Use handouts in learning and teaching english at nguyen xuan nguyen high school

Headlines Page A INTRODUCTION I REASON FOR STUDY : II SCIENTIFIC BASIS OF THE THESIS: 1.Co rationale: Practical The purpose of the initiative experience 4 Research subjects: Research scope: Time to implement the project: B DEVELOPMENT I Definition II Why should handout be used in teaching English? III Types of Handouts     Uncompleted or gapped handout] Skeletal notes Worksheets Information sheets IV Examples of handouts Examples for reading Examples for speaking -12 Examples for listening 13 Examples for writing 14 Examples for language forcus 15 - 16 V Steps to use handouts in class: Presentation handout: 17 Photocopy the handout: 18 Diliver handout to pupils: Table presentation 20 Evaluation and scoring 21 VI Result 22 C CONCLUSION 23 REFERENCE BOOKS 24 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 exams 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 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 SCIENTIFIC BASIS OF THE THESIS: 1.Co rationale: 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 (eg Part D: Writing- Unit English 11) *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 Practical basis 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 understandable" The purpose of the initiative experience - 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 Research objectives: -High school students Research scope: Classes: 10B4, 10B5, 10B8; 12A1; 12A4 Nguyen Xuan Nguyen High School Time to implement the project: year: Academic year: 2017-2018 B DEVELOPMENT I Definition: What is a handout? According to Cambridge English dictionary a handout is something given free to a needy person or printed information provided free of charge , especially to accompany a lecture (1) II Why should handout be used in teaching English? There are several reasons for using a handout It can:         provide definitions for the more jargon ridden subjects; provide background information or detailed information, e.g statistics, which are not readily available elsewhere; put forward a point of view; outline a course of action; pose conceptual questions; provide a case study for problemsolving or discussion; provide a complex diagram rather than students copying from the OHP; give a step by step instruction for teaching a skill or running a laboratory exercise (2) III Types of Handouts  Uncompleted or gapped handout: this is a handout with gaps which students fill in  Skeletal notes: literally the bare bones of a session (key statement, a definition, a diagram) with gaps/spaces and omissions to be completed by the student The advantages are similar to the gapped handout.] Worksheets: questions, problems which the student must answer or solve Laboratory sheet: a set of instructions to be followed.Briefing sheets: this could cover how the students are to approach a case study, a role play or simulation    Information sheets: there are several areas of the institution where a guide would be useful, e.g administration of the course (term dates, semester dates, assessment hand-in dates etc.); a teaching scheme for the module; computer and library information - the list is a long one! (2) IV EXAMPLES: Examples for 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 B 1.joinh ands 2.rush to… 3.garbage household chores 5.mischievous 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, 6.close-knit taking out the garbage f.enjoy playing tricks or annoying others sometimes -With average or low students, teachers use handouts to provide the Vietnamese meaning to the new words that appear in the passage Eg: 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 reduce 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 Father mother Children Taking out the garbage cooking washing the dishes mending things around the house looking after younger children Making breakfast 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 Examples for Speaking: Handout help provide the necessary data for students to practice Eg1: 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/ ?) Eg2: 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 ……………………………… 10 Student: ……………………………………………… Handout 3: INTERVIEW FORM ORDER ITEMS INFORMATION NAME DATE OF BIRTH PLACE OF BIRTH NUMBER OF FAMILY MEMBERS PARENTS BROTHERS/ SISTERS PRIMARY/ SECONDARY SCHOOL FAVOURITE SUBJECTS EXPERIENCE - 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 Eg3: English 12 - Unit 11 - Speaking - Task 12 Handout: Match an adj in A with its opposite in A B 1-generous a.reserved 2.wise b.obedient 3.open hearted c.mean 4.easy-going d.silly 5.naughty 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 Examples for 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 Eg4: 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 13 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 B drink a little wine C offer the guests food and drink D welcome guests Examples for 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 Eg: 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?  14 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?  Some handouts for 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 practice Eg1: English 12 - Unit - Language Focus Pronunciation: The pronunciation of the ending "s" ( Warm-up) Handout 1: Odd one out A bats B books C taps D pens A things B laughs C cars D knees A photographs B days C hits D tops A months B bags C apples D schools 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 D have gone out She phoned while we dinner A were having B are having C had D had had She  to me two weeks ago 15 A was writing B wrote C had written D writes We .him for three days now A don't see B won't see C didn't see D haven't seen Eg 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 effective To make the lessons more attractive and more effective, teachers must prepare the lessons carefully before teaching V Steps to use handouts in class: (Prepare handout, instructions and handout for students) 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 16 Eg: 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 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 Photocopy the handout: After being presented clearly in the lesson, the teacher will be conducted in and photocopy handout for students 17 Greater or lesser number of handout based on class sizes, or on active couples, groups in each task Deliver 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 Eg: English 12 - Unit - Reading While you read - Reading adaptation 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 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: Eg1: English 12 - Unit - Reading 18 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 After you read VD2: 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 19 - 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 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! IV RESULT : Results The first test : 20 Total number of students Number Percent 120 scores or more 81 67.5 % Scores below 39 32.5% According to data compiled in the table shows a total of 120 students participated in grammar test before entering the study Of these 81 students achieved or more points, accounting for 67.5%; 39 students score below average, accounting for 32.5% Results The second test: Total number of students 120 scores or more Scores below Number Percent 116 04 96.66 % 3.33 % According to data compiled in the table shows a total of 80 students participated test on grammar after participating in the study Of these 116 students achieved or more points, accounting for 96.66%; only students score below average, only 3:33% occupancy rate Chart 02 compares the results of tests 21 120 116 110 100 90 80 81 70 60 From or more 50 under 40 39 30 20 10 Before participating in After participating in As the chart above shows before joining the main research students on language focus Number of pupils not achieving very high grade point average But after weeks of study participants, we can see the progress students have markedly Since only 81 students scored between average and above (67.5%) increased to 116 students (96.66%) Meanwhile, the number of participating students scoring below dropped significantly, from 39 students (32.5%) to only students (3:33%) C CONCLUSION I Experience lessons: 22 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 II Recommendations: 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, May, 2018 I swear this is my study, not copy other people’s contents Writer Đỗ Thị Hoa 23 Reference meterials (1) Cambridge English Dictionary (2) mc Share, dalence ( 1998) Presenting information visually( EIC guide) 24 THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NGUYEN XUAN NGUYEN HIGH SCHOOL ************************* EXPERIENCE INNOVATION TOPIC: HOW TO USE HANDOUTS IN TEACHING ENGLISH AT HIGH SCHOOL SUBJECT: ENGLISH TEACHER: DO THI HOA Thanh Hoa, May 2018 25 26 ... 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... 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... 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