Some techniques to help trieu son 3 high school students identify and use the correct form of the part of speech

THANH HOA DEPARTMENT OF EDUCATION & TRAINING TRIEU SON HIGH SCHOOL =~=~=~=~=~=~=~=~=~=~=~=~= EXPERIENCE INNOVATION TITLE: “Some techniques: To help TRIEU SON HIGH SCHOOL students identify and use the correct form of the part of speech” Implemented by: Nguyen Minh Hai Job position: Teacher Experience innovation of subject: English THANH HOA, YEAR 2020 Par t Table of contents Page Introduction 1.1 Reasons for choosing the research 1.2 Aims of the research 1.3 Scope and object 1.4 Researching method CONTENT 2.1 The reasoning basis of the theme 2.2 Some methods to solve the problem A General procedure B Specific procedure C The specific implementation steps 2.2.1 Nouns 2.2.2 Adjectives 2.2.3 Adverbs 2.2.4 Verbs D Practical applications 2.2.5- SUBJECT + VERB + ADJ/ ADV/ NOUN 2.2.5.1- SUBJECT + BE / LINKING VERBS + ADJ 2.2.5.2- SUBJECT + VERB + ADV 2.2.5.3- SUBJECT + VERB + NOUN 2.2.5.4- SUBJECT + VERB + THE + ADJ 2.2.6- SUBJECT + VERB + TO INFINITIVE 2.2.7- SUBJECT + VERB + “OBJECT” + TO INFINITIVE 2.2.8- SUBJECT + VERB + BARE INFINITIVE 2.2.9- SUBJECT + VERB + OBJECT + BARE INFINITIVE 2.2.10- SUBJECT + VERB + V-ING 2.2.11- VERB + TO INFINITIVE / V-ING 2.2.12- SUBJECT + VERB + IT + ADJ/ NOUN + TO INFINITIVE 2.2.13- NOUN / V-ING / TO INFINITIVE + V + O 2.2.14- ADV + S + V + O E Practical exercises * Samples: UNIT 10: NATURE IN DANGER UNIT 15: SPACE CONQUEST F Instruct students to study vocabulary at home conclusion 3.1 Learned lessons 3.2 Gained results 10 11 12 13 14 15 16 17 18 Introduction 1.1 Reasons for choosing the research: Today, English is the popular language in the world There are more than forty countries, which use it as an official language, and nearly 500 million 2 people use it as a second language in communication In Vietnam, English is also considered the official foreign language in schools Despite this, many students in Trieu Son high school are not good at English They only learn English to deal with the tests without practicing knowledge in their lessons voluntarily; not even the homework One of the reasons is that they not have much vocabulary knowledge or they are not interested in looking up new words and all kinds of words in the dictionary while they are doing their exercises Meanwhile we also know that vocabulary has a very important contribution to the completion of grammatical exercises and improvement of four skills According to the urgent needs of learning language and practical learning situation of my students, I chose the theme: “Some techniques: To help Trieu Son High School students identify and use the correct form of the part of speech” to help the school’s students understand the part of speech and have the lexical establishment skills They can also know how to use the words in the correct form of grammar and to be consistent with mentioned context Because of test "Using the correct form of the words" is also an important point of grammar This form is not only very difficult but also appears much in English grammar section Besides, Students often meet this form in the major exams such as college entrance exams, etc… 1.2 Aims of the research: - To show some techniques to help students identify and use the correct form of the part of speech - 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 correct form of the part of speech in the sentence 1.3 Scope and object: - Researching in the process of teaching English at my classes; - This subject is concerned with some techniques that students of all three grades can identify and use the correct form of the part of speech effectively 1.4 Researching method: Reading reference books; discussing with other teachers; applying in teaching; observing and drawing out experiences CONTENT 2.1 The reasoning basis of the theme: According to some of the authors’ linguistic papers: [An, 2003; Asgari & Mustapha, 2011; Dagiima, 2009; Richards & Farrell, 2011; Schmitt, 1993; Schmitt, 2000; etc … ] 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 about identifying and using the correct form of the part of speech and the location of them in the sentence That is why they always find difficult and boring to learn English language All of these reasons have paved the way for me to research and apply some techniques to teaching and learning English vocabulary in general and to help 3 Trieu Son High School students identify and use the correct form of the part of speech in particular In hope that in case the expected outcomes would be fulfilled, the study could contribute to better the vocabulary learning for my students 2.2 Some methods to solve the problem: Because of the reasons and mentioned studies above, I have applied some techniques helping Trieu Son High School students identify and use the correct form of the part of speech effectively in learning English language A General procedure: - Recalling the basic concepts of the part(s) of speech (definitions of noun, verb, adjective, adverb ) - Signs to identify the part(s) of speech and basic ways to form new words in English - Guide students to consider related words in front or behind to deduce the correct form of the word to be filled Example: This is a beautiful flower (beauty) ↓ ↓ ↓ Article adjective noun Noun B Specific procedure: - This is the part, which makes students embarrassed and confused, so teachers must lead into the vocabulary directly to create the focus for the students - Provide words (to help students find out the part(s) of speech 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 - Provide the meaning of the words - Practice reading for students (teacher reads before all students read in unison) C The specific implementation steps: 2.2.1 Nouns 2.2.1.1 Definition: Noun is a word used as the name of a person, thing, animal, place 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 4 b - Verb + ING MENT c - Noun /Adjective + DOM d - Noun/Adjective + HOOD - writing, making, liking, cooking, learning - movement, development, investment, - kingdom, freedom, wisdom - boyhood, neighborhood, childhood, brotherhood, falsehood e - Noun/ Adjective + ISM - capitalism, patriotism, terrorism, heroism, communism - socialism, racialism, colonialism NESS - happiness, laziness, illness, sickness - cruelty, loyalty, difficulty f - Adjective + TY - possibility, ability, capability, ability, curiosity ITY g - Verb + ANT - assistant, accountant, applicant, contestant h - Adjective  Noun - angry → anger - long → length - brave → bravery - proud → pride - deep → depth - terrible → terror - famous → fame - young → youth - high → height - hot → heat - true → truth - just → justice i - Verb  Noun - choose → choice - live → life - 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 - 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 one 2.2.2 Adjectives 2.2.2.1 Definition: Adjective is a word that modifies a noun It usually stands before a noun 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 Noun  Adjective - choir → choral - neglect → neglected - circle → circular - picture → picturesque - union → united - charity → charitable 5 FORM - Verb → adjective noun + FUL - noun + LESS - EXAMPLES fashion → fashionable - gold → golden honor → honorable - wool → woolen notice → noticeable - wood → wooden reason → reasonable - earth → earthen value → valuable - North → Northern terror → terrible - West → Western sense → sensible - fury → furious horror → horrible - glory → glorious access → accessible - melody → melodious luxury → luxurious - mystery → mysterious victory → victorious - prosper → prosperous vapor → vaporous - bounty → bounteous variety → various - clamour → clamorous danger → dangerous - murder → murderous - volum → voluminous - disaster → disastrous e → mountainous - courage → courageous mountain → venomous - strain → strainous venom → perilous advanta→ advantageous → mischievous peril ge → cautious → affectionate caution mischief → citreous citrus - affection → authoritative → fortunate fortune - authority → adventitious → intuitive intuition - advent 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 harmful - pocketful - peaceful - basketful handful - useful - successful - helpful childless - helpless FORM EXAMPLES - harmless noun + LY noun + LIKE noun + Y noun + ISH noun + AL - odorless - homeless - hopeless - noiseless - useless - thoughtless manly yearly brotherly lifelike warlike statesmanlike - silvery - snowy - crafty - rainy - faulty - dirty - foolish - childish - central - accidental - traditional - occasional - personal hourly daily fatherly childlike godlike - starry healthy silky shadowy wintery sandy Selfish amateurish optional natural magical industrial agricultural 2.2.2.3 The uses of adjective: 2.2.2.3.1- Attribute adjective (tính ngữ) to modify the meaning of back nouns E.g intelligent student large room/ big house 2.2.2.3.2- Predicative adjectives (vị ngữ) to express the character of subjects based on the verbs BE / LINKING VERBS (become / get / look / seem) E.g + My brother is young + You look tired 2.2.2.3.3- Object complement (bổ nghĩa cho tân ngữ) to modify the meaning of object based on the verbs: (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 7 Nothing strange I didn’t notice anything wrong with him 2.2.3 Adverbs 2.2.3.1 Definition: Adverbs 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 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: 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: 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 modify the meaning of adjectives, or other adverbs are placed “before” the word modified E.g + She is very beautiful (adj) + He sings very well (adv) 2.2.3.2.2- Adverbs, which modify the meaning of a whole sentence, are placed at the beginning of the sentence E.g + Usually we go to school by motor cycle 2.2.3.2.3- Adverbs which modify the meaning of 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 happy → happily slow → slowly 8  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 t school late (adv) 2.2.4 Verbs 2.2.4.1 Definition: a verb is a word or a group, which expresses an action or state of being 2.2.4.1.1- Transitive verb: is one, which is used with an object E.g + The waiter brings coffee (object) + The student learns English (object) 2.2.4.1.2- Intransitive verb: is one, which is used without an object It cannot be used in the passive voice E.g + The sun rises + The baby is sleeping ♣ NOTES:  Most of English verbs 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 (object) + The boy is lying on the table + He sets the bird free + He sits on the chair 2.2.4.1.3- Auxiliary verb: Auxiliary verb is one which helps other verbs to form tenses, moods or voices - The auxiliary verbs: 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 one, which cannot conjugate in all tenses, and moods - The modal verbs are: will, shall, can, may, might, need, dare, used to, ought to E.g + He can swim 9 + Can’t he swim? 2.2.4.2 The ways to form verbs: FORM NOUN → VERB camp circle courage danger roll slavery tomb power calm friend company custom actor creator addition circulation competition compositio n description dictation division education illustration imitation obligation provision solution suspicious liberty wreath bath breath cloth bright broad sweet trial dirt beauty 10 EXAMPLES encamp horror encircle justice encourage liquid endanger terror enroll belief enslaver blood entomb brass empower glass becalm deceit befriend deed accompany endurance accustom food act gold create grief add growth circulate knee compete knowledge horrify justify liquefy terrify believe bleed braze glaze deceive endure feed gild grieve grow kneel know compose describe dictate divide educate illustrate imitate obligate provide solve suspect liberate wreathe bathe breathe clothe brighten broaden sweeten try dirty beautify live please produce prove relieve sell shelve sing speak succeed think prize tell colonize dramatize moisturize nationalize sympathize vandalize vaporize vitalize vacate life pleasure product proof relief sale shelf song speech success thought price tale colony drama moisture nation sympathy vandal vapor vitality vacancy 10 FORM ADJECTIVE → VERB class glory deep dark fat short sharp straight tight wide EXAMPLES classify vaccine glorify deepen large darken modern fatten simple shorten cool sharpen full straighten hale tighten weak widen vaccinate enlarge modernize simplify cool fill heal weaken D Practical applications 2.2.5 SUBJECT + VERB + ADJ/ ADV/ NOUN 2.2.5.1- 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) 2.2.5.2- SUBJECT + VERB + ADV E.g + The flowers are fresh (adj) + Peter ran faster than I did (adv) + We are late for school (adj) + We go to school late (adv) + I feel interested in this book (adj) 2.2.5.3- SUBJECT + VERB + NOUN Articles (a/ an/ the) adj noun Specified pronouns (this / that / these those) The indefinite words (some / many / any) The possessive words (my / her / our ) E.g + This is a difficult task (difficulty) + She has a preference for english songs (prefer) 2.2.5.4- SUBJECT + VERB + THE + ADJ (Use as a noun) E.g + Our students are raising money for the poor (poor) adj + The young are always strong and intelligent (young) adj - In addition to the usual adjectives, you can also use: past participle (Ved/ V2 ), present participle (V-ing) - Present participle: Active meaning - Past participle : Passive meaning (apart from the distinction in meaning, we can rely on all morphology of subject) E.g + Lan’s excursion will be an exciting experience for her (excite) present participle 11 11 Subject (thing / animal) + My children were excited in Birthday party (excite) past participle Subject (person / people) 2.2.6 SUBJECT + VERB + TO INFINITIVE 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 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 + bare infinitive / to infinitive  Daren’t + bare 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 2.2.7 SUBJECT + VERB + “OBJECT” + TO INFINITIVE 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 2.2.8 SUBJECT + VERB + BARE 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 2.2.9 SUBJECT + VERB + OBJECT + BARE 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 2.2.10 SUBJECT + VERB + V-ING 12 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 12 E.g + We don’t fancy watching TV this evening + She’ll go shopping when she has finished doing the housework + I enjoy not having to get up early when I’m on holiday ♣ NOTES:  Use (V-ing) after Idioms: It’s no use (have) difficulty It’s no good a waste of time / money 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 (V-ing) after verb “go” to expess some activities (as sport activities) go shopping go sailing go climbing go fishing go sightseeing go swimming go skiing go riding 2.2.11 VERB + TO INFINITIVE / V- ING 2.2.11.1- Some verbs as (love, like, begin, start, intend, continue + to infinitive/ V-ing) not change the meaning significantly 2.2.11.2- Some verbs add (V-ing) or (To infinitive) there is a change in meaning * VERB + to infinitive: make a sense of purpose, an intention or a responsibility in the future * VERB + Ving: express a thing took place in the past REMEMBER + to infinitive : remember to st • 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 st 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 st • STOP + V-ing : to give up doing st 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 st * REGERT + V-ing : regret what did • 13 13 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 st • NEED + V-ing : need to be done st 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: - SUBJECT + VERB + OBJECT + TO INFINITIVE - SUBJECT + VERB + V-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 those pills before meals  TO BE ALLOWED / PERMITTED + TO DO SOMETHING : allowed to some thing E.g - They aren’t allowed to use the office phone for personal calls + We were allowed to visit him in the hospital 2.2.12 SUBJECT + VERB + IT + ADJ / NOUN + 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 2.2.13 NOUN / V-ING / TO INFINITIVE + V + O E.g + To pass an examination is a difficult thing + Scuba-diving is a good sport for our health + Board is black but chalk is white 2.2.14 ADV + S + V + O (position of the adverbs are usually located at the end of the sentence, at the beginning of the sentence or in the middle of a sentence, this depends on the position of adverbs to fill) E.g + Swimming is extremely good for our health * Have you finished your homework yet? + He looks thin but actually, he is very healthy + This food is good for your health I have known it in a scientific paper recently E Practical exercises Here are some exercises as examples that I have applied to my students at the eleventh grade 14 14 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 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 15 15 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 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 16 16 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 Students have very little time to learn at the school so most of the time at home they have to organize their learning activities Therefore, at the beginning of the new school year teachers must guide students to build learning activities at home effectively If you that, make sure that the teaching and learning activities will be better and better Conclusion: 3.1 Learned lessons: - Regularly, check students’ studying on previous lessons - Always, create conditions and opportunities for average students, weak students to participate in activities in pairs, in groups that have leader to be one of students fairly or good students - Create excitement for students and motivate their learning - Always, ask students to assignments - Try to search for exercise types to apply to each lesson to fit the students’ level (pretty - good, average, weak - less) 17 17 - Regularly attend the teaching hours of colleagues, learn from experienced teachers 3.2 Gained results: According to statistics through the tests at the middle of the first semester of school year 2019 - 2020, Class 11B35: 43 students, 8% pretty – good, 15% of the average students, remaining weak – less students At the middle of the second semester of school year 2019 - 2020, there were about 20% pretty – good students and 60% of the average students in class 11B35 Thanks to new techniques in teaching vocabulary for my students, most of them enabled to identify the part of speech, have the lexical establishment skills and know how to use the words correctly in the exercises or the context They also used the vocabulary in their exercises more and more effectively That is a few of my own experiences in school year 2019-2020 However, the research methodology is still limited a bit In the near future, I will continue to research, practical application, accumulate experiences for this topic to achieve more results Thanh Hóa, ngày 06 tháng 06 năm 2020 XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ CAM KẾT KHÔNG COPY Nguyễn Minh Hải 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 18 18 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) 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 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD & ĐT, CẤP SỞ GD & ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Nguyễn Minh Hải Chức vụ đơn vị công tác: Giáo viên – Trường THPT Triệu Sơn 19 19 TT 20 Tên đề tài SKKN “Teaching and learning English vocabulary by innovative method in Trieu Son high school” “Teaching vocabulary by using phonetic transcriptions to improve students’ pronunciation at Trieu Son high school” Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh …) Kết đánh giá xếp loại (A, B, C) Năm học đánh giá xếp loại Sở GD&ĐT Thanh Hóa C 2010-2011 Sở GD&ĐT Thanh Hóa C 2016-2017 20 ... form of the part of speech? ?? to help the school? ??s students understand the part of speech and have the lexical establishment skills They can also know how to use the words in the correct form of. .. to solve the problem: Because of the reasons and mentioned studies above, I have applied some techniques helping Trieu Son High School students identify and use the correct form of the part of. .. reasons have paved the way for me to research and apply some techniques to teaching and learning English vocabulary in general and to help 3 Trieu Son High School students identify and use the correct