(Skkn mới nhất) some techniques for 12th graders at yen thanh 2 high school to effectively deal with synonym and antonym questions in the national high school graduation examination

sa ng ki en ki nh SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN ng TRƯỜNG THPT YÊN THÀNH hi em w n lo ad th yj uy ip la SÁNG KIẾN KINH NGHIỆM an lu n va Some techniques for 12th graders at Yen Thanh high school to effectively deal with synonym and antonym questions in the national high school graduation examination ll fu oi m at nh z z vb k m co l gm NĂM HỌC: 2022 - 2023 jm ht Môn/ Lĩnh vực: Tiếng Anh Người thực hiện: Võ Thị Thanh Hoà Tổ: Ngoại ngữ Điện thoại: 0986.790.277 sa ng ki en TABLE OF CONTENTS ki nh ng CONTENTS PAGE hi em PART 1: INTRODUCTION 1 Rationale w n Aims of the study lo ad PART 2: CONTENT th yj I THEORETICAL BACKGROUND uy An overview of Synonyms and Antonyms ip lu an 1.2 What are antonyms? la 1.1 What are synonyms? n va Some principles of teaching Synonyms and Antonyms ll fu II PRACTICAL BACKGROUND oi nh Disadvantages m Advantages at z III THE STUDY z vb Methodology ht 1.3 Data collection procedures 2.1.Reality of students‟ ability to synonyms and antonyms exercises in the researcher‟s school 2.2.Feasibility of motivating students through techniques to teach synonyms and antonyms tasks Solutions 3.1 Some important factors related to synonyms and antonym games 8 3.1.1 Rules of games 3.1.2 Interaction m co Findings of the study l gm 1.2 Instrumentation k jm 1.1 Participants sa ng ki en 3.1.4 Assessments ki 3.1.3 Time limitation to tackle the games and show the results nh ng hi 3.1.5 Selecting target synonyms and antonyms em 3.1.6 Procedure w 3.2 Some tips to help students effectively the synonym – antonym questions in the national high school graduation exam n lo ad 3.2.1 Identify root words th 3.2.2 Look for context clues yj 10 3.2.4 Pay attention to prefixes and suffixes ip 10 3.2.5 Use a thesaurus 10 uy 3.2.3 Use process of elimination la an lu 11 n va 3.2.6 Directly replace the given options on the underlined 11 ll fu 3.3 Suggested techniques to teach synonyms and antonyms 11 oi m 3.3.1 Synonym/ Antonym Bingo Game at 13 z 3.3.3 Synonym/ Antonym matching game 12 nh 3.3.2 Synonym/antonym crosswords z vb 3.3.4 Writing synonyms/ antonyms and passing around 15 35 4.3 Respondents (survey subjects) 37 4.4.The survey results on the urgency and feasibility of the proposed solutions 38 4.4.1.The urgency of the proposed solutions 38 4.4.2.The feasibility of the proposed solutions 39 PART 3: CONCLUSION 41 Summary of the study 41 Limitations 41 m 4.2 The content and method of the survey co 35 l 4.1.The aim of the survey gm 35 k jm 4.The survey on the urgency and the feasibility of the recommended solutions ht 3.4 Some samples 14 sa ng ki 41 en Suggestions for further study ki nh 43 REFERENCES ng hi 44 APPENDICES em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm sa ng ki en PART INTRODUCTION ki nh Rationale ng Practice demonstrates that vocabulary is the foundation of learning any new language for the goal of communication Learners will be unable to effectively communicate or convey their ideas unless they have a large vocabulary As a result, learning vocabulary becomes extremely essential for students It is true that students are hesitant to learn vocabulary, and because of this, students have difficulty taking tests, particularly the high school graduation examination hi em w n lo ad Recently, an English test of the high school graduation examination has included 50 challenging questions ranging from simple to complicated form to check students‟ ability in four levels: recognition; understanding, low application and high application There are merely four questions in totally 50 questions relating to closest/opposite meaning of words/phrases However, as can be seen, in reading comprehensive questions, there are also some questions relating to this type If students are equipped with techniques on how to deal with this type of exercise, they can have better results in their tests, especially this examination th yj uy ip la an lu va n The type of question "Find synonyms - antonyms” is relatively difficult and confusing in vocabulary lessons for students This significantly affects the results of the high school exam One of the greatest reasons for this situation is that students not have enough motivation doing this type of exercise When confronted with synonyms and antonyms in exam preparation, the majority of them become discouraged and uninterested Another cause for this is due to students‟ lack of a wide range of vocabulary from their early age As a result, they have a difficulty comprehending and guessing the meaning of vocabulary questions ll fu oi m at nh z z vb jm ht k From the aforementioned fact, it is urgent for teachers to make discoveries and innovative methods to improve the overall quality of teaching in order to assist students in making significant progress in language practice in real-world situations thanks to a vast knowledge of vocabulary acquired during English classes More practically, it stimulates them to perform better on tests, particularly the National High School Graduation Examination That is the reason why the study was carried out, entitled „Some techniques for 12 graders at Yen Thanh high school to effectively deal with synonym and antonym questions in the national high school graduation examination‟ m co l gm sa ng ki en Aims of the study: ki The study aims at suggesting some techniques to motivate 12 th graders to participate actively in synonym and antonym activities, thereby helping them to effectively deal with synonym and antonym questions in the national high school graduation examination nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm sa ng ki en PART CONTENT ki nh I THEORETICAL BACKGROUND ng An overview of synonyms and antonyms hi em 1.1 What are synonyms? Synonyms are words that have similar meanings, while antonyms are words that have opposite meanings In other words, synonyms are words that can be used interchangeably in a particular context, while antonyms are words that are opposites of each other in meaning For example, the words "happy" and "joyful" are synonyms, while the words "happy" and "sad" are antonyms Understanding synonyms and antonyms is important for vocabulary development, as it allows students to broaden their vocabulary and express themselves more precisely in both written and oral communication It is also a key skill tested in standardized exams, such as the National High School Graduation Examination w n lo ad th yj uy ip la an lu A synonym is a word, morpheme, or phrase that means exactly or nearly the same as another word, morpheme, or phrase in a given language For example, in the English language, the words begin, start, commence, and initiate are all synonyms of one another: they are synonymous The standard test for synonymy is substitution: one form can be replaced by another in a sentence without changing its meaning Words are considered synonymous in only one particular sense: n va ll fu oi m at nh For example, long and extended in the context long time or extended time are synonymous, but long cannot be used in the phrase extended family (Wikipedia) z According to the language dictionary, synonyms are words that mean the same or are almost identical Synonyms divided into two categories are complete synonyms and incomplete synonyms The first type is words with exactly the same meaning, used equally and interchangeably in most cases The second type are words with the same meaning but still differ somewhat expressive shades (denoting emotions, attitudes ) or how to act When using these words, we have to consider the choice accordingly z vb k jm ht The term antonym (and the related antonymy) is commonly taken to be synonymous with opposite, but antonym also has other more restricted meanings Graded (or gradable) antonyms are word pairs whose meanings are opposite and which lie on a continuous spectrum (hot, cold) Complementary antonyms are word pairs whose meanings are opposite but whose meanings not lie on a continuous spectrum (push, pull) Relational antonyms are word pairs where opposite makes sense only in the context of the relationship between the two meanings (teacher, pupil) These more restricted meanings may not apply in all m co l gm 1.2 What are antonyms? sa ng ki en ki scholarly contexts, with Lyons (1968, 1977) defining antonym to mean gradable antonyms, and Crystal (2003) warning that antonymy and antonym should be regarded with care (Wikipedia) nh ng hi Antonyms are words with opposite meanings Similar to synonyms, we also have two types of antonyms that are complete antonyms and incomplete antonyms em From the concepts mentioned above, there are some points we need to keep in mind as follows: Whether the words are considered synonymous or completely opposite, there are differences between them and cannot be used interchangeably in any case Therefore, besides teaching and learning the meaning of words, we need to pay attention to the context in which synonyms or antonyms can be used w n lo ad th yj Some principles of teaching synonyms and antonyms uy Here are some principles for teaching synonyms and antonyms: ip la *Start with basic vocabulary: Before teaching more advanced synonyms and antonyms, it is important to ensure that students have a strong foundation in basic vocabulary This can be done through various activities such as word matching exercises, picture-based vocabulary games, and reading comprehension tasks an lu va n *Use context: Understanding the context in which a word is used is crucial for identifying synonyms and antonyms Teachers should provide examples of how different words can be used in different contexts and encourage students to look for contextual clues when identifying synonyms and antonyms ll fu oi m nh at *Provide visual aids: Using visual aids such as diagrams, flashcards, and mind maps can help students visualize relationships between words and remember them more effectively z z vb k jm ht *Learn word families: Encouraging students to learn words in families (e.g happy, happiness, happier, happiest) can help them identify synonyms and antonyms more easily m *Reinforce learning: Regularly reviewing and revisiting synonyms and antonyms is important for helping students retain new vocabulary Teachers should co *Encourage the use of a thesaurus: Introducing students to a thesaurus can help them expand their vocabulary and find synonyms and antonyms more easily Teachers should show students how to use a thesaurus effectively and encourage them to use it in their writing l gm *Join active learning: Instead of simply providing students with a list of synonyms and antonyms, teachers should encourage students to actively engage with vocabulary through activities such as word games, writing exercises, and discussions sa ng ki en ki incorporate regular vocabulary quizzes, games, and activities into their lessons to reinforce learning nh ng II PRACTICAL BACKGROUND hi Advantages em The practical situation of teaching and learning English synonyms and antonyms at Yen Thanh high schools is that teachers provide many exercises for students to practice, and students learn very hard to pass the final exam In order to ensure that students have a good grasp of English synonyms and antonyms, teachers often provide students with a variety of exercises that cover different aspects of synonyms and antonyms, such as identifying synonyms and antonyms in context, using synonyms and antonyms in sentences, and matching synonyms and antonyms with their definitions Students are often required to learn a large number of synonyms and antonyms and are expected to use them correctly in their written and spoken communication This can be a challenging task, but students are motivated to learn as passing the final exam is important for their academic and professional future As a result, both teachers and students work hard to ensure that students have a strong understanding of English synonyms and antonyms w n lo ad th yj uy ip la an lu n va ll fu Disadvantages oi m The practical situation of teaching and learning English synonyms and antonyms at Vietnamese high schools in general and at Yen Thanh high school in particular can present some disadvantages One of the main issues is that teachers may not have an effective teaching method for synonyms and antonyms, which can make it difficult for students to learn and retain the information Another issue is that students may struggle to remember the meaning of synonyms and antonyms in a monotonous way, especially if they are not exposed to English language and culture on a regular basis Furthermore, because Vietnamese and English have different cultural backgrounds, it can be hard for average-level students like Yen Thanh high school graders who mainly come from poor families to guess the real meaning of synonyms and antonyms, which can further complicate the learning process Finally, students may not be provided with suitable strategies to cope with synonyms and antonyms questions on standardized exams, such as the National High School Graduation Examination Overall, these factors can create a challenging learning environment for students and make it difficult for them to master English synonyms and antonyms at nh z z vb k jm ht m 1.1 Participants co Methodology l gm III THE STUDY sa ng ki en ki The subjects of the study were 72 students from class 12A8 and 12A11 of Yen Thanh high school including both male and female ones They participated in the study in 10 weeks from the beginning of the second semester of the school year 2021 – 2022 In my observation and assessment, their English proficiency at the beginning of the study was at the low level nh ng hi em The techniques were used in the warm-up part of every lesson, and typically carried out for to 10 minutes to stimulate students After the activity, teacher summarized the games, gave marks or awarded small prizes to the winners to encourage them w n lo ad 1.2 Instrumentation th yj In terms of study instruments, the researcher used two main kinds: questionnaires for the surveys and multiple choice tests Besides, class observations were also used to supplement the above instruments uy ip la 1.3 Data collection procedures lu an Firstly, the pre-questionnaire was administrated at the end of the first semester to measure „input motivation‟ and gather information about the reality of studying synonyms and antonyms The participants had one day to think carefully and give their answers After collecting the pre-questionnaire, the researcher taught the students in 10 weeks by using games as techniques to inspire students‟ studying synonyms and antonyms at the start of every lesson At the end of the study, the post-questionnaire was used to obtain the students‟ attitude towards this application and their motivation for learning English Apart from the questionnaires, class observations were made before and during the treatment Lastly, a multiple choice test was conducted before and after the study to get qualitative data explaining the changes n va ll fu oi m at nh z z vb k jm ht Findings of the study m Furthermore, the pre-test results suggested that the students‟ ability to synonyms and antonyms tasks significantly lower than had expected Only a little more than half of the students gained fair and average marks, over 40% got weak marks and even no students owned excellent mark co The result from the pre-questionnaire revealed that students‟ ability to use synonyms and antonyms was rather low Only 32% knew how to synonyms and antonyms exercises fluently, whereas 33% found it difficult Especially, 35% said they were impossible to distinguish synonyms from antonyms l gm 2.1 Reality of students’ ability to synonyms and antonyms exercises in the researcher’s school sa ng ki en PART C CONCLUSION ki nh Summary of the study ng In conclusion, the study aimed to explore some effective techniques for 12th graders to deal with synonyms and antonyms questions in the National High School Graduation Examination The study identified the challenges faced by both teachers and students in learning and teaching English synonyms and antonyms The study proposed some practical teaching strategies and test-taking strategies to help students improve their performance in dealing with synonyms and antonyms questions hi em w n lo ad th The study was conducted over the course of a school year and involved multiple forms of assessment to evaluate the effectiveness of the proposed techniques The results indicated that the proposed methods were effective in improving students' understanding and performance in dealing with synonyms and antonyms questions The initiative has been applied to some other classes at Yen Thanh high school and achieved certain positive results The majority of the students scored Good or Excellent, indicating that they had a solid grasp of the subject matter yj uy ip la an lu va n Overall, the study highlights the importance of effective teaching strategies and test-taking strategies in helping students improve their performance in the National High School Graduation Examination The study provides insights and practical recommendations for teachers to help students overcome the challenges they face in learning English synonyms and antonyms The study contributes to the development of effective teaching methodologies for English language learners in Vietnamese high schools ll fu oi m at nh z z vb Limitations ht k jm The application of techniques into motivating students in synonyms and antonyms lessons in reality is still limited due to some subjective and objective reasons as limited time, class size, mix-leveled students, unsuitable provided activities, students‟ learning style, etc Thus, to some extent, beside positive results gained from experimental teaching periods, it should be admitted the fact that teaching and learning English vocabulary still have been far from satisfaction 41 m + For Teachers: co Suggestions for further study l gm What‟s more, only 72 students of Yen Thanh high school were involved in the study As a result, it is impossible to generalize the outcomes as well as represent the situation of learning synonyms and antonyms of the 12th form students in Nghe An sa ng ki en ki  Utilize the proposed teaching strategies in the study, such as providing contextualized examples and practice exercises, to improve students' understanding and retention of English synonyms and antonyms nh ng hi  Incorporate the proposed test-taking strategies in the study to help students approach effectively synonyms and antonyms questions during the National High School Graduation Examination em w  Encourage students to engage in interactive learning activities, such as group discussions, role-play, and games, to make the learning process more enjoyable and effective n lo ad th  Provide students with feedback and guidance to help them identify their strengths and weaknesses in learning English synonyms and antonyms and adjust their learning strategies accordingly yj uy ip  Especially, the aforementioned parts showed that the study merely focuses on the scope of participants involving 12th graders from Yen Thanh high school with low level Therefore, the supposed techniques were applied to relatively simple synynyms and antonyms exercises at recognition and understanding level to meet the goals of getting everage marks for students Hence, in further study, the author recommends teachers to apply suggested techniques to advanced vocabulary in order for students to get higher scores with more challenging questions la an lu n va ll fu oi m + For English Learners: nh at  Practice regularly using English synonyms and antonyms in context to improve your understanding and retention of the vocabulary z z  Use online resources, such as vocabulary lists and quizzes, to expand your vocabulary and reinforce your understanding of English synonyms and antonyms vb ht k jm  Engage in interactive learning activities, such as group discussions and roleplay, to practice using English synonyms and antonyms in real-life situations m co 42 l gm  Utilize the proposed test-taking strategies in the study to approach synonyms and antonyms questions effectively during the National High School Graduation Examination sa ng ki en REFERENCES ki nh Richard Rodgers (2001), Second Language Learning Theories, New York: Oxford University Press ng hi A.Scott, Wendy & H.Ytreberg, Lisbeth (2004) Teaching English to children UK: Longman em w Cameron, L (2005), Teaching languages to young learners, Cambridge: Cambridge University Press n lo Nation, P (1660), Teaching and Learning Vocabulary, New York: Newbury House ad th yj Rixon, S (1664), How to use games in language teaching, HongKong: Macmillan Publishers Ltd uy ip Wright, A., Betteridge, D., & Buckby, M (2005), Games for language learning (3rd ed.), New York: Cambridge University Press la an lu 12th English Textbook http://wordhippo.com/ oi at nh 12 http://thesaurus.com/ m 11 http://synonym.com/ ll 10 http://antonym.com/ fu n va Phương pháp dạy Tiếng Anh hiệu cho học sinh (Nguyễn Quốc Hùng, MA) z z vb k jm ht m co l gm 43 sa ng ki en APPENDICES ki nh APPENDIX 1: PRE-TREATMENT/ POST-TREATMENT QUESTIONNAIRE ON STUDENTS‟ ABILITIES TO DO SYNONYMS AND ANTONYMS QUESTIONS ng hi em Tick (X) in your choice w n lo Impossible to distinguish synonyms from antonyms ad Have difficulties in doing synonyms and antonyms exercises th Know how to synonyms and antonyms exercises yj uy ip la an lu APPENDIX 2: THE RESULTS OF QUESTIONNAIRE ON STUDENTS‟ ABILITIES BEFORE APPLYING THE RESEARCH ll fu nh 25 (35%) at 24 (33%) Impossible to distinguish synonyms from antonyms oi m 23 (32%) Have difficulties in doing synonyms and antonyms exercises n 72 va Know how to Students synonyms and total antonyms exercises z z vb ht k jm APPENDIX 3: MULTIPLE-CHOICE PRE-TEST ON STUDENTS‟ ABILITIES TO DO SYNONYMS AND ANTONYMS QUESTIONS B control C manage D try Question 2: Hold on I‟ll be ready in some moments A think B say C wait D go Question 3: If you find yourself at a loose end, you can always clean the bathroom Don‟t just sit still! 44 m A help co Question 1: Each of us should give a hand to prevent the pandemic by staying at home and just going out for emergent situations l gm Mark the letter A, B, Cor D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions sa ng ki en A have so many things to B have nothing to ki D have intention of doing something nh C have a few things to ng Question 4: Does television adequately reflect ethnic and cultural diversity of the country? Are there any programs which introduce each region‟s features, culture and people? hi em B majority A minority C difference D variety w Question 5: She is nice but I don‟t feel I can confide in her I won‟t tell her my secrets n lo ad A tell the truth B tell a lie th D believe yj C share my thoughts with uy ip Question 6: Royal banquets are held in the castle once a month These are the occasions for participants to know each other and have more chances to enjoy delicious dishes la C conferences D workshops an B meetings lu A parties n va Question 7: I was at the bus stop this morning when, for no apparent reasons, the man opposite me suddenly screamed No one knew what happened to him C spacious D confusing ll m B obvious fu A parties oi Question 8: I found the book so gripping that I couldn‟t put it down I like its ending and characters C boring D interesting z B sensitive at nh A effective z vb Question 9: My grandfather is a good-natured person He often does the charity and helps poor people B lazy C kind-hearted D mean k jm ht A wicked C able to be well known D able to be equally treated m B able to be easily hurt co A able to be well protected Mark the letter A, B, c or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions Question 1: She persuaded her reluctant husband to take a trip to Florida with her He said that he was too busy and he would think about it A interesting B willing C helpful l gm Question 10: She was very vulnerable because her boyfriend had left her without any words D generous 45 sa ng ki en ki Question 2: She has been neglecting her study this semester She spends most of time travelling and playing games nh B wasting time on C paying enough attention to D paying no attention to ng A spending little time on hi em Question 3: She was taken into hospital last week when her condition suddenly deteriorated She had been able to talk to others before she fell into a coma w n A stayed healthy B became strong C became worse D got better lo Question 4: It would be helpful if you were to precede the report with an introduction ad th B obey C follow yj A begin D develop uy Question 5: It was said that the police had concealed the vital evidence la B informed ip A revealed C announced D warned an lu Question 6: Ruth runs a very tight ship here, and he expects all his employees to follow the regulations as well as take good care of their own work va B has a good voyage C runs faster than others D organizes things inefficiently n A controls an inflexible system ll fu m oi Question 7: The influence of celebrities on the young is discernible Many young people are imitating their idols‟ lifestyles and thoughts C obvious D uncomfortable at B invisible nh A clear z z Question 8: There was an abundance of food at the wedding Eight people couldn‟t serve all dishes of sea food, soups and vegetables vb C efficiency D capacity jm B adequacy ht A insufficiency k Question 9: She lost contact with a lot of her old friends when she went abroad to study, so now she can‟t see them or have any information about them C put in charge of D kept in touch with m B lost control of co l gm A made room for Question 10: “Don‟t disturb me gain,” she said in an irritable voice A upset B crazy C calm D annoyed APPENDIX 4: THE RESULTS OF THE MULTIPLE-CHOICE PRE-TEST 46 sa ng ki en ki Total nh mark mark mark mark mark < mark 0 12 21 30 0 12,5 16,7 29,2 41,6 ng mark 10 hi 72 em Percentage (%) w n lo ad th yj uy Class Number of students Excellentgood (%) Weak (poor) FairAverage (%) ip (%) 37 an 12A11 60 40 56,8 43,2 lu 35 la 12A8 va n APPENDIX 5: THE RESULTS OF THE SURVEY ON PRACTICAL SITUATION OF LEARNING ENGLISH SYNONYMS AND ANTONYMS WITH STUDENTS IN GRADE 12 AT YEN THANH HIGH SCHOOL ll fu oi m B C What is your Very opinion on the essential importance of 70% learning synonyms and antonyms to prepare for the national high school graduation examination? Essential Not really Not essential essential at all 7% at z z vb 20% D nh Questions for students A k jm ht 3% m co l gm What you think Really Interesting of synonyms and interesting 25% antonyms lessons at 10% your school? Boring How difficult is the Easy synonyms and 5% antonyms exercises in Difficult Not difficult 10% 40% Really boring 25% 30% Really difficult 55% 47 sa ng ki en tests and exams? ki nh Do you have any Always exciting activities to 2% join in synonyms and antonyms lessons? ng Rarely Never 8% 23% 69% Not like really Not like at all 3% 1% hi Sometimes em How much you Like very Like like learning much 16% synonyms and 80% antonyms through exciting techniques at your school? w n lo ad th yj uy ip APPENDIX 6: THE RESULTS OF QUESTIONNAIRE ON STUDENTS‟ ABILITIES AFTER APPLYING THE RESEARCH la Have difficulties in doing synonyms and antonyms exercises an lu n va Know how to Students synonyms and total antonyms exercises 15(20,8%) (9,7%) oi m 50(69,5%) ll fu 72 Impossible to distinguish synonyms from antonyms at nh APPENDIX 7: MULTIPLE-CHOICE POST-TEST ON STUDENTS‟ ABILITIES TO DO SYNONYMS AND ANTONYMS QUESTIONS z z Mark the letter A, B, Cor D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions vb jm ht k Question 1: The new reforms have not met with universal approval within the party Not every member thinks they are appropriate enough C shared D marked A long and detailed B short and clear C complicated D depressing Question 3: It was when they became husband and wife that they found they were not compatible together They argued regularly for simple reasons A able to live harmoniously B capable of sharing the same house C able to budget their money D able to have children Question 4: As she was on the point of giving up hope, a letter arrived 48 m Question 2: The teacher asked the students to make the answers concise They don‟t need to make long writings co l B separated gm A distinguished sa ng ki en A starting to B around to C out of D about to ki nh Question 5: The medical community continues to make progress in the fight against cancer ng B expect more hi A treat bettet C better D speed em Question 6: I‟m becoming increasingly absent–minded Last week, I locked myself out of my house twice w B remembering to right things C forgetful of one‟s past D often forgetting things n A being considerate of things lo ad th Question 7: They felt they were treated with discourtesy Some people ignored their greeting or existence and some others said bad things about them yj uy A politeness B encouragement C rudeness D measurement ip la Question 8: She is miserable living on her own No one talks to her and she never smiles B frightened an lu A disappointed C happy D upset va n Question 9: When a plane made its ascent to reach the right height, we saw thick smoke coming from one engine C fall D descent oi m B movement down ll fu A rise B delighted C exciting D essential at A Informative nh Question 10: Sports and festivals form an integral part of every human society z z Mark the letter A, B, c or D on your answer sheet to indicate the word(s) OPPOSITE in meaning to the underlined word(s) in each of the following questions vb jm ht k Question 1: Without conservation, all resources necessary for life would be damaged, wasted or destroyed B exploitation C protection D change A unfavorable B bad C advantageous D changeable Question 3: These chemicals have a detrimental impact on the environment They may cause land and water pollution A harmless B harmful C damaging D injurious Question 4: This task is too onerous for you to complete You need some guidelines for it 49 m Question 2: The match has been cancelled because of adverse weather condition There has been heavy rain for some days co l gm A preservation sa ng ki en A difficult B demanding C easy D challenging ki nh Question 5: I understood what she was feeling because we were in the same boat B in a similar case ng A under the same circumstance hi D in the different situations em C in a different find Question 6: It‟s a comedy which often succeeds in capturing the weirdness of real life People now tend to like the special situations w n A strangeness B ordinariness C beauty D charm lo ad Question 7: A few men like hot women and they can‟t resist looking at them on the street th B sexy C lovely yj A unattractive D lively uy ip Question 8: His malevolent gaze scared me I think he was trying not to hurt me then C gentle D rude an lu B fierce la A crucial n va Question 9: He always turns up in time to save her She may have been in trouble without his help fu B disappears C appears D runs away ll A hides m oi Question 10: His punctuality has been his strong point He is never late for any circumstances D being late at C being early nh A being courteous B being cheerful z z APPENDIX 8: THE RESULTS OF THE MULTIPLE-CHOICE POST-TEST vb ht < mark mark 10 mark mark mark mark mark 72 12 19 26 10 Percentage (%) 0 4,2 16,7 26,4 36,1 16,6 k jm Total m co l gm 50 sa ng ki en nh Excellentgood (%) FairAverage (%) em ki Weak (poor) Number of students 12A8 35 5,7 80 14,3 12A11 37 8,6 83 8,4 Class ng (%) hi w n APPENDIX 9: THE SURVEY ON THE URGENCY AND FEASIBILITY OF THE RESEARCH lo ad Dear Teachers, th yj Please take a moment to participate in the survey below to help complete my experience initiative uy ip Thank you very much! la an lu My research: Some techniques for 12th graders at Yen Thanh high school to effectively deal with synonym and antonym questions in the national high school graduation examination ll m fu Which high school are you teaching now? n va oi According to you, is it really URGENT to use techniques to enhance 12th graders to effectively deal with synonyms and antonyms questions in the national high school graduation examination? (Put a tick to your choice) at nh z vb k jm ht Not urgent: point Less urgent: points Urgent: points Very urgent: points z o o o o m co Not urgent Less urgent Urgent (1 point) (2 points) (3 points) l gm Are the following techniques really URGENT in enhancing 12th graders to effectively deal with synonyms and antonyms questions in the national high school graduation examination? (Put a tick to your choice) Very urgent (4 points) Synonym/ Antonym Bingo Game 51 sa ng ki en ki Synonym/antonym crosswords nh ng hi Synonym/ Antonym matching game em w Writing synonyms/ antonyms and passing around n lo ad th yj According to you, is it really FEASIBLE to use techniques to enhance 12th graders to effectively deal with synonyms and antonyms questions in the national high school graduation examination? (Put a tick to your choice) uy ip an lu n va Not feasible: point Less feasible: points Feasible: points Very feasible: points la o o o o fu ll Are the following techniques really FEASIBLE in enhancing 12th graders to effectively deal with synonyms and antonyms questions in the national high school graduation examination? (Put a tick to your choice) oi m at nh Not feasible Less feasible Feasible z Very feasible (2 points) (3 points) z (1 point) vb (4 points) k jm ht l gm Synonym/ Antonym Bingo Game m co Synonym/antonym crosswords Synonym/ Antonym matching game Writing synonyms/ antonyms and passing around 52 sa ng ki en APPENDIX 10 ki nh SOME MORE PICTURES OF MY CLASSES DURING THE LESSONS ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 53 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 54 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 55