Integrating to introduce synonyms and antonyms in the English lessons in classes 12 A3, 12A4 at Quan Son high school and some tips for students to do the related task

Table of content
Part
Content
Page
Part A
Introduction
Rationales
2
Aims of the research.
2,3
The researched subjects
3
Method of the study
3
Part B
Content
Theorical foundation of this research
4-6
The current situation of the issue.
6-8
The solutions to solve the matter.
8-18
1. Some principles for teaching synonyms and antonyms
 8,9
2. General tips for doing synonyms and antonyms exercises in the test 
9-12
3. Practice exercises
12-18
4. The result applying the research teaching.
18
Part C
Conclusion and suggestion
19
PART A: INTRODUCTION
RATIONALES
Nowadays, English has become an international language because It is widely used in many parts of the world. In the tendency of integration of the global economy, English is one of the effective communicative tools for everybody. The role of English is considered to be very important in the fields of economics, politics, science, culture and education. Many people are interested in learning English since they want to communicate with foreign partners, tourists,  English is becoming a compulsory subject in many exams, especially, the GCSE. English’s role and position in the modern society is highly respected. Lots of students also choose English as a major subject to test in the entrance examination of the universities. Thus, English teachers who play very important roles always do want to find out the best way to convey the lessons effectively as well as motivate the students’ interest.
Synonyms and antonyms are put in English vocabulary. According to the form of tests for GCSE nowadays, there are from 5 to 8 questions (about 15%) relating to synonyms and antonyms in particular and some questions in reading exercise. Giving the correct answer in the important exam is the desire of all the students. However; many students often find this task difficult to effectively cope with. The students become embarrassed even out of weariness and they let the task run its course. As a result, their mark is not high. Because this assignment requests that the students have a wide range of vocabularies. Being a teacher, I thought a lot of about this actual situation. I applied some strategies that help my students to do the task well.
In teaching process, I applied teaching synonyms and antonyms parallel with teaching vocabularies in all lessons and my students achieve the surprising success. The first, the students pay more attention to synonyms and antonyms. The second, they broaden their vocabularies quickly. More ever, they feel more confident when they do the task relating to synonyms and antonyms in the practice tests. Therefore, I choose the theme: “integrating to introduce synonyms and antonyms in the English lessons in classes 12 A3, 12A4 at Quan Son high school and some tips for students to do the related task” as my research. Hopefully, these experiences could help students to do the task about synonyms and antonyms more effectively. If a student has a rich range of English vocabularies, they will be not only able to do the exam better but also communicate with others in English easily. And, this theme would be shared with any colleagues who had the same problem or anyone who is interested in this theme. 
AIMS OF THE STUDY.
Each work has its own aims, so does this study. The aims of my study are:
To help students master English more and develop skills of group-work.
Help improve and enrich the student’s vocabulary and basic grammar structures. 
Help the students understand the various options that relate their closest words and opposite words. 
Help myself to have a good document to review for my students more effectively so that they are able to cope with the exercise relating to synonyms and antonyms in their exams more easily.
Exchange the other teachers slight experiences in teaching the synonyms and antonyms at school.
THE RESEARCHED SUBJECTS.
1. Scope: Researching in the process of teaching English in class 12 A3, 12A4 (2017-2018) including 70 students at Quan Son high school.
2. Object: This subject is concerned with the lessons in teaching vocabulary part in the text book English 12.
 IV. METHOD OF THE STUDY.
Studying the documents dealing with the theme ( mainly the information on the Google)
Using analytic methods after collecting the data from survey through answer sheet.
Observing and asking colleagues for ideas and experiences
Practicing the application of the study
Because of the limit scale of the initiative I mostly concentrate on the three units in the first term. Especially, there are some guides for the students to deal with the exercises in synonyms and antonyms in the GCSE and examination for the gifted students. So, I am sure that my students will be able to broaden their mind about English vocabulary and feel more confident when they take the test after they are learnt synonyms and antonyms day by day. 
PART B: CONTENT
THEORICAL FOUNDATION OF THIS RESEARCH.
1. Overview of synonyms. [1]
1.1. The definitions of synonyms 
Linguistic semantics with a famous representative, John Lyon, defines synonyms as “expressions with the same meaning”. It means that synonyms are words express the same meaning. 
Classification of synonyms
Absolute synonyms 
Semantic synonyms 
Stylistic synonyms 
Synonyms
Semantic- stylistic synonyms 
Phraseological synonyms 
Territorial synonyms 
Euphemisms 
-Absolute synonyms (total synonyms) can replace each other in any given context, without the slightest alteration in denotative or emotional meaning and connotations (e.g. fatherland/ motherland).
- Semantic synonyms: They bear the same idea but not identical in their referential content. (e.g. look-stare-gaze-glance).
- Semantic- stylistic synonyms are the lowest degree of semantic proximity, different both in denotation and connotation meaning. (e.g. house- slum).
- Phraseological synonyms: The same misunderstood conception of interchangeability lies at the bottom of considering different dialect name. They are different abilities to integrate with other words. (e.g. do-make :to do exercise but to make money).
Ghi chú: Mục 1 tác giả tham khảo từ TLTK [1]
- Territorial synonyms: They are used in different ways in many regions. (E.g. fall- autumn).
-Euphemisms are those words used indirectly when we mention a sensitive or confusing situation. (E.g. WC – the rest room/ bathroom).
1.3. Sources of synonyms
Borrowings
Change of meaning
Word-building
Derivation and composition
2. Overview of antonyms[1]
2.1. The definitions of antonyms 
According to F.R Palmer (21, p.94) defines: “The term antonym is used for oppositeness of meaning; words that are opposite are antonyms.” Similarly, G.B Antrushina (2, p.167) states: “We use the term antonyms to indicate word of the same category of parts of speech which have contrasting meanings.” Such as: hot- cold. 
Antonyms
2.2. Classification of antonyms.
On meaning 
On word formation 
Gradable
Derivational 
Absolute 
Conversion 
Complementary 
On word formation ( Morphological classification)
- Root words form absolute antonyms. (right- wrong).
- The presence of negative affixes creates- derivational antonyms (happy- unhappy). There are some typical affixes and typical patterns that take part in forming these derivational antonyms. They have negative meaning (dis-/ il-/im-/ ir-/ un-). Some antonyms are added to the negative suffix –less. For example: hopeful- hopeless.
Ghi chú: Mục 1 tác giả tham khảo từ TLTK [1]
On meaning (Semantic classification)
Proper/gradable: Love/hate (attachment-liking-indifference-antipathy),
Long/short (medium)
-Complementary/ binary: Right/wrong, Alive/dead
- Relational/ conversion: parents- child, Right /left, at the back/ in front of	
3. The importance of synonyms and antonyms.
Knowing synonyms and antonyms can help us express ourselves better – more CLEARLY. If we know different words that describe the same thing (but in a slightly different way, or from a different angle), we can choose the best word (synonym) to use. That way, we are able to deliver the exact message we intend to communicate.
 Knowing synonyms and antonyms can help us express ourselves better – with more VARIOUSLY and more COLORFULLY. (Here "colorful" means "interesting or exciting.")
 Repeating the same words tends to get monotonous. It doesn't sound good in natural speech, and even more so in artistic writing (poetry, prose). Using synonyms makes our speech or writing richer and more "colorful."
 Using antonyms helps to emphasize our point, show contrast, or explain exactly what we mean. Antonyms too add "colors" to our speech or writing.
 For example, compare these two paragraphs:[2]
"The girl looked out the window. While looking out the window, the girl noticed a little kitty. The kitty she noticed was not fat. It was very much not fat."
"The girl looked out the window. While glancing outside, she noticed a little kitty. The kitten she saw was not fat. It was skinny, and not chubby at all."
 In addition, we can really get full understanding of an area if you learn the different synonyms that apply to it, and their nuances.
Developing a student's vocabulary can be assisted by an introduction to synonyms and antonyms. Students can strengthen their reading comprehension skills and the size of their vocabulary through the use of both synonyms and antonyms. 
II.THE CURRENT SITUATION OF THE ISSUE.
Method of the study
The research is done qualitatively in the context of two English classes (Class 12 A3 and 12A4 (including 75 students) - At the beginning of school year 2017-2018 at Quan Son High School). In this survey, I use the survey questionnaire for students. This survey is designed to collect information for the study on “An investigation into the Reality of teaching and learning English synonyms and antonyms with the students in grade 12 at Quan son High School.
The reality of teaching and learning English synonyms and antonyms with the students in grade 12 at Quan son high school. 
The whole procedure of teaching and learning is implemented similarly to all students of the class after all of them give consent to be part of the research. However, due to the limit of the study, I only focus to collect information from the learning engagement of two classes (12 A3 and 12A4) during this process as the data for analysis. Below is the survey of the practical situation of learning English synonyms and antonyms in grade 12 at Quan son High School.
Survey no 1
 Practical Situation of learning English synonyms and antonyms with the students in grade 12 at Quan son High School.
Questions for students
A
B
C
D
1. How difficult is the synonyms and antonyms exercises in tests and exams?
 Easy
5%
Not difficult 
10%
Difficult 
30%
Really difficult
55%
2. What is your idea about teaching and learning in each English lesson at your school?
Very essential
25%
Essential
47%
 Not really essential
16%
Not essential at all
12%
3. What do you think of teaching synonyms and antonyms at Quan Son High School?
Really interesting
10%
Interesting
25%
Boring
40%
Really boring
25%
4. What do you think of the kinds of exercises used for teaching synonyms and antonyms in curriculum?
Few and boring
51%
A few and boring
32
C. enough and interesing
14%
Many and stimulating
3%
5. Does your teacher give you any active activities to improve your vocabulary about synonyms and antonyms?
Always
2%
Sometimes
8%
Rarely
22%
Never
70%
From the survey number 1, we can see that teaching and learning synonyms and antonyms are not often improved at Quan Son High School. There are few activities and exercises about synonyms and antonyms in curriculum at 12th grade. This may not make it attractive to learners as a classroom activity. The students often see learning synonyms and antonyms as hard work, confusing, unrewarding. Moreover, students don’t know how to cope with the exercises English synonyms and antonyms in the tests and exams effectively.
As a teacher of English, I have often noticed my students having problem in doing exercises relating to synonyms and antonyms. Here students were found to be lack of knowledge of synonyms and antonyms. To improve the existing problem since then I started to think of and look for the proper ways and techniques of teaching them in each lesson day by day in order to make the students more interested in learning and more effective in doing exercises relating opposite and closet exercises. Therefore, I, as a teacher, read different articles and books regarding how to teach language functions to make it easier for my students to use synonyms and antonyms and came up with some ideas. In order that the students can overcome the difficulties in this contemporary situation and they can know, understand also apply knowledge which they are contributed in doing the exercises better and better. Through studying myself, exchanging with my colleagues as well as observing and investigating the learning method of students in real lessons I would like to give solutions to the problems. I truly hope that this subject will be a meaningful document for readers 
THE SOLUTIONS TO SOLVE THE MATTER.
Some principles for teaching synonyms and antonyms
The first : All guides from the teacher must be particular, clear and have specific aims. If the teacher gives his or her guides very vague, the students may not know how to do their task. Therefore, the task may not be successful. The most important thing in this occasion is guiding for the students the proper material to look up the words quickly and effectively.
The conference is English- Vietnamese dictionaries or English – English dictionaries in printed copy or on the internet. How to look up the compound words is that they should seek the root words then define the meaning of them with suffixes or affixes. 
The second: It is necessary for the teacher to determine that the students are central learners who are given assignment. The students study synonyms and antonyms by themselves in specific lessons. This principle helps the students to work actively and self-motivated. They have opportunity to work in pairs or groups and gain the presentation skill. As a result, the students are proactive to memorize the word effectively. They will feel less pressure. Moreover, the members in each group may share and assist each other better.
The third: Paying attention to progress of each group is necessary. 
Monitoring the rate of progress of each group will help the teacher evaluate and make comments correctly. He/she may give a timely assistance to the groups that have difficulties.
The fourth: The teacher plays an important role in summarizing, editing and adding after the groups have just finished the give task. In this stage, it is the teacher that gives the students sufficient and correct answer keys. 
The fifth: Checking, evaluating and giving comments regularly in using synonym and antonyms of the students when they practice speaking and writing skill. The teacher often gives their learners exercises relating synonyms and antonyms after each lesson in order to test the ability of memorizing synonyms and antonyms words which they have learned.
General tips for doing synonyms and antonyms exercises in the test.
 Synonyms usually appear in about 5 sentences in the test. That the underlined words in this form are mostly new words, difficult words, Idioms or Phrasal verbs is challenging. With this form, students normally do not know the meaning of the underlined words. So, learners should not be too anxious to meet a strange word they have never met.
Students also need to remember that long sentences do not mean difficult sentences. In contrast, it is easy to see that except for the underlined word, most of the words are very close, easily understood, designed to support more information for predicting the meaning of the keyword. The underlined words are always put in a sentence, a certain context. When analyzing the context students have a complete clue to guess the meaning of the word.
Observe the key words in the sentence to guess meaning of the underlined word.
Example: Find synonyms. ( GCSE-2015)[2]
Suddenly, it began to rain heavily, so all the summer hikers got drenched all over.
A. very tired 	B. refreshed 	C. completely wet 	D. cleansed
Suddenly, it was raining heavily so pedestrians were "drenched". It was not difficult to deduce that they were “C- completely wet”.
Use your own knowledge to guess the meaning.
Example: Find antonyms
 I find it hard to work at home because there are too many distractions.
A. attention 	B. unawareness 	C. unconcern 	D. carelessness.
Ghi chú: trong mục 2.1 phần ví dụ tác giả tham khảo từ TLTK [2]
In our own experience, it is easy to understand that there are many things at home which can distract us from work, such as TV, phone, noise, etc., to confirm distractions. So, students can choose A. “attention”.
If the meaning of the underlined word cannot be deduced, the students can apply the following small tips to guess the correct / best answer.
- For the opposite word, if one of the four alternatives has different meaning with the three other alternatives, it is likely to be correct option. Because it is a logical speculation. 
Example: find closet word
Mike was under the weather yesterday, so he didn’t go to work.
	A. ill B. strong	 C. fit	D. healthy
“Strong, fit and healthy” words are similar to the meaning and opposite with the meaning of “ ill” word. So it is not difficult to choose option A.
- If the given words are difficult words to understand, the answer often falls into the words that we are easy to recognize. It rarely falls into the alternative that is another new word.
In short, with the form of synonyms or antonyms, we can find the correct answer in two ways:
The first: Use the suggestions in the context to guess the meaning of the words then compare the meaning of guessed with the options given and then select the meaning or the meaning of the article.
The second: Direct replacement of the options given on the underline, which one is the most logical choice.
A small note is that many students do not read the topic or are unaware of it, so they have chosen to mean the word underlined while looking for the opposite word. This is the case of losing points unfortunately should be careful to avoid. Therefore, the first step is that the students must read the aim of the task carefully.
 Applied exercises [2]
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: When Susan invited us to dinner, she really showed off her culinary talents. She prepared a feast – a huge selection of dishes that were simply mouth-watering.
A. having to do with food and cooking
B. involving hygienic conditions and diseases
C. relating to medical knowledge
D. concerning nutrition and health
Question 2: Suddenly, it began to rain heavily, so all the summer hikers got drenched all over.
A. cleansed	B. completely wet	C. very tired	D. refreshed
Question 3: “It’s no use talking to me about metaphysics. It’s a closed book to me.”
A. a subject that I don’t understand	B. a theme that I like to discuss 
C. a book that is never opened	D. an object that I really love
( adapted from GCSE 2015)
Question 4: Not until all their demands had been turned down did the workers decide to go on strike for more welfare. 
rejected 	B. sacked 	C. reviewed 	D. deleted 
Question 5: Environmentalists appeal to the government to enact laws to stop factories from discharging toxic chemicals into the sea.
releasing 	B. producing 	C. obtaining 	D. dismissing 
Question 6: The overall aim of the book is to help bridge the gap between theory and practice, particularly in language teaching.
A. increase the understandi