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 Basis of theory 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 Table Handouts Mind map Handouts Picture Handouts C APPLYING THE RESEARCH IN TEACHING D RESULTS OF THE RESEARCH E CONCLUSION AND RECOMMENDATIONS Conclusion Recommendations REFERENCE BOOKS PAGE 1 4 4 4 8 13 14 15 15 15 17 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 grammatical exercises quite well, however, hardly 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 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 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 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 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 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 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 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 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 : Do you enjoy learning English ?  Very much  Not much  Not at all Question : Which skill you consider the most important ?  Reading  Speaking  Listening  Writing Question : How you enjoy speaking skill ?  Very much  Not much  Not at all Question : Why can’t you speak English well ?  hard topics  shyness  lack of structures and vocabulary Question : How 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 (%) Enjoy learning English 62 Consider speaking skill the most important 83 Enjoy speaking skill 22 Consider hard topics in speaking lessons 90 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 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 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 what they are able to but they not know I only give them the ambition, the love, the confidence, the suggestion for them to it by themselves Everything becomes easier if we know the way how to 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 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 may be difficult for most of students, teacher create a table handout using the words and structures as in task Sample handout - Task Unit 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… 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 everyday The table handouts can be used in Unit 3: “People background”, teacher can mix the task and in one and using handouts After task as warming up, teacher asks students to work in groups of ( 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 – Task 2+3 Unit 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 Date of birth When were you born? I was born in Place of birth Where were you born? … Home Where you live? Family - How many people in your family? - What they for living? Education Where did you study Primary/ Secondary School? How did your work at school? Experience to be Student … asked Student Student … … … Do the same with Task + Unit 12: Music The aim of this lesson is to help student ask and answer about their taste of music If we use task 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 Kind of What kind of music Pop/ music you like? Jazz Reason for Why 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 Partner When you often to listen to music? When teaching Unit 13, The students may have difficulties with the new words to describe about films Task and task 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 - 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 … Mind map handout 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 and in one using a handout as below: Sample handout – Unit 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 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 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 – Unit 8: The history of my village Look the 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: narrow roads poor crops work hard all day straw and mud houses lack of school classrooms are in bad condition … NOW large and raised the roads big brick houses having mordern device as TV, Computer, cellphone 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 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 ngày hôm qua (Yesterday's You), Chắc (She Would Come Back), Thái Bình mồ 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: : 1.Tran Tuan Hung ( founder guitarist ) Nguyen Minh Duc (bassist) Vu Van Ha (Guitarist) Pham Trung Hieu (Drummer) Tran Lap - Albums: The soul of Rock (Tâm hồn 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 not know them Teacher use handouts for task 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- - Winner: Spain Example: The 19th world cup was held … Group Useful language 12 - The 20 th World cup in Brazil in 2014 - Final match: Germany and Argentina - score : 1- - 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 : 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 13 The Citadel was inscribed on UNESCO World Heritage Sites on June 27, 2011 The 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 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 An example of teaching plan used in teaching in the last school year Unit 12 : Music Period 99 - B Speaking A Objectives: Educational aim: Students should know how to talk about their taste of music Knowledge: - General knowledge: Students could understand about kinds of music - Language: asking and answering questions about music - New words: words related to music 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: Do you like music? 2.What kinds of music 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 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 - 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 - 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 - 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 part B in the workbooks - Ask students to prepare Part CListening and homework - Do the task in pairs - Answer the questions - Keys: 1.She likes pop music Because it keeps her happy 3.The Backstreet Boys 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 - Using some posters of the famous music idols) - Listen to the teacher - Write down the homework 15 Result of the research After using this technique, I have had the following results of the convey from 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 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 - a seaside high school Recommendations 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 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 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 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 Teaching and Learning in the Language Classroom ( written by Tricia Hedge - 2008 - Cambridge University Press ) Practical English Usage ( written by Michael Swan) A course in language teaching - Practical and Theory ( written by Penny Ur - Cambrige University Press English Language Teaching Methodology ( edited by Hanoi university ) Practical handbook of language teaching ( written by David Cross ) Mind map for kids, The Mind map book - by Tony Buzan, Phương pháp dạy tiếng Anh Trung học phổ thông ( written by Nguyễn Hạnh Dung ) 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 tên tác giả: Lê Thị Huyền Chức vụ đơn vị công tác: Giáo viên trường THPT Quảng Xương TT Tên đề tài, Sáng kiến cấp đánh giá bước đơn giản giúp học sinh làm tập Sở đọc hiểu đạt kết cao GD&ĐT trường Quảng Xương Xếp loại Năm học đánh giá xếp loại C 2011-2012 19 Thanh Hóa 20 ... 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... 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... 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 2 010 - Final