Kinh nghiệm để giúp học sinh yếu kém hứng thú trong việc học tiếng anh đối với học sinh lớp 7 THCS trung chính

I HEADING 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 Purpose of the topic The purpose of this project is to give some experiences to help students with learning difficulties 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 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 so Active students are encouraged to learn English in the 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: Prepare to teach Methods of using paintings, photographs Real things to teach when possible Method of action description Application of information technology II CONTENT 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 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 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 I 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 th grade By the beginning of the year, I had the following results: Block 7: Total: 30 students Good point: = 0% Good point: = 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 not dare to say a sentence in English because I fear mistakes.A few children not dare to raise their hands out for fear of saying wrong, you laugh, teachers critic Some children say : I 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' language 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 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 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 3.2 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 teachers spend a lot of time preparing teaching aids but also the students are excited, the lessons are effective than a Example 1: Unit - English 7- part / 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 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 (Language focus -part - 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 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 - English - 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: Teacher: 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 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 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! - 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 - English - part 1- page 60 - Teacher: Describe the action as holding the book as you read it - What am I doing? - Student: You are reading - Teacher: I usually read books after school How about you? What you usually 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 you usually 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 at other times such as: weekend, Sunday, evening Also I let another child express, another child guess What 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 - English - 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 for 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) 10 - Student F: Yesterday, she was happy - Student G: No, she was not happy She was unhappy Teachers can also take action, but this time they ask each other what they did yesterday, last night or the last two days In addition to checking their writing skills, I gave a child a description of the action, the other said and wrote on the board for the class to comment Teachers can also take action, but the answer is quiz, choose True False When using this form I can test grammar, vocabulary in writing skills, without making them feel bored - Student A: (Expression as drawing) - The teacher gives the answer on the board and asks the students to choose a.Yesterday, She stoped b.Yesterday, She stopped c.Yesterday, She stop… 3.5 / Application Information Technology: As we all know, the vigorous development of Information Technology has a positive impact on every activity of our lives Informatics has been knocking on many fronts, including Education This has contributed to meeting the requirements of education reform in the current period, especially in teaching English Secondary schools in the country When using this method, I can let the children relax in the classroom with language games, pictures, sounds and use a variety of exercises that stimulate the excitement and passion of the students In addition, information technology also allows us to perform more functions such as: bringing native language into the unit to help them have better pronunciation, create good sound, music Melancholy in each lesson, enrich the lessons taught effectively Example: Unit - English Using information technology, teachers can let them play crossword games by filling words, looking at pictures, adding words to words, matching words with correct words, transcribing English words with Vietnamese meanings, arranging letters To make the words meaningful, choose Lucky numbers, with these types of exercises the teacher can check vocabulary for the children without making them feel bored In addition, teachers can apply other language games such as Chain Game, Guessing Game, Word Square, Simon says, Rub out and remember, Slap the 11 board, Find someone who, Answers given, Ordering statements, Odering vocabulary, Picture drill, Networks, survey, Bingo, Pelmanism + In the current English program, there are a lot of conversations in the unit, and the text is making the students, especially the students, very nervous Because of this when teaching after each conversation or paragraph, through the method of applying information technology, I can let the students the exercises as True-False; fill in the conversation, paragraph; Answer questions so that they can master the content of the lesson more effectively By doing this, students can memorize their lessons in class and the class becomes more animated Moreover, information technology also allows students to look at the sentence patterns, a variety of grammar exercises such as selecting tests, looking at pictures and suggestions to make Teachers can also use the form of exercises to arrange words into sentences, make sentences according to suggestions, words with different pronunciations or accents or other types of exercises which according to the content of each lesson the teacher can More creatively Results: When using a variety of methods to apply in the classes taught in the class I mentioned above I realized that the students in my class were more interested and had better results In the first year of the 7th grade (7B-grade) exam, my grade level was only about 30% average, compared with 65% in the first semester Sometimes I questioned the students through the question: How you feel about English classes in the Secondary English program? a Excited b.Normal C Bored For students in grade 7B total of 30 students achieved the following results: Before applying the tricks to consolidate learning 12 Total % 25,6 Normal 10 30,8 Bored 14 43,6 Excited This same subject after a period of application of the procedure Total 20 % 82,1 Normal 10,3 Bored 7,7 Excited Thus, we can see that the number of students excited by this class has increased markedly Having said that, it must be said that there is a great contribution to the method of teaching appropriate, in particular the application Flexible teaching tips to inspire students Today teachers as the organizers, guidance, help, supplement knowledge Students actively acquire knowledge as the subject of the activity, thus encouraging the enthusiastic study, actively exploring, exploring the exploitation of knowledge to train thinking ability and self-learning consciousness Studying their knowledge is also part of helping them to grasp the contents of the class Moreover, after each lesson, students' knowledge on cultural knowledge, social science is expanded so that students have the interest in learning the children are really active, bright "It is necessary to encourage and encourage the teachers, especially the weak students," which is the general aspirations of the students, especially the students are weak * Comparison results: After one year of doing so, I have attracted students to my lesson, they are aware of the learning and importance of English The results are quite satisfactory 13 In the second semester, I surveyed the quality results as follows: Tỷ Tỷ Tỷ Lớp TSHS Giỏi lệ Khá lệ T.B lệ Yếu (%) (%) (%) 7B 30 0 30 21 36,6 and statistical Tỷ Tỷ lệ Kém lệ (%) (%) 6,6 0 Through the application of this experience, the organization of group activities improves, the skills of listening - speaking reading - writing of students better than before, especially the skills to I feel that the quality of students is increasing, they are more confident in communicating with teachers, expressing their opinions when meeting difficulties or having problems III CONCLUSIONS AND RECOMMENDATIONS 1.Conclusion A successful lesson depends on many factors, but one of the decisive factors is the way the class is organized The rhythm of the lesson must have a two-way interaction between the student and the teacher In addition to effective teaching the teacher needs to create an English-speaking environment in the classroom It depends a lot on the English language skills of teachers in the teaching process But the use of English as a way to achieve the purpose of teaching is not to make them feel "shocked" and create the English language environment from which to stimulate learning to them is a difficult problem In my opinion, our students here are junior high school students, so we should not use too many English in one lecture Select specific activities for each lesson, avoiding the students not understand what to To check, the teacher usually speaks in English and then needs to ask again if the student understands the requirements or if any problems need to be solved In doing so, the teacher will maintain the student's attention continuously during class time In addition, the activities of students (individually, in pairs or in groups) are equally necessary Through these different learning activities, students will learn how to work independently, share their ideas with others Students feel more confident when they are right in front of the teacher or group and the maximum use time allows all good, average and weak students in the class to practice In my opinion, every one has a 14 mindset, so each teacher has a different class of skills, but each has the ultimate goal of communicating to the right students, enough knowledge to help them understand the post and engrave Deep knowledge in the fastest and most effective way With this subject I think to find the skills appropriate to the students that they teach in order to achieve the highest efficiency is what each teacher must find But not everyone can easily achieve that My skills listed above in teaching and learning English are only experiences drawn from pedagogical situations in teaching practice Desire to give colleagues to consult There may be many shortcomings, but it is only personal It is hoped that all levels and branches will pay more attention to this subject in order to improve the teaching quality of the teachers, the higher education of students 2.Recommendation English is a new subject, so the reference materials are few, the tools used for learning teaching as video tape, pictures have not so much Therefore, students have not much conditions to approach English To achieve high results in teaching English I would like to make some recommendations as follows -Additional reference materials for teaching and learning English in the new program - Provide full picture, video, radio, tape for teaching and learning -The experiences of colleagues who are classified at the provincial level should be widely disseminated to the teachers so that we can learn more in order to improve their professional skills and teaching skills I sincerely thank! Confirmation of the school principal Trung Chinh, April,5 2018 I pledge that this is my experience writing, not copying the content of others Writer 15 Hoàng Thị Duyên TABLE OF CONTENTS I HEADING Reason for choosing the topic Purpose of the topic Research subjects and research scope II CONTENT Theoretical basis The real situation 2.1 Initial Investigation 2.2 Teaching and learning English Solutions to problems 3.1 Preparation of the paper 3.2 Use real objects in lessons when possible 3.3 / Method of using pictures 3.4 / Method of action description 3.5 / Application Information Technology:10: Page 10 Results III CONCLUSIONS AND RECOMMENDATIONS 1.Conclusion 2.Recommendation Page 01 Page 01 Page 01 Page02 Page 02 Page 02 Page 03 Page 04 Page 04 Page 04 Page 05 Page 07 Page 15 Page 17 Page 18 16 THE REFERENCES 1.English language in use in 1995-Michael McCarthy Felicity O'Dell 2.Le Thi Diem -Design lectures English Teacher English course for teacher -Atraining Cambrige Murphy 4.Raymond -English Grammar in use 5.English Methodology for teachers in teaching language Lower secondary school 2005-PVD 17 ... surveyed the quality results as follows: Tỷ Tỷ Tỷ Lớp TSHS Giỏi lệ Khá lệ T.B lệ Yếu (%) (%) (%) 7B 30 0 30 21 36,6 and statistical Tỷ Tỷ lệ Kém lệ (%) (%) 6,6 0 Through the application of this... students in my class were more interested and had better results In the first year of the 7th grade (7B-grade) exam, my grade level was only about 30% average, compared with 65% in the first... same subject after a period of application of the procedure Total 20 % 82,1 Normal 10,3 Bored 7, 7 Excited Thus, we can see that the number of students excited by this class has increased markedly