(SKKN HAY NHẤT) the way that the students in class 11b8 deal with word formation exercises in english 11 at thachthanh 3 high school

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁTRƯỜNG THPT THẠCH THÀNH 3 SÁNG KIẾN KINH NGHIỆM “THE WAY THAT THE STUDENTS IN CLASS 11B8 DEAL WITH WORD FORMATION EXERCISES IN ENGLISH 11 AT THACH THANH 3

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT THẠCH THÀNH 3

SÁNG KIẾN KINH NGHIỆM

“THE WAY THAT THE STUDENTS IN CLASS 11B8 DEAL WITH WORD FORMATION EXERCISES IN ENGLISH 11 AT THACH THANH 3 HIGH SCHOOL”

Người thực hiện: Hoàng Thị Quỳnh

Chức vụ: Giáo viên SKKN thuộc lĩnh vực (môn): Tiếng Anh

THANH HOÁ, NĂM 2021

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Page

I Introduction …… 1 1.1 Reason

for the research……… … 1

1.2 Purpose for the research……… 2

1.3 Scope of the research……… ……2

1.4 Method of the research……… …….2

II Content of the research……… … ……….….2

2.1 Theoretical basis……… ……….….2

2.2 The reality of the problem……….….2

2.3 Solution and organization of implementation……… …3

2.3.1 General progress ……… … 3

2.3.2 Specific progress …… ……….……… … 3

2.3.3 Following steps … 4

2.3.3.1 Nouns … 4

2.3.3.2 Adjectives … 5

2.3.3.3 Verbs… 6

2.3.3.4 Adverbs … 7

2.3.3.5 Some prefixes … 8

2.3.3.6 Practical application … 8

2.3.4 Practice … 10

2.4 The effect of the research on educational activities, myself, colleagues and school……….……… 18

III Conclusion and recommendation ……….18

3.1 Conclusion……….… … 18

3.2 Recommendation……… ………19

Reference:……… … …

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I Introduction

1.1 Reason for research

Do you know the significance of foreign languages in today’s world? When

we know a foreign language, especially English It will help you open upemployment opportunities, being able to speak a foreign language helps to make

a real connection with people and to know more about diverse cultures, places,and lifestyles The more proficient you are, the better you can express yourself

Learning English is not only useful, but it also gives a lot of opportunities, andmaking progress will make you feel great There are some skills you need tomaster when learning English are reading, speaking, listening and grammar

Each skill has its own importance

First, What is grammar?

"Grammar is the structural foundation of ourability to express ourselves The more we areaware of how it works, the more we can monitorthe meaning and effectiveness of the way we andothers use language It can help foster precision,detect ambiguity, and exploit the richness of expression available in English."[1]

David Crystal, "In Word and Deed," TES Teacher, April 30,2004

There are many parts of grammar, and each part can make studentsconfused when learning it When I had a chance to teach class 11B8 at ThachThanh III High School, I tested their general knowledge about grammar Ilooked at the result I finally realized that they passed a word form exercise

When I asked them the reason? They said it was so difficult and they couldn’t

do it

Word formation is a kind of exercise you'll find in any exams in English In this exercise, you have to change the word given (or the root) so that it fits the sentence logically and grammatically.[2] Because there are many suffixes or prefixes and there are many ways to change verbs to nouns or adjectives Why isgood word-formation so important in English?

- It makes you easier to understand

The first and foremost reason for editing your writing and thinking about yourgrammar when you’re speaking is that it makes you easier to understand Whenyou speak and write grammatically, you can be confident that your message isbeing understood without any misinterpretations

- It improves your English skills

Having a strong grasp of English grammar will help improve your English skillsoverall Over time, being able to speak and write correctly builds yourconfidence while speaking English [3]

To help students who have a general view of the word form as well as have

a selection method, orientation of the solution method, specific steps suitable forthat type of problem, so I have done the research, “The way that students in

class 11B8 deal with word formation exercises in English 11 at Thach Thanh IIIHigh School”

1.2 Purpose of the research

In our everyday lives, grammar is everywhere We use it at home, at school,

at work, and in the streets It is the core of a language regardless of one’sculture, mastery, and understanding of it.[4] After teaching at 11B8, I saw mystudents who had to face many difficulties, and even they neither knew anykinds of word nor suffixes or prefixes In the test or homework, they chose toquit these exercises instead of doing them For these reasons, I decided to apply

my method in doing word form exercises to teach them I would like to help thestudents recognize the parts of speech when they should use and improve theirjudgment to do different types of exercises such as multiple-choice, give thecorrect form of words in the text, and choose the answer that needs correction

When using these methods to solve the exercises, students were more interested,saw the beauty and richness of the words

1.3 Scope of the research

I applied these methods to the students in class 11B8 at Thach Thanh IIIHigh School They can do this exercise in fifteen minutes test, semester exam,homework and even for Training and national high school English GraduationExam questions

1.4 Method of the research

To do this research well, I had to:

- Draw from the experience of my teaching

- Consult many documents, especially methods of study

- Study colleagues’ experience

- Guide the students understand basing on theoretical basis, theoretical analysis through practicing doing some types of exercises

II Content of the research

2.1 Theoretical basis

Word formation is a very important aspect of most languages, and English is

no exception The term “word formation” refers to the processes through whichnew words are created.[5] Given its significance in the English language exams

So, I decided to choose this theme with purpose:

- Help students when they see such exercises like these, they can know some steps to solve them quickly

- Help students know specifically about what verbs, nouns, adjectives, adverbs, prefixes, suffixes are, and the position of them

- Solve some exercises and guide students to answer

2.2 The reality of the problem

Even though English is a compulsory subject in schools, my students inclass 11B8 are not really interested in learning it They are only dealing withexams, or because it is a compulsory exam subject in graduation exams

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They do not voluntarily review old knowledge, do the exercises that the teachersends home to do One of the reasons above is that they do not have muchvocabulary or are afraid to look up new words as well as words when doing thetest But we know that vocabulary plays an important role in completingassignments, such as grammar, with the urgent need to learn a foreign languageand the practical learning situation of students I chose the topic: “The way that the students in class 11B8 deal with word formation exercises in English 11 at Thach Thanh 3 High School” to help students recognize word types, graspvocabulary formation skills and know how to fill words in grammatically correctform with the context mentioned Because the exercises choose or fill in thecorrect form of the words is an important grammar point, relatively difficult,appearing in English grammar They often encounter this type of exercise ingraduation exams, colleges and universities.

2.3 Solution and organization of implementation

Most words in English have different forms for different parts of speech,but not all words have all forms And they have the different function too Somewords look the same for different parts of speech

Example:

2.3.1 General progress

- Recall basic concepts of grammar (definitions of noun, verb, adjective, ….)

- Signs to identify type words or how to form words (the part(s) of speech and basic ways

to form new words in English)

- Instruct students to look at the related words in front or behind to deduce the correct

form of the word to be filled in

- Provide words (help students discover the word type of the given word based on the

form of the word)

+ Nouns are words with suffixes: - tion, - sion, -er, -or

+ Adjectives are words with suffixes: - able, - ful, - less, - al

Nouns talk about to, animals, persons, things, ideas, events or places…

Nouns cover most of the words of a language

a Locate the main verb in the sentence to identify the noun (Noun stand in front

of the sentence and before verb)

Example: The dog ran away.

N V

b Come after article a/ an/ the

*Warning: Sometimes an adjective will precede the noun.

Watch out for sentences like:

- She is a beautiful girl.

Article Adj N “girl” is noun in this sentence not “beautiful”

c Come after possessive adjectives (my, your, his, her, our, their, its).

- My brother is the tallest in my family.

d Come after enough (in the structure enough + N + to do sth)

Example: We didn’t have enough money to buy that house.

e Come after demonstrative pronouns and quantifiers

Noun /Adjective + DOM - kingdom, boredom, freedom

+ SHIP -membership, leadership, friendship

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Noun/Adjective + HOOD - motherhood, childhood, brotherhood….

Noun/ Adjective + ISM - capitalism, communism, patriotism …

- colonialism, socialism, racialism……

+NESS - sadness, happiness, selfishness……

Adjective +TY - beauty, cruelty, loyalty, difficulty

+ITY - equality, possibility, ability……

Verb + ANT - assistant, accountant, applicant, contestant

- brave → bravery - proud → pride

- deep → depth - terrible → terror…

- prove → proof - strike → stroke

- sing → song - advise → advice…

2.3.3.2 Adjectives

2.3.3.2.1 Definition of adjective

An adjective is a word that describes a person, thing, animal or thought

Adjective includes words that describe what something looks like They can becolours or words that describe temperatures and sizes…

2.3.3.2.2 Function of adjectives -Attribute adjective: a smart dog -Predicative adjectives - My grandpa is old.

-Object compliment: I found this homework difficult.

2.3.3.2.3 Position of adjective

a Stand before a noun to describe it

Example: It’s an old car.

Adj N

b Come after linking verbs ( be, seem, taste, look, keep, feel….)

c In exclamatory structure + How + Adj + S + V! +What (a/an) + Adj + N!

d In comparison structures (equality, comparative, superlative, ….)

Example: Marry is more beautifu l than Cherry.

2.3.3.2.4 The way to forms adjectives [6]

N + fill - careful, successful…

N + able - reasonable, comfortable……

N + less - homeless, hopeless …

N + ous - dangerous, industrious……

N + y - rainy, sunny, windy, cloudy…

N + ing/ed - interesting /interested, boring/ bored

N + like - childlike, godlike …

N + ish - foolish, selfish…

2.3.3.3.Verbs

2.3.3.3.1 Definition of verb

A verb is a word or a group which expresses an action or state of being

2.3.3.3.2 Kinds of verb

a Transitive verb: is one which is used with an object

Example: The waiter brings coffee (object)

b Intransitive verb: is one which is used without an object It cannot be used in the

passive voice

Example: The sun rises.

c Auxiliary verb: Auxiliary verb is one which helps other verbs to form tenses, moods

or voices (be, will, shall Do do, did…)

Example: - He is studying English

d Modal verb: Modal verb is one which can’t conjugate in all tenses, and moods.

The modal verbs are: will, shall, can, may, might, need, dare, used to, ought to…

Example: - He can swim

2.3.3.3.3 Position of a verb

a Come after a subject

Example: They believe her because she always tells the truth.

2.3.3.3.4 Way to form a verb [6]

6

a Adverbs of manner: express how an action is done

Example: We went to school together.

b Adverbs of time : express when an action is done

today once

Example: It often rains in the tropics.

c Adverbs of place: express where an action is done

Example: I followed him everywhere.

2.3.3.4.3 Function of an adverb

a Adverbs which modify the meaning of adjectives or other adverbs are placed

“ before” the word modified

- He sings very well.

Example: She is very beautiful.

b Adverbs which modify the meaning of a whole sentence are placed at the

beginning of the sentence.

Example: Usually we go to school by motorcycle.

Adv

c Adverbs which modify the meaning of verbs.

Example: He is running fast I am speaking now.

2.3.3.4.4 Position of an adverb

a Come after/ before a verb

- She quicky ran to the store Example: She ran to the store quickly.

b.Come before Adj and after linking verbs

Be, seem, appear, feel, taste, look, keep, …+ Adv + Adj …

Example: She looked seriously tired, she should go to bed.

c In “too… to…” and “so… that…” structures

Example: She drives so carelessly that she usually causes accidents.

Adv

d Come in front of a sentence and separated by a

comma Example: Unexpectedly, the dog was outside.

7

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2.3.3.4.5 The way to form adverbs:

ADJECTIVE + LY → ADVERB OF MANER

 There is a change of the final vowel when necessary Example: lucky → luckily

happy → happily

 Some adverbs have the same form as adjectives

Example: - I went to New York by a fast train - He ran fast.

- anti = against: anti-fan, anti-aircraft, anti-fascist, anti-hero…

- co = together: co-worker, co-author, co-editor, co-operate……

- ex = previously: ex-girlfriend, ex-boyfriend…

- super = big: supermarket, superman,…

- dis: dishonest, dislike, disappear, disagree

- mis: misunderstand, misuse,…

- im: impossible, impolite, impatient……

- in: independent, inexact, indirect…

- un: unfair, unhappy, unemployed, unlock…

2.3.3.6 Practical application 2.3.3.6.1 SUBJECT + VERB + ADJ/ ADV/ NOUN.

a SUBJECT + BE / LINKING VERBS + ADJ

b SUBJECT + VERB + ADV

Example: - The flowers are fresh (adj)

- Peter ran faster than I did.(adv) c SUBJECT + VERB + NOUN

-Demonstrative pronouns (this / that / these those)

-Indefinite pronouns (some / many / any)

-Possessive adjectives (my / her / our )

d SUBJECT + VERB + THE + ADJ (Use as N)

Example: - Our pupils are raising money for the poor (poor)

adj

e.SUBJECT + VERB + TO INFINITIVE

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afford, want, forget, arrange, need, ask, dare, agree, attempt, tendlearn(how), plan, decide, pretend, threaten, appear, offer, ….

Example: - I like George but I think he pretends to talk too much

 Dare + bare infinitive / to infinitive

Example:- I wouldn’t dare ask him.

2.3.3.6.2.SUBJECT + VERB + OBJECT + TO INFINITIVE

advise / allow / ask / beg / encourage / hate / intent / invite…

Example: - Remind me to phone Ann tomorrow.

2.3.3.6.3 SUBJECT + VERB + BARE INFINITIVE

can / could may / might / must / ought to / have to ……

Example: - I would rather do it later.

2.3.3.6.4 SUBJECT + VERB + OBJECT + BARE INFINITIVE

have / let / help / make / get

Example: - His mother makes him go to bed at 9 o’clock.

2.3.3.6.5 SUBJECT + VERB + VING

can’t bear / can’t help / can’t stand / finish / enjoy ……

Example: - I don’t fancy going out this evening.

 Use V-ing after idioms It’s no use

It’s no good……

Example: - I had difficulty finding a place to live

 Use V-ing after “go” to show sport activities

2.3.3.6.6 VERB + TO INFINITIVE / VING

* VERB + to infinitive: forget, stop, remember……

2.3.3.6.7 SUBJECT + VERB + IT + ADJ / NOUN + TO INFINITIVE.

Example:- He doesn’t think it interesting to talk with John

2.3.6.8 NOUN / VING / TO INFINITIVE + V + O