APPENDIX
CONTENTS
A. PREFACE
I. Reasons for choosing the theme
1. Basis of theory
2. 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
1. Table Handouts
2. Mind map Handouts
3. Picture Handouts
C. APPLYING THE RESEARCH IN TEACHING
D. RESULTS OF THE RESEARCH
E. CONCLUSION AND RECOMMENDATIONS
1. Conclusion
2. Recommendations
REFERENCE BOOKS

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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 do
grammatical exercises quite well, however, hardly do 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 do 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 4 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 4 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 :

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.
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 5 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 1 : Do you enjoy learning English ?



Very much


Very much  Not much  Not at all
Question 4 : Why can’t you speak English well ?



hard topics



shyness



lack of structures and vocabulary

Question 5 : How do 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
1. Enjoy learning English

Percentage
(%)
62

2. Consider speaking skill the most important

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.
4


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 do what they are
able to do but they do not know. I only give them the ambition, the love, the
confidence, the suggestion for them to do it by themselves. Everything becomes
easier if we know the way how to do 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.
1. 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

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 do everyday.
The table handouts can be used in Unit 3: “People background”, teacher
can mix the task 2 and 3 in one and using handouts. After task 1 as warming up,
teacher asks students to work in groups of 4 ( 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 2 – Task 2+3 Unit 3 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 1

Date of birth When were you
born?

I was born
in ..

Place of
birth

Where were you

asked
Student Student
3
4
…
…

…

Do the same with Task 2 + 3 Unit 12: Music
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The aim of this lesson is to help student ask and answer about their taste
of music. If we use task 2 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
1
2
Kind
of What kind of music Pop/
music
do you like?
Jazz
Reason for

words to describe about films. Task 2 and task 3 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 4 - 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
1. 2. Mind map handout

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

- widen the
roads
- 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….


qua (Yesterday's You), Chắc ai đó sẽ
về (She Would Come Back), Thái 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)

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The band is now in hiatus
due to Tran Lap's death.
-

Sample handout 8: Unit 14 –The World Cup.

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 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.
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The Citadel was inscribed on
UNESCO World Heritage Sites on
June 27, 2011


- Ask students to keep book close
- Ask students the questions:
1. Do you like music?
2.What kinds of music do you like?
3.What are your favourite band/
singer…?
-.Today we are going to learn more

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 …

13


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


- Do the task 1 in pairs
- Answer the questions
- Keys:
1.She likes pop music
2. Because it keeps her happy
3.The Backstreet Boys
4. 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 7 - Using some
posters of the famous music idols)

- Listen to the teacher
- Write down the homework

14


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 2016 - 2017 :

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
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.
15

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 và tên tác giả: Lê Thị Huyền
Chức vụ và đơn vị công tác: Giáo viên trường THPT Quảng Xương 4
TT Tên đề tài, Sáng kiến cấp đánh Xếp Năm học đánh giá xếp
giá
loại
loại
1
5 bước đơn giản giúp
C
học sinh làm bài tập
Sở
2011-2012
đọc hiểu đạt kết quả cao GD&ĐT
ở trường Quảng Xương
18


4

Thanh
Hóa

19