(SKKN HAY NHẤT) THE METHODS OF TEACHING WORD FORMATION AND IDENTIFICATION OF TYPE WORDS

DEPARTMENT OF EDUCATION AND TRAINING THANH HOAPROVINCE DONG SON HIGH SCHOOL 2  EXPERIENCE INITIATIVE TOPIC THE METHODS OF TEACHING WORD FORMATION AND IDENTIFICATION OF TYPE WORDS Au

DEPARTMENT OF EDUCATION AND TRAINING THANH HOA

PROVINCE DONG SON HIGH SCHOOL 2



EXPERIENCE INITIATIVE

TOPIC

THE METHODS OF TEACHING WORD FORMATION AND

IDENTIFICATION OF TYPE WORDS

Author:

Career Subject:

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2.1 Theoretical basis of the initiative experience.

2.2 Situation of the problem before applying experience initiatives

2.3 Assessing the situation

2.3.1 Use 1: Magnetic type

2.3.2 Use 2: How to know

2.3.3 Use 3: How to identify type words when doing homework

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Nowaday, In the integration and the intersection between cultures and economies Foreign languages, especially English, have become an important communication tool So the Communist Party, Government, Education Sector

are always interested in learning English, English has been introduced as aformal subject for students from elementary to university levels It has become acompulsory subject for National exams

However, learning and understanding English is not easy, not to mention students have to master the knowledge they have learned into practice

Therefore, being a high school teacher, especially when teaching for grade 12 students who take the national examination, teachers in class are all disturbed:

How to learn well ? how teaching is really effective? A normal lesson in the classroom also needs to be prepared to teach well and effectively How do you reach your full potential? That concern has always been in my mind over the years

English grammar is very difficult and complex, it requires teachers to find the most effective methods to help their students understand and remember quickly, help them be able to apply well in practice, in topics In grammar, I findthe topic of word recognition and word formation is difficult for students

Because of the rich vocabulary and complex structure, each word can create different types of words, stand in different positions and depend on the given sentence situation

By thinking, exploring, discussing with colleagues in the school as well

as the practical experience of teaching English for students in all grades over

years, I bravely share some my ideas and thoughts through the topic "Methods of teaching word formation and identification of type words” with practical

meanings both theoretically and practically.To help students overcome difficulties when encountering related exercises in the word category,

1.2 Research purposes

The topic helps students have solid knowledge and methods to solve exercises relating to word formation and word recognition, especially

in national exams, provincial excellent student competition, Contribute

to improving the quality of teaching English in schools

Applying the theoretical and practical basis for teaching and learning methods, skills to compose questions, exercises, and exams to find appropriateteaching methods in innovation as well as ways to help learn born:

- Master the lesson knowledge

- Improve the skills to identify words and change words

- Improve skills in taking multiple-choice questions

1.3 Research subjects

The topic focuses on teaching students how to learn word forrm and how to identify words when doing fill-in exercises to achieve the highest efficiency to apply in objective test The topic focuses on the 10 and 12 English

1.4 Research Methods :

- Experiences in the process of teaching and preparing excellent students, preparing for the exam of students in the national examination, discussing with colleagues

2: CONTENT

1.2 Theoretical basis of the initiative experience.

The subject was researched and carried out in practice, having taught the National High School Electives and Exam Preparation Courses, and the review of good students in the "Word formation" section

When doing the types of exercises on words, students must be equipped with thebasic knowledge of the lower class, the skill of analyzing words so that they caninfer the relationship between old knowledge and new knowledge into a method

of identifying and transforming words in a sustainable and creative way

Lessons must be designed in a system from easy to difficult, to inspirestudents and stimulate students' creativity and creativity

The system of exercises must help students to access and grasp the most basic knowledge and gradually develop their ability to reason and apply their

knowledge in a flexible and creative way to do the test Since then students areinterested and create good motivation for learning English, while developing thecapacity and quality of learners

2.2 Situation of the problem before the application of experience initiatives.

In the process of teaching vocabulary and word formation, the types of exercises

at a high level of manipulation and application, doing exercises by the method

of analyzing word types, distinguishing word positions, I see students havesolved vocabulary problems, but when I met the problem of word formation,the transformation of the words most of them were still confused and oftenwrong, etc From there, I thought to study and equip them There are a number

of basic methods to help students better deal with this type of exercise and tohelp them avoid having problems with word-type exercises After a period of

research, I found that given a system of word constructions, wordrecognition can solve the difficult problems of students who often encounter

2.3.Assessing the situation : 2.3.1: HOW TO RECOGNIZE AND VERTICAL LOCATION OF KIND

In the school year 2020-2021, I was assigned to teach 12A1, 12A7,10A6 and revise for 12th grade students in the final exam, from the beginning

of the school year to test their knowledge accumulated in 10th grade, knowledge in reviewing good student teams and also to test using the method I have conducted the survey in class 12A1, 12A7 the class has 10 students with good ability - good or better, I have guided some ways to identify the word type and the standing position of the word categories as follows:

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- Some adjectives can only stand before noun: main, chief, principal, same, only,future, former, and previous

- Most adjectives with –able, -ible can be before or after the noun withoutchanging the meaning

- Behind linking verb like: to be, become, feel, seem, look, sound, prove, appear,taste, smell, get, go grow, remain, drunk, stay, turn,

- Behind the unit of measurement (nouns of measurement)

- Behind the indefinite pronoun Indefinite pronoun is: anybody, anything, somebody, something, everybody, everything, neither, none, each, either, -Order of adjective in the sentence

Quality  Size  Age  Shape  Color  Origin  Material  Kind

B ADVERB

* Types of adverbs:

- Adverbs of possibility (talking about a certainty or uncertainty about something include: certainly = definitely: sure; probably: maybe; maybe and perhaps

- Adverbs of opinion (about your feeling of surprise), including: fortunately:

fortunately; happily; incredibly: incredible; luckily; obviously: coherent, clear;

strangely: overwhelmed; and surprisingly: amazing

- Adverbs of time (are adverbs used to express time): yesterday; today;

tomorrow; now; recently; soon; fortnightly: half a month now

- Adverbs of manner: used to describe the way that something happens / the waysomeone does something And it is used to answer How, including:

unexpectedly; quietly; carefully; slowly; enthusiastically

- Adverbs of Degree (before other adjectives and adverbs)

- The adverbs make the meaning of adjective and other adverb stronger: extremely, quite, really, and very

- The adverbs make the meaning of adjective and other adverb weaker: fairly,pretty, and somewhat

- Adverbs of indefinite Frequency (adverbs of frequency)Dimensional: happens often -> does not occur: Always -> almost always ->

frequently -> usually -> generally -> often -> sometimes -> occasional -> rarely-> seldom -> hardly ever -> almost never -> never

+ In the affirmative situation, the adverb indicates the frequency usually after beand before the regular verb

+ In the negative situation, most Adverbs of Frequency precede be + not or

do / not + not

- Adverbs of definite Frequency: tells us when something happens

* Location of adverb:

- It is possible to be first and last as adverbs of time: yesterday, last year,

tomorrow, daily, lately,

- Can stand in the middle of the sentence Ie: following the verb auxiliary and before other verbs in the sentence such as adverbs of frequency, indicating ways

Notes: If there are up to 2 verbs in the sentence, adverb is usually after the first

auxiliary verb

* The order of adverbs in the sentence:

Manner + place + time (how/ where/

when) Ex: She read quietly in the library all afternoon.

C. NOUN *

Location:

- After Tobe: I am a student

- After the adjective: nice school

- Sentence as the subject

- After a / an, the, this, that, these, those

- After possessive adjectives: my, your, his, her, their

- After many, a lot of / lots of, plenty of

The +(adj) N …of + (adj) N………

* The singular noun and the plural noun:

Most plural nouns are formed by adding s / es after the singular noun(countable)

- The rule of adding –s and –es

+ Most s after the singular noun

Ex: book  books+ Add es after the ending nouns: o, s, x, z, ch, sh, ss, ce, ge

+ Vowel + y: keep the same y and add s

Ex:

+ Consonant + y: change y to i and add es

ex: try -> tries

baby -> babies

+ Consonant + o: add s (with borrowed words) or es (Note: do not omit o)

pvolcano+ The final word is f or fe, we change f or fe to v and add es

Calf -> calves

Shelf -> shelves

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* Exception: some nouns also end with the letter f or fe but only add -s after

belief -> beliefsit:

* Irregular plurals noun

Foot -> feet Tooth -> teeth

Goose -> geese Mouse -> mice

Deer -> deer Fish -> fish

Salmon -> salmon Sheep -> sheep

Trout -> trout

- For singular nouns: the number of …, each, every, single, one, a

- For plural nouns: A number of …, both, two, many, several, various

* Key words for countable and uncountable nouns:

- For countable nouns: many, number, few, fewer, a few, several

- For uncountable nouns: much, amount, little, less, a little, a great deal of

D VERB

* Classification: (Classified by structure: including 3 categories)

Adjective

Verb + Object

means complete

Ex: Birds sing

* Location :

- Usually behind Subject: He plays volleyball everyday

- Can be followed by adverbs of frequency: I usually get up early

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2.3.2: HOW TO RECOGNIZE THE WORDS AND THE STRUCTURE In

the school year 2020-2021, I was assigned to review students in grade

12 for the final exam, after applying some ways of word recognition and word formation, I realized that most of them were grasping knowledge and applying

it WORD FORMATION exercises to get high results

a Forms of adjectives:

* Common tails of adjectives:

_able (fashionable); _ish (foolish); _ic (workaholic); _est (best); _ent (diligent);

_(i)ous (delicious); _y (healthy); _ful(successful); _ible (invisible);

_ant (important); _al (natural); _ive (active); _less (homeless); _ar (familiar).

* The adjective has the ending _ing: Adjectives are the causes of emotions:

Example: frightening boy: scary boy = boy causing fear to others * The adjective has the _ed: emotional end

Example: frightened boy: the boy is scared

* Some adjectives ending in _ly (similar to adverb format but not adverb):

friendly, ugly, lonely, lovely, early, likely, manly, daily, weekly, monthly,yearly

Note: The words are both adjective and adverb: wrong, long, late, last, kindly,

hard, free, fast, daily, best, all day, early, well

b Ways of establishing adjectives:

-A+V adj: Ex: asleep, alive…

-Un/in+adj adj (neg_meaning): Ex: unhappy, inactive

-V+ed adj: Ex: learned, pleased…

-N+en adj(material): Ex: golden, wooden…

-N+ern adj(directions): Ex: southern, northern…

-N+ful adj: Ex: beautiful, halpful…

-N+ish adj: Ex: blackish, childish…

-N+like adj: Ex: dreanmlike, fairylike…

-N+ly adj: Ex: friendly, lovely…

-N/adj+some adj(personality only)): Ex: handsome, quarrelsome…

-N+y adj(weather): Ex: sunny, rainy…

B ADVERS

* Ways to set up adverbs:

a Adj+ly adv of manner ; Ex: slowly, beautifully

be replaced by an equivalent adverb

Ex:likely = probadly

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Friendly=in a friendly way

Lovely=in a lovely way

-far/fast/hard( adj /adv)

C NOUN

a Signs of identification:

Nouns usually have suffixes:

visitor,…

b Ways of establishing nouns:

-V+er/or N(career, job…)Ex: teacher, doctor…

-Adj/N+dom N: Ex: freedom, wisdom, kingdom…x

-V+ing N( work…) Ex: walking, riding…

-Adj+ness N(abstract…) Ex: kindness, sweetness,…

-V+ion N; Ex: decision

-N+ship N(abstract…) Ex: friendship…

-Adj+th N; Ex: length, truth

-Adj+ty N;Ex: beauty, cruelty…

D VERB

a Structure of verbs:

* Structure of verbs from nouns

- Most prefixes in English when adding a beginning to a word, it changes the meaning of the word, but does not change its word type Usually, these prefixes

do not change the word stress either

Ex: Tidy  untidy

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In the example in this table, we see

The en prefix is combined with the root adjective close to form the enclose verb

(enclosed)

The en prefix, combined with the original adjective able to form the verb

enable (makes possible)

The en prefix matches the act noun to form the enact verb (issued)

Combined with the original word

Word type exercises are always a difficult exercise not only for students

of the national review team, but also for students who take the National

Examination Exam So in order to help them achieve high results in the

graduation exam, I have applied some methods of word recognition, after

applying with grades 12A7 and 12A1, they have done very well with related

word formation exercises

A RECOGNITION FROM THE TYPE BASED ON LOCATION:

a Nouns : nouns are often placed in the following places

1.1 The subject of the sentence (usually at the beginning of the sentence,

after the adverb indicating the time)

Ex: Maths is the subject I like best.

Yesterday Lan went home at midnight.

2.1 After adjectives: my, your, our, their, his, her, its, good, beautiful

Ex: She is a good teacher.

His father works in hospital.

3.1 Making an object, after the verb

Ex: I like English.

We are students.

4.1 After “enough”

Ex: He didn’t have enough money to buy that car.

5.1 After the articles a, an, the or the words this, that, these, those, each, every,

both, no, some, any, few, a few, little, a little, ( Note the structure a / an / the

+ adj + noun)

Ex: This book is an interesting book

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b Adjectives: Adjectives usually stand in the following position

1.1 Before the noun: Adj + N

Ex: My Tam is a famous singer.

2.2 After the verb link: tobe / seem / appear / feel / taste / look / keep / get + adj

Ex: She is beautiful Tom seems tired now.

Note: keep / make + O + adj structure

Ex: He makes me happy

3.2 After“ too”: S + tobe/seem/look + too +adj

Ex: He is too short to play basketball.

4.2 Before “enough”: S + tobe + adj + enough

Ex: She is tall enough to play volleyball.

5.2 In the structure: so that: tobe/seem/look/feel + so + adj + that

Ex: The weather was so bad that we decided to stay at home

6.2 Adjectives can also be used in comparative forms (note the adjectives long

or behind more, the most, less, as as)

Ex: Meat is more expensive than fish.

Huyen is the most intelligent student in my class.

7.2 Adjective in exclamation: How + adj + S + V

What + (a/an) + adj + N

1.3 Before ordinary verbs (especially adverbs of adage: often, always, usually,seldom )Ex: They often get up at 6am.

2.3 Between auxiliary verbs and regular verbs

Ex: I have recently finished my homework.

3.3 After tobe/seem/look and before adjective: tobe/feel/look + adv + adj

Ex: She is very nice.

4.3 After “too”: V+ too + adv

Ex: The teacher speaks too quickly.

5.3 Before “enough” : V+ adv + enough

Ex: The teacher speaks slowly enough for us to understand.

6.3 In the structure: so that: V(thường) + so + adv + that

Ex: Jack drove so fast that he caused an accident.

7.3 Ending of sentence

Ex: The doctor told me to breathe in slowly.

8.3 Adverbs also often stand alone at the beginning of a sentence, or betweensentences and with other comma-separated parts (,)

Ex: Last summer I came back my home country

My parents had gone to bed when I got home

It’s raining hard Tom, however, goes to school