SOME EFFECTIVE TECHNIQUES TO TEACHSYNONYMS AND ANTONYMS INREADING COMPREHENSION FOR THE 10THGRADE STUDENTSAT HAU LOC 4TH UPPER SECONDARY SCHOOL

THE TABLE OF CONTENTS CONTENTS I Opening of the theme: I.1 The reason to choose the theme I.2 The purpose of researching I.3 The research subject I.4 The research methodology II The contents of the experience initiative II.1 The rationale of the experience initiative II.2 Current status of the problem before applying the experience initiative II.3 The experience ideas in solving problem Give words’ definition or explanation Surrounding words Causes and effects II.4 The effect of the experience initiative for education training activities at school III Conclusion and recommendation Conclusion Recommendation References Page s 1 2 3 6 15 15 15 17 I OPENING OF THE THEME I.1 THE REASON TO CHOOSE THE THEME - For students who study foreign language in general, or study English in particular, studying new words is very crucial and it marks the success of learners Whenever we study English, words play an indispensable part and the first thing we mention is to study new words New words are the basic that we construct and develop in communication and language skills such as listening, reading, speaking and writing skill For those reasons, learning vocabulary is the vital mission in studying process - Vocabulary is the mean in which we may transfer our opinion and information to others as well as express our feeling to the whole world Vocabularies are the basic for developing other language skills To supply vocabulary sufficiently for students at high schools is an essential task of teacher finding how to help students solve that problem - Many recent researches show that reading comprehension relates so closely to vocabulary sources Researchers and teachers claim that students are limited in using vocabulary as well as expressing their opinions in some context That’s why they meet many difficulties in reading the text and understand the text correctly so they feel uncomfortable in studying this skill, which causes problems in learning English less effectively - Synonyms and antonyms belongs to a range of vocabulary One of the most causes that makes students encounter a number of difficulties in learning English is that they often misunderstand synonyms and antonyms They are classified as English vocabulary According to the current national exam structure, multiplechoice questions related to synonyms and antonyms and some synonyms in the reading comprehension sections Besides, synonyms and antonyms are very helpful in the essay writing and reading of exam questions However, this part of knowledge has not been regularly taught and reviewed as other vocabulary sections It is clear that insufficient vocabulary makes students less confident and leads them eliminate reading comprehension parts in studying process and the exams Those above reasons urge to me find the best way to help students solve that problem that why I choose the theme “SOME EFFECTIVE TECHNIQUES TO TEACH SYNONYMS AND ANTONYMS IN READING TH COMPREHENSION FOR THE 10 GRADE-STUDENTS AT HAU LOC 4TH UPPER SECONDARY SCHOOL” I.2 THE PURPOSE OF RESEARCHING - From the above fact background shows the teachers who teach students at high schools recognize to help students overcome the hard of reading comprehension sections, and gradually help them improve and develop reading comprehension skills in the exams seem to have no choice apart from supplying lots of words for students - In addition, it may help to increase knowledge of the target language through exposure to new vocabulary and grammatical structures Reading comprehension is also an important way to learn about the target culture - Teaching synonyms and antonyms is to acquire a lifelong skill, which helps students maintain a competence and fluency in the target language that may well outlast competence and fluency in reading, speaking, listening and writing - Depending on the background, I suppose some lessons to help my students in guessing the meaning of words in context whenever they come across new words in reading comprehension passages that they not stop and check the meaning of words in their dictionary or ask others This study is conducted to help 10 th grade-students of Hau Loc th Upper secondary school to understand and know how to use synonyms and antonyms more clearly Furthermore, it helps students gradually improve skills relating to this part of the knowledge in the exams I.3 THE RESEARCH SUBJECT - Students at Hau Loc 4th Upper secondary school - Grade 10 consist of 169 students (4 classes: 10A6, 10A7, 10A8, 10A9) - 169 students of classes took part in the test - After the research, teacher finds the change of students’ competence in grasping synonyms and antonyms as well as in reading comprehension I.4 THE RESEARCH METHODOLOGY For having full and exact data to answer the question that is mentioned, I have to combine two research methods: - Analysing and comparing the number of students taking exams through exercises relating to synonyms and antonyms before and after the research - Using questionnaire The theme is divided into three stages: - The first stage: supply the theory and example - The second stage: practicing - The third stage: testing II THE CONTENT OF THE EXPERIENCE INITIATIVE II.1 THE RATIONALE OF THE EXPERIENCE INITIATIVE For the most Upper secondary schools in Vietnam, English is also a new subject, especially a difficult subject for the rural and suburb students Whereas, English all over the world is too far developed Students in other parts of the world use and speak English fluently as well as use English as their mother tongue So, the mission here is that teacher must spend much time on searching or looking for data that relates to the topic of the lesson and update information to supply the lesson Here is the rationale of the experience initiative * Based on the methods of teaching reading comprehension - Teaching reading comprehension is the way that teacher has to help students understand the definition of the words, sentences, or paragraphs that consist in the passage or chapter and explain to students how to know unfamiliar words that appear in the passage, chapter or in a story, as well as help students analyze main idea in the passage - In order to understand what you are reading from an English text, you need to guess the meaning of unfamiliar words (words you not know) from the context This will help you read faster and easier - To help students understand what you are reading from an English text, teacher has to teach students the ways “extensive reading”, “fluency”, and “intensive reading” - Apart from that, teacher never forgets some basic principles for simple reading strategies It consists of steps That is, pre-reading activities, while-reading activities, and post-reading activities Those above steps are very necessary for teaching reading comprehension, and may help students read the text more effectively * Based on definition of synonym and antonym and word guessing techniques + SYNONYM - Teacher has to teach students how to use synonym words in the sentence and explain to students about synonym A synonym is a word or phrase that means exactly or nearly the same as another word or phrase in the same language Words that are synonyms are said to be synonymous, and the state of being a synonym is called synonymy - Teacher may refer the same thing using different word in other part of the sentence In this case, if students not know the word that appears in the first stage, they will understand the meaning of the word that appears the second There is a certain skill involved in choosing the most appropriate synonym, as not all are created equal It is important to consider the connotation of the word because some synonyms can inject a different meaning than the one intended For example, one synonym of sad is "sorrowful" however, this word carries quite a negative connotation Depending on the circumstance you can use it, but if you just want to say that someone is "down" For example: “She looks sad because she has got bad marks” Then, another synonym such as "blue" (informal) or "unhappy" would be more applicable e.g Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions Question 1: Let's eat some French cuisine tonight A food B drink C candies D sweet Answer: A Explanation: cuisine (noun) = food (noun): thức ăn Key word: eat Question 2: Tim walked cautiously through the room checking everything A dangerously B curiously C carefully D carelessly Answer: C Explanation: cautiously (adv) = carefully (adv): cách cẩn thận Key word: checking + ANTONYM - Besides, using teaching synonyms, teacher doesn’t forget teaching antonyms It means that teacher may contrast the word that students not know by the opposite word or item that students know before An antonym is a word that means the opposite of another word For instance, the antonym of 'hot' may be 'cold.' The root words for the word 'antonym' are the words 'anti,' meaning 'against' or 'opposite,' and 'onym,' meaning 'name.' In order to understand antonyms better, let's take a look at what the word 'synonym' means A synonym is a word that has a similar meaning to or exactly the same meaning as another word Synonyms and antonyms are exactly the opposite - Oddly enough, to understand the meaning of a word better, we can take a look at its antonym, or opposite meaning For instance, take the word 'morose.' The definition of 'morose' is 'gloomily or sullenly ill-humored.' Sometimes, even reading a dictionary definition is not enough to give us a complete understanding of a word Most dictionaries provide synonyms and antonyms, as well For instance, here are a few listed synonyms for the word 'morose:' 'pessimistic', 'moody,' 'sullen,' 'sulky.' Also, here are a few antonyms: 'cheerful' and 'optimistic.' Now we know that the opposite of 'morose' is cheerful and even optimistic! Taking a look at both the synonyms and antonyms really provides us with a clearer definition e.g 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: In the trial the judge declared this person guilty of all the fact A easy B rival C innocent D simple Answer: C Explanation: Guity (adj): có tội >< innocent (adj): vô tội Key words: trial, judge Question 2: The international organization are going to be in a temporary way in the country A complicated B guess C permanent D soak Answers: C Explanation: temporary (adj): tạm thời >< permanent (adj): dài hạn According to James Coady & Thomas Huckin (Eds.) in Second Language Vocabulary Acquisition states that key unresolved issues include the actual mechanism of incidental acquisition, the type and size of vocabulary needed for accurate guessing, the degree of exposure to a word needed for successful acquisition, the efficacy of different word-guessing strategies The value of teaching explicit guessing strategies is highly evaluated II.2 CURRENT STATUS OF THE PROBLEM BEFORE APPLYING THE EXPERIENCE INITIATIVE - Vietnamese students in general, as well as students of Hau Loc 4th Upper secondary school in particular, also have many difficulties in using English They are afraid of using English that causes difficulties in studying Besides, geographical area is one of the main reasons that creates imbalance in studying English My students come from different areas such as mountainous, ethnic minority, catholic, and remote area, they often face with many difficulties in applying English, one of the modern subjects They think that English is what they find hard for them to discover - My students come from different secondary schools, some students knew English quite well but some knew English a little, which lead to imbalance in knowledge when they go to Upper secondary school - Students don’t care about studying English, which causes difficulty in teaching English and studying it - The lack of the attention from their families about their studying makes teacher encounter difficulties in helping students study and develop their skills in studying English as well as using English in some fields - Besides, one of the most factors that affects students is that the lack of the mass media and facilities also causes the difficulties for students as well as teachers To find out the best way to solve that problem teachers must work hard and find the best way to attract students and help them study better Below are some ways that I used to help my students to solve that problem and help them study better and get better marks in doing exercises in reading comprehension parts and especially in tests II.3 THE EXPERIENCE IDEAS IN SOLVING PROBLEM - How to deal with the passage with many words that students not know is a big question for teacher to find the answer Through the long period of teaching, I myself find that teacher should not teach students find out their definition in dictionary In order to understand what students are reading from an English text, teacher should teach students how to guess the meaning of unfamiliar words (words students not know) from the context That will help students read faster and easier, which not waste time in checking in dictionary as well as help students develop their skimming skill There are some useful techniques that help students choose synonyms and antonyms exactly GIVE WORDS’ DEFINITION OR EXPLANATION Teacher should give the meaning of a difficult word in the passage, then explain it after the comma or the dash This is often used for place names, technical terms, information technology terms and other words that native speakers may not be accustomed to There are some examples e.g Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions Question 1: Rare animals will become extinct if man continues killing them They may disappear forever A die down B die out C die of D die away Answer: B Explanation: extinct (adj)= die out: tuyệt chủng Key words: disappear forever Question 2: Rebecca wants to stain her hair purple - Her black hair turns into purple one A dye B change C remove D disappear Answer: A Explanation: stain (v) = dye (v): nhuộm Key words: black hair turns into purple one 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: Some plants and animals are referred to as tiny organisms because they are extremely small A litle B big C wide D microscopic Answer: B Explanation: tiny (adj): nhỏ bé >< big (adj): to Key words: they are extremely small Question 2: Drinking water must be purified so that it doesn’t harm our health Polluted water can cause intestinal disease, cancer and other dangerous diseases A tested B impure C contaminated D filtered Answer: C Explanation: purified(adj): lọc, >< contaminated (adj): bị ô nhiễm Keywords: Polluted water can cause intestinal disease, cancer and other dangerous diseases SURROUNDING WORDS - One way that you can guess the meaning of a word beside giving definition or explanation is the relationships of the words around it Through this technique students can guess the underlined word easily For example, in the sentence: “Tom got soak when he went in the rain without umbrella” students may guess the meaning of the word “soak” means “completely wet” because students can guess what happens to people who go in the rain that not have any protection from the other facility after the rain There are some other examples in the test that help students identify easily e.g Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions Question 1: Nam and his friends got fired after they had gone to their company too late several times A promoted B sacked C increased D decreased Answer: B Explanation: be fired = be sacked: sa thải Key words: after they had gone to their company too late several times Question 2: The headquarter was washed away by the storm and a temporary office was in place within hours and the injured were being helped A put up B removed away C put off D set up Answer: B Explanation: be washed away =be removed away: bị trôi 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: He is over the moon about his examination result He has got 8.5 for IELTS A stressed B satisfied C very happy D very sad Answer: D Explanation: be over the moon : vui mừng >< be very sad: buồn Key words: has got 8.5 for IELTS Question 2: She is a very generous old woman She has given most of her wealth to a charity organization A mean B kind C hospitable D amicable Answer: A Explanation: generous (adj): hào phóng >< mean (adj): keo kiệt Key words: has given most of her wealth to a charity organization CAUSE AND EFFECT - In reading comprehension, this skill is so important that students may use it to identify the word and understand the passage that they not know Through the context, they identify them easily Teacher uses this to teach for students many times to help them recognize the relationship between two things, or when teacher demonstrates that one event is the result of another The world is full of causes and effects, so it should be no surprise that literature often contains cause or effect references In order to understand what they are reading, students should analyze the cause and effect as presented by the author If the effect is impossible for students to understand, the cause may be that the statement was unclear, so ambiguous means “unclear” e.g Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions Question 1: The bacteria are so microscopic that I can hardly see them A big B dangerous C tiny D wonderful Answer: C Explanation: microscopic (adj) = tiny (adj): nhỏ bé Key words: I can hardly see them Question 2: There was a heavy rain in HCM city, and streets were inundated with water A melted B boiled C moisturized D flooded Answer: D Explanation: inundated (adj) = flooded (adj): tràn ngập Key words: a heavy rain 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: The storm was unexpected No one was prepared for it and some people couldn’t escape and got injured A should be followed B may be avoided C can be predicted D must be prevented Answer: C Explanation: unexpected (adj) bất ngờ >< safe (adj): an toàn Key words: some people were killed by animals 10 Here are some tasks that I have taught in Units of the 10th grade English textbook and use various kinds of exercises Unit 1: A day in my life……… Part A: Reading Match the word in column A with its synonym in column B Column A go off get ready chat be contented with peasant job start Column B a talk in a friendly way b ring c farmer d prepare e satisfied with f commence g occupation Possible solutions: - Teacher asks students to work in groups of - If students are too confused to choose right answers, teacher will suggest by giving definition of words or explanations For instance, “A peasant is person who works in the field” Therefore, students can guess “a peasant is a farmer” Alternatively, the teacher gives explanations by showing a picture about a peasant and tell them “This is a peasant”, students can guess its meaning easily 11 Answers: 1b 2d 3a 4e 5c 6g 7f Unit 4: Special education Part A: Reading Match the word in column A with its antonym in column B Column A poor proper oppose belief young gradually continue different Column B a doubt b approve c old d unsuitable e stop f rich g similar h rapidly Possible solutions: - Teacher asks students to work in pairs - If students are too confused to choose right answers, teacher will suggest by giving definition of words or explanations Answers: 1f 2d 3b 4a 5c 6h 7e 8g 12 Unit 8: The story of my village Part A: Reading Exercise 1: Find one word that is different in meaning from the others managed, get by, cope with, deal with, give up better, make one’s life better, improve, worsen, change for better try, endeavor, strive, make an effort, attempt, have a go, stop shortage, lack, excess, scarcity, deficient bumper, plentiful, good, poor, abundant make ends meet, get by, earn a living, reject hard, industriously, assiduously, lazily, diligently sometimes, occasionally, frequently, from time to time Possible solutions: - Teacher asks students to work in groups of - If students are too confused to choose right answers, teacher will suggest by giving definition of words or explanations Answers: give up poor worsen reject stop lazily excess frequently Unit 9: Undersea world Part A: Reading Mark the letter A, B, C, or D on your answer sheet to indicate the word(s) CLOSEST in meaning to the underlined word(s) in each of the following questions Together, they cover 75% of our Earth A spread B consist C include D reach Can you name the sea animal in each photograph? A figure B view C picture D scene It is divided into five different parts: the Pacific, Atlantic, Indian, Antarctic and Arctic Oceans 13 A distinct B special C similar D dissimilar Today’s scientists have overcome many of the challenges of the depth by using more sophisticated tools A run B come across C conquered D passed Today’s scientists have overcome many of the challenges of the depth by using more sophisticated tools A effort B trial C difficulty D prevention Today’s scientists have overcome many of the challenges of the depth by using more sophisticated tools A devices B machines C methods D means They can send submarines and devices to investigate the ocean depths, taking photographs and samples of animal life to bring back to the surface for further study A check B explore C find D look for Small or oversized, plant or animal, the ocean’s living things contribute to its endless variety, its biodiversity A deliver B send C throw D give The plants and animals of the sea fall into three major groups A divide into B unite C join D gather 10 Unless this biodiversity were maintained, marine life would be at stake A safe B threatened C protected D died Possible solutions: - Teacher asks students to work in pairs - Using techniques such as: “surrounding word”, “cause and effect” Answers: A 2.C 3.D 4.C 5.B 6.A 7.B 8.D 9.A 10.B 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 For centuries, people have been challenged by the mysteries that lie beneath the blue depths of the ocean 14 A below B under C over D high For centuries, people have been challenged by the mysteries that lie beneath the blue depths of the ocean A lengths B height C width D surface How different a picture we now have of the ocean as the sea has begun to reveal its secrets A disclose B tell C inform D conceal Some plants and animals are referred to as tiny organisms because they are extremely small A oversized B large C wide D very small Thanks to modern technology, we can have such precious information A valuable B priceless C worthless D important If modern technology did not exist, we would never have such precious information A novel B outdated C new D fresh The plants and animals of the sea fall into three major groups A small B tiny C unnecessary D minor Fish only species that are not of concern, threatened or endangered A disappeared B killed C defended D eliminated Fish only species that are not of concern, threatened or endangered A bettered B safeguarded C secure D extinct 10 If this biodiversity were not maintained, animals and plants would be in danger A protected B conserve C destroyed D preserved Possible solutions: - Teacher asks students to work in pairs - Using techniques such as: “surrounding word”, “cause and effect” Answers: C 2.D 3.D 4.A 5.C 6.B 7.D 8.C 9.B 10.C 15 II.4 THE EFFCT OF EXPERIENCE THE INITIATIVE FOR EDUCATION TRAINING ACTIVITIES AT SCHOOL - By applying this experience ideas in teaching at school, I find that teaching word guessing techniques for students is so essential and vital to solve the difficulties that students often meet whenever they face to reading comprehension This brings a lot of benefits and helps students improve their reading skills in testing as well as bring positive effects not only to my students but also to other students Teacher should use appropriate techniques to teach synonyms and antonyms more often to help students overcome the difficulties that students often meet while studying English and make students more confident in studying English Teacher should let students practice using English more often and encourage students more often, which make students love studying English and create chances for them to be familiar with English as well as consider English as their mother tongue In addition, teacher should let students practice the reading skills regularly such as guessing the meaning through context or stimulate students guess the meaning of words and not try to look up the words in the dictionary whenever students use those above skills they will read the passage and understand the passage exactly and they will the exams easily - Through my experiences which I applied during school years, I found that my students grasp a wide vocabulary and become more confident in studying English, 16 especially they read the passage better and often get good result in testing The results get better and better, the number of students who get low marks decrease while the number of students who get high marks get increase III CONCLUSION AND RECOMMENDATION CONCLUSION By applying my techniques in teaching synonyms and antonyms, I can find the positive advantages: - Students have a wide range of English vocabulary - Students pay more attention to reading comprehension than other lessons They study more actively and exactly - Students develop their word guessing skill, study English more actively and work more independently - Students improve their reading skill and other skills - Students feel more confident in studying English They not feel afraid of this subject whenever they have lessons They feel like studying English and get ready in using it in communication However, during the lesson teacher must use flexible techniques to meet students’ requirements in studying English - By learning those skills, my students in grade 10 get advance and gain a big achievement in the tests Especially, in 45 minutes tests and trial tests as the following number The 1st term The 2nd term Mark in reading comprehension part 45-minute test N01 (4 marks) 0-1 1.25- 2.5 2.75- 60% 35% 5% Mark in reading comprehension part 45-minute test N03 (4 marks) 0-1 1.25- 2.5 2.75- 45% 30% 25% Mark in reading comprehension part 45-minute test N02 (4 marks) 0-1 1.25- 2.5 2.75- 55% 35% 10% Mark in reading comprehension part 45-minute test N04 (4 marks) 0-1 1.25- 2.5 2.75- 35% 30% 35% 17 The graph shows the result of students in grade 10 RECOMMENDATION - Each teacher must spend much time on researching effective methods to teach each student - English teachers need to improve their knowledge to meet the need of students - School should have English club and organize the extracurricular activities for students to make them be more aware of speaking English fluently as well as their socio-cultural knowledge I look forward to the comments of the leaders, professionals, colleagues for this initiative is excellent and widely used so that my study can contribute to improving the quality of teaching and learning English and meet the requirements of innovative teaching methods I sincerely thank you! 18 The confirmation of the Head-Master Thanh Hoa, June 20th, 2020 I hereby acknowledge that this study is mine The date and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere Written by Trần Thu Hiền References: - Coady, J (1997) L2 vocabulary acquisition through extensive reading In James Coady & Thomas Huckin (Eds.), Second Language Vocabulary Acquisition (pp 225-237) Cambridge: Cambridge University Press - Denning, K, & Leben, W (1995) English vocabulary elements Oxford: Oxford University Press - Gough, P (1984) Word recognition In P D Pearson (Ed.), Handbook of reading research (pp 225-253) New York and London: Longman - Johnson, D., & Bauman, J (1984) Word identification In P.D Pearson (Ed.), Handbook of reading research (pp 583-608) New York and London: Longman - Kenji Kitao (1994) Developing Reading Strategies Eichosha Liu, N & Nation, I.S.P (1985) Factors affecting guessing vocabulary in context RELC Journal, 16(1) 19 - Nation, P & Coady, J (1988) Vocabulary and reading In R Carter & M McCarthy (Eds.), Vocabulary and language teaching (pp 97-110) London and New York: Longman - Vu Thi Mai Phuong (2017) Practicing skills of doing exercises about synonyms and antonyms: Ha Noi national University Press 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: Trần Thu Hiền Chức vụ đơn vị công tác: Giáo viên, trường THPT Hậu Lộc T T Tên đề tài SKKN Cấp đánh giá xếp loại (Phòng, Sở, Tỉnh…) Kết đánh giá xếp loại(A Năm học đánh giá xếp loại 20 , B, AND TRAINING THANH HOA DEPARTMENT OF EDUCATION C) TH HAU LOC Khai thác UPPER Sở - SECONDARY SCHOOL hiệu thủ GD&ĐT thuật hỏi Thanh C 2009-2010 dạy Hóa Tiếng Anh EXPERIENCE INITIATIVE SOME EFFECTIVE TECHNIQUES TO TEACH SYNONYMS AND ANTONYMS IN READING COMPREHENSION FOR THE 10TH GRADE-STUDENTS AT HAU LOC 4TH UPPER SECONDARY SCHOOL The writer: Trần Thu Hiền Position: Teacher Subject: English THANH HOA 2020 21 22 ... why I choose the theme ? ?SOME EFFECTIVE TECHNIQUES TO TEACH SYNONYMS AND ANTONYMS IN READING TH COMPREHENSION FOR THE 10 GRADE-STUDENTS AT HAU LOC 4TH UPPER SECONDARY SCHOOL? ?? I.2 THE PURPOSE OF... exercises relating to synonyms and antonyms before and after the research - Using questionnaire The theme is divided into three stages: - The first stage: supply the theory and example - The second stage:... EXPERIENCE INITIATIVE SOME EFFECTIVE TECHNIQUES TO TEACH SYNONYMS AND ANTONYMS IN READING COMPREHENSION FOR THE 10TH GRADE-STUDENTS AT HAU LOC 4TH UPPER SECONDARY SCHOOL The writer: Trần Thu Hiền Position: