Some kinds of exercises apply to poor students in English 9 at Quang Trung Secondary school

	CATEGORY
THE CONTENTS OF EXPERIENCE INITIATIVE
PAGE
CATEGORY
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1. INTRODUCTION
1.1. Reasons for choosing the topic.
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1.2. Reseach purposes.
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1.3. Reseach subjects.
1
1.4. Methods of study.
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2. THE CONTENTS OF EXPERIENCE INITIATIVE
2.1. Basis for argument. 
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2.2. Reality of research issues.
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2.3. Contents of experience initiative.
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2.4. Effectiveness of experience initiative for educational activity, to myself, colleagues and the school.
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3. CONCLUSION AND REQUEST
3.1. Conclusion
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3.2. Request
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REFERENCES 
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1. INTRODUCTION
1.1. Reasons for choosing the topic.
	Nowadays our country has integrated with the world in all fields, so it requires each person must have a certain level, in which the foreign language (English) is not out of this process, it is important that it becomes an compulsory subject in the school today. However, the teaching of English in high school has many difficulties, the quality of subjects is not the same in all school, especially at Quang Trung secondary school where I am working. 
	With the specificity of being a school located in the outskirts of the Bim Son town, people's life is still difficult, some families are less interested in their children's education, and the sense of learning of some children is limited, so it influences the results of the teaching. For this subject, in order to study well, besides the students' sense of learning, diligence, the students also have a chance to practice with others, and one of the most important thing is the teachers’s tenique they must have suitable methods for each student. I am an English teacher myself, I always want to teach quality as a prime target, always wish good results for students, at least they have a basic knowledge. From that thought, I researched and selected the subject " Some kinds of exercises apply to poor students in English 9 at Quang Trung Secondary school "
1.2. Reseach purposes.
	By studying this topic, I would like to present some of the reasons that affect the poor teaching quality and some solutions to improve the quality of teaching English 9 at Quang Trung Secondary school. This is one of the core tasks of the school's teachers and students to help students keep up with friends and learn the basics to fill the gap. I myself can be more confident in teaching English 9 program.
1.3. Reseach subjects.
 	Research projects are carried out within the English program level of the secondary school.
I myself do not stop studying and applying innovative methods to help students have the abilities to approach and implement effective doing exercises. To estimate the abilities of students, I have conducted researches and surveys on the audience mainly students with moderate learning capacity or higher in courses taught directly by me from the school year of 2015 - 2016 to present at Quang Trung secondary school.
1.4. Methods of study.
1.4.1. The method of Research Methodology:
Research the documents related to kinds of exercies. 
1.4.2. The method of observation: 
Refer my colleagues’s ideals and teaching methods, observe, estimate students’ language receiving in English lessons, especially with the test to assess students’ progress or not .
1.4.3. The method of chatting:
Discuss directly with students about the advantages they gain, while removing obstacles they are facing. Thereby, it also helps them confidently discuss their problems encountered.
2. THE CONTENTS OF EXPERIENCE INITIATIVE.
2.1. Basis for argument. 
	In today's teaching methods, the teaching of student-centered dissemination is applied effectively, in a class of students' ability to absorb the knowledge of students is not equal, so when applied the method we should pay attention to the characteristics of each student object, if the method is applied to the whole class, the students will not follow up with the class, not absorb the knowledge that teachers want to convey, sometimes broken knowledge. If teachers in the teaching process pay attention and classify the students, on the basis of which the knowledge transfer, use teaching methods suitable to their ability to absorb the children will get the best results.
	In order to do this work, it requires teachers to spend a lot of time on the lesson planning, especially, select the focus knowledge, advanced knowledge to communicate appropriately for each student.
	Actually, I applied this method to the teaching process at the school where I work, because of the characteristics of agricultural school so when they were in grade 9 they had to spend time to help the family, moreover, there is still a part of students who did not catch up the subject, they did not feel much interested in the subject. Therefore, when I was assigned teaching in grade 9, in order to ensure the quality of teaching, I have to pay attention to classify students, from that to determine the knowledge of communication and develop appropriately teaching methods.
2.2. Reality of research issues.
	The current situation, in English subject, the rate of poor students is still a lot, due to various reasons leading to the children learning, with the desire to improve the quality of teaching subjects, I myself is not only thinking to find out the methods of teaching but also choose the types of suitable exercises for poor students to help them study progressly.
2.2.1. Advantage
	About material facilities, teaching and learning equipments for English subjects is adequate
	The Manager is sympathetic, always listening and paying close attention to each teacher in all aspects, especially in profession.
	The team of teachers is enthusiastic to help each other in or der to cultivate knowledge and skills, create solidarity in the collective pedagogy.
	Professional team help each other to improve the quality of the subject.
2.2.2. Disadvantage:
	Program of textbooks and teaching innovative method requires thinking to many students. Using a combination of skills in lessons. Quality lessons on skills is unsatisfactory.
	Students have less chance to improve their skills at home so skill development is limited. Moreover, opportunities for contact with foreigners or communication in English are very hard, so students are gradually afraid of this subject. So how do students get to know each other more interesting and effective? That is the problem we are trying to solve.
2.3. Contents of experience initiative.
	The fact that students are weak in English is quite common in localities in my province, I have been teaching for many years and most of the classes I taught also have weak students. In grade 9, the percentage of students below the average for the academic year 2016-2017 is 16.5%.
	With the above situation, I always look for solutions to help students study progress, to improve the quality of subjects, through research to find appropriate teaching methods, effective, I have stepped to encourage, and empower students. The results of my teaching now are more advanced than in previous years.
2.3.1. Understand students’ learning capacity:
	To gain as much information and knowledge about each student, beginning the year, I have explored the students through a lot of forms such as : contact with each student as requested. I want to create something that is friendly with students through situations such as : at the receess, I sit back and ask students about their learning situation throught it I know that they wonder their exercises are right or wrong but they dare not to ask when there are more excellent students in the class. I create a friendly relationship by asking them in the other subjects the teacher often call the students up on the board to do the exercises or not ? Do teachers praise you ? how do you prepare homework? ... After that, they find it easily to get close to the teacher and start asking questions, often raise their hands when they know the answer.
	In addition to gaining further information about the students, I contacted to parents’ students, the homeroom teacher and some other subject teachers if it’s possible.
	Besides, I have shown a friendly, loving and caring affection for students, finding a positive point in each student, making them feel better and saying to them on the occasion they attend the weak class I am in charge of.
2.3.2. Help students recognize the importance of the subject.
	I show them that Today English is very important in accessing information about science and technology, especially if you study English well, you can easily study computer science. It is a subject that people are required to work or work in, and later when they graduate and look for work if they know a foreign language (English), it is easier to apply for a job.
2.3.3. Respect students' opinions, encourage learning and bring confidence to students:
	The poor students are oten inferior, self-deprecating, so we should be sensitive to them when commenting or using words for them, avoiding fussy comments, or using unsuitable words will make them bored, We ought to encourage them , praise them by welcoming the students when they answer correctly, if they have wrong answers, teacher should not conclude they are wrong, the teacher should invite other students to have another ideas and then the teacher conclude. At the same time encourage the students to try harder to have the correct answer next time .
	In order to bring confidence to the students, we should ask easy questions for the poor students. When they answer correctly, they become more confident and the teachers should praise them.
	It is a good idea to create a comfortable atmosphere during the lesson, the teacher donot impose them on the freedom to express their opinions, and the teacher should use light words when commenting and evaluating them.
2.3.4. Use types of exercises to fill the void of basic knowledge of poor students.
	For poor students we can not make requests or assignments immediately, but we must provide cognitive or substitutional exercises so as to form students' basic knowledge. That is why during the lessons I have transformed the types of exercises so that all students can participate in.
* For students are bad at vocabularies: 
	The best way for poor students to remember vocabularies, grammar is using language games and fun activities in teaching vocabulary lessons. Games and fun activities are a vital part of teaching English as a foreign language. Whether you’re teaching adults or children, games will liven up your lesson and ensure that your students will leave the classroom wanting more.
Games can be used to warm up the class before your lesson begins, during the lesson to give students a break when you’re tackling a tough subject, or at the end of class when you have a few minutes left to kill. There are literally hundreds, probably thousands, of games that you can play with your students. Language games are used to test vocabulary, practice conversing, learn tenses - the list is endless. Here are some games:
Board games:
Board Race is a fun game that is used for revising vocabulary, whether it be words from the lesson you’ve just taught or words from a lesson you taught last week. It can also be used at the start of the class to get students active. It is a great way of testing what your students already know about the subject you’re about to teach.
This is best played with 6 students or more - the more, the better. I’ve used it in classes ranging from 7-25 years of age and it’s worked well in all age groups. Here's a step by step explanation:
- Split the class into two teams and give each team a colored marker.
- If you have a very large class, it may be better to split the students into teams of 3 or 4.
- Draw a line down the middle of the board and write a topic at the top.
- The students must then write as many words as you require related to the topic in the form of a relay race.
- Each team wins one point for each correct word. Any words that are unreadable or misspelled are not counted.
Word Jumble Race
This is a great game to encourage team work and bring a sense of competition to the classroom. We all love a good competition and this game works wonders with all age groups. It is perfect for practicing tenses, word order, reading & writing skills and grammar.
This game requires some planning before the lesson.
- Write out a number of sentences, using different colors for each sentence. I suggest having 3-5 sentences for each team.
- Cut up the sentences so you have a handful of words.
- Put each sentence into hats, cups or any objects you can find, keeping each separate.
- Split your class into teams of 2, 3, or 4. You can have as many teams as you want but remember to have enough sentences to go around.
- Teams must now put their sentences in the correct order.
- The winning team is the first team to have all sentences correctly ordered.
Hangman
This classic game is a favorite for all students but it can get boring quite quickly. This game is best used for 5 minutes at the start to warm the class up or 5 minutes at the end if you’ve got some time left over. It works no matter how many students are in the class. It can be used for warming up / winding down class. Teachers can explain the rule of the game.
- Think of a word and write the number of letters on the board using dashes to show many letters there are.
- Ask students to suggest a letter. If it appears in the word, write it in all of the correct spaces. If the letter does not appear in the word, write it off to the side and begin drawing the image of a hanging man.
- Continue until the students guess the word correctly (they win) or you complete the diagram (you win).
The Mime
Miming is an excellent way for students to practice their tenses and their verbs. It's also great for teachers with minimal resources or planning time, or teachers who want to break up a longer lesson with something more interactive. It's adaptable to almost any language point that you might be focusing on.
This game works with any age group, although you will find that adults tire of this far quicker than children. To keep them engaged, relate what they will be miming to your groups' personal interests as best as possible. This game can be used in teaching vocabulary and speaking skills.
- Before the class, write out some actions - like washing the dishes - and put them in a bag.
- Split the class into two teams.
- Bring one student from each team to the front of the class and one of them choose an action from the bag.
- Have both students mime the action to their team.
- The first team to shout the correct answer wins a point.
- Repeat this until all students have mimed at least one action.
Hot Seat
This is one of my students’ favorite games and is always at the top of the list when I ask them what they want to play. Hot Seat allows students to build their vocabulary and encourages competition in the classroom. They are also able to practice their speaking and listening skills and it can be used for any level of learner. Teachers can play this game in teaching vocabulary; speaking and listening.
- Split the class into 2 teams, or more if you have a large class.
- Elect one person from each team to sit in the Hot Seat, facing the classroom with the board behind them.
- Write a word on the board. One of the team members of the student in the hot seat must help the student guess the word by describing it. They have a limited amount of time and cannot say, spell or draw the word.
- Continue until each team member has described a word to the student in the Hot Seat.
Word guesing games:
The following games can be played throughout the school year but are also very useful as a round up at the end of term. You can play them a few times. First play with the whole class and then try in groups (good for mixed ability groups).
Guess the word (can be used for abstract nouns)
- Choose five words relating to recent conversational themes.
- Write sets of clues to help students guess the words.
- Play with whole class or teams.
- Use one word per lesson over five lessons or use all words in one session as a longer game.
+ Example clues (word = freedom):
- I am a noun but I am very important.
- I begin with the letter ‘f’.
- People in prison have lost it and want it back.
- People demand it when it is taken away by dictators.
- It is related to speech.
Coffee Pot game (a very popular game in EFL)
- This game is good for practising and reviewing action verbs and adverbs.
- Ask one student to leave the room then the rest of the class choose a verb e.g. type, ski, fly.
- The student returns to the room and asks questions to guess the verb.
- The missing verb can be substituted with 'coffee pot'.
Example questions:
 	- Why do you coffee pot?
- Where do you coffee pot?
- Do you coffee pot by yourself?
- Do you need any special equipment for coffee potting?
Brainstorming :
The type of exercise I have applied effectively into the specific lesson in the Getting started section in class 9A and 9B.
 English 9 - Unit 3 : A trip to the countryside
 Lesson 1 : Getting started + Listen and read
	I use the game -Brainstorming- so students will easily use the paintings to introduce activities in the countryside.
Activities in the countryside
swimming
 watering vegetables
cutting rice 
playing soccer
feeding the chickens
After that I give the question and ask students to answer :
	Teacher : What are they doing ?
	Student : They’re playing soccer
	Teacher : What is she doing ?
	Student : She is cutting rice.
	.
	Through question & answer activities, I see that students in class 9A and
9B become more interested in learning, bravely speaking and learning progressively.
* For students are bad at grammar : 
	When instructing students to review the grammar “ the present perfect tense ”. I give prompt to the students by asking them to pay attention on me. For example, I have been living in Bim Son since 1997. Then ask them how long I have lived here and lead them to the present perfect tense.
+ Present Perfect:
 - Form: Affirmative
 I, you, we, they, plural noun.. + have + V-ed/V3 + O + ..
 He , she, it , singular nouns.. + has + V-ed/V3 + O + .
 Ex: I have lived here since 2000.
 She has been here for 10 years.
After that I introduce “ Yes-No question ” in the present perfect tense using “ yet ” : “ Have/Has + S + V-ed/V3.yet ?” and then change exercise 2 ( Unit 2 : Language focus - Page 20 )
Teacher’s work
Students’ work
1. You / see /Giac Lam Pagoda /yet ?
1. Have you seen Giac Lam Pagoda yet ?
2. You/ eat /Chinese food/ yet ?
2. Have you eatten Chinese food yet ?
3. You/ visit /Dam Sen Amusement Park/ yet ?
3. Have you visited Dam Sen Amusement Park yet ?
	When teaching passive sentences for students in class 9B, I only give the structure of the passive structure: S + be + PP (V_ed / V3) + ... .. (by + agent), but for students in class 9A, I provide basic forms and examples and let them familiarize themselves with each of the following types of exercises:
Example :
+ The present simple tense :
Active
Pasive
* The present simple tense :
(+) S + V/ V-s/es + O
 - She writes a letter.
(-) S + don’t/ doesn’t + V + O
 - I don’t clean my room.
 (?) ( wh/ h ) + do/ does + S + V + O..?
 - Do they wash the clothes ?
-> S + am/ is/ are + V-ed/ 3 ...+ by
 - A letter is written by her
-> S + amnot/ isn’t/ aren’t + V-ed/ 3 ..+ by
 - My room isn’t cleaned by me
-> ( Wh/ h ) + am/ is/ are + S + V-ed/ 3 + by ..?
 - Are clothes washed ( by them ) ?
Exercise I. Choose the correct answer: Active or Passive?
1. I (am taken / take) to the zoo by my father on Sundays.
2. I (am taken / take) my little daughter to the park on Saturday evening.
3. Rice (grows / is grown) in tropical countries.
4. All the housework (is done / do) by my mother every day.
5. Quang (plays / is played)