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.
1. To the teacher:
2. To the students:
3.Specific numbers:
C- CONCLUSION AND PROPOSALS
I- Conclusion.
II- Proposals.

2

2
2
3
3
3
4
4
4
4
4
5
5
12
12
13
13
14
15
16
16
16
16
18
18
18

1


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 do 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 do not provide
specific questions.

2


*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.

3


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 do 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
5
12%
8
18 %
7
17,5
%
3
7,5 %

Medium
students
20
49%
25
57 %
20
50 %

Poor
Note

students
8
19,5%
11
25 %
8
20 %

10 B5 40

gifted
students
8
19,5%
0
0%
5
12,5
%
0
0%

25

12

30 %

10 B8 45


0

5

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.

4


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 1 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 1 – Reading
Handout 1: Match a word in A with its meaning in B
A
1.join hands
2.rush to…
3.garbage
4. 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
1. plough
2.harrow
3.plot of land
4.pump
5.do the transplanting

B
a.bơm nước/ máy bơm (n)
b.cày (ruộng đất) / cái cày
c.cấy lúa
d.bừa
e.thửa ruộng
5


-With this handout, teacher will let students work in pairs within 2 to 3 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 1 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 1 - English 12
While you read: Task 2 - 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.
1. 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
2. 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.
3. 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
4. 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
6


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 2 - Speaking - Task 2:
Handout: Building up questions from suggestions
1. When/ where/ you/ born?
…………………………………………………………………………………
2. Where/ you/ live?
………………………………………………………………………………
3. What/ your parents/do?
…………………………………………………………………………………
4. Have/you/ any brothers or sisters?
………………………………………………………………………
5. Which primary school/ secondary school/ you/ go to?
……………………………………………………………………

6. How/ you/ work at school?
…………………………………………………………………………………
7. What/ your/ favourite subject?
…………………………………………………………………………………
8. Have/ you / ever( won any prizes/ been the monitor/ taken part in any school clubs/
…?)
………………………………………………………………………………
Example 2: English 10 – Unit 3 - Speaking

7


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 do your parents do?
Student: My mother is…………………..and my father ………………………………
Journalist: do you have any brothers or sisters?
Student: ………………………………………..………..
Journalist: Which secondary did you go to?
Student:…………………………………………………..
Journalist: what subjects do 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 do your parents do?
Student: My mother is………………………….…...and my father …………………
Journalist: do you have any brothers or sisters?
Student: …………………………………………………………..
Journalist: Which secondary did you go to?
Student:…………………………………………………..
Journalist: what subjects do you like best? Why?
Student: ………………………………………………………………..
Journalist: have you ever joined any school activities?
Student: …………………………………………………………………
Journalist: thank you for giving me time
Student: ………………………………………………
8


Handout 3: INTERVIEW FORM
ORDER
ITEMS
1
NAME
2


DATE OF BIRTH

3

PLACE OF BIRTH

4

NUMBER
OF
FAMILY MEMBERS

5

PARENTS

6

BROTHERS/
SISTERS

7

PRIMARY/
SECONDARY
SCHOOL

8


FAVOURITE
SUBJECTS

9

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.

9


Example 3: English 12 - Unit 11 - Speaking - Task 3
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 2 - Listening - Task 2
Handout: Listen again and choose the best answer.
1. The most important thing the groom's family has to do 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.
2. 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.
3. 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


4. 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
5. 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 1 - Writing
Handout: Work in group: Discuss and answer these questions about one of your
friends.
1. What is your friend's name?...................................................................
2. How old is he/ she? ……………………………………………………………..
3. Where does he/ she live? ………………………………………………………
4. When and where did you meet him/ her?
……………………………………………………………………………………
5. How tall is he/ she? ……………………………………………………………
6. How does he/ she look like?
……………………………………………………………………………………….
7. What kind of clothes does he/ she often wear?

……………………………………………………………………………………..
8. What is he/ she like? ( helpful, sincere, open-hearted, hard-working…)
………………………………………………………………………………………
9. What do 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 1 - Language Focus
Pronunciation: The pronunciation of the ending "s" ( Warm-up)

11


Handout 1: Odd one out
1. A. bats
2. A. things
3. A. photographs
4. A. months

B. books
B. laughs
B. days
B. bags

C. taps
C. cars
C. hits
C. apples


Handout 2: Choose the best option
1. Before I ………… , I had done all my homework.
A. went out
B. was going out C. had gone out
2. She phoned while we ………………dinner.
A. were having
B. are having
C. had
3. She ……………..to me two weeks ago.
A. was writing
B. wrote
C. had written
4. 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 1 - Language Focus - Grammar( Further practice)
Handout: Supply the correct verb form.
1. They have too many things ………………….. (do) today.

2. You've got something important …………….(tell ) me, haven't you?
3. There is an essay for him ………………….(complete) by Monday.
4. I didn't have enough time …………………….( do) that .
5. They have decided ……………………..(move) to the city.
6. I would like you ………..(teach) me how …………….(operate) this machine!
7. ………………….(close) the windows! It's quite cold here.
8. We must ………………(obey) traffic laws.
9. 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 2 - Listening - Task 2
12


Handout: Listen again and choose the best answer.
1. The most important thing the groom's family has to do 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.
2. 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.
3. 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.
4. 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
5. 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 do.
Eample: English 12 - Unit 1 - 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 5 minutes to scan the text and put a tick in the right
column in Handout 1.
-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 1 - Reading

Unit 1: HOME LIFE
Period 3 - Part A: Reading
Before you read
1. Ask and answer the questions
2. New words( Handout 1)
1.c
2.a
3.b
4. e
5. f

6. d

While you read
Activity 1( Task 1): Choose the sentence that is nearest in meaning to the sentence
given.
1. B
2. C
3. A
4. B
5. A
Activity 2( Handout 2): Scan the text and put a tick in the right column
Activity 3 (Handout 3): Read the text and choose the best option to complete the
statements.
1.D
2. D
3. C
4. D

14



After you read
Example: English 11 - Unit 1 - Writing
Unit 1( cont.)
Period 5 - Part D: Writing
Activity 1: Discuss and answer the questions about one of your friends.
1. His name is ………………
2. He is ………..years old.
3. He lives in ………………………….
4. 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 1.
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:
1. 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.
2. 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 2 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 do 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
8
19,5%
0
0%
5
12,5
%
0

0%
0
0%

Pretty
students
5
12%
8
18 %
7
17,5
%
3
7,5 %
5
11 %

Medium
students
20
49%
25
57 %
20
50 %
25
30

Poor

Note
students
8
19,5%
11
25 %
8
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 % 8
19,5
%
12A4 44
4
9 % 11

25 %

Medium
students
17
42 %

Poor
Note
students
4
9,5 %

22

50 %

7

16 %

10 B4 40

10

25 % 10

25 %

15


5

10 B5 40

4

10 % 8

20 %

23

10 B8 45

5

11 %

27 %

22

37,5
%
57,5
%
49 %

12,5

%
12,5
%
13 %

12

5
6

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

6

14 %

Pretty
students
10

24 ,5
%
16
36 %

10 B4 40

12

30 %

11

10 B5 40

5

11

10 B8 45

5

12,5
%
11 %

12

27,5

%
27,5
%
27 %

Medium
students
15
36,5
%
20
45,5
%
15
37,5
%
20
50 %

Poor
students
2
5%

24

53 %

2


4,5 %

2

5%

4

10 %

4

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 %
7
16 %
15
37,5
%
5
12,5
%
7
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
0%
1
2%
0
0%

18

45%

2

5%

22

49 %

1

2%


Note

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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, do not copy
other people’s contents
Writer

Trinh Thi Luyen

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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

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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

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