The best methods to help high school students know how to recognize the parts of speech basing on the word formation

As we know, morphological types of exercises are a vital part of the structure of the test subjects regularly, subject to periodic examination for students in general and particularly in

2.2 The problems before applying the innovative experience 5

2.3:The experience inmovative or suggestion united to solve

1 INTRODUCTION

1.1 Reason selected theme

In the trend of raising the quality of education today, the issue of how tomake students to be interested in academic departments to become one ofthe leading central issue The teacher is just a guide, people-oriented,mentor for students at the same time as the research, discovery researchmethods help students easy access toknowledge, easy to remember andeasy to implement in study process

As we know, morphological types of exercises are a vital part of the

structure of the test subjects regularly, subject to periodic examination for students in general and particularly in the National exam for high school However, the content knowledge of the morphology of lessons are

not included in the formal distribution program under the current highschool Students have not been codified morphological knowledge fromleading to confused, perplexed with this form of exercise

Stemming from the urgent needs of language learning and practicallearning situation of students, I have taken the content knowledge in theform of increased secretion lessons for students in grades 12 quintalsNguyen Xuan Nguyen high school with the aim of assisting them easier torecognize the kind of English words, their position in the sentence and how

Vocabulary is the means that we use to convey thoughts,expressing ideas, emotions and a means for us to know about the worldaround them Because vocabulary is the basis for developing other languageskills, in addition to practicing skills such as listening, speaking, reading,writing and grammar, vocabulary development for students, especially highschool students so they can afford to overcome exam is an important keytask of the teacher

Majority of learners have shown that reading skills particularly closelyrelated to vocabulary Educators and researchers have confirmed thelanguage can be quite accurately know reading ability of pupils for alimited vocabulary in that level It is clear from the limited capital can makelimited reading skills of students, contributing to learning English as lessefficient.

Observing the fact that the majority of students learning English oftenread very little English, because words are obstructing the process ofreading is to make them understand not Vocabulary was not enough tomake students feel that reading is extremely difficult, leading topsychological phenomena evade read Through the initial survey data forstudents in grade 12 showed over 85% of our current students reading themost feared As a result of the reading comprehension test, examination is

the part where students do most inefficient.

1.3 Research’s subject:

-Basic and in-depth knowledge of "language skills" in English 11-12

- High school textbooks

-Exercises of word formation in high school program that high schoolstudents face up to National exammination

1.4 Research’s methods:

- Stemming from the urgent needs of language learning and practical

learning situation of students, I have taken the content knowledge in the form ofincreased secretion lessons for students in grades 12 quintals Nguyen XuanNguyen high chool with the aim of assisting them easier to recognize the kind ofEnglish words, their position in the sentence and how to use them

- To have a complete data and high reliability in order to do the tests, I use

a combination of two research methods:

+ Analyze and compare student scores reading tests before and after

the study participants

+ Using the words

- Description exercise usually test patterns from all types of categories such

as noun, verb, adjective, adverb In my opinion, to do well this form of

exercise, first of all, students should have a rich vocabulary Therefore,

instructors for the children when they learn a new word to learn all the

words involved, including the prefix or suffix composed antonyms

- The study is divided into 3 phases:

Stage 1: Provide theoretical and illustrative examples Stage 2: Practice

Stage 3: Testing

1.5 New points of innovative experience:

To help students overcome difficulties in learning a foreign language effectively

Can be used for both good students and poor ones

2.CONTENT:

To ensure the accuracy and authenticity of the content studied , to avoid

biased opinion when switching from English to Vietnamese, the content will

be all in English

2.1 Seasoning basic:

Through the teaching process and the details of the plan itself now in high

school colleague Nguyen Xuan Nguyen, I noticed students in the school in general and in particular the grade 12 are having some difficulties in doing homework format morphologically from They are confused, afraid of doing this exercise form and that this form of exercise difficult In my opinion there

are two reasons directly cause the malformed do this exercise The first is that

some children are not identified the appropriate vocabulary to fill a noun, verb,

adjective or adverb The second is the children identified the appropriate

vocabulary to fill but do not know the correct form of the word

2.2 Solutions:

To help students in grade 12 do exercises morphological forms, teachersmust systematize knowledge composed, the position of the type in questionand practical skills training for students through exercises morphologicallyfrom under the topic of the unit's 12 English textbooks

Homework usually test patterns from all types of categories such as noun,verb, adjective, adverb In my opinion, to do well this form of exercise

first of all, students should have a rich vocabulary Therefore, instructors forthe children when they learn a new word to learn all the words involved,including the prefix or suffix composed antonyms

Example: succeed (v), success (n), successful (a), successfully (adv),unsuccessful (adj), unsuccessfully (adv)

The second is the teacher must re-sign system or in other words, prefixes,suffixes create all kinds of different types So that they can determine exactlywhat kind of form from a noun, verb, adjective, or adverb when having aword any

The third is the teacher guides the children aware of the type based on itsposition in the sentence To forge this skill for students, teachers showreposition system of each word in the sentence is clear, complete withillustrative examples to help students easier to remember

1

Trong mục 2.2 ví dụ là của tác giả

2.3:The experience inmovative or suggestion united to solve problems

2.3.1 HOW TO RECOGNIZE THE TYPES OF WORDS BASED ON THEWORD FORMATION [2,4,8]

2.3.1.1 Noun: Noun usually ends with the suffix in the following table

Suffixes

-ion -ment -er -or

- ar -ist -ee -ant -ing -age -ship

Nouns

attentionachivementwritereducator`1beggarguitaristemployeeapplicantlearningmarriage sportsmanship-ism

-ity-ty -ness -dom -hood

terrorism

responsibilitydifficultyattractiveness freedom neigbourhood

2.3.1.2 Adjectives: Adjectives usually end with the suffix after

-y-ic-ical-al-ful-less-able-ive -ous

- like-ish

yearlyromantictechnologicalcontractualstressfulcareless achievableimpressiveadventurouslifelikeselfish

2 Trong mục2.3.1.1 và 2.3.1.2 sử dụng TLTK số 2,4.8

2.3.1.3.Note students some negative prefixes of adjectives:

im- (adjective precedes began m or p) impatient

ir- (adjective precedes started r) irregularil- (adjective precedes started l) illegal

- Forms of the word adverbs ending in "-ic" is "ic" + "ally" = "ically"

Eg: romantic (adj) → romantically (adv)

2.3.1.5 Verb: usually end with suffixes in the following table:

-ize/ -ise-en-ify

symbolize, industrializedeepen, strengthendiversify, beautify

2.3.2 THE LOCATION OF THE TYPE OF SENTENCES:[4,8]

2.3.2.1 Noun: usually placed in the following locations

- Subject of the sentence (often topped sentences, adverb of time)

E.g Biology is a branch of Natural Science, and is the study of livingorganisms and how they interact with their invironment

- After adjective: my, your, our, their, his, her, its, good, beautiful

E.g - We are impressed by his willingness to help us with the hard mission

- Before the 22nd SEA Games, Vietnam had made a good preparation inevery aspect

3 Trong mục 2 2.2: được tham khảo từ TLTK số 2, 4 và số 8,ví dụ 2.3.1.4 là của tác giả

adj + n

v + n (o) Adj + ly → adv

2.3.2.2 As the new object after the verb [2,7]

E.g Doctors have to assume responsibility for human life

 After “enough”:

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

 After articles a, an, the or this, that, these, those, each, every, both, no,some, any, few, a few, little, a little

E.g Are there any differences, between Vietnamese and American culture?

*Note the common structure:

E.g For more than ten years, we have seen the significant developments inthe economy of our country

2.3.2.3-After prepositions: in, on, of, with, under, about, at

E.g There is a wide range of selection in the education system of the USA

2.3.2.4- Adjectives: Adjectives often stand in the following positions[8]

 Before noun:

E.g Despite many recent technological advances, there are parts whereschools are not equipped with computers

-After linking verb :

Ex: Many young men prefer scuba-diving because it is adventurous

*Note the common structure::

E.g Failling job interview makes him disappointed

 After “too”:

E.g He is too short to play basketball

 Before “enough”:

E.g She is tall enough to play volleyball

 In the structure so that:

E.g I am so nervous that I cannot say anything, but keep silent

Adjectives can also be used in the forms of comparison (note from the long

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

Eg: Johnny used to be one of the most successful in my countryAthletes

The more confident and positive you look, the better you feel

4 Trong trang này: được tham khảo từ TLTK số.2,3,7,8

S + tobe/seem/look + too +adj

tobe/seem/look/feel + so + adj + that

How +adj + S+V! What + (a/an) + adj + N!

preposition+ n

E.g How nice it is!

What a beautiful house!

2.3.2.5-Adverbs: Adverbs usually stand in the following positions [1,7]

Before verbs often (especially the frequency adverb: often, always, seldom )

E.g I personally think that scuba diving is more dangerous thanadventure

Between auxiliary verbs and ordinary verbs

*

E.g During the time of economic reforms, the economy hasconstantlygrown with only a few major setback

 After tobe/seem/look and before adjective

E.g.This book is not really informative It is a waste of money buying it

E.g.The doctor told me to breathe in slowly

* Adverbs often stood alone at the beginning of the sentence, or betweensentences and other components of the sentence with a comma (,)

E.g Surprisingly, the athlete broke the world's record with two attempts

My parents had gone to bed when I got home

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

5 Trong trang này: được tham khảo từ TLTK số.1,7

2.3.2.5.6-Verb: usually behind the subject Note students are more careful with the clause, and to consider the verb with the subject of more or less to make it right.[4]

tobe/feel/look + adv + adj

E.g Many Vietnamese people sacrifice their lives for the revolutionary cause ofthe nation.

- After the theoretical system of lexical structure, the position of the word inquestion, the teacher instructed them to do some form of exercise on specificstepwise manner easy to understand, easy to do the most

2.3.3 DO EXERCISE :

Step 1: Determine the type of word

-Read through the questions and to observe the position of the word to befilled The determination of the type of word to fill in the space is the mostimportant point is crucial to the accuracy of the answers

Example 1:[9]

Some species of rare animals are in _ of extinction

A danger B dangerous C dangerously D endanger -The position of the fill between 3 prepositions so can not be a word type otherthan nouns On the other hand there have idiom to be in danger (endangered, arewithin reach dangerous

Example 2:[TG]

Life here is very _

A peace B peaceful C peacefully D peacefulnessAfter the verb to be (is) there are 2 kinds of adjectives and nouns However due

to the degree adverb very kind words to fill up is an adjective

Step 2: Observe answers and pick the correct answer

- After you have identified the genre of asking students to fill backobservation plans already for 4, seen from the matching word types were

identified, it would be the answer In example 1 only danger is the noun and also answer the question (Dangerous is an adjective, adverb Dangerously are, endanger the verb) In example 2 is calculated from the single peaceful in the

phrase that is also the answer of the question

Students note that:

- If the plan is 4 different categories, the problem is simple But there arealso saying that the subject requires candidates combines more grammaticalknowledge Consider the following example:

There are small _ between British and American English

A differences B different C difference D differentlyAfter determining the type of fill from a noun but as observers of the plan wesaw 2 nouns Hiệu and difference So word is true? Now we need to notice the

verb in the sentence - to be divided in the plural (are) therefore answer the

question is a plural noun -

6 Trong trang này: ví dụ 1 TLTK mục 4,9, ví dụ 2 của tác giả.

2.4.The efectiveness of innovative experience in teching s activities:’

Over time application used to teach the correct form of the word for 2

classes 12BTN and 12B1, I noticed that the first time the ability to grasp the

vocabulary applied kind of weak students, gradually they are capable of

categorized by using of terminology applied Teaching methods "use the correct forms of the words" in high school, the first step has brought

positive results These changes are most evident through the results of 2 tests survey using morphological vocabulary is done on the increased secretion of

2 classes 12BTN and 12B1 Test survey using morphology from 1st was carried out in early May 10/2018 when the array system I have knowledge of the morphology of the students This time, they had just completed the

contents unit 3 should focus on the survey form the vocabulary of unit 1, unit

2 and unit 3 The results are very low: Class of class 12BTN and 12B1 23% have 19% of students scoring at or above average numbers The majority of classes students lack knowledge about morphology and vocabulary skills do not have this exercise form

While teaching in the secretion, I have the array system composed

knowledge, the location of vocabulary in question and instructed them to do the exercises use morphological vocabulary on topics of the unit in English

12 the results of the survey by using morphological vocabulary 2 was

conducted in late may 03/2018 in 2 classes 12BTN, 12B1 and increased secretion proved significant progress: class 12B1 has 95.5% and 85.3% class 12BTN with students achieved average scores from higher

- Statistical tables: The marks of survey using the morphology words the academic year 2017-2018.

RESULT OF THE SURVEY FROM USING THE MORPHOLOGY OF WORDS 1 ST TEST SCHOOL YEAR 2017-2018