Topic using handouts in teaching and learing english at high schools

CONTENTS A: INTRODUCTION I - REASON FOR STUDY : II- PRACTICAL BASIS: III- PURPOSE OF THE STUDY IV-RESEARCH OBJECTS: V-METHODOLOGY B- DEVELOPMENT I-General definitions 1- What is handout? 2-Why should I use handouts in teaching English ? II The situation before the implementation of the subject: III The survey data before making the subject IV The implementation measures 1-Lesson planning 2-Prepare handout, instructions and handout for students 2.1 Presentation handout: 2.2 Photocopy the handout: 2.3 Diliver handout to pupils: 2.4 Table presentation 2.5 Practice portion control of students, evaluation and scoring V- The result after carrying out the project compared with the result before doing it To the teacher: To the students: 3.Specific numbers: C- CONCLUSION AND PROPOSALS I- Conclusion II- Proposals 2 3 4 4 5 12 12 13 13 14 15 16 16 16 16 18 18 18 A: INTRODUCTION I REASON FOR STUDY : We all know English is the most popular language in the world, and also the path to the process of international integration Knowing the importance of this language, Ministry of education and training has chosen English as the main subject at schools, and is one of three high school graduation exam required So every student at high school should have a certain level of English to prepare for exams and after graduating they can communicate in simple constant level To this we are constantly innovating teaching methods to achieve high results for English in particular and other subjects in general This practice contributes significantly to future success Teaching in a positive direction is specified by many different methods, in which the use of suitable handouts in teaching is a method of bringing high efficiency But how to use handouts the most effective learning in order to achieve educational goals as well as to constantly improve the quality of English teaching hours is a problem that the English teachers have thought about English textbooks as well as other books have made innovation since 2006 and has changed in both form and content The content of the lessons varied and richer, more beautiful forms and vivid images; however the lessons are longer and more difficult This is both advantages and disadvantages for teachers in the teaching process Therefore, besides good knowledge, teachers need to be creative in the teaching process to create lessons gentle, effective, attracting the attention of students in learning to help them achieve high results in their class Because of the reasons above I chose the theme: "Use handouts in learning and teaching English at Nguyen Xuan Nguyen High School" in the hope that I can help students acquire the lesson’s content the most effectively II PRACTICAL BASIS -Handouts can be used in most of the lessons: Reading – speaking - Listening Writing - Language focus It has a great effect in pairworks and groupworks, that helps give students the opportunity to practice speaking more *With Reading: Reading Handouts are often used as Reading Adaptation in response to questions or provide new words in Before you read *With Speaking: Handouts are used to provide more new words, new structures for students to practice * With Listening: Commonly applied to all long and difficult lessons to hear Teachers use the handouts as a listening adaptation to suit each student *With Writing: Handouts are used for writings that textbooks not provide specific questions *With Language focus: Handouts are great help for teachers who want to adjust the exercises in the textbook to suit the level of the students in the class or when they want to provide additional exercises for students to practice -Handouts help teachers actively prepared the lessons which is suitable for each student, help students more actively and more positively in the learning process -Handouts can also make a small change from textbook, but it forces students to learn, to think Gradually,it will give students the habit of "self-reading" III- PURPOSE OF THE STUDY - Helping teachers adjust the lesson contents appropriately to the students - Helping the students to practice the tasks in the textbook in the most efficient way - Providing students more new words and creating the habit of reading all the information before doing tasks IV RESEARCH OBJECTS Students in classes: 10B4, 10B5, 10B8; 12A1; 12A4 Nguyen Xuan Nguyen High School V- METHODOLOGY 1- Oservasion: Explore the research by visiting colleagues’ classes 2- Exchange and discussion: After the visiting periods of colleagues, my colleagues and I discussed and exchanged the problems that appear in the lessons 3- Experimental methods: Teachers conducted experiments teach each specific purpose required some specific grammar lessons 4- Methods of investigation: Teachers ask questions to check and evaluate the content held by students B- DEVELOPMENT I- General definitions 1- What is handout? Handout is one of the means of specific teaching, simple and adaptable to the vast majority of learners of all ages and all fields of study It was written in the paper or paper format by teachers themselves, including a sheet of paper or some sheets of paper, it has a role as supplement materials and documentation to supply for textbooks Its function is to support for teaching and learning, so it is a learning and teaching tool 2-Why should I use handouts in teaching English? As presented above, handout is one of the means of specific teaching so using handout in teaching and learning English can raise the result of learning and teaching Using handouts is a good way to improve students’ skills II The situation before the implementation of the subject: During the first lessons of textbooks 10, 11,12, although our teachers and students are trying our best, we are hardly able to ensure adequate content regulations Moreover, students in Nguyen Xuan Nguyen high school generally didn’t have the good initiative marks, and most of them live in the coastal regions, they don’t have much chance to study and practice English They find it too difficult to learn English so while in lessons they are bored with taking part in the activities that the textbook required, they often use keybooks to the tasks in lessons Therefore, their learning result are not high III The survey data before making the subject Class Total of students 12 A1 41 12 A4 44 10 B4 40 Pretty students 12% 18 % 17,5 % 7,5 % Medium students 20 49% 25 57 % 20 50 % Poor Note students 19,5% 11 25 % 20 % 10 B5 40 gifted students 19,5% 0% 12,5 % 0% 25 12 30 % 10 B8 45 30 10 22 % 0% 11 % 62,5 % 67 % From this fact, I used Handout with the hope to reduce the pressure the of the lessons, and give them self-study habits in order to improve teaching and learning effects of Enlish language IV The implementation measures 1-Lesson planning -As stated above "Practical basis", handouts can be used in all parts of a unit: Reading - Speaking - Listening - Writing -Language Focus Handouts can be applied to the tasks that are difficult and long for students to understand, they are also used to provide more vocabulary, exercises for children -To be successful teachers need to prepare a full lesson plan, detailing for each item they want to adjust *With Reading -Before you read is the part that teachers must provide students new words because there often has a lot of new words in each passage or paragraph Task in “While you read” often requires students to find the meaning of new words so it is very difficult for students in low levels to understand the content of the text Handouts will help resolve these difficulties -With pretty students, the teacher asks students to use handouts to find the meaning of new words ,find synonyms, antonyms, this will help students to increase their vocabulary Eg: English 12 - Unit – Reading Handout 1: Match a word in A with its meaning in B A 1.join hands 2.rush to… 3.garbage household chores 5.mischievous 6.close-knit B a go very fast to… b.rubbish c.work together to solve problems d.a very close- relationship e work at home such as washing the dishes, taking out the garbage f.enjoy playing tricks or annoying others sometimes -With average or bad students, teachers use handouts to provide the Vietnamese meaning to the new words that appear in the passage Example: English 10 - Unit 10 – Reading Handout: Match each word in A with its Vietnamese meaning in B A plough 2.harrow 3.plot of land 4.pump 5.do the transplanting B a.bơm nước/ máy bơm (n) b.cày (ruộng đất) / cày c.cấy lúa d.bừa e.thửa ruộng -With this handout, teacher will let students work in pairs within to minutes as the form teacher provides: Example: A: I think (1) …is / means (b) B: I don’t think so / Not true I think it is… -Then it will only take about minute for teacher to test the and explain the meaning of the new words if necessary -In most parts “While you read”: There often have many questions, so it takes time for students to finish Moreover, with their limited degree in knowledge, they will feel embarrassing to express their ideas, result in they will not have time enough to finish the tasks This handout is used to adjust the content of the text and it also reduces the pressure on students when doing tasks Example: Reading - Unit - English 12 While you read: Task - Reading Adaptation Handout 1: Scan the text and put a tick in the right column work Taking out the garbage cooking washing the dishes mending things around the house looking after younger children making breakfast father mother Children Handout 2: Read the text and choose the best option to complete the statements The parents in the passage are very busy They have to ………………… A work long hours B work all day C work at night D both A and C The mother is always the first one to get up in the morning to………………… A make sure that her children leave home B make sure that her children leave home for school C make sure that her children leave home for school having breakfast D make sure that her children leave home for school having breakfast and dressed in suitable clothes The daughter in the passage attempts ………………………… A to win a place at school B to win a prize C to win a place at university D to win a place at nursing school The children feel safe and secure in their family because ……… A they are veryclose-knit and supportive of one another B they often share their feelings C whenever problems come up, they discuss them frankly and find solutions quickly D All are correct *With Speaking: Handout help provide the necessary data for students to practice Example1: English 10 Unit - Speaking - Task 2: Handout: Building up questions from suggestions When/ where/ you/ born? ………………………………………………………………………………… Where/ you/ live? ……………………………………………………………………………… What/ your parents/do? ………………………………………………………………………………… Have/you/ any brothers or sisters? ……………………………………………………………………… Which primary school/ secondary school/ you/ go to? …………………………………………………………………… How/ you/ work at school? ………………………………………………………………………………… What/ your/ favourite subject? ………………………………………………………………………………… Have/ you / ever( won any prizes/ been the monitor/ taken part in any school clubs/ …?) ……………………………………………………………………………… Example 2: English 10 – Unit - Speaking Handout 1: COMPLETE AND PRACTISE THE DIALOGUE Journalist: Hello, nice to meet you,…………………………… ! Student: ……………………………………………….…, too Journalist: ……………………………………………………… Student: I was born in……………………… …on…………………….…… Journalist: How many people are there in your family? Student: ……………………………………………………… …… Journalist: what your parents do? Student: My mother is………………… and my father ……………………………… Journalist: you have any brothers or sisters? Student: ……………………………………… ……… Journalist: Which secondary did you go to? Student:………………………………………………… Journalist: what subjects you like best? Why? Student: ……………………………………………………………… Journalist: have you ever joined any school activities? Student: ………………………………………………………………… Journalist: thank you for giving me time Student: …………………………………………………… ……………………………………………………………………………… Handout 2: COMPLETE AND PRACTISE THE DIALOGUE Journalist: Hello, nice to meet you,………….! Student: ……………………………… ………, too Journalist: …………………………………… Student: I was born in…………………………on……………… Journalist: How many people are there in your family? Student: …………………………………………… Journalist: what your parents do? Student: My mother is………………………….… and my father ………………… Journalist: you have any brothers or sisters? Student: ………………………………………………………… Journalist: Which secondary did you go to? Student:………………………………………………… Journalist: what subjects you like best? Why? Student: ……………………………………………………………… Journalist: have you ever joined any school activities? Student: ………………………………………………………………… Journalist: thank you for giving me time Student: ……………………………………………… Handout 3: INTERVIEW FORM ORDER ITEMS NAME DATE OF BIRTH PLACE OF BIRTH NUMBER OF FAMILY MEMBERS PARENTS BROTHERS/ SISTERS PRIMARY/ SECONDARY SCHOOL FAVOURITE SUBJECTS EXPERIENCE INFORMATION - Handout can also help expand vocabulary for students, and consolidate more structures for the children to express their views, think of yourself as already mentioned in Reading part above Example 3: English 12 - Unit 11 - Speaking - Task Handout: Match an adjective in A with its opposite in B A 1-generous 2.wise 3.open hearted 4.easy-going 5.naughty B a.reserved b.obedient c.mean d.silly e.hard to please In general, handouts help students not only reproduce the use of questions of tenses in English but also develop their speaking ability- an important skill for people to learn foreign languages *With Listening: Listening skills is a difficult skill to students, especially the lower level children They often depend on good textbooks to get answers to answer questions, so that the school studying has become no longer effective Handout contribute significant in helping the children try to listen to the tape and then they will hear better through Listening Adaptation The answers are available presented so that children can pay attention to the lessons visually and aurally , gradually they will hear better Example 4: English 12 - Unit - Listening - Task Handout: Listen again and choose the best answer The most important thing the groom's family has to on the wedding day is ……………………… A to buy a lot of food B to have a big banquet C to go to the bride's house bringing gifts wrapped in red paper D to invite many guests During the wedding ceremony, the groom and the bride would……………… A pray, asking their ancestors' permission to get married B exchange wedding rings C offer their guests drink D thank their guests The groom and the bride exchange their wedding rings after they……………… A have a party B pray and ask their ancestors' permission to get married C ask their parents' permission D have a drink 10 The wedding banquet is often held ……………… A at a hotel B at the bride's C at the groom's D at the groom and bride's home or at a hotel or a restaurant At the wedding banquet, the groom, the bride and their parents often……… A stop by each table to thank their guests B drink a little wine C offer the guests food and drink D welcome guests *With Writing: Like Reading, handout help decrease the difficulty of the lessons Most of students have little vocabulary, they don’t also know the structures well so they have many difficulties in the process of writing Teachers should provide them the questions in particular through the handouts so that they can discuss their answers Once they have a full answer and teacher correct their mistakes, they will easily complete their writing Eample: English 11 - Unit - Writing Handout: Work in group: Discuss and answer these questions about one of your friends What is your friend's name? How old is he/ she? …………………………………………………………… Where does he/ she live? ……………………………………………………… When and where did you meet him/ her? …………………………………………………………………………………… How tall is he/ she? …………………………………………………………… How does he/ she look like? ……………………………………………………………………………………… What kind of clothes does he/ she often wear? …………………………………………………………………………………… What is he/ she like? ( helpful, sincere, open-hearted, hard-working…) ……………………………………………………………………………………… What you like about him/ her? ……………………………………………………………………………………… • With Language Focus: Handout can be used as the Warm-up part for teacher to introduce the descriptions of all new language or teacher will provide additional training for students to practice Eample1: English 12 - Unit - Language Focus Pronunciation: The pronunciation of the ending "s" ( Warm-up) 11 Handout 1: Odd one out A bats A things A photographs A months B books B laughs B days B bags C taps C cars C hits C apples Handout 2: Choose the best option Before I ………… , I had done all my homework A went out B was going out C had gone out She phoned while we ………………dinner A were having B are having C had She …………… to me two weeks ago A was writing B wrote C had written We ……………….him for three days now A don't see B won't see C didn't see D pens D knees D tops D schools D have gone out D had had D writes D haven't seen Eample 2: English 11 - Unit - Language Focus - Grammar( Further practice) Handout: Supply the correct verb form They have too many things ………………… (do) today You've got something important …………….(tell ) me, haven't you? There is an essay for him ………………….(complete) by Monday I didn't have enough time …………………….( do) that They have decided …………………… (move) to the city I would like you ……… (teach) me how …………….(operate) this machine! ………………….(close) the windows! It's quite cold here We must ………………(obey) traffic laws He often makes me ……………(wash) his clothes and never lets me ………(go) out with my friends * Indeed, without preparing the lessons, we will be able to neither apply any creative forms nor help our students acquire the lessons in the most effectively To make the lessons more attractive and more effective, teachers must prepare the lessons carefully before teaching 2-Prepare handout, instructions and handout for students 2.1 Presentation handout: *Depending on the tasks, handouts will be presented on a half sheet of A4 (2sided) or both sheets but the title should be clear, the answer must be exact and presented suitablely to make it easy for student to understand Eample: English 12 - Unit - Listening - Task 12 Handout: Listen again and choose the best answer The most important thing the groom's family has to on the wedding day is …… A to buy a lot of food B to have a big banquet C to go to the bride's house bringing gifts wrapped in red paper D to invite many guests During the wedding ceremony, the groom and the bride would………… A pray, asking their ancestors' permission to get married B exchange wedding rings C offer their guests drink D thank their guests The groom and the bride exchange their wedding rings after they……… A have a party B pray and ask their ancestors' permission to get married C ask their parents' permission D have a drink The wedding banquet is often held ……………… A at a hotel B at the bride's C at the groom's D at the groom and bride's home or at a hotel or a restaurant At the wedding banquet, the groom, the bride and their parents often……… A stop by each table to thank their guests C drink a little wine B offer the guests food and drink D welcome guests 2.2 Photocopy the handout: -After being presented clearly in the lesson, the teacher will be conducted in and photocopy handout for students -Greater or lesser number of handout based on class sizes, or on active couples, groups in each task 2.3 Diliver handout to pupils: -Handout are used for each part separately, so teacher only gives handout to students when there is a content teacher need to be adjusted after the clarification task they need to Eample: English 12 - Unit - Reading While you read - Reading adaptation 13 Handout 1: the text and put a tick in the right column Work Taking out the garbage cooking Washing the dishes Mending things around the house Looking after younger children Making breakfast Father Mother Children T: Now, you have minutes to scan the text and put a tick in the right column in Handout -Teachers should limit the time for students during delivering handout for them The handout is an adaptation which is made by the teacher, so it will be certaindifferent from the requirements in the textbook Therefore, I will present the solutions insection 3.3 below so as not to cause confusion to students 2.4 Table presentation -As noted above, in order not to confuse the students, with classes in which hanhdouts are used, I changed the title to suit adjusting contents as follows: Example1: English 12 - Unit - Reading Unit 1: HOME LIFE Period - Part A: Reading Before you read Ask and answer the questions New words( Handout 1) 1.c 2.a 3.b e f d While you read Activity 1( Task 1): Choose the sentence that is nearest in meaning to the sentence given B C A B A Activity 2( Handout 2): Scan the text and put a tick in the right column Activity (Handout 3): Read the text and choose the best option to complete the statements 1.D D C D 14 After you read Example: English 11 - Unit - Writing Unit 1( cont.) Period - Part D: Writing Activity 1: Discuss and answer the questions about one of your friends His name is ……………… He is ……… years old He lives in ………………………… I met him at …………….school ………………years ago 5……………………………… ………………………………… * Further structures - one year( two years) older/ younger than……… - What I like about him/ her is that he/ she ……………………… ………………………………………………………… Activity 2: Write a passage about the friend in Activity 2.5 Practice portion control of students, evaluation and scoring Handout help reduce the difficulty of the lesson to the maximum so that students can get knowledge easily and efficiently Therefore, teachers must pay attention to their practice ,otherwise, the lower level children will just copy of the better sstudents’ handouts After students complete their practice, teacher should check and give them appropriate mark then it will be a good measure to stimulate the spirit of their learning Eg: English 12: Unit 1: Reading Activity 2: T: Who takes out the garbage? S1: Children T: Good! Who washes the dishes? S2: Children …………………………………………………………… Activity 3: T: Now, tell me the answer for number 1! S1: I think D T: In which paragraph? S1: The first paragraph T: That’s good Thank you! 15 V- The result after carrying out the project compared with the result before doing it After a short time applying the measures given above, I myself get some good results such as: To the teacher: By identifying the target which we need to teach, I myself have adopted the solution as describe above, a reasonable location of time, so the teaching foreign language is not too difficult any more Applying this subject I myself have helped students know how to learn English effectively so that they are not afraid of learning English any more and from handouts I can check previous lesson to many students in the current lesson and the lesson afterward To the students: They become familiar with the context lessons, aquire knowledge in an active way, improve the skills of listening, speaking, reading and writing especially speaking and listening skills, they are no longer afraid when learning these skills Students also participate in exciting activities, such as playing games, from these activities they can consolidate the grammatical structures as well as improve their vocabulary, and from which they can apply the knowledge they have learned to exercises and tests well 3.Specific numbers: Through the survey at Nguyen Xuan Nguyen High School- Quang Xuong District, since applying this project in the ecademic year 2015 – 2016 for the following results: 16 a-RESULTS OF CONCENTRATION 1st TEST-SCHOOL YEAR 2015-2016 Subject:English Class Total of students 12 A1 41 12 A4 44 10 B4 40 10 B5 40 10 B8 45 gifted students 19,5% 0% 12,5 % 0% 0% Pretty students 12% 18 % 17,5 % 7,5 % 11 % Medium students 20 49% 25 57 % 20 50 % 25 30 Poor Note students 19,5% 11 25 % 20 % 62,5% 12 67 % 10 30 % 22 % b-RESULTS OF CONCENTRATION 2nd TEST -SCHOOL YEAR 2015-2016 Subject:English Class Total of gifted Pretty students students students 12A1 41 12 29 % 19,5 % 12A4 44 % 11 25 % Medium students 17 42 % Poor Note students 9,5 % 22 50 % 16 % 10 B4 40 10 25 % 10 25 % 15 10 B5 40 10 % 20 % 23 10 B8 45 11 % 27 % 22 37,5 % 57,5 % 49 % 12,5 % 12,5 % 13 % 12 17 c-RESULTS OF THE 1ST SEMESTER -SCHOOL YEAR 2015-2016 Subject:English Class Total of gifted students students 12 A1 41 14 34 % 12 A4 44 14 % Pretty students 10 24 ,5 % 16 36 % 10 B4 40 12 30 % 11 10 B5 40 11 10 B8 45 12,5 % 11 % 12 27,5 % 27,5 % 27 % Medium students 15 36,5 % 20 45,5 % 15 37,5 % 20 50 % Poor students 5% 24 53 % 4,5 % 5% 10 % 9% Note d-RESULTS OF THE 2nd SEMESTER -SCHOOL YEAR 2015-2016 Subject:English Class Total of students 12 A1 41 12 A4 44 10 B4 40 10 B5 40 10 B8 45 gifted students 16 39 % 16 % 15 37,5 % 12,5 % 16 % Pretty students 12 29 % 17 39 % 13 32,5 % 15 37,5 % 15 33 % Medium students 13 32 % 19 43 % 12 30 % Poor students 0% 2% 0% 18 45% 5% 22 49 % 2% Note 18 C- CONCLUSION AND PROPOSALS I-Conclusion: After a few lessons taught using handout, I find students more exciting and more actively in studying, including the lower level students, their marks increased significantly This encouraged me a lot Although I took more time to prepare the lesson, I got the progress of the students which every teacher wants to Through the theme that I have presented above and with my teaching experiences; with the aim to improve the quality of teaching and learning, I have applied an innovative way of my experiences and I have achieved good results On the other hand I also noticed that in teaching foreign language in general and in teaching English in particularly, the teacher needs to present and explain any issues concisely and easily to understand through concrete examples and vivid, avoiding making problems complicatedly that makes students acquire knowledge passively The above are some of my own experiences in teaching English at High School Certainly, I have inevitable shortcomings, I would like to receive the comments of the leaders, of colleagues to help my experiences become more perfect Thank you very much for reading my writing II- Proposals To be successful in helping students learn English well, We can’t help having enthusiasm, passion for this job, and qualifications of each teacher Besides, we need to have the support, encouragement, timely attention of the school and the leaders In the next school year I wish we would apply this experience initiative in total grades 10 ,11, and 12 so that students in these three grades have no longer difficulties in learning English Evaluation of the scientific council: Quang Xuong, June, 2016 I swear this is my study, not copy other people’s contents Writer Trinh Thi Luyen 19 III: REFERENCE BOOKS 1- English grammar in use 2- Longman English Grammar 3- English Grammar Explaination 4-English Basic Grammar 5- Understanding and using English Grammar 6- Essential Grammar in Use -Raymon Murphy -L.G.Alexander - Mai Lan Huong and Ha Thanh Uyen -Xuan Ba -Betty Schrampfer Azar -Raymon Murphy 20 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NGUYEN XUAN NGUYEN HIGH SCHOOL ************************* EXPERIENCE INNOVATION TOPIC: USING HANDOUTS IN TEACHING AND LEARNING ENGLISH AT HIGH SCHOOLS Writer: Trinh Thi Luyen Position: Teacher Subject: English THANH HOA 2016 21 22 ... As presented above, handout is one of the means of specific teaching so using handout in teaching and learning English can raise the result of learning and teaching Using handouts is a good way... supplement materials and documentation to supply for textbooks Its function is to support for teaching and learning, so it is a learning and teaching tool 2-Why should I use handouts in teaching English? ... hand I also noticed that in teaching foreign language in general and in teaching English in particularly, the teacher needs to present and explain any issues concisely and easily to understand