Skkn some methods to help the students identify and use the types of words correctly

Tieng anh THPT Nguyen Minh Hai THPT Trieu Son3 Trieu Son 1 INTRODUCTION 1 1 Reasons for choosing the research Nowadays, English is one of the popular languages in all over the world There are more tha[.]

1 INTRODUCTION 1.1 Reasons for choosing the research: Nowadays, English is one of the popular languages in all over the world There are more than forty countries, which use it as an official language, and about 600 million people use it as a second language in communication In the high schools of Vietnam, English is also considered a compulsory language However, the majority of students in Trieu Son high school are not really good at English Many students cannot their homework correctly and they aren’t also able to show the language skills in their lessons smoothly They only learn English grammar to deal with the exams Perhaps, some of the causes are the shortage of their vocabulary knowledge because they are not interested in looking up new words and distinguishing all kinds of words in the dictionary to make sentences and to their exercises correctly From some reasons above and the urgent needs for my students’ language learning I chose the topic: “Some methods to help the students at Trieu Son High School identify and use the types of words correctly” to be my experience innovation in teaching vocabulary to help my students understand the types of words and have the lexical establishment skills Besides, they can also know how to use the words in the correct form of grammar and to be consistent with mentioned context On the other hand, the test "Use the correct form of the words" is not only a very difficult form, but also appears a lot in English grammar parts Specially, the students often meet this form in the major exams such as college entrance exams, etc… 1.2 Aims of the research: - To show some methods to help the students identify and use the types of words correctly - To help students know how to use the words in the correct form of grammar and to be consistent with mentioned context - Give students confidence in identifying and using the types of words in the sentence correctly 1.3 Scope and object: - This study was carried out in the English classes with 42 students of 11 th grade at Trieu Son High School in school year 2021 - 2022 The research was mainly focused on the following aspects: + How to apply some methods in the process of teaching and learning English at my classes + It’s about effective methods to help the students at Trieu Son High School identify and use the types of words correctly 1.4 Researching methodology: - According to the definition of Creswell (1994) “the qualitative research is as an inquiry process of understanding a social or human problem, based on building a complex, holistic picture, formed with words, reporting detailed views of information and conducted in a natural setting” (pp 1-2) Because of skkn that I use this research methodology in performing research operations such as making observations, interviews, recording data and the documentary analysis through the tests or tasks CONTENT 2.1 The reasoning basis of the theme: My experience innovation has been based on some of the author's linguistic papers [An, 2003; Asgari & Mustapha, 2011; Dagiima, 2009; Richards & Farrell, 2011; Schmitt, 1993; Schmitt, 2000; etc … ] These papers show that teaching and learning vocabulary play a very important role in learning the English language However, most of the students from my classes who are still confused in identifying and using the types of words and their positions in the sentence That is why they always find difficult and boring to learn English language All of those reasons have paved the way for me to research and apply some methods in teaching and learning English vocabulary in general and to help the students at Trieu Son High School identify and use the types of words correctly in particular Finally, I also hoped that the results of my research and application would be the most effective 2.2 Some methods to solve the problem: Because of the reasons and mentioned research above, I have used some methods below to help the students at Trieu Son High School identify and use the types of the words effectively in learning English language A General procedure: - Recall the basic concepts of the types of words (definitions of noun, verb, adjective, adverb ) - Signs to identify the types of words and basic ways to form new words in English - Instruct students so that they can consider related words in front or behind to deduce the correct form of the word to be filled in * Example: She is a very beautiful girl (beauty -> beautiful) ↓ ↓ ↓ ↓ Article adverb adjective noun Noun B Specific procedure: - This part, which makes students embarrassed and confused, so teachers should lead directly into the vocabulary section to create concentration for students - Provide words (to help students find out the types of words by basing on the form of words) + The suffixes of Nouns are often: - tion, - sion, -er, -or; + The suffixes of Adjectives are often: - able, - ful, - ous, - less, - al; + The suffixes of Adverbs are often: - ly skkn - Provide the meaning of words (Teacher provides some pictures and students can guess the meaning of words or phrases through those pictures) - Practice reading for students (teacher can read aloud the words and all students can repeat those words in chorus) C The specific implementation steps: 2.2.1 Nouns 2.2.1.1 Definition: Noun is a word used to name a type of thing, that thing can be a person, thing, animal, place, … Besides, nouns are considered one of the most important words in English language, so learners must accumulate as many nouns as possible E.g Student (person), blackboard (thing), cat (animal), countryside (place) 2.2.1.2 The ways to form a noun: FORM EXAMPLES AR - sailor, actor a) Verb + ER - teacher, driver, viewer, singer OR - beggar, liar ION - action, invention, liberation, conclusion b) Verb + ING - writing, making, liking, cooking, learning MENT - movement, development, investment, c) Noun /Adjective + DOM - kingdom, freedom, wisdom - boyhood, neighborhood, childhood, brotherhood, d) Noun/Adjective + HOOD falsehood - capitalism, patriotism, terrorism, heroism, e) Noun/ Adjective + ISM communism - socialism, racialism, colonialism NESS - happiness, laziness, illness, sickness f) Adjective + TY - cruelty, loyalty, difficulty ITY - possibility, ability, capability, ability, curiosity g) Verb + ANT - assistant, accountant, applicant, contestant - angry → anger - long → length - brave → bravery - proud → pride - deep → depth - terrible → terror h) Adjective → Noun - famous → fame - young → youth - high → height - hot → heat - true → truth - just → justice - choose → choice - live → life i) Verb → Noun - prove → proof - strike → stroke - sing → song - advise → advice - enter → entry - fail → failure - feed → food - laugh → laughter - renew → renewal - sit → seat - speak → speech - see → sight - sell → sale - die → death skkn - bury → burial - lose → loss 2.2.1.3 The functions of a noun: 2.2.1.3.1 - Subject: + This girl is intelligent 2.2.1.3.2 - Object: + She eats a banana 2.2.1.3.3 - Complement: + He is a footballer 2.2.1.3.4 - Appositive: + Mr David, a famous doctor, is my father’s friend 2.2.1.3.5 - Object of a preposition: + Everybody is interested in sports 2.2.1.3.6 - Adjective: + The Vietnam War is different from any other ones 2.2.2 Adjectives 2.2.2.1 Definition: Adjective is often used to describe the characteristics of things and person It is usually placed before a noun to modify that noun or placed after the verb “to be” E.g beautiful girls a charming room this old house good songs a furnished house 2.2.2.2 The way to form an adjective: FORM EXAMPLES Verb → adjective - abhor → abhorrent - vary → various - obey → obedient - accept → acceptable - absorb → absorbent - admire → admirable - notice → noticeable - choose → choosy - compel → compelling - volunteer → voluntary - please → pleasing - unite → united - learn → learned - comply → compliant - vacate → vacant - grieve → grievous - marvel → marvelous - prosper → prosperous - strain → strenuous - study → studious - quarrel → quarrelsome - meddle → meddlesome - benefit → beneficial - criticize → critical - abuse → abusive - attend → attentive - collect → collective - compete → competitive - create → creative - destroy → destructive - decide → decisive - express → expressive - describe → descriptive - extend → extensive - affirm → affirmative - decorate → decorative - image → imaginative - inform → informative - deceive → deceptive/ful Noun → Adjective - fashion → fashionable - charity → charitable - honor → honorable - reason → reasonable (Noun + able/ - notice → noticeable - value → valuable ible; ary; ic; ous; - access → accessible - sense → sensible ed; ing; en; ern; - horror → horrible - terror → terrible ate; ve; …) - luxury → luxurious - fury → furious - victory → victorious - glory → glorious skkn FORM noun + FUL noun + LESS noun + LY noun + LIKE noun + Y EXAMPLES - vapor → vaporous - melody → melodious - variety → various - diet → dietary - danger → dangerous - mystery → mysterious - volume → voluminous - prosper → prosperous - mountain → mountainous - bounty → bounteous - venom → venomous - clamour → clamorous - peril → perilous - murder → murderous - caution → cautious - disaster → disastrous - citrus → citreous - courage → courageous - mischief → mischievous - advantage → advantageous - mystery → mysterious - advent → adventitious - gold → golden - wool → woolen - Wood → wooden - earth → earthen - North → Northern - West → Western - affection → affectionate - fortune → fortunate - intuition → intuitive - authority → authoritative - union → united - neglect → neglected - surprise → surprising - work → working - athlete → athletic - base → basic - history → historic - science → scientific - custom → customary - moment → momentary - caution → cautionary - honor → honorary - harmful - pocketful - peaceful - basketful - handful - useful - successful - helpful - beautiful - wonderful - awful - skillful - childless - helpless - harmless - homeless - odorless - noiseless - hopeless - thoughtless - useless - worthless - friendless - powerless - manly - hourly - yearly - daily - brotherly - fatherly - friendly - monthly - costly - orderly - lifelike - childlike - warlike - godlike - statesmanlike - ladylike - birdlike - silvery - starry - snowy - healthy skkn FORM EXAMPLES - crafty - silky - rainy - shadowy - faulty - wintery - dirty - sandy - funny - messy noun + ISH - sheepish - pinkish - foolish - Selfish - childish - amateurish - choral - personal noun + AL - accidental - brutal - regional - universal - central - optional - accidental - natural - traditional - magical - occasional - logical - personal - historical - industrial - practical - agricultural - statistical 2.2.2.3 The uses of adjective: 2.2.2.3.1 - Attribute adjectives (tính ngữ) are to modify the noun after them E.g + intelligent student + large room/ big house 2.2.2.3.2 - Predicative adjectives (vị ngữ) are to express the character of subjects and based on the verbs BE / LINKING VERBS as (become / get / look / seem) E.g + My brother is young + You look tired 2.2.2.3.3 - Adjectives are used to modify the object before them and based on the verbs as: (find, make, set, keep, leave ) E.g + I found this lesson difficult + The sun keeps us warm 2.2.2.3.4 - The adjective must be placed after the noun of time, of measurement or words (something, anything, nothing) E.g + Twenty years old + Five yards long + Nothing strange + I didn’t notice anything wrong with him 2.2.3 Adverbs 2.2.3.1 Definition: Adverbs are used to express how, when, or where an action is done 2.2.3.1.1 - Adverbs of manner: express how an action is done actively calmly fast late together so skkn alone somehow carefully anyhow also how E.g + We went to school together + The birds sang sweetly 2.2.3.1.2 - Adverbs of time: to express when an action is done today once before since now soon always seldom rarely already early ago then often sometimes E.g + It often rains in the tropics + I have never seen a seahorse 2.2.3.1.3 - Adverbs of place: to express where an action is done here in out above below past under far everywhere down up around along way upstairs near there E.g + I followed him everywhere + Come in 2.2.3.2 The positions of adverbs: 2.2.3.2.1 - Adverbs, which are placed before the adjectives to modify those adjectives E.g + She is very beautiful (adv) + He sings very well (adv) 2.2.3.2.2 - Adverbs, which are used to modify the whole sentence, are placed at the beginning of that sentence E.g + Usually we go to school by motor cycle 2.2.3.2.3 - Adverbs which modify verbs E.g + He is running fast + I live here + I am speaking now 2.2.3.3 The way to form adverbs: ADJECTIVE + LY → ADVERB OF MANNER ♣ NOTES:  There is a change of the final vowel when necessary E.g lucky → luckily bad → badly happy → happily clear → clearly slow → slowly rapid → rapidly, ……  Some adverbs have the same form as adjectives E.g + I went to New York by a fast train (adj) + He ran fast (adv) + We were late for school (adj) + We went to school late skkn (adv) 2.2.4 Verbs 2.2.4.1 Definition: Verb is generally word or phrase that express the action of a certain subject and it is also considered one of the most important words in the sentence 2.2.4.1.1 - Transitive verb: it is a form, which is used before an object E.g + The waiter brings coffee (object) + The student learns English (object) 2.2.4.1.2 - Intransitive verb: it is a form, which is used without object It cannot be used in the passive voice E.g + The sun rises (without object) + The baby is sleeping now (without object) ♣ NOTES:  Most of verbs in English are used both transitively and intransitively E.g + The boy rings the bell + The bell rings + The girl is singing a song + The girl is singing  Few verbs are used transitively or intransitively E.g + The boy lays the book (T) + The boy is lying on the table (I) + He sets the bird free (T) + He sits on the chair (I) 2.2.4.1.3 - Auxiliary verb: Auxiliary verbs are words that are used as an adjunct to main verbs in questions and negative sentences so they are often used with the main verbs - The auxiliary verbs such as: be, will, shall; do, did, ………… E.g + He is studying English + She will come to the party + An apple is eaten by Mary + They have gone away + Tom doesn’t understand the lesson 2.2.4.1.4 - Modal verb: Modal verb is also one of the auxiliary verbs in all tenses, it is used to express the subjective relationship of a sentence or an objective reality - The modal verbs such as: will, shall, can, may, might, need, dare, used to, ought to, E.g + He can swim + Can’t he swim? 2.2.4.2 The ways to form verbs: FORM NOUN → VERB camp EXAMPLES encamp horror horrify skkn FORM EXAMPLES circle encircle justice courage encourage liquid danger endanger terror roll enroll belief slavery enslaver blood tomb entomb brass power empower glass calm becalm deceit friend befriend deed company accompany endurance custom accustom food actor act gold creator create grief addition add growth circulation circulate knee competition compete knowledge compositio compose life n description describe pleasure dictation dictate product division divide proof education educate relief illustration illustrate sale imitation imitate shelf obligation obligate song provision provide speech solution solve success suspicious suspect thought liberty liberate price wreath wreathe tale bath bathe colony breath breathe drama cloth clothe moisture bright brighten nation broad broaden sympathy sweet sweeten vandal trial try vapor dirt dirty vitality beauty beautify vacancy class classify vaccine glory glorify justify liquefy terrify believe bleed braze glaze deceive endure feed gild grieve grow kneel know live please produce prove relieve sell shelve sing speak succeed think prize tell colonize dramatize moisturize nationalize sympathize vandalize vaporize vitalize vacate vaccinate skkn FORM ADJECTIVE → VERB deep dark fat short sharp straight tight wide EXAMPLES deepen large darken modern fatten simple shorten cool sharpen full straighten hale tighten weak Widen 2.2.5 Phrasal Verbs 2.2.5.1 Definition: Phrasal verbs are combinations prepositions or adverbs to become meaningful phrases E.g + He gave up drinking wine ten years ago 2.2.5.2 The ways to form phrasal verbs: FORM EXAMPLES Beat one’ self up End up VERB + PREPOSITION Beak down = wind up Break in Find out AND ADVERD Break up with Get along = Bring s.th up get along with Bring S/O up Get in Brush up on s.th Get off Call for s.th Get on with s b Call for s b Get out Carry out Get rid of s.th Catch up with s b Get up Check in Give up s.th Check out Go around Check s.th out Go down Clean s.th up Go off Come across as Go on Come off Go out Come up against Go up Come up with Grow up Cook up a story Help S/O out Cool down Hold on Count on s b Keep on +V-ing Cut down on s.th Keep up s.th Cut off Let S/O down Drop s b off Look after s b Figure out Look around Dress up Look at s.th Drop by Look down on enlarge modernize simplify cool fill heal weaken of verbs and Make up Look s.th up Look up to s b Make s.th up Look into s.th Move on to s.th Look forward to Show off Show up Slow down Speed up Stand for Take away Take off Take s.th off Take up Talk s.b into s.t Tell s b off Turn around Turn down Turn off Turn on Turn st/sb down Turn up Wake up Warm up Wear out Work out 10 skkn Do away with Look for sb/s.th Work s.th out Do without s.th Pick s b up D Practical application 2.2.6 SUBJECT + VERB + ADJ/ ADV/ NOUN 2.2.6.1 - SUBJECT + BE / LINKING VERBS + ADJ (linking verbs: become, look, seem, get, grow, feel, smell, stay, turns out, find, make, set, keep ) E.g + She becomes lazy + It is getting dark + Anna grows prettier every day (Anna trở nên xinh đẹp ngày) 2.2.6.2 - SUBJECT + VERB + ADV or SUBJECT + VERB + O + ADV E.g + Peter ran faster than I did (adv) + We go to school late (adv) ≠ We are late for school (adj) 2.2.6.3 - SUBJECT + VERB + NOUN PHRASE Articles (a/ an/ the) adj noun Specified adjectives and pronouns (this / that; these/ those) The indefinite adjectives and pronouns (some / many / any) The possessive adjectives and pronouns (my / her / our ) E.g + This is a difficult task (difficulty) + She has a preference for english songs (prefer) + There are some books in this bag 2.2.6.4 - SUBJECT + VERB + THE + ADJ (Used as a plural noun) E.g + Our students are raising money for the poor (poor) Adj = a plural noun + The young are always strong and intelligent (young) Adj = a plural noun - In addition to the usual adjectives, we can also use: past participle (V+ed/ VP2) and present participle (V+ ing) as adjectives + Present participle: Active meaning + Past participle: Passive meaning (apart from the distinction in meaning, we can rely on all the morphologies of the subject) E.g + Lan’s excursion will be an exciting experience for her (excite) present participle Subject (thing / animal) + My children were excited in Birthday party (excite) past participle Subject (person / people) 2.2.7 SUBJECT + VERB + TO VERB afford, want, forget, arrange, need, ask, dare, agree, attempt, tend learn (how), plan, decide, pretend, threaten, appear, offer, expect, refuse, manage, fail, happen, beg, prepare, promise, hope skkn 11 E.g + I like George but I think he pretends to talk too much + I decide not to go out because of the weather ♣ NOTES:  Dare + Verb (infinitive) / to Verb  Daren’t + Verb (infinitive) E.g + She wouldn’t dare ask her mother for money + She would not dare to ask her mother for money + She daren’t tell her parents what happened 2.2.8 SUBJECT + VERB + “OBJECT” + TO VERB advise / allow / ask / beg / encourage / hate / intent / invite /would like / need / persuade / remind tell / want / warn /expect / help / would prefer / order / force / enable E.g + Remind me to invite Martin to a restaurant tomorrow + I asked her in a friendly way to borrow a sum of money from her 2.2.9 SUBJECT + VERB + VERB (infinitive) can / could / may / might / must / ought to / have to / would rather had better / would sooner E.g + We would rather die than be slaves + I can solve your problems with the boss 2.2.10 SUBJECT + VERB + OBJECT + VERB (infinitive) have / let / help / make / get E.g + His parents make him go to bed at 10 o’clock + The teachers had their students homework 2.2.11 SUBJECT + VERB + VERB-ING can’t bear / can’t help / can’t stand / finish / enjoy / mind / suggest / fancy / image / risk / give up / stop / put off / delay / postpone / carry on / continue / go on / regret / admit / avoid / consider / involve / practice / miss / hate / love / like / dislike E.g + We don’t fancy watching TV this evening + She’ll go shopping when she has finished doing the housework + I don’t enjoy having to get up early when I’m on holiday ♣ NOTES:  Use (Verb + ing) after Idioms and words as: It’s no use (have) difficulty It’s no good a waste of time / money 12 skkn There’s no point in spend / waste (time) It’s (not) worth E.g + I had difficulty finding a place to live + I spent hours trying to repair the clock  Use (Verb + ing) after “go” to expess some activities (as sport activities) go shopping go sailing go climbing go fishing go sightseeing go swimming go skiing go riding 2.2.12 VERB + TO VERB / VERB+ING: 2.2.11.1 - Some verbs as (love, like, begin, start, intend, continue + to Verb/ Verb-ing) not change the meaning significantly 2.2.11.2 - Some verbs add (V+ing) or (To V) there is a change in meaning * VERB + to infinitive: make a sense of purpose, an intention or a responsibility in the future * VERB + V-ing: express a thing took place in the past  REMEMBER + to infinitive: (remember to something)  REMEMBER + V-ing: (remember the things did.) E.g + She remembers to clean her house + She remembers cleaning her house  TRY + To infinitive : (trying to make)  TRY + V-ing : (try doing something) E.g + I’m very tired I tried to keep my eyes open but I couldn’t + I’ve got a headache I tried taking an aspirin but it didn’t help me  STOP + To infinitive: (stop to something.)  STOP + V-ing: (to give up doing something) E.g + Stop making a noise in the class! + They stopped to hear But it was so fast that they failed to hear it  REGRET + To infinitive: (regret to something.)  REGERT + V-ing: (regret what did.) E.g A: I regret to inform that you failed the exam B: Oh, dear! I regret not studying hard  NEED + To infinitive: (need to something.)  NEED + V-ing: (need to be done something.) E.g + I need to take more exercises + The batteries in the radio need changing / = to be changed ♣ NOTES:  THE FOLLOWING PAIRS OF VERBS: permit = allow (countenance) advise = recommend (admonition) There are two ways to write sentences with the verbs above: 13 skkn - SUBJECT + VERB + OBJECT + TO VERB - SUBJECT + VERB + VERB-ING E.g - Our parents didn’t allow us to go out in the evening - They didn’t allow going out in the evening + The doctor recommended patients to take those pills before meals + They recommened taking these pills before meals  TO BE ALLOWED / PERMITTED + TO DO SOMETHING: allowed to something E.g - They aren’t allowed to use the office phone for personal calls + We were allowed to visit him in the hospital 2.2.13 SUBJECT + VERB + IT + ADJ/ NOUN/ NOUN PHRASE + TO INFINITIVE E.g - She doesn’t think it interesting to talk with Peter + We considered it a great honor to be invited to your party 2.2.14 NOUN / V-ING / TO VERB + (noun/ noun phrase) + VERB + O / C E.g + Board is black but chalk is white + Learning is a good work for our future + To pass an examination is a difficult thing 2.2.15 SUBJECT + VERB + O + ADV/ ADV-LY E.g + Swimming is extremely good for our health * Have you finished your homework yet? + He looks thin but actually, he is very healthy + I have known him in a scientific seminar recently 2.2.16 Real situation about: the ways that students can guess the meaning of phrasal verbs E Practical exercises 14 skkn Some of the exercises below that I have used to teach and evaluate my eleventh grade-students in school year 2021-2022 Unit 10: NATURE IN DANGER Exercise 1: Choose the most suitable word or phrase The panda’s habitat is the bamboo forest A nature B natural C naturalized D naturally Learners can feel very if an exercise is too difficult A courageous B encouraging C discouraged D discouragingly The friendly products are designed not to harm the natural environment A environment B environmental C environmentally D environmentalism The waste from the chemical factory is extremely A harm B harmful C unharmed D harmless People are destroying the air by adding to it A pollutants B polluters C pollution D polluted 14 per cent of primate species are highly A danger B dangerous C endanger D endangered The of old buildings should be taken into consideration A preserve B preservation C preservative D preserves You have to be aware of the damage humans are doing to quicken the of wildlife A extinct B extinctive C extinctions D extinction Animal supporters gathered to protest’ against hunting A protect B protection C protective D protectionist 10 The main threat to the of these creatures comes from their loss of habitat A survive B survivor C survival D survivable 11 You are old enough to take _ for what you have done A responsible B responsibility C responsibly D irresponsible 12 These quick and easy _ can be effective in the short term, but they have a cost A solve B solvable C solutions D solvability Exercise 2: Fill each gap with the correct form of the verb in the box exhaust release alternate research relate supply renew pollute harm finite Coal, gas and oil are non-renewable forms of energy that can not be replaced after used The nuclear plant provides a fifth of the nation’s energy supplies Solar energy is not only plentiful and infinite but also clean and safe Increased consumption will lead to faster exhaustion of our natural resources 15 skkn Electricity companies were criticized for failing to develop alternative energy sources Oxygen from the water is released into the atmosphere Fossil fuels will be exhausted within a relatively short time How to make full use of these sources of energy is a question for researchers all over the world These pesticides are environmentally harmful 10 Water power provides energy without pollution Exercise 3: Choose the best option People in enjoy _time together in the evening when the family members gather in the living room after a day of working hard A spending B spend C to spend D spent I think your mother should let you your own mind A to make up B make up C making up D made up They noticed him the agreement A sign B to sign C signing D signed Doctors are supposed to responsibility for human life A B take C rush D join We are not allowed _ jeans at school A wear B worn C wearing D to wear Sometimes, I not feel like _ to my sibling about my troubles A talk B to talk C talking D talked The children were eager _ their parents A saw B see C seeing D to see John had agreed me in his office A to meet B meeting C met D meet I tried _ the bus, but I missed it A catching B to catch C caught D catch 10 Will you remind me this letter at the post office? A post B posting C to post D posted 11 It is no good _ sorry for yourself A to feel B felt C feel D feeling 12 She is never willing _ any personal question A answer B answering C to answer D answered UNIT 15: SPACE CONQUEST Exercise 1: Choose the best answer to complete the following sentence Our recent _ in medicine is the development of laser in treating cancer A achievements B achievement C achievers D achieved Before Gagarin’s _ flight, there were still enormous uncertainties A historical B historic C history D historian Although his flight lasted only 108 minutes, its _ made him a national hero A succeed B successful C successive D success 16 skkn Although we didn’t win, we were able to take some _ from our performance A satisfying B satisfactions C satisfaction D satisfactory _ 60,000 people filled the stadium A Approximately B Approximate C Approximant D Approximation Laughter can be a great release of _ A tense B tension C tenseness D tensing May I offer my heartiest on your promotion? A congratulating B congratulation C congratulations D congratulate The appropriate attitude makes it to socialize among strangers A possible B possibility C impossible D possibly , many houses are going to be demolished to make ways for a new supermarket A Fortunate B Unfortunate C Fortunately D Unfortunately 10 Astronauts work in conditions A weight B weighting C weightless D weightlessness Exercise 2: Fill in each gap with one appropriate word from the box manned seriously affected space radiation groundless weightlessness harmless journey flown appeared effects Before man had (1) flown in space it was thought that his physical and mental capabilities might be (2) affected by long periods of (3) weightlessness, and that he might be endangered by high levels of (4) radiation Yuri Gagariri's first (5) space flight in April 1961 showed that man could live in space and, although this (6) journey only lasted for 108 minutes, it gave encouragement to those interested in the future of (7) manned space flight In fact most of the early fears about man's health in space have proved (8) groundless, and although several odd medical (9) effects have been observed, none has (10) seriously affected man's ability for useful work F Instruct students to study vocabulary at home This is very important for my students because they have very little time to learn at the school Therefore, Teacher must instruct students to build their own learning activities at the beginning of the school year so that these students can study at home effectively If all teachers that, the teaching and learning of vocabulary will become better and better Besides, teachers also need to some things such as: + Check student’s learned lessons regularly + Create condition and opportunities for average students, weak students so that they can participate in activities in pairs or in groups that the leaders are pretty good students + Create excitement and promotion of students’ English learning through many different activities 17 skkn + Ask all students to their assigned tasks very often + Try to search for many types of exercises that can be applied to the students at the different levels as (pretty good, average, weak - less) in each lesson + Attend the lectures of colleagues and learn their experience regularly CONCLUSION 3.1 Gained results: According to the analysis of the results from 43 students’ tests and tasks in Class 11H37, there are about 8% pretty good students, 52 % of the average students and 40 % weak – less students at the middle of the first semester in school year 2021 - 2022 Because of those, I read reference books; discuss with other teachers and apply some methods in teaching vocabulary for my students during the second semester At the end of the second semester, there are about 20% pretty good students and 75% of the average students in class 11H37 and most of those students can identify and use the types of words correctly Besides, they also know how to use the words in the correct form of grammar and to be consistent with mentioned context Thanks to some effective methods in teaching vocabulary, my students can acquire vocabulary knowledge richer and richer their vocabulary acquisition also gives them the confidence and passion of making sentences and using the words correctly in the exercises and in the context In addition, I also hope that other teachers should apply many different methods regularly to attract students’ passion more and more in learning English Finally, the methods applied in teaching vocabulary have obtained some certain results However, there are restrictions in my topic I don’t realize Therefore, I would like to hear the comments from colleagues, especially the teachers who teaches English with me to make my topic more and more effectively Thanh Hóa, ngày 08 tháng 05 năm 2022 XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ CAM KẾT KHƠNG COPY Tơi xin cam đoan SKKN viết, khơng chép nội dung người khác Nguyễn Minh Hải 18 skkn REFERENCE An, N, V (2003) Modern English Grammar TP HCM National University Publisher Anh, Đ, K & Ha, Đ, B Practice English vocabulary for students of grade 11 Education Publishing House Anh, L, Ph & Lan, L, Th (180 exercises in English for college entrance exams) TP HCM National University Publisher Asgari, A., & Mustapha, G B (2011) The Type of Vocabulary Learning Strategies Used by ESL Students in University Putra Malaysia, English Language Teaching: Canadian Center of Science & Education, 4(2) Cresswell, J, W (1994) Research design: Qualitative and quantitative approaches Thousand Oaks, CA: Sage Dagiima, S (2009) Enrichment of Students' Vocabulary in Teaching Foreign Languages, E-proceedings of the International Online Language Conference (IOLC): Universal Publishers Ha, Đ, B Practical Knowledge English 11 Education Publishing House Hương, M, L & Loan, Ng, Th English workbook for students of grade 11 Youth Publishing House Raymond Murphy – English grammar in use – Cambridge university press Richards, C J & Farrell, C S T (2011) Practice Teaching: A Reflective Approach Cambridge: Cambridge University Express Schmitt, N (1993) Identifying and assessing vocabulary learning strategies Thai TESOL Bulletin Vol.4 Schmitt, N (2000) Vocabulary in language teaching.UK: CUP Tri, L, H English workbook for students of grade 12 Publisher University of Pedagogy 19 skkn ... students in class 11H37 and most of those students can identify and use the types of words correctly Besides, they also know how to use the words in the correct form of grammar and to be consistent... below to help the students at Trieu Son High School identify and use the types of the words effectively in learning English language A General procedure: - Recall the basic concepts of the types of. .. me to research and apply some methods in teaching and learning English vocabulary in general and to help the students at Trieu Son High School identify and use the types of words correctly in particular