Is a teacher teaching English at Trung Chinh Secondary school more than k14 years, very well attended by colleagues, monitored the progress of the lesson, the way teachers go to class, t
Trang 1I HEADING
1 Reason for choosing the topic:
English is an important subject for today's students because English is not just one of the major subjects that have been
introduced in elementary school but are also an important
language for students to follow This can easily find many good jobs or have the opportunity to study abroad To achieve this right from junior high school students must acquire basic knowledge
Is a teacher teaching English at Trung Chinh Secondary school more than k14 years, very well attended by colleagues, monitored the progress of the lesson, the way teachers go to class, the learning activities of students I am really worried because most of the lessons teach the teacher only the good students Most of the students are good at active work, in contrast weak students just sitting, yawning short, yawning, lying down on the table
These limitations in the teaching process not only to me but how many teachers concern, headaches Because of that, I was
inspired to research and find ways to teach how to make 100% of students actively develop the article, I was bravely put forward
"Experience to help weak students with learning English in Secondary school” I hope the following article will help my
teachers are full of energy and enthusiasm to continue his difficult but extremely noble oars
2 Purpose of the topic.
The purpose of this project is to give some experiences to help students with learning difficulties
3 Research subjects and research scope.
a research object
Grade 7B student- Class is weak Trung Chinh Secondary School, Nong Cong
b Research scope.
The scope of the research is to help weak students with learning in English for 7B students who I teach directly at Trung Chinh High School
4 Research Methodology
Under current conditions, teaching methods that are
innovative in teaching methodology should first focus on the
development of teacher activity plans and students implement these plans to do so Active students are encouraged to learn
Trang 2English in the 7 th grade, aiming to actively promote students' learning activities, which must be thoroughly mastered at all
stages, from teacher preparation In-class instruction to assess students' learning outcomes Specifically:
1 Prepare to teach
2 Methods of using paintings, photographs
3 Real things to teach when possible
4 Method of action description
5 Application of information technology
II CONTENT
1 Theoretical basis
As we know for the current Textbook program, each unit of unit has too many vocabulary This has been making students feel
"bored" and anxious, especially for weak students To overcome this situation, in the process of giving out the number of words or teaching them to apply them to each sentence structure in the lesson, in the lessons, I try to find many methods (avoid the
situation Use the simple teacher-only method to write vocabulary, Vietnamese meaning, or just the formula on the board and the students copy it to the text), so that they feel more excited and more effective in the process learn
2 The real situation
English is a subject that requires students to work hard, invest a lot of time, have to learn methods Currently, the quality
of learning English is still low due to many reasons Parents,
students are not aware of the importance of the subject, so there
is no investment time, effort not overcome hard study, many
students do not focus attention, home Do not try hard to learn to
be able to progress
In addition, along with the economic development, there are many types of entertainment and entertainment - especially Game-line has attracted a large number of students, has been
"poisoned", consuming know How much time is spent on student learning, how many students are dying, how much learning is taking place This also contributes to students learning a variety of subjects including English So how to excite students interested in learning English and limiting the number of students studying weak?
2.1 Initial Investigation.
Trang 3I personally recognize the importance of innovation in
teaching methods, especially the experience of weak students For students in grade 7B - this is the class I teach - which is one of the high school entrance exams - it will also be the basis for students
to progress to the next grade is good or not To Therefore, it is necessary to give each student confidence in himself or herself with a thorough, practical, specific and effective guide Before going into this topic, I examine the quality with the following
results
At the beginning of the 2016-2017 school year, I was
teaching English at the weakest grade of the 7 th grade By the beginning of the year, I had the following results:
Block 7: Total: 30 students
Good point: 0 = 0%
Good point: 0 = 0%
Average point: 11 = 36.6%
Weakness: 19 = 63.3%
2.2 Teaching and learning English.
Through the process of investigating and collecting
information, I found that in the teaching of teachers and the
learning of students are still some shortcomings, the quality of students is low
2.2.1.Student status of the student.
As we have seen, there are many students who are
passionate about learning English Some of them are interested in learning English and are particularly active in foreign language teaching hours Foreign language proficiency, partly due to the effort of studying themselves
Besides, there are many children who are shy or fearful when they come to learn foreign languages Have you confided that I do not dare to say a sentence in English because I fear mistakes.A few children do not dare to raise their hands out for fear of saying wrong, you laugh, teachers critic Some children say : I do not understand why at home I learn to belong to the board and then
on the board again forget
2.2.2 Teaching status.
The teaching of English teachers is still using the old
method, the traditional method, the theoretical interpretation, the language analysis, not to deepen the training of students'
Trang 4language skills.Therefore will cause Pressure on students, making them afraid to say, fear of error, resulting in limited capital can not develop other skills
So we are teaching foreign languages we need to consider them
to promote their self-study or at least actively in the hours of learning foreign languages
We also know that foreign language teachers now have more and more teaching methods Teachers guide teachers in addition to introducing general teaching methods and teaching instructions, In-class tutoring allows teachers to select the most effective
teaching methods while promoting their self-learning role in the learning process
But the best approach is that every teacher personally finds out through a process of inquiry, experimenting on the basis of theoretical knowledge of foreign language teaching
Throughout the years of teaching, I have noticed a weak student performance on the subject
English is the most common language from the poor, not grasp the grammar, pronunciation is not standard, the skill set sentence structure is limited and weakest listening skills Through the sincere comments of my colleagues, the opinions of the Board
of Trustees and some of the experiences I have drawn through the years of teaching English in 7th grade, I would like to present
some methods of promoting students Weakness in learning
English
3 Solutions to problems.
3.1 Preparation of the paper.
This is an important first step before entering a unit, at the beginning of the year when teaching a class, I showed them how
to use the dictionary to see the meaning and pronunciation (or look up the words) vocabulary at the back of the book at each unit of study) When they do well, especially the weak students, I often encourage them by praising the children in front of the class
or sometimes adding points when they can speak Vietnamese or justify the new word When I find out that a certain student is making some progress, I suggest that the students instruct the other students to be weaker than themselves to progress
together
Trang 53.2 Use real objects in lessons when possible.
This is the most practical, simple and effective method of teaching
Before entering the unit, I would like to take the next class or
bring it in the class, sometimes I ask the children in the
preparation of the new vocabulary Look and prepare the real
thing when possible When using this method not only do teachers spend a lot of time preparing teaching aids but also the students are excited, the lessons are effective than
a Example 1: Unit 2 - English 7- part 1 / page 19
Real: a small toy desk phone
-The teacher gives a phone and asks:
What's this? -Student A: It's a telephone
- Student phone call: Is it a telephone?
- Student B: Yes, it is
A telephone
- Teacher (just holding the phone just described
the action to teach the meaning of the verb call): People use
a telephone to call someone Now repeat please "call", who can say what call means?
- Student C: It means to call
-Good Teacher: Good
- Teacher: (pointing to the phone just say) There are a lot of
numbers on the telephone Can you read numbers from one to nine?
- Student D: One, nine
Then the teacher can continue to use the phone to teach the children how to read the phone number, how to ask and
answer the phone number of his friend or someone In the
process for the children to practice, I Call the students repeatedly
or give them a phone number and ask if they can read the phone number Sometimes to change me for the children to read any phone number and ask others to remember and write up on the board When I do this, I help weaker students become more
confident in discovering that sometimes they can ask questions for their classmates better
b Example 2: Real objects: rulers, books, in class
Trang 6(Language focus 1 -part 4 - English 7).
-The teacher raised the ruler and asked:
What's this?
-Student A: It's a ruler
-The teacher gives a book and asks: Is this a ruler?
- Student B: No It is a book
a ruler
- This time I used two things to review the prepositions indicate where they have learned To give attention to all the students in the class, I put the ruler on the book and asked:
-Writer: Where is the ruler?
- Student: It is on the book
- This time I put the ruler under the book and asked
Where is the ruler?
- Student: It is under the book
To change the teacher can use other things to both the attention to help boring and help them remember the simple
things in the class that they have learned When I saw that they were in the precepts of the place I had studied, I called the weak students to use their expressions, and to say its place Finally I let the children look at the book and emulate the position of the cat
in the paper
3.3 / Method of using pictures
English textbooks are mostly written in 4 skills: Listening, Speaking, Reading, Writing Each skill in each unit of study has a clear, vivid illustration This gives the teacher an illustrated
example of his or her lesson At the same time it gives students curiosity, imagination helps them to promote the positive learning, the
Therefore, besides the use of real objects in the lessons, the method used pictures equally effective
In addition to the images available in the textbook, images can be added to or downloaded from the web
Example: Unit 3 - English 7 - part 1- page 29
In this lesson I have prepared some pictures in the lesson: home, living room, bathroom, kitchen and some kitchen utensils When there are some simple pictures, sometimes the teacher suggests using some gifted students to help
+ The teacher takes the house and asks:
Trang 7Teacher: What can you see in the picture?
- Student: A house
- Teacher: Is it lovely?
- Student: Yes, it is
- Teacher: The house is lovely or I can say
"What a lovely home!"
a house
I let the children write the formula of the exclamation
formula into the set, also using the method of communication, I put the children on the board to take pictures of the house, living room, bathroom and kitchen Then I let the students take all 4 photos and let them know quickly which room they are When applying this method, I initially gave the students the weak pupil, students pretty answer, then I let the children do the opposite
a living room a bath room a kitchen
- Student A: (up on the board, call another friend to give the
picture and quick reply)
- Student A: (take the picture of the living room)
- Student B: living room
- Student A: (give each picture left)
- Students B: bathroom, kitchen, house
When they noticed that they had the four words, similarly using that method, I showed them the pictures of the items in the article When they were mature, I gave the first one what the
picture was, the second gave the comment by using the
exclamation As students practice, I often let students study
poorly, quiz the students pretty well with simple sentences, and when they give the children attention, I let them ask their friends for help Helping the whole class to help each other make
progress
- student A: This is an armchair
- Student B: An armchair is big
What a big armchair!
Trang 8- Student C: (take the picture of the bath and ask)
What's this?
D: It's a tub.What a beautiful tub!
an armchair
To change my method for a child to introduce something, the second child heard and must figure out which image is the picture and also use the exclamation to make a comment When using this method besides the children can remember the content
of the lesson, the children can be trained in listening and speaking skills
- Student A: Where is a shower?
- Student B: (give the shower picture,
look at the picture and comment)
It's here Oh What a nice shower!
In addition to creating opportunities for students
I have the opportunity to practice more, I call students
Give a picture to introduce or use an exclamation, a shower
The students have to say their remarks
Sometimes I suggest that the children deliberately say
wrong to other children to comment and give the correct answer
- Student A: (This is an electric stove) This is an electric stove
- Student B: Yes, that's right
- Student C: (bring orange juice) What a delicious orange juice!
- Student D: No, you are wrong, what delicious orange juice!
3.4 / Method of action description
This is a method that often makes the classroom exciting and effective Teachers can use the action to describe or ask the students to describe the other children guess and answer, this method not only application when the vocabulary but also can use
it when teaching grammar
a Example 1: Unit 6 - English 7 - part 1- page 60
- Teacher: Describe the action as holding the book as you read it
- What am I doing?
- Student: You are reading
Trang 9- Teacher: I usually read books after school How about you? What
do you usually do after school?
After asking the question, I let the students practice in
groups Each group represented a student describing an action, another group guessing what it was doing The group that guesses more words correctly, the group will win
- Group A: (using two hands as playing games)
- Group B: You usually play the games after school
- Group C: (expressed as playing volleyball)
- Group D: You often play volleyball
To change the method I called the two students up on the board; One child asked, the other just described the action, he raised the question of looking at the expression of his friend that gave the appropriate answer
- Student A: What do you usually do after school?
- Student B: (Expressed as written)
- Student A: You usually write a letter
- Student B: You are right
Then for the children to practice more, I let the children ask each other what they usually do at other times such as: weekend, Sunday, evening Also I let another child express, another
child guess What do you usually do?
-A male student: (expressing as listening to music)
-Student A: He often sings a song
- A female student: (expressing as walking)
- Student B: She often walks
-Two students: (holding two oranges)
- Student C: They often eat oranges
While practicing this method, I give the students a great deal of attention by first asking them to express their actions to others, to give their comments Gradually I let the students
answer to guess their friend's actions
Example 2: Unit 9 - English 7 - Simple Past tense
When teaching the past simple, the method of expressing action, later
when giving the formula I applied for a student to express; a
student asks you (or her, he, many) what has been done in the past, another student answers When giving the formula I applied
Trang 10for a student to express; A student asks you (or her, him, many) what has been done in the past, another student answers
+ Common verb forms:
- Student A: (Expressed as cooking)
- Student B: What did you do?
- Student A: I cooked
- Student C: (holding the hat expression as listening to music)
- D: What did he do?
Student E: He listened to music
+The "to be"
- Student E: (Expressed as hot)
-Friends: How were you?
-E student: I was hot
- Two students: (Express as warm)
- Student G: How were Ha and Nam?
- Students H: They were warm
Similarly, I asked the students one question, one answer, this time I asked the students to use the question and answer method in the form Yes - No also use the past tense
- Student A: (Expressed as a ride)
- Student B: Did he drive?
- Student C: Yes, he did
I called two other students, this time I asked them to use another verb
- D: Did he ride?
- Student E: No, he did not drive He drove
To change me to the children just described the action, just set the sentence too
The past began with yesterday Or maybe a student described, another student said what he did Sometimes I let the children deliberately say wrong to the other corrected
- Student A: (just described and said) - Yesterday, I read a
newspaper
- Student B: Yes, you are right
- Student C: (just described and said) - Yesterday, I read a
newspaper
- student D: No, you wrote a letter
- Student E: (expressed as having a sad affair)