá Hiếu 10D 13 Nguyễn Mạnh Hùng 10D 14 Phan Ngọc Khánh 10D 15 Lơ Đình Khiêm 10D 16 Lơ Tuấn Kiện 10D 17 Lương Thanh Lam 10D 18 Trương Thị Ngọc Lễ 10D 19 Lê Thị Bảo Linh 10D 20 Lê Thị Thảo Linh 10D 21 Nguyễn Thị Thùy Linh 10D 22 Vi Thị Tiểu Mẫn 10D Lương Hoài An Chu Nữ Phương 49 23 Trần Thị Hương Mơ 10D 24 Nguyễn Văn Năng 10D 25 Đinh Thị Ngọc 10D 26 Lê Bảo Ngọc 10D 27 Nguyễn Trần Thảo Ngọc 10D 28 Vi Yến Ngọc 10D 29 Trần Thị Thục Nguyên 10D 30 Lô Yến Nhi 10D 31 Lơ Hồng Phúc 10D 32 Nguyễn Hà Phương 10D 33 Lộc Thị Minh Quang 10D 34 Lê Trúc Quỳnh 10D 35 Hồ Mai Sương 10D 36 Hồ Thị Phương Thúy 10D 37 Sầm Anh Thư 10D 38 Mạc Thị Phương Trang 10D 39 Nguyễn Thị Yến Trang 10D 40 Lương Quỳnh Trâm 10D 41 Nguyễn Viết Trung 10D 42 Trần Xuân Trường 10D 43 Trần Thị Cẩm Tú 10D 44 Đậu Thị Tố Uyên 10D 45 Nguyễn Thục Uyên 10D 50 51