APPENDIX
CONTENTS

PAGE

A. PREFACE

1

I. Reasons for choosing the theme

1

1. Basis of theory

1

2. Basis of practice

2

II. Aims of the research

3

III. Objects of the research

4

IV. Methods of the research


13

D. RESULTS OF THE RESEARCH

14

E. CONCLUSION AND RECOMMENDATIONS

15

1. Conclusion

15

2. Recommendations

15

REFERENCE BOOKS

17

5

1


A- PREFACE
I. REASONS FOR CHOOSING THE THEME :
It can not deny the importance of English in all aspects of our daily life

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: “ Easily motivate learners to confidently speak out by using
handouts at Quang Xuong 4 high school” .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.

2


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 “ Easily motivate learners to confidently speak out by using
handouts at Quang Xuong 4 high school” This technique has been applied in
quite a long time of my teaching English 10 and I have got considerably hopeful

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 4 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.
It is known that using handouts in teaching brings about a great
number of benefits. Not only do 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

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 3 may be difficult for most of students, teacher create a
table handout using the words and structures as in task 2.
Sample handout 1 - Task 3 Unit 1 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…

5

birth

Where were you
born?

…

Home

Where do you live?

Family

- How many people
in your family?
- What do they do
for living?

Education

Where did you
study Primary/
Secondary School?
How did your work
at school?

Experience

to be
Student

do you like?
Jazz
Reason for Why do 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
3

Partner
4

When do you often
to listen to music?

When teaching Unit 13, The students may have difficulties with the new

The film I like best is…
I prefer …than ….

1. 2. 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 2 and 3 in one using a handout as below:
7


Sample handout 5 – Unit 9 Undersea world
Discuss in groups then talk about the marine pollution: causes –
Consequences – solutions, using the cues in the handouts

ences
u
q
e
ns

o

s
au

es

Sol
uti

- grow cash
crops
- apply new
farming
methods and
technoly
- buil a new
school

IN THE PAST
Useful language:
1. narrow roads
2. poor crops
3. work hard all day
4. straw and mud houses
5. lack of school classrooms are
in bad condition.
….

NOW
1. large and raised the roads
2. big brick houses
3. having mordern device as
TV, Computer, cellphone..
4. 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

Bình mồ hôi 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: 5 :
1.Tran Tuan Hung ( founder guitarist )
2. Nguyen Minh Duc (bassist)
3. Vu Van Ha (Guitarist)
4. Pham Trung Hieu (Drummer)
5. Tran Lap
- Albums: The soul of Rock (Tâm
hồn của đá - 2002), Invisible (Vô
hình - 2003),Magnets (Nam châm
- 2004), Another Day( Ngày khác 2010),Viet Land (Đất Việt - 2015)
- The band is now in hiatus due
to Tran Lap's death.

10


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 do not know them. Teacher use handouts for task 3 to
ask students to talk about the world cup winners. Instead of using the

Sample handout 9 : 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.
The Citadel was inscribed on
UNESCO World Heritage Sites on
June 27, 2011

The 2 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 3 miles
(4.8 km) northeast of Thanh Hóa

2.What kinds of music do 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
2. pop music
3.The SS501/ Noo Phuoc Thinh …

-.Today we are going to learn more
about kinds of music
(We learn Unit 12, part- speaking)
II . New lesson
Pre-speaking : (8 minutes)
Task 1
- 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

- Do the task 1 in pairs
- Answer the questions
- Keys:
1.She likes pop music

III. Consolidation (2minutes)
Summerise the main points
IV. Homework: (3 minutes)
- Ask students to do part B in the
workbooks
- Ask students to prepare Part CListening and do homework

- 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 7 - Using some
posters of the famous music idols)

- Listen to the teacher
- Write down the homework

4. Result of the research
After using this technique, I have had the following results of the convey
from 3 classes : 10G, 10H at the end of the school year 2017 - 2018 :
Class
10G
10H

Before applying experience
Excellent Average
Weak


C. CONCLUSION AND RECOMMENDATIONS
1. 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 4 - a seaside high school.
2. Recommendations
1. For students:
- 100% must prepare before class.
- 100% hands-on content in handout on demand.
- 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.
2. For teachers:

be completed and widely applied in teaching.
LEADER’S CONFIRMATIONS
( XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ )

Thanh Hoa, May 20 th 2018
I strongly ensure this is my own work
without copying from any other’s
Writer

Le Thi Huyen

16


REFERENCE BOOKS
1. Teaching and Learning in the Language Classroom. ( written by Tricia
Hedge - 2008 - Cambridge University Press ).
2. Practical English Usage ( written by Michael Swan).
3. A course in language teaching - Practical and Theory ( written by Penny
Ur - Cambrige University Press.
4. English Language Teaching Methodology ( edited by Hanoi university ).
5. Practical handbook of language teaching ( written by David Cross ).
6. Mind map for kids, The Mind map book - by Tony Buzan,
7. Phương pháp dạy tiếng Anh Trung học phổ thông ( written by Nguyễn Hạnh Dung
)
8. Internet.

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Thanh
Hóa

2011-2012

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