SKKN THE METHODS OF TEACHING WORD FORMATION AND IDENTIFICATION OF TYPE WORDS

DEPARTMENT OF EDUCATION AND TRAINING THANH HOA PROVINCE DONG SON HIGH SCHOOL    EXPERIENCE INITIATIVE TOPIC THE METHODS OF TEACHING WORD FORMATION AND IDENTIFICATION OF TYPE WORDS Author: Career: Subject: Hoang Thi Quyen Teacher English THANH HOA – 2021 TABLE OF CONTENTS PREAMBLE 1.1 The reason to choose a topic 1.2 Research purposes 1.3 Research subjects 1.4 Research Methods CONTENT 2.1 Theoretical basis of the initiative experience 2.2 Situation of the problem before applying experience initiatives 2.3 Assessing the situation 2.3.1 Use 1: Magnetic type 2.3.2 Use 2: How to know 2.3.3 Use 3: How to identify type words when doing homework 2.4 Practical exercise 2.5 Result 2.6 Lessons Learned CONCLUSIONS AND RECOMMENDATIONS 3.1 CONCLUSIONS 3.2 RECOMMENDATIONS Page 2 3 3 3 10 12 13 14 14 15 15 15 PREAMBLE 1.1 The reason to choose a topic Nowaday, In the integration and the intersection between cultures and economies Foreign languages, especially English, have become an important communication tool So the Communist Party, Government, Education Sector are always interested in learning English, English has been introduced as a formal subject for students from elementary to university levels It has become a compulsory subject for National exams However, learning and understanding English is not easy, not to mention students have to master the knowledge they have learned into practice Therefore, being a high school teacher, especially when teaching for grade 12 students who take the national examination, teachers in class are all disturbed: How to learn well ? how teaching is really effective? A normal lesson in the classroom also needs to be prepared to teach well and effectively How you reach your full potential? That concern has always been in my mind over the years English grammar is very difficult and complex, it requires teachers to find the most effective methods to help their students understand and remember quickly, help them be able to apply well in practice, in topics In grammar, I find the topic of word recognition and word formation is difficult for students Because of the rich vocabulary and complex structure, each word can create different types of words, stand in different positions and depend on the given sentence situation By thinking, exploring, discussing with colleagues in the school as well as the practical experience of teaching English for students in all grades over years, I bravely share some my ideas and thoughts through the topic "Methods of teaching word formation and identification of type words” with practical meanings both theoretically and practically.To help students overcome difficulties when encountering related exercises in the word category, 1.2 Research purposes The topic helps students have solid knowledge and methods to solve exercises relating to word formation and word recognition, especially in national exams, provincial excellent student competition, Contribute to improving the quality of teaching English in schools Applying the theoretical and practical basis for teaching and learning methods, skills to compose questions, exercises, and exams to find appropriate teaching methods in innovation as well as ways to help learn born: - Master the lesson knowledge - Improve the skills to identify words and change words - Improve skills in taking multiple-choice questions 1.3 Research subjects The topic focuses on teaching students how to learn word forrm and how to identify words when doing fill-in exercises to achieve the highest efficiency to apply in objective test The topic focuses on the 10 and 12 English programs 1.4 Research Methods: - Experiences in the process of teaching and preparing excellent students, preparing for the exam of students in the national examination, discussing with colleagues 2: CONTENT 1.2 Theoretical basis of the initiative experience The subject was researched and carried out in practice, having taught the National High School Electives and Exam Preparation Courses, and the review of good students in the "Word formation" section When doing the types of exercises on words, students must be equipped with the basic knowledge of the lower class, the skill of analyzing words so that they can infer the relationship between old knowledge and new knowledge into a method of identifying and transforming words in a sustainable and creative way Lessons must be designed in a system from easy to difficult, to inspire students and stimulate students' creativity and creativity The system of exercises must help students to access and grasp the most basic knowledge and gradually develop their ability to reason and apply their knowledge in a flexible and creative way to the test Since then students are interested and create good motivation for learning English, while developing the capacity and quality of learners 2.2 Situation of the problem before the application of experience initiatives In the process of teaching vocabulary and word formation, the types of exercises at a high level of manipulation and application, doing exercises by the method of analyzing word types, distinguishing word positions, I see students have solved vocabulary problems, but when I met the problem of word formation, the transformation of the words most of them were still confused and often wrong, etc From there, I thought to study and equip them There are a number of basic methods to help students better deal with this type of exercise and to help them avoid having problems with word-type exercises After a period of research, I found that given a system of word constructions, word recognition can solve the difficult problems of students who often encounter 2.3.Assessing the situation : 2.3.1: HOW TO RECOGNIZE AND VERTICAL LOCATION OF KIND In the school year 2020-2021, I was assigned to teach 12A1, 12A7, 10A6 and revise for 12th grade students in the final exam, from the beginning of the school year to test their knowledge accumulated in 10th grade, knowledge in reviewing good student teams and also to test using the method I have conducted the survey in class 12A1, 12A7 the class has 10 students with good ability - good or better, I have guided some ways to identify the word type and the standing position of the word categories as follows: A ADJECTIVES * Location: The adjective modifies the noun, so it must precede the noun: But there are some exceptions: - An adjective fever cannot precede the noun (which must precede be): glad, pleased, certain and the adjective begins with the letter a- such as awake, asleep, afraid, alone and alike - Some adjectives can only stand before noun: main, chief, principal, same, only, future, former, and previous - Most adjectives with –able, -ible can be before or after the noun without changing the meaning - Behind linking verb like: to be, become, feel, seem, look, sound, prove, appear, taste, smell, get, go grow, remain, drunk, stay, turn, - Behind the unit of measurement (nouns of measurement) - Behind the indefinite pronoun Indefinite pronoun is: anybody, anything, somebody, something, everybody, everything, neither, none, each, either, Order of adjective in the sentence Quality  Size  Age  Shape  Color  Origin  Material  Kind B ADVERB * Types of adverbs: - Adverbs of possibility (talking about a certainty or uncertainty about something include: certainly = definitely: sure; probably: maybe; maybe and perhaps - Adverbs of opinion (about your feeling of surprise), including: fortunately: fortunately; happily; incredibly: incredible; luckily; obviously: coherent, clear; strangely: overwhelmed; and surprisingly: amazing - Adverbs of time (are adverbs used to express time): yesterday; today; tomorrow; now; recently; soon; fortnightly: half a month now - Adverbs of manner: used to describe the way that something happens / the way someone does something And it is used to answer How, including: unexpectedly; quietly; carefully; slowly; enthusiastically - Adverbs of Degree (before other adjectives and adverbs) - The adverbs make the meaning of adjective and other adverb stronger: extremely, quite, really, and very - The adverbs make the meaning of adjective and other adverb weaker: fairly, pretty, and somewhat - Adverbs of indefinite Frequency (adverbs of frequency) Dimensional: happens often -> does not occur: Always -> almost always -> frequently -> usually -> generally -> often -> sometimes -> occasional -> rarely -> seldom -> hardly ever -> almost never -> never + In the affirmative situation, the adverb indicates the frequency usually after be and before the regular verb + In the negative situation, most Adverbs of Frequency precede be + not or / not + not - Adverbs of definite Frequency: tells us when something happens * Location of adverb: - It is possible to be first and last as adverbs of time: yesterday, last year, tomorrow, daily, lately, - Can stand in the middle of the sentence Ie: following the verb auxiliary and before other verbs in the sentence such as adverbs of frequency, indicating ways Notes: If there are up to verbs in the sentence, adverb is usually after the first auxiliary verb * The order of adverbs in the sentence: Manner + place + time (how/ where/ when) Ex: She read quietly in the library all afternoon C NOUN * Location: - After Tobe: I am a student - After the adjective: nice school - Sentence as the subject - After a / an, the, this, that, these, those - After possessive adjectives: my, your, his, her, their - After many, a lot of / lots of, plenty of The +(adj) N …of + (adj) N………………………… * The singular noun and the plural noun: Most plural nouns are formed by adding s / es after the singular noun(countable) - The rule of adding –s and –es + Most s after the singular noun Ex: book  books + Add es after the ending nouns: o, s, x, z, ch, sh, ss, ce, ge Ex: class classes box  boxes (noun) + Vowel + y: keep the same y and add s Ex: obey -> obeys toy -> toys + Consonant + y: change y to i and add es ex: try -> tries baby -> babies + Consonant + o: add s (with borrowed words) or es (Note: not omit o) photo -> photos tornado -> tornadoes volcano -> volcanoes + The final word is f or fe, we change f or fe to v and add es Calf -> calves Shelf -> shelves * Exception: some nouns also end with the letter f or fe but only add -s after it: belief -> beliefs chief -> chiefs roof -> roofs scarf -> scarfs/ scarves * Irregular plurals noun 1) Vowel change: Man -> men Woman -> women Foot -> feet Tooth -> teeth Goose -> geese Mouse -> mice 2) Add –en: Child -> children Ox -> oxen 3) –is -> -es: axis -> axes parenthesis -> parentheses 4) –um -> -a: bacterium -> bacteria datum -> data 5) –on -> a: phenomenon -> phenomena; criterion -> criteria 6) –us -> -i: cactus -> cati radius -> radii fungus -> fungi syllabus -> syllabi 7) Irregular plural same as singular: Deer -> deer Fish -> fish Salmon -> salmon Sheep -> sheep Trout -> trout * Key words for singular and plural nouns: - For singular nouns: the number of …, each, every, single, one, a - For plural nouns: A number of …, both, two, many, several, various * Key words for countable and uncountable nouns: - For countable nouns: many, number, few, fewer, a few, several - For uncountable nouns: much, amount, little, less, a little, a great deal of D VERB * Classification: (Classified by structure: including categories) - Linking Verb: become, look, sound, get, feel, go, turn, appear, … + Adjective - Transitive Verb: It should have the following object (object): Verb + Object Verb + Object1 + Object2 or Verb + Object1 + preposition + Object2 - Intransitive Verb:It does not need to be sufficient but the sentence still means complete Ex: Birds sing * Location: - Usually behind Subject: He plays volleyball everyday - Can be followed by adverbs of frequency: I usually get up early 2.3.2: HOW TO RECOGNIZE THE WORDS AND THE STRUCTURE In the school year 2020-2021, I was assigned to review students in grade 12 for the final exam, after applying some ways of word recognition and word formation, I realized that most of them were grasping knowledge and applying it WORD FORMATION exercises to get high results A ADJECTIVES a Forms of adjectives: * Common tails of adjectives: _able (fashionable); _ish (foolish); _ic (workaholic); _est (best); _ent (diligent); _(i)ous (delicious); _y (healthy); _ful(successful); _ible (invisible); _ant (important); _al (natural); _ive (active); _less (homeless); _ar (familiar) * The adjective has the ending _ing: Adjectives are the causes of emotions: Example: frightening boy: scary boy = boy causing fear to others * The adjective has the _ed: emotional end Example: frightened boy: the boy is scared * Some adjectives ending in _ly (similar to adverb format but not adverb): friendly, ugly, lonely, lovely, early, likely, manly, daily, weekly, monthly, yearly Note: The words are both adjective and adverb: wrong, long, late, last, kindly, hard, free, fast, daily, best, all day, early, well b Ways of establishing adjectives: -A+Vadj: Ex: asleep, alive… -Un/in+adjadj (neg_meaning): Ex: unhappy, inactive -V+edadj: Ex: learned, pleased… -N+enadj(material): Ex: golden, wooden… -N+ernadj(directions): Ex: southern, northern… -N+fuladj: Ex: beautiful, halpful… -N+ishadj: Ex: blackish, childish… -N+likeadj: Ex: dreanmlike, fairylike… -N+lyadj: Ex: friendly, lovely… -N/adj+someadj(personality only)): Ex: handsome, quarrelsome… -N+yadj(weather): Ex: sunny, rainy… B ADVERS * Ways to set up adverbs: a Adj+lyadv of manner ; Ex: slowly, beautifully *Note:- Words: friendly, lovely, lonely, likely, homely… no adverb form can be replaced by an equivalent adverb Ex:likely = probadly Friendly=in a friendly way Lovely=in a lovely way -far/fast/hard( adj /adv) C NOUN a Signs of identification: Nouns usually have suffixes: - tion: nation, education, instruction……… - sion: question, television ,impression, passion…… - ment: pavement, movement, environmemt… - ce: differrence, independence, peace……… - ness: kindness, friendliness…… - y: beauty, democracy, army… - er/or : V+ er/or nouns for people: worker, driver, swimmer, runner, player, visitor,… b Ways of establishing nouns: -V+er/orN(career, job…)Ex: teacher, doctor… -Adj/N+domN: Ex: freedom, wisdom, kingdom…x -V+ingN( work…) Ex: walking, riding… -Adj+nessN(abstract…) Ex: kindness, sweetness,… -V+ionN; Ex: decision -N+shipN(abstract…) Ex: friendship… -Adj+thN; Ex: length, truth -Adj+tyN;Ex: beauty, cruelty… D VERB a Structure of verbs: * Structure of verbs from nouns - Most prefixes in English when adding a beginning to a word, it changes the meaning of the word, but does not change its word type Usually, these prefixes not change the word stress either Ex: Tidy  untidy Correct incorrect - However, some prefixes in English are both capable of converting from type The prefix en-, em and be- precede a noun or adjective and turn that word into a verb *Verb prefixes: + En-/em-/be + Noun/adjective Verb Ex: Prefix Combined with the original word (root word) Noun En Adjective Close able  form verbs (Verb) Enclose Enable Enact act In the example in this table, we see The en prefix is combined with the root adjective close to form the enclose verb (enclosed) The en prefix, combined with the original adjective able to form the verb enable (makes possible) The en prefix matches the act noun to form the enact verb (issued) Combined with the original word  form verbs (Verb) (root word) Prefix Noun Adjective em power Empower be witch Bewitch be little Belittle 3.3.3 HOW TO RECOGNIZE FROM A TYPE WHEN DOING EXERCISES Word type exercises are always a difficult exercise not only for students of the national review team, but also for students who take the National Examination Exam So in order to help them achieve high results in the graduation exam, I have applied some methods of word recognition, after applying with grades 12A7 and 12A1, they have done very well with related word formation exercises A RECOGNITION FROM THE TYPE BASED ON LOCATION: a Nouns : nouns are often placed in the following places 1.1 The subject of the sentence (usually at the beginning of the sentence, after the adverb indicating the time) Ex: Maths is the subject I like best Yesterday Lan went home at midnight 2.1 After adjectives: my, your, our, their, his, her, its, good, beautiful Ex: She is a good teacher His father works in hospital 3.1 Making an object, after the verb Ex: I like English We are students 4.1 After “enough” Ex: He didn’t have enough money to buy that car 5.1 After the articles a, an, the or the words this, that, these, those, each, every, both, no, some, any, few, a few, little, a little, ( Note the structure a / an / the + adj + noun) Ex: This book is an interesting book 10 6.1 After prepositions: in, on, of, with, under, about, at Ex: Thanh is good at literature b Adjectives: Adjectives usually stand in the following position 1.1 Before the noun: Adj + N Ex: My Tam is a famous singer 2.2 After the verb link: tobe / seem / appear / feel / taste / look / keep / get + adj Ex: She is beautiful Tom seems tired now Note: keep / make + O + adj structure Ex: He makes me happy 3.2 After“ too”: S + tobe/seem/look + too +adj Ex: He is too short to play basketball 4.2 Before “enough”: S + tobe + adj + enough Ex: She is tall enough to play volleyball 5.2 In the structure: so that: tobe/seem/look/feel + so + adj + that Ex: The weather was so bad that we decided to stay at home 6.2 Adjectives can also be used in comparative forms (note the adjectives long or behind more, the most, less, as as) Ex: Meat is more expensive than fish Huyen is the most intelligent student in my class 7.2 Adjective in exclamation: How + adj + S + V What + (a/an) + adj + N c Adverbs : Adverbs often stand in the following positions 1.3 Before ordinary verbs (especially adverbs of adage: often, always, usually, seldom )Ex: They often get up at 6am 2.3 Between auxiliary verbs and regular verbs Ex: I have recently finished my homework 3.3 After tobe/seem/look and before adjective: tobe/feel/look + adv + adj Ex: She is very nice 4.3 After “too”: V+ too + adv Ex: The teacher speaks too quickly 5.3 Before “enough” : V+ adv + enough Ex: The teacher speaks slowly enough for us to understand 6.3 In the structure: so that: V(thường) + so + adv + that Ex: Jack drove so fast that he caused an accident 7.3 Ending of sentence Ex: The doctor told me to breathe in slowly 8.3 Adverbs also often stand alone at the beginning of a sentence, or between sentences and with other comma-separated parts (,) Ex: Last summer I came back my home country My parents had gone to bed when I got home It’s raining hard Tom, however, goes to school 11 d Verbs : The position of the verb in the sentence is easy to identify because it is usually behind the subject (Remember to be careful with sentences with many clauses) Ex: My family has five people I believe her because she always tells the truth Note: When using the verb, remember its tense to divide correctly B RECOGNIZING WORD FORMATION BASED ON CREATING FROM… a Noun : Nouns usually end with: -tion / -ation, -ment, -er, -or, -ant, -ing, -age, -ship, -ism, -ity, -ness Ex: distribution, information, development, teacher, actor, accountant, teaching, studying, teenage, friendship, relationship, shoolarship, socialism, ability, sadness, happiness b Adjective: Ending by : -ful, -less, -ly, -al, -ble, -ive, -ous, -ish, -y, -like, -ic, -ed, -ing Ex: helful, beautiful, useful, homeless, childless, friendly, yearly, daily, national, international, acceptable, impossible, active, passive, attractive, famous, serious, dangerous, childish, selfish, foolish, rainy, cloudy, snowy, sandy, foggy, healthy, sympathy, childlike, specific, scientific, interested, bored, tired, interesting, boring c Adverbs of frequency: Adverbs are usually formed by adding the ending "ly" to the adjective Ex: beautifully, usefully, carefully, strongly, badly 2.3.4 PRACTICAL EXERCISE: Exercise 1: Use the proper form of the word in parentheses to fill in the blank The thing that I got zero mark is ……………………… (FORGET) The Internet is a very useful means of (COMMUNICATE) He didn’t to school because of his (SICK) They live in a …… area in the north-east of the country (MOUNTAIN) It’s of you to cheat in the exam (HONEST) The police are looking for a dangerous (CRIME) She receives a lot of from her friends (COURAGE) There are …………… about wearing uniforms at school (ARGUE) The situation in that country is getting worse and worse (ECONOMY) 10 The Internet has ……………developed in every field (INCREASE) 11 There are a lot of well -……………… teachers in that school (QUALIFY) 12 Do you think he has different …………………………of coin? (COLLECT) 13 Please stand at the …… to the museum I’ll come in ten minutes (ENTER) 12 14.Some package trips to Thailand are …………………….cheap (SURPRISE) 15 I walk ………………………………that old house every day.( PAST) 16 She spent her ………………………………… in England (CHILD) 17 He is the …………………………… of this famous book (WRITE) 18 The river is ten feet in …………………… (DEEP) 19 Many Hong Kong people lead a busy ……………………… (LIVE) 20 The …………………………… in this hotel is very slow (SERVE) 21 She pays a ………………………visit to her mother in the hospital (DAY) 22 He has a wide ………………………….of music (KNOW) 23 Don’t judge people by their ……………………………… (APPEAR) 24 His ……………………….caused the accident (CARE) 25 The success or ………………………… of the plan depends on you (FAIL) 26 This temple was built by the local …………… over 100 years (INHABIT) 27 Angkor Wat was ……………….built to honor a Hindu God (ORIGIN) 28 It is ………………………… to eat too much sugar and fat (HEALTH) 29 If you give a reasonable…… for your bad behavior last night, I will forgive you (EXPLAIN) 30 After taking an aspirin, her headache………………………… (APPEAR) 31 My brother often does experiments about electricity for……… (PLEASE) 32 These shoes are beautiful, but they are very ………………… (COMFORT) 33 Many rural areas in Viet Nam have been …in the last few years (URBAN) 34 There wasn’t any ……………… in our village two years ago (ELECTRIC) 35 …………………., the step mother was very cruel to her (FORTUNATE) 36 He was ……………………… to say that (FOOL) 37 Her father soon died of a …………………………….heart (BREAK) 38 A fairy appeared and …………………….changed her old clothes (MAGIC) 39 The tiger wanted to see the farmer’s…………………………… (WISE) 40 The poem was ……………………………by John (WRITE) 41 Every people in the………is pleased with the current changes.(NEIGHBOR) 42 Do you send Christmas………………………….to friends? (GREET) 43 I find it is ………………………… to live in the jungle alone (DANGER) 44 He is working for that……………………………………… (ORGANIZE) 45 It is easy to change people’s…………………………….? (BELIEVE) 46 You don’t have to spend your time in a ………………… place (CROWD) 47 What is the …………………………………to that problem? (SOLVE) 48 She has …………………………….her wallet (LOSE) 49 Are you a ……………………………or are you living here? (TOUR) 50.That company has 2000 (EMPLOY) 51.The old hotel we used to stay at has been (MODERN) 52.Conservationists believe that we should preserve the rainforests in the world (TROPIC) 53.The little village is very quiet and at night (PEACE) 54.Women nowadays have more .to participate in social activities (FREE) 55.The of the new guest caused trouble to my aunt (ARRIVE) 13 56.She cut herself and it's quite badly (BLOOD) 57.Every week, there are two from Ha Noi to Nha Trang (FLY) 58.Bell experimented with ways of transmitting over a long distance (SPEAK) 59.The scouts the work (VOLUNTEER) 60.Nowadays, scouting is popular (WORLD) 61.The scouts also help the and street children (OLD) 62.I must clean this floor ( DIRT) 63 Thousands of people have been made .by the war (HOME) 64.I this morning, and was late for school (SLEEP) 65.We have a newspaper (WEEK) 66.A person is one who is kind (THINK) 67.I had my trousers because they were too short (LONG) 68 This dictionary is not so big but it is (INFORM) 69 She looks in her new dress (ATTRACT) 70 The have to cook rice in this contest (PARTICIPATE) 71 Old people often have in breathing (DIFFICULT) 72 There were two …yesterday: Boxing and Swimming (COMPETE) 73 I don’t think she has the to this work (ABLE) 74 How of you to break that glass! (CARE ) 75 We should learn about keeping our environment .(POLLUTE ) KEY unforgettable 26.inhabitants 51.modernized communication 27 originally 52 tropical sickness 28 unhealthy 53 peaceful mountainous 29 explanation 54 freedom dishonest 30 disappeared 55 arrival criminal 31 pleasure 56 bleeding encouragement 32 uncomfortable 57 flights arguments 33 urbanized 58 speech economic 34 electricity 59 voluntary 10 increasingly 35 unfortunately 60 worldwide 11 qualified 36 foolish 61 elderly 12 collections 37 broken 62 dirty 13 entry 38 magically 63 homeless 14 surprisingly 39 wisdom 64 overslept 15 pass 40 written 65 weekly 16 childhood 41 neighborhood 66 thoughtful 17 writer 42 greetings 67 lengthened 18 depth 43 dangerous 68 informatics 19 life 44 organization 69 attractive 20 service 45 belief 70 participants 21 daily 46 crowded 71 difficulties 22 knowledge 47 solution 72 competitions 23 appearance 48 lost 73 ability 14 24 carelessness 25 failure 49 tourist 50 employees 74 careless 75 overpolluted Exercise 2: Choose the most suitable word or phrase He has been very interested in doing research on since he was at high school a biology b biological c biologist d biologically Are you sure that boys are more _ than girls? a act b active c action d activity You are old enough to take _ for what you have done a responsible b responsibility c responsibly d irresponsible These quick and easy _ can be effective in the short term, but they have a cost a solve b solvable c solutions d solvability He was looking at his parents _, waiting for recommendations a obey b obedience c obedient d obediently The interviews with parents showed that the vast majority were _ of teachers a support b supportive c supporter d supporting It is _ of you to leave the medicine where the children could get it a care b caring c careless d careful For reasons, passengers are requested not to leave any luggage unattended a secure b securely c security d securing The leader of the explorers had the great _ in his native guide a confident b confidence c confidential d confidentially 10.We are impressed by his _ to help us with the hard mission a will b willing c willingness d willingly 15 11.The more _ and positive you look, the better you will feel a confide b confident c confidently d confidence 12.My parents will have celebrated 30 years of _ by next week a marry b married c marriageable d marriage 13.Many Vietnamese people their lives for the revolutionary cause of the nation a sacrifice b sacrificed c sacrificial d sacrificially 14.They had a candlelit dinner last night and she accepted his proposal of marriage a romance b romantic c romantically d romanticize 15.Are there any _, between Vietnamese and American culture? a differences b different c differently d differential 16.She _ decided to walk home alone a wise b unwise c wisdom d unwisely 17.Nowadays, young people are free to choose their mates and they are encouraged _ at least at the age of 23 a marrying b marry c to marry d married 18.Some people are concerned with physical when choosing a wife or husband a attractive b attraction c attractiveness d attractively 19.What could be more _ than a wedding on a tropical island? a romance b romantic c romanticizing d romanticism 20.In my hometown, many people still believe in _ marriage a contract b contractual c contracts d contracting 21.He owed his success not to privilege but to self-education and a driving desire for_ a achieve b achiever c achievement d achievable 22.To Vietnamese students, the _ examination to university is very difficult a require b requirement c requiring d required 23.Despite many recent _ advances, there are parts where schools are not equipped with computers a technology b technological c technologically d technologist 24.There is a wide range of _ in the education system of the USA a select b selective c selected d selection 25 Military is _ in this country Every man who reaches the age of 18 has to serve in the army for two years a compulsory b optional c illegal d unnecessary 2.4 ACHIEVEMENTS At first, the ability to grasp vocabulary and vocabulary is weak, gradually students will be able to use vocabulary from the context they have learned Still apply the methods of teaching “Methods of word formation and recognition the word "in high school." Has yielded higher results As follows: Class 12a1 Excellent % Rather % Average % Weak % 16 (42hs) The begin of the year 11,9% 12 28,5% 20 47,7% 11,9% At the beginning of second term 13 31% 18 43% 11 26% 0% % Rather % Average % 12,5% 15 37,5% 15 15 37,5 17 42,5% Lớp 12a7 Excellent (40hs) The begin of the year At the beginning of second term Lớp 10A6 Excellent (40hs) The begin of the year At the 12 beginning of second term % Rather % Average Weak % 37,5% 12,5% 20% 0% % Weak % 17,5% 13 32,5% 18 45% 5% 30% 42,5% 11 27,5 % 0% 17 Above are some of my own experiences in the process of participating in teaching Although the children have been able to use their vocabulary more and more effectively, the study of fostering methods certainly has many limitations In the coming time, I will try to continue researching, applying practices, and drawing experiences so that this topic will achieve higher results 2.5 EXPERIENCE LESSONS - Regularly check old students 17 - Always create favorable conditions and opportunities for average and weak students to participate in activities in pairs, with groups led by good and good students - Creating excitement, motivate students' learning motivation - Always ask students to the given exercise - Try to find specific types of exercises to apply to each lesson suitable for three types of students (pretty - good, average, weak - poor) - Regularly attend the lesson, learn from the experience of the previous teachers 3: CONCLUSION AND REQUEST 3.1 Conclusion: Based on the results of my years of teaching and fostering students who are good at English and aware that identifying the correct word and word form is one of the difficult skills for students, I prepared this topic in the hope of improving students' study skills After applying this topic to teaching and fostering the team students, I noticed that the learning results of students before and after I applied the topic had a significant change The results showed that they were able to identify words faster, with greater accuracy and more easily in word formation Above are some of my little experience of knowledge "word composition and word recognition" but because I not have much experience, I know my problem is still limited Therefore, I look forward to the constructive participation of teachers and colleagues so that the issues I raise will be more complete and more effective in the teaching process 3.2 Request: " Method of word formation and identification of type words " is very suitable for students with quite good ability, excellent students in grade D, students in exam for good students and Exam for National High School If the topic is well evaluated, I hope to be widely disseminated among students and be a useful reference in reviewing good students; Exam preparation for National High School Although I have tried to collect, research and explore, there are still many other issues that have not been studied in this topic I hope my colleagues continue to study I look forward to the input from the previous teachers and colleagues to make this topic more complete, expanded and more practical Sincerely thanks! CONFIRMATION OF THE PRINCIPLE Thanh Hoa, 10th May, 2021 I assure you that this is my experience idea, not copy the content of others Nguyễn Thị Thu Thủy Hoàng Thị Quyên 18 REFERENCES Vocabulary for IELTS – Anneli Williams A University grammar of english – Randolph quirk & Sidney Greenbaum English Collocations in use – Advanced – Felicity O’oell, MichaelMc Carthy– NXB Đà nẵng Academic Vocabulary in Use – NXB Thanh Hóa English Grammar in Use – Raymond Murphy – NXB Thanh niên Bài tập thực hành Tiếng Anh 10, 11, 12 – Lưu Hoằng Trí – NXB ĐH Sư Phạm Các dạng tập trắc nghiệm Tiếng Anh nâng cao – Nguyễn Bảo Trang M.A & Đinh Quang Hiếu M.A – NXB ĐHSP Một số toán, viết trang thư viện Violet, trang mạng INTERNET, 19 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 TỪ LOẠI C TRỞ LÊN Họ tên tác giả: Hoàng Thị Quyên Chức vụ đơn vị công tác: Giáo viên, trường THPT Đông Sơn TT Tên đề tài SKKN Phương pháp giảng dạy câu Bị động Phương pháp giảng dạy câu Tường thuật nhằm ứng dụng giải dạng tập Cấp đánh Kết giá xếp đánh giá loại xếp loại (Phòng, (A, B, Sở, C) Tỉnh…) Năm học đánh giá xếp loại Sở C 2010-2011 Sở C 2014 - 2015 20 ... review of good students in the "Word formation" section When doing the types of exercises on words, students must be equipped with the basic knowledge of the lower class, the skill of analyzing words. .. bravely share some my ideas and thoughts through the topic "Methods of teaching word formation and identification of type words? ?? with practical meanings both theoretically and practically.To help... I find the topic of word recognition and word formation is difficult for students Because of the rich vocabulary and complex structure, each word can create different types of words, stand in