methods that help students well the word formattion in high school

As we all 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 particularl

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NGUYEN XUAN NGUYEN HIGH SCHOOL

THANH HOA, 2017

INDEX

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2.2 The problems before applying the innovative experience 5

2.3:The experience inmovative or suggestion united to solve 6

1 INTRODUCTION

1.1 Reason selected theme .

In the trend of raising the quality of education today, the issue of how tointerest students academic departments to become one of the leadingcentral issue The teacher is just a guide, people- oriented, mentor forstudents at the same time as the research, discovery research methods helpstudents easy access toknowledge, easy to remember and easy to implement

in study process

As we all 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

to use

1.2.Research’s objective

For language learners in general, for English language learners inparticular,learning vocabulary is an important part and is crucial to thesuccess or failure of the school When referring to learning English,vocabulary is always what we think of first It is the basis, the foundationfrom which students can continue to build and develop other languageskills such as listening, speaking, reading, and writing Therefore, thevocabulary learning is always seen as the starting point and the mostimportant task switch during the learning process

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

Numerous studies have shown that reading skills particularly closelyrelated to vocabulary Educators and researchers have confirmed the

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language 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 forblock 12 students 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 school

students face up to National exammination

1.4 Research’s methods:

- Stemming from the urgent needs of language learning and practicallearning 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 examplesStage 2: Practice

Stage 3: Testing

1.5 New points of innovative experience:

To help students overcome difficulties in learning a foreign languageeffectively

Can be used for both good students and poor ones

2.2 Solutions:

To help students do 12 exercises morphological forms from teachers mustsystematize knowledge composed, the position of the type in question andpractical skills training for students through exercises morphologically fromunder 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 for thechildren 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 its position in the sentence To forge this skill for students, teachersreposition system of each word in the sentence is clear, complete withillustrative examples to help students easier to remember

2.3:The experience inmovative or suggestion united to solve problems

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

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

Negative prefixes 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 symbolize, industrialize-en deepen, strengthen-ify diversify, 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 living

organisms and how they interact with their invironment

- After adjective: my, your, our, their, his, her, its, good, beautiful adj + nE.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

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

v + n (o)

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E.g Doctors have to assume responsibility for human life.

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: a/an/the + adj + noun

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

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

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: adj + n

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

-After linking verb : tobe/seem/appear/feel/taste/look/keep/get + adj

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

*Note the common structure:: keep/make + O + adj

E.g Failling job interview makes him disappointed

 After “too”:

S + tobe/seem/look + too +adj

E.g He is too short to play basketball.

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

E.g She is tall enough to play volleyball

 In the structure so that:

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

Athletes

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

Adjective in exclamatory: How +adj + S+V!

What + (a/an) + adj + N!

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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 During the time of economic reforms, the economy has

constantlygrown with only a few major setback

 After tobe/seem/look and before adjective

tobe/feel/look + adv + adj

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

 After “too”: V+ too + adv

E.g The teacher speaks too quickly

 Before “enough”: V + adv + enough

E.g The teacher speaks slowly enough for us to understand

 In structure so that:

V+ so + adv + that

E.g Jack drove so fast that he caused an accident

 In ending sentence

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

.* Adverbs often stood alone at the beginning of the sentence, or between sentences 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 Tom, however, goes to school

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

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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]

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:[8,9]

Life here is very _

A peace B peaceful C peacefully D peacefulness

After 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 from 4 different categories, the problem is simple Butthere are also saying that the subject requires candidates combines moregrammatical knowledge Consider the following example:

There are small _ between British and American English

A differences B different C difference D differently After determining the type of fill from a noun but as observers of the plan we saw 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

4Trong trang này: được tham khảo từ TLTK số.4,8,9

question is a plural noun

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

Over time application used to teach the correct form of the word for 12C6 and 12C7 2 class, I noticed that the first time the ability to grasp the vocabulary applied kind of weak students, gradually they are capable

categorized by use of terminology applied canh.Viec 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 test survey using morphological vocabulary is done on the increased secretion of class 12C6 and 12C7 2 layers Test survey using morphology from No 1 wascarried out in early May 10/2016 when the array system I have knowledge ofthe 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 12C6 and 12C7 23% have 19% of students scoring at or above average numbers 2 The majority ofclasses 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 wasconducted in late may 03/2017 in 2 classes 12C6, 12C7 and increasedsecretion proved significant progress: class 12C7 has 95.5% and 85.3% class12C6 with students achieved average scores from higher

- Statistical tables: The survey using the form from the academic year

2016-2017.

SURVEY RESULTS FROM USE OF THE MORPHOLOGY OF WORDS

1 ST TEST SCHOOL YEAR 2016-2017

SURVEY RESULTS FROM USE OF THE MORPHOLOGY OF WORDS

1 ST TEST SCHOOL YEAR 2016-2017

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