Designing some kinds of synonym antonym exercises in order to help 10th grade students widen their range of vocabulary

Part INTRODUCTION 1.1 Reason for the study English is the most popular language in the world as well as in Vietnam Therefore, a good command of English will be a huge advantage for global integration In order to meet the requirement of this, each student while still learning at school needs to have a certain level of English The Synonyms and Antonyms form an integral part of the English language Acquaintance with the vocabulary of the English language is a necessity for effective expression either in the written or in the oral from In the latest format of the national examinations for GCSE, the kind of questions related to antonym/synonym or closest/opposite in meaning makes up about 16% (8/50 questions) What’s more important, key words in reading comprehension questions often appear in its synonym form rather than the exact words taken from the reaing text Having a wide range of synonym/antonym is very important for students to score well in reading comprehension section, which accounts for 30% of the whole test (15/50 questions) However, this kind of vocabulary is not usually taught and reviewed as other ones As a result, students’ knowledge of this part is rather limited and they don’t have much experience in doing related exercises In practice, there are few exercises related to synonyms and antonyms in students’textbooks, workbooks In addition, there are not many useful references for teachers about this kind of exercise From the rationales mentioned above, I have decided to write my own experience initiative on the topic “Designing some kinds of synonym/antonym exercises in order to help 10th grade students widen their range of vocabulary” 1.2 Aim of the study With this experience initiative, I wish to help my students enrich their vocabulary, especially the one about synonyms/antonyms Besides, I would like my students to familiarize with these kinds of exercises gradually, then become skilled in doing them and finally score better in all examinations Furthermore, through this experience initiative, I hope to contribute some ideas on issues related to the teaching of the synonym/antonymm to the teaching experience sources for my colleagues to use as a reference in their teaching English 1.3 Objective and Scope of the study In this experience initiative, I provide variety of exercises on ‘closest/opposite in meaning’ to help students practise and revise The topic was studied in the English programme at high school level - the basic English textbooks It is applied to grade-10 students at Yen Dinh High School in the school-year 2016-2017 to prepare them for the national high – school examination and other ones 1.4 Methodology of the study: The experience inititative has been studied based on my own practical teaching experiences, referring to documents related to the research topic, observing other teachers’ lessons, and consulting my colleagues Part CONTENT 2.1.Theoretical background It is said in an article on “The essentials of vocabulary teaching: from theory to practice” by Aleidine J.Moeller, Olha Ketsman, Leyla Masmaliyeva from University of Nebraska Lincoln: “Vocabulary is central to the learning and teaching of a second language as it affords learners access to all forms of oral and written communication that includes literature, music and content knowledge Word knowledge is power as words serve as building blocks to learning One of the major roles of the teacher then becomes to assist students to learn vocabulary as well as to equip them with strategies for learning words.” [1] Teaching vocabulary through using similar/oppposite words is effective as it helps students to learn two (even three or four ) words at the same time It is also easy for students to remember the words/phrases as they are associated in meaning 2.2 The state before applying solution Through conversation and discussion with colleagues, as well as 50 students surveyed in class 10B5; 10B9 I realized the state of foreign language teaching and learning in Yen Dinh school as follows: + The teachers In general, most teachers are enthusiastic in their work and eager to learn and use new methods in teaching new lexical items However, some teachers are still timid in innovation, or lazy in designing the lecture in different methods, they just teach vocabulary in the traditional ways, also the simplest ans easiest: presentation and translation + To the students According to statistics from the survey at the beginning of the school year, 70% of the students said that English is difficult; especially its vocabulary is very difficult to remember and apply Exercises on synonym and antonym are rather new to grade 10 students 2.3 Solutions to solve the problem: 2.3.1 Defition of the synonyms and antonyms Synonym is nothing but the similar meaning of a particular word or its semantic relation So, it is a word or a phrase that means the same as another word or a phrase in the same language Antonyms are the negative connotation of a particular word An Antonym is a word or phrase that is opposite in meaning to a particular word or a phrase in the same language (1) From “The essentials of vocabulary teaching: from theory to practice” by Aleidine J.Moeller, Olha Ketsman, Leyla Masmaliyeva Both synonyms and antonyms are divided into two categories: complete synonyms/antonyms and partial ones The former are completely the same/opposite in meanings and can replace each other in most contexts The latter consists of the words which are similar/opposite in meaning but different in style, manner or grade …When using the words in the second group; students have to take these factors into consideration 2.3.2 Some principles of teaching synonyms/antonyms Teaching vocabulary is a daily activity, which happens in almost all English lessons To help students enrich their range of synonyms/antonyms, teachers have to make their teaching meaning with synonyms/antonyms become a frequent activity There are some principles teacher need to remember when teaching synonyms/antonyms: + Teachers should teach only a limited number of lexical items at one time + New words should be provided in various contexts so that students know how to use the them appropriately + Teachers should make clear to students about the strategies to the tasks on synonyms/antonyms, among which the most important one is to guess meaning from context The teacher should always assist students in learning to recognize clues to guessing word meaning from contexts.This vocabulay learning is effective for learning low-frequency vocabulary Here are the methods in assisting students guessing meaning from contexts Definition : a definition gives the meaning of words The writer may use phrases or statements to define something The key words used to provide a definition are: “is/ are known as”, ‘is/are described as”, ‘/is/are defined as’ Restatements: The writer may use other words, phrases or sentences to provide meaning of difficult words The key words used in restating somethings are: “in other words”, “that is” and “that is to say” Punctuation marks: the writer uses punctuation marks to describe the meaning of unfamiliar words The writer will write unfamiliar words and then use punctuation, words, phrases or sentences to explain new word Punctuation marks such as comma (,), parentheses (), semi-colon (;) and colon (:) E.g Family members (siblings) should always stick together Examples: Examples help learners to understand the meaning of new words Key words: such as, like, for example, for instance, is/are, are used by the author Contrast: -constrast show the opposite meaning of new words Key words – but, instead of, even though, in contrast to, yet, in spite of are used by the author Similarity: -the writer uses the signal words of similarity Key words: like, similarly, in the same way, as and just as Surrounding words: Words surrounding the new vocabulary might provide clues to the meaning of new words For example: The alarm goes off at 4.30 I get up and go down to the kitchen (Unit 1) Background knowledge : -experience and background knowledge about the text play an important role in vocabulary comprehension For that reason it is important for teachers to schema-building before learners read the text 2.3.3 Designing different kinds of exercises Designing different kinds of exercises is the duty of every teacher after lessons in class to help students revise and reinforce what they have learned While planning exercises, teacher must focus on what students learn in class and the exercises should be diversified from low level to higher ones in order to be suitable for different students and draw thei interest Type Matching exercise This is the simplest kind of exercises It is also quite easy for teachers to design Unit 1: A DAY IN THE LIFE OF … Exercise Match the word in column A with its synonym in colum B A B arrive a buy contented b joyful purchase c relaxed modern d keen comfortable e full crowded f terrifying cheerful g appear panic h rather frightening i contemporary 10 interested j weary 11 tired k satisfied 12 quite l horror Key 1.g k a 4.i 5.c 6.e 7.b 8.l 9.f 10.d 11.j 12.h Exercise Match the word in column A with its antonym in colum B A B arrive a central contented b never local c boring boil d loosen interesting e finish purchase f safety begin fasten danger 10 cheap 11 always 12 early Key: 1.k 2.i 3.a 4.g 5.c 6.l g freeze h expensive i unhappy j late k leave l sell 7.e 8.d 9.f 10.h 11.b 12.j Unit 3: People’s background Exercise Match the word in column A with its synonym in colum B A B happen a inquire comprehend b require establish c assist chance d some receive e occur anser f doctor several g found physician h opportunity need i telephone 10 help j response 11 ask k understand 12 call l get Key: 1.e 2.k 3.g 4.h 5.l 6.j 7.d 8.f 9.b 10.c 11.a 12.i Exercise Match the word in column A with its antonym in colum B A build correct succeed difficult start real defeat major accept 10 shut Key: 1.f 2.j 3.h 4.g 5.i B a open b imaginary c minor d lose e refuse f demolish g easy h fail i end j wrong 6.b 7.d 8.c 9.e 10.a Unit 5: Technology and you Exercise Match the word in column A with its synonym in colum B A B produce a permit perfect b comprehend allow c tool mysterious d neat device e phone participant f place understand g create select h artificial put i strange 10 tidy j choose 11 man-made k complete 12 call l contestant Key: 1.g K 3.a 4.i 5.c 6.l 7.b 8.j 9.f 10.d 11.h 12.e Exercise Match the word in column A with its antonym in colum B send A a mundane B foreign miraculous personal strange beautiful helpful pull insert 10 sure 11 full 12.dirty Key: 1.i 2.e 3.a 4.j b ugly c normal d empty e native f push g clean h uncertain i receive j public k.erect l.unhelpful 5.c 6.b 7.l 8.f 9.k 10.h 11.d 12.g Unit 9: Undersea world Exercise Match the word in column A with its synonym in colum B A B breathe a decrease threat b enroll affect c attractive way d device reduce e aquatic litter f influence join g garbage protect h respire tool i supply 10 provide j manner 11 marine k defend 12 fascinating l menace Key: 1.h 2.l 3.f 4.j 5.a G 7.b 8.k 9.d 10.j 11.e 12.c Exercise Match the word in column A with its antonym in colum B A drop precious major sympathy special dangerous intelligent increase accidental 10 sophisticated Key: 1.f 2.a 3.e B 4.i 5.b a worthless b ordinary c stupid d deliberate e minor f rise g decrease h primitive i incomprehension j safe 6.j 7.c 8.g 9.d 10.h Type “Odd one out” To this kind of exercise, students have to recognize one words/phrase which is different from others in meaning Unit A day in the life of… Exercise 1: Find one word/phrase that is different in meaning from the others interested in, keen on, fond of, excited about, engrossed in, absorbed in … danger, damage, menace, risk, threat, jeopardy… arrive, turn up, reach, get there, go contented, satisfied, pleased, gratified, disappointed, fulfilled… frightening, terrifying, fascinating, scary, Key: 1.excited about 2.damage go disappointed fascinating Unit 10 Conservation Variety, limit, diversity, range Polluted, contaminated, clean, dirty supply, provide, make available, produce protect, shield, guard, attack, defend preserve,destroy, wipe out, devastate, demolish species, class, sort, type, insect, group at rest, in danger, under threat, at risk eliminate, conserve, kill, away with, remove Key: 1.limit Clean Produce 4.attack 5.preserve insect 7.at rest 8.conserve Unit 12: Music 1.emotions, feelings,sentiments, love delight,please, sadden, gratify, make happy integral, vital, insignificant, important, essential convey, conceal, express, communicate,show means, way, method,road solemn, cheerful, serious, formal Key: Love Sadden Insignificant conceal Road cheerful Type Multiple- choice questions This is the most useful kind of exercise as the target word/phrase appears in its context Students have to guess the meaning of the words/phrases based on the context In different contexts, each word has a different synonym/antonym Teachers should get students to this type of exercise frequently Choose the best word/phrase that is CLOSEST in meaning to the underlined part in each of the following questions Unit A day in the life of … John isn't content with his present salary B satisfied with A excited about C disappointed about D interested in We seldom see each other anymore B occasionally C frequently D rarely A sometimes She purchased a number of shares in the company A invested B sold C exchanged D bought She got up as soon as the alarm clock went off A rang B broke C called D shouted We had a nice chat over a cup of tea A formal talk B informal talk C serious talk D long talk It was a difficult tune, but we never gave up hope A stopped B continued C had D offered The station has just announced that the train will not arrive until late in the afternoon A made a speech C made known publicly Key: B D 3.D 4.A 5.B 6.A Unit Undersea world B decided D apologised C Dolphins are fascinating to many people B attractive and interesting A threatening C dangerous D frightening There have been many stories about dolphins rescuing people at sea A saving B carrying C helping D protecting Some scientist believe that dolphins should be left to live in their natural habitat A behaviors B population C ecology D environment Playing with dolphins is believed to help improve the life quality of people with health problems A increase B prolong C make better D strengthen Some specialists say that contact with people changes dolphins’ behavior, and this is not good for them A eating habits B way of thinking C way of acting D actions Key: B 2.A 3.D 4.C 5.B Unit 10 Conservation Try to eliminate fatty foods from your diet A limit B get rid of C move D add This channel allows rainwater to run off A keep inside B move around C flow into D flow out of Water can be held on the land by vegetation A plants used as food B grown trees C the growth of plants D plants and trees The cattle drank from a river polluted with toxic chemicals A waste B colorless D poisonous C odorless When the wastes are poured into the atmosphere, the air becomes taminated and unpleasant to breathe A dense B dirty C upon D with Many people come to the national parks to see the work being done to protect endangered species A plants or animals that may be dangerous to people B plants or animals that disappeared from the world C plants or animals that are about to die D plants or animals that may soon become extinct This park is the orphanage where lots of orphaned and abandoned animals are taken care of 10 A looked after B involved in C dealt with D moved in The hydroelectric plant provides electricity for half the island's population A using hydrogen to produce electricity B using radiating energy to produce electricity C using water power to produce electricity D using tidal power to produce electricity Key: B 2.D D 4.D 5.B 6.D 7.A 8.C Unit 14 The Federation International de Football (FIFA) was founded in 1904 A established B discovered C made up D completed Teams from some 200 countries participated in the games A about/take place B a few/ join C certain/ take part D about/ take part The women’s World Cup has gained popularity since 1991 A found C lost D experienced B obtained The team was eleminated from the game in the semi-finals C excluded D prevented A given up B defeated Scotland met Wales in the final at Twickenham A at the end B in the closing, match C in the last match D in the decisive match The tournament is to be jointly hosted by India, Pakistan and Sri Lanka A combining many people or groups B connecting two or more people or groups C becoming a group of people D involving two or more people or groups Key: A D 3.B 4.C 5.C D Unit 16 Historical places Kyoto became the new base of the Japanese imperial family A.royal B wealthy C noble D powerful All the pillars of the old house were carved with ornamental designs A written B engraved D decorated C painted Few businesses are flourishing in the present economic climate A growing well B setting up C closing down D taking off President Ho Chi Minh's Mausoleum was built in September 1973 and completed in August 1975 A a large impressive tomb B a house on stilts C a very large building D a catacomb His novels were originally published in serial form in a magazine A actually B unusually C truly D initially 11 Key: A B A A D Type Replacement Students have to remember the synonyms and their spellings Unit A day in the life of … Exercise: Replace the underlined word or phrases with its synonyms When did the plane take off? The thieves ran away when the burglar alarm went off Let's take a break We'll go on when you are ready She laughed and chatted happily with other women Did anyone see Sue getting on the bus? I've given up trying to understand her We had trouble putting up the tent in the dark Fire fighters soon put out the fire Key: 1.leave the ground Rang 3.continu e talked in a frienfly way Getting into 6.stopped building Made stop burning Unit Exercise: Replace the underlined word or phrases with its synonyms Some of the more time consuming jobs can now be done by machines The President expressed his deep sorrow over the bombing deaths In spite of her deafness, she played the violin very well The child seemed unable to speak because he was in fact deaf It’s a remarkable event that you and your father weren’t killed in the tragic accident The boy was unable to use his body properly after the accident Povert prevented the boy from continuing his education I’ve been unemployed for six months I have to find work at once Key: 1.taking a lot of time dumbness stopped Sadness Inability to hear Miracle Disabled Jobless/out of work 2.4 Results after applying the research Since I applied this idea for my teaching at Yen Dinh school I have got better results: Students have a wider range of vocabulary, especially synonyms/antonyms and, therefore, they also improve their reading, speaking, listening and writing skills This is the result at the end of school year 2016-2017 12 Gra de 10B The class was not applied the research Numb Mark Mark Mark Mark Mark er of (from (from 6.5 (from to (from 3.5 (from to Stude to 10) to 7.9) 6.4) to 4.9) 3.4) nt SL TL SL TL SL TL SL TL SL TL 7,5 42,5 22,5 12,5 40 15 % 17 % % % % The class was applied the research Numb Mark Mark Gra er of (from (from 6.5 de Stude to 10) to 7.9) nt SL TL SL TL 20 10 25 % 10B9 40 % Mark Mark Mark (from to (from 3.5 (from to 6.4) to 4.9) 3.4) SL TL SL TL SL TL 18 45 % 10 % 0% The results mentioned above have indicated that the number of students who have had more correct answers to “closest/opposite in meaning” in examinations has been gradually increasing and a number of students who have had a few correct answers has been declining This result also makes my students more confindent in dealing with reading comprehension tasks and similar exercises 13 PART 3: CONCLUSIONS This experience initiative is the result of my private experience collected during teaching period, hence it has some limitations I am grateful to get as many constructive ideas or suggestions as possible to better the study and to help it become more productive in the English teaching and learning process at high schools in the future I would like to express my sincere thanks! XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 18 tháng 05 năm 2017 Tơi xin cam đoan SKKN viết, khơng chép nội dung người khác Lê Thị Tuyết 14 TABLE OF CONTENTS PART 1: INTRODUCTION 1.1 Reason for choosing the study 1.2 Objects of the study 1.3 Scope of the study 1.4 Methodology of the study PART 2: CONTENT OF STUDY 2.1 Theoretical background 2.2 The state before applying solution 2.3 Solutions to solve problems 2.4 Result after applying the research PART 3: CONCLUSIONS 1 1 3 3 12 14 15 REFERENCES [1] SGK Tiếng Anh 10 [2] Sách “Rèn luyện từ vựng tiếng Anh 10” Đặng Kim Anh – Đỗ Bích Hà [3] Sách “Bài tập tiếng Anh 10” Mai Lan Hương [4] Sách “Bài tập trắc nghiệm tiếng Anh 10” Hoàng Thị Lệ 16 SỞ GIÁO DỤC VÀ ĐẠO TẠO THANH HÓA TRƯỜNG THPT YÊN ĐỊNH II SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI DESIGNING SOME KINDS OF SYNONYM/ANTONYM EXERCISES IN ORDER TO HELP 10TH GRADE STUDENTS WIDEN THEIR RANGE OF VOCABULARY Người thực hiện: Lê Thị Tuyết Chức vụ: Giáo viên Đơn vị công tác: Trường THPT Yên Định SKKN thuộc lĩnh vực (môn): Tiếng Anh Thanh Hoá, năm 2017 17 ... TRƯỜNG THPT YÊN ĐỊNH II SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI DESIGNING SOME KINDS OF SYNONYM/ ANTONYM EXERCISES IN ORDER TO HELP 10TH GRADE STUDENTS WIDEN THEIR RANGE OF VOCABULARY Người thực hiện: Lê... English lessons To help students enrich their range of synonyms/antonyms, teachers have to make their teaching meaning with synonyms/antonyms become a frequent activity There are some principles teacher... apply Exercises on synonym and antonym are rather new to grade 10 students 2.3 Solutions to solve the problem: 2.3.1 Defition of the synonyms and antonyms Synonym is nothing but the similar meaning