How to Teach Students with Weak Foundation in High School English

Answer 1

For teaching English to high school children with weak foundations, there were several ways to start:

** I. Teaching Method and Class Mode **
1. ** Using an efficient classroom mode **
- He could learn from the "6 + 1" efficient classroom model. In the classroom, the introduction (guidance) section was designed to stimulate interest and attract the attention of students with weak foundations. For example, by showing interesting English cultural phenomena or simple English riddles, students would be curious about the content they were about to learn.
- Students were encouraged to think independently. For students with weak foundations, they could start with simple English thinking training, such as simple association of words or structural analysis of basic sentence patterns.
- During the discussion segment, the students were organized to interact and discuss. Since their foundation was weak, the teacher could first give some guiding topics or examples to let the students have something to say and gradually cultivate their ability to interact.
- During the exhibition, the students 'achievements were respected. For students with weak foundations, even if they made small progress, they should be recognized and encouraged to enhance their self-confidence.
- During the assessment, they had to focus on sorting out the important and difficult points of the lesson. For students with weak foundations, they had to ensure that they could understand the most basic knowledge points, such as basic grammar rules, usage of common words, and so on.
- In the examination segment, students would be tested on their mastery of the subject through quizzes, and the teaching content and methods would be adjusted according to the results. For students with weak foundations, the difficulty of the test could be reduced, starting from the most basic knowledge.
2. ** Teaching based on learning activities **
- Create real-life situations. For example, when teaching words or sentence patterns, connect them to daily scenes, such as shopping, asking for directions, etc. This was because students with a weak foundation tended to understand and accept content that was close to life more easily.
- Maintain the dignity of students as the main body of learning, let them study in a relaxed and pressure-free atmosphere, encourage them to actively participate in classroom activities, and patiently correct their mistakes instead of criticizing them.
- Guide students to change their learning style from passive acceptance to active inquiry. For example, the teacher could assign some simple English inquiry tasks, such as investigating the English learning habits of the students in the class, so that the students could learn English in practice.

** 2. Word learning **
1. ** Word memorization method guide **
- Teach students to memorize words skillfully, not to bury themselves in memorization. He could increase the frequency of memorization. He could review the words he memorized in the morning every few hours to prevent the memory from fading over time.
- Students were encouraged to memorize words based on their own understanding. This method could increase the interest of learning and improve the memory effect for students with weak foundations.
- Let the students memorize the words and read at the same time. Put the isolated words in the article to understand and memorize, so that the memory effect is doubled.
2. ** Word learning sequence and supplementary materials **
- It was recommended to use books like Butterfly's High School English Words that categorized the words in the exam according to the frequency of their appearance in the college entrance examination. He asked the students to start memorizing the high-frequency words, then the medium-frequency words, and finally the low-frequency words. For example, the 900 high-frequency words were compulsory words. First, they had to ensure that the students had mastered these words.
- Using the audio provided by the book, the students could scan the code and read along to solve the pronunciation problem. At the same time, they could use the dictation book to consolidate their dictation. For example, high-frequency words could be dicted into both Chinese-English and English-Chinese translation, while medium-frequency words could only be dicted into English-Chinese translation. As for the unfamiliar words that were found in the dictation, they could be picked out and memorized repeatedly.

** 3. Learning attitude and confidence cultivation **
1. ** Learn steadily **
- He emphasized that English learning should start from the most basic parts, such as mastering the pronunciation first, then memorizing the words, and then learning the trick to doing the questions. This was to prevent the students from being anxious for success before they had a good foundation. This way, they could have a solid grasp of the knowledge and prevent the knowledge they had learned from being easily forgotten.
2. ** Increase learning interest and self-confidence **
- Help students analyze the reasons for their weak foundation in English, such as not listening carefully in the past, but let them understand that this does not mean that they cannot learn English.
- Students were encouraged to improve their self-confidence and not always emphasize that their English was not good. Instead, they should summarize their shortcomings and then start to break through. They should adopt scientific and effective learning methods to gradually improve their grades.

** 4. Knowledge structure improvement **
1. ** Phrases and sentence patterns **
- Guide the students to understand the complete structure of the phrases and sentence patterns, especially the transitive and intransitive of verb phrases and their different meanings. Students could not just memorize phrases in isolation. They had to learn to use these phrases and sentence patterns in writing and daily expressions, and consolidate their knowledge through practice.
2. ** Clear learning goals **
- It was to let the students know their goal in learning English. They knew that learning English was to master the language, including improving their listening, speaking, reading, and writing skills. Mastering these skills required a lot of memorization and repeated training. Although the process was long, as long as they persisted, they could improve their English.
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