Experience to help weak students with learning English in Secondary school

I. 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 English 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.
	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 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' 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.
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.
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 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.
         (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:
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 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! ............ . . 
- 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.
- 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 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)
- 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