Methods that help students study well the word formation in high school

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING 
NGUYEN XUAN NGUYEN HIGH SCHOOL
 *************************
EXPERIENCE INNOVATION
TOPIC:
METHODS THAT HELP STUDENTS STUDY WELL THE WORD FORMATION IN HIGH SCHOOL 
 Writer: Dang Thi Hoa
 Position: Teacher
 Work unit:Nguyen Xuan Nguyen high school
 Quang Xuong District,Thanh Hoa Province
 Subject: English
THANH HOA, 2017
INDEX
CONTENTS
PAGE
1. INTRODUCTION
3
1.1 Reason selected theme.
3
1.2. Research’s objective​​
3
1.3. Research’s subject
4
1.4 Research’s methods:
4
1.5 New points of innovative experience
4
2.CONTENT:
5
2.1. Reasoning basic
5
2.2 . The problems before applying the innovative experience
5
2.3:The experience inmovative or suggestion united to solve problems
6
2.4.The efectiveness of innovative experience in teching’s activities:	
11
3. CONCLUSION AND PROPOSALS
19
3.1. Conclusion
19
 3.2. Proposals 
19
REFERENCES
20
1. INTRODUCTION
1.1. Reason selected theme. . 
In the trend of raising the quality of education today, the issue of how to interest students academic departments to become one of the leading central issue. The teacher is just a guide, people-oriented, mentor for students at the same time as the research, discovery research methods help students easy access toknowledge, easy to remember and easy to implement in study process.
As we all know, morphological types of exercises are a vital part of the structure of the test subjects regularly, subject to periodic examination for students in general and particularly in the National exam for high school . However, the content knowledge of the morphology of lessons are not included in the formal distribution program under the current high school. Students have not been codified morphological knowledge from leading to confused, perplexed with this form of exercise.
Stemming from the urgent needs of language learning and practical learning situation of students, I have taken the content knowledge in the form of increased secretion lessons for students in grades 12 quintals Nguyen Xuan Nguyen high school with the aim of assisting them easier to recognize the kind of English words, their position in the sentence and how to use.	
 1.2.​​Research’s objective
For language learners in general, for English language learners in particular,learning vocabulary is an important part and is crucial to the success or failure of the school. When referring to learning English, vocabulary is always what we think of first. It is the basis, the foundation from which students can continue to build and develop other language skills such as listening, speaking, reading, and writing. Therefore, the vocabulary learning is always seen as the starting point and the most important task switch during the learning process.
 Vocabulary is the means that we use to convey thoughts, expressing ideas, emotions and a means for us to know about the world around them. Because vocabulary is the basis for developing other language skills, in addition to practicing skills such as listening, speaking, reading, writing and grammar, vocabulary development for students, especially high school students so they can afford to overcome exam is an important key task of the teacher
Numerous studies have shown that reading skills particularly closely related to vocabulary. Educators and researchers have confirmed the language can be quite accurately know reading ability of pupils for a limited vocabulary in that level. It is clear from the limited capital can make limited reading skills of students, contributing to learning English as less efficient.
Observing the fact that the majority of students learning English often read very little English, because words are obstructing the process of reading is to make them understand not. Vocabulary was not enough to make students feel that reading is extremely difficult, leading to psychological phenomena evade read. Through the initial survey data for block 12 students showed over 85% of our current students reading the most feared. As a result of the reading comprehension test, examination is the part where students do most inefficient.
1.3. Research’s subject: 
 -Basic and in-depth knowledge of "language skills" in English 11-12
 - High school textbooks 
 -Exercises of word formation in high school program that high school students face up to National exammination 
 1.4. Research’s methods:
 - Stemming from the urgent needs of language learning and practical learning situation of students, I have taken the content knowledge in the form of increased secretion lessons for students in grades 12 quintals Nguyen Xuan Nguyen high chool with the aim of assisting them easier to recognize the kind of English words, their position in the sentence and how to use them. 
 - To have a complete data and high reliability in order to do the tests, I use 
a combination of two research methods:
+ Analyze and compare student scores reading tests before and after the study participants.
 + Using the words
- Description exercise usually test patterns from all types of categories such as noun, verb, adjective, adverb. In my opinion, to do well this form of exercise, first of all, students should have a rich vocabulary. Therefore, instructors for the children when they learn a new word to learn all the words involved, including the prefix or suffix composed antonyms
 - The study is divided into 3 phases:
 Stage 1: Provide theoretical and illustrative examples
 Stage 2: Practice
 Stage 3: Testing
 1.5. New points of innovative experience:
To help students overcome difficulties in learning a foreign language effectively
Can be used for both good students and poor ones
2.CONTENT: 
To ensure the accuracy and authenticity of the content studied , to avoid bias when switching from English to Vietnamese, the content will be all in English
2.1 . Seasoning basic:
Through the teaching process and the details of the plan itself now in high school colleague Nguyen Xuan Nguyen, I noticed students in the school in general and in particular the block 12 are having some difficulties in doing homework format morphologically from. They are confused, afraid to do this exercise form and that this form of exercise difficult. In my opinion there are two reasons directly cause the malformed do this exercise. The first is that some children are not identified the appropriate vocabulary to fill a noun, verb, adjective or adverb. The second is the children identified the appropriate vocabulary to fill but do not know the correct form of the word.
2.2. Solutions:
To help students do 12 exercises morphological forms from teachers must systematize knowledge composed, the position of the type in question and practical skills training for students through exercises morphologically from under the topic of the unit's 12 English textbooks.
Homework usually test patterns from all types of categories such as noun, verb, adjective, adverb. In my opinion, to do well this form of exercise, first of all, students should have a rich vocabulary. Therefore, instructors for the children when they learn a new word to learn all the words involved, including the prefix or suffix composed antonyms.
Example: succeed (v), success (n), successful (a), successfully (adv), unsuccessful (adj), unsuccessfully (adv).
The second is the teacher must re-sign system or in other words, prefixes, suffixes create all kinds of different types. So that they can determine exactly what kind of form from a noun, verb, adjective, or adverb when having a word any. The third is the teacher guides the children aware of the type based on its position in the sentence. To forge this skill for students, teachers reposition system of each word in the sentence is clear, complete with illustrative examples to help students easier to remember.
2.3:The experience inmovative or suggestion united to solve problems
2.3.1. HOW TO RECOGNIZE THE TYPES OF WORDS BASED ON THE WORD STRUCTURE [4,8]
2.3.1.1. Noun: Noun usually ends with the suffix in the following table 
Suffixes
-ion 
-ment 
-er 
-or 
- ar 
-ist 
 -ee 
-ant 
-ing 
-age 
-ship
Nouns
attention
achivement
writer
educator
beggar
guitarist
employee
applicant
learning
marriage
 sportsmanship
-ism 
-ity
-ty 
-ness 
-dom 
-hood
 terrorism
responsibility
difficulty
attractiveness
 freedom 
neigbourhood
2.3.1.2 Adjectives: Adjectives usually end with the suffix after
Suffixes
Adjectives
-y
-ic
-ical
-al
-ful
-less
-able
-ive 
-ous
- like
-ish
yearly
romantic
technological
contractual
stressful
careless 
achievable
impressive
adventurous
lifelike
selfish
2.3.1.3.Note students some negative prefixes of adjectives:
Negative prefixes
Adjectives
im- (adjective precedes began m or p) 
impatient
ir- (adjective precedes started r) 
irregular
il- (adjective precedes started l) 
illegal
in-
inconvenient
dis-
disloyal, dissimilar
un-
uncomfortable, unsuccessful
 2.3.1.4. Adverbs: Adverbs are usually formed by adding the suffix "ly" to the adjective
Adj + ly → adv
Ex: beautifully, usefully, carefully, strongly, badly etc.
*.Note:
 A number of special conditions to keep in mind:
 adj adv                                    
 good                                             well
            late                                               late/lately
   - Some adjectives do not change form when switched from the adverds include: deep, early, fast, hard, high, late, long, low, near, right, strange, wrong.
       - Forms of the word adverbs ending in "-ic" is "ic" + "ally" = "ically"
 Eg: romantic (adj) → romantically (adv)   
2.3.1.5. Verb: usually end with suffixes in the following table:
Suffixes
Verbs
-ize/ -ise
-en
-ify
symbolize, industrialize
deepen, strengthen
diversify, beautify
 2.3.2. THE LOCATION OF THE TYPE OF SENTENCES:[4,8]
 2.3.2.1. Noun: usually placed in the following locations
- Subject of the sentence (often topped sentences, adverb of time)
 adj + n
E.g. Biology is a branch of Natural Science, and is the study of living organisms and how they interact with their invironment.
- After adjective: my, your, our, their, his, her, its, good, beautiful....
E.g. - We are impressed by his willingness to help us with the hard mission.
 v + n (o)
    - Before the 22nd SEA Games, Vietnam had made a good preparation in every aspect. 
1Trong mục 2..2.2: được tham khảo từ TLTK số 4 và số 8.
 2.3.2.2. As the new object after the verb [2,7]   
E.g. Doctors have to assume responsibility for human life.
enough+ n
After “enough”: 
E.g: He didn’t have enough money to buy that car.
After articles a, an, the or this, that, these, those, each, every, both, no, some, any, few, a few, little, a little.....
E.g. Are there any differences, between Vietnamese and American culture?
*Note the common structure:a/an/the + adj + noun
E.g. For more than ten years, we have seen the significant developments in the economy of our country.	
preposition+ n
2.3.2.3-After prepositions: in, on, of, with, under, about, at......
	 E.g. There is a wide range of selection in the education system of the USA.
2.3.2.4- Adjectives: Adjectives often stand in the following positions[8]
adj + n
Before noun:
 E.g. Despite many recent technological advances, there are parts where schools are not equipped with computers. 
-After linking verbtobe/seem/appear/feel/taste/look/keep/get + adj
 :
Ex: Many young men prefer scuba-diving because it is adventurous.
keep/make + O + adj
*Note the common structure::  
 E.g. Failling job interview makes him disappointed. 
S + tobe/seem/look....+ too +adj...
After “too”:  
 E.g. He is too short to play basketball.
S + tobe + adj + enough...
Before “enough”: 
 E.g. She is tall enough to play volleyball.
tobe/seem/look/feel.....+ so + adj + that
In the structure so...that:
 E.g. I am so nervous that I cannot say anything, but keep silent.
. Adjectives can also be used in the forms of comparison (note from the long or more behind, the most, less, as .... as)
        Eg: Johnny used to be one of the most successful in my country Athletes.
               The more confident and positive you look, the better you feel 
2Trong trang này: được tham khảo từ TLTK số.2,7,8
How +adj + S+V!                             
 What + (a/an) + adj + N!
Adjective in exclamatory: 
 E.g. How nice it is!
 What a beautiful house!
2.3.2.5-Adverbs: Adverbs usually stand in the following positions [1,7]
§ Before verbs often (especially the frequency adverb: often, always, seldom ....)
 Adv + V
E.g. I personally think that scuba diving is more dangerous than adventure.
 Between auxiliary verbs and ordinary verbs 
 Aux V + Adv + V
*
E.g. During the time of economic reforms, the economy has constantlygrown with only a few major setback.
After tobe/seem/look...and before adjective 
tobe/feel/look... + adv + adj
E.g.This book is not really informative. It is a waste of money buying it. 
V+ too + adv
After “too”: 
E.g. The teacher speaks too quickly.
V + adv + enough
Before “enough”: 
E.g. The teacher speaks slowly enough for us to understand.
In structure so....that: 
V+ so + adv + that
E.g. Jack drove so fast that he caused an accident.
In ending sentence
 E.g.The doctor told me to breathe in slowly.
 .* Adverbs often stood alone at the beginning of the sentence, or between sentences and other components of the sentence with a comma (,)
 E.g. Surprisingly, the athlete broke the world's record with two attempts.
      My parents had gone to bed when I got home.
      It’s raining hard. Tom, however, goes to school.
3Trong trang này: được tham khảo từ TLTK số.1,7
2.3.2.5.6-Verb: usually behind the subject. Note students are more careful with the clause, and to consider the verb with the subject of more or less to make it right.[4]
 E.g. Many Vietnamese people sacrifice their lives for the revolutionary cause of the nation.
- After the theoretical system of lexical structure, the position of the word in question, the teacher instructed them to do some form of exercise on specific stepwise manner easy to understand, easy to do the most.
2.3.3. DO EXERCISE :
Step 1: Determine the type of word
          -Read through the questions and to observe the position of the word to be filled. The determination of the type of word to fill in the space is the most important point is crucial to the accuracy of the answers.
Example 1:[9]
 Some species of rare animals are in _____ of extinction.
 A. danger             B. dangerous                  C. dangerously           D. endanger
 -The position of the fill between 3 prepositions so can not be a word type other than nouns. On the other hand there have idiom to be in danger (endangered, are within reach dangerous.
Example 2:[8,9]
 Life here is very _____.
 A. peace          B. peaceful                     C. peacefully         D. peacefulness
After the verb to be (is) there are 2 kinds of adjectives and nouns. However due to the degree adverb very kind words to fill up is an adjective.
Step 2: Observe answers and pick the correct answer
     - After you have identified the genre of asking students to fill back observation plans already for 4, seen from the matching word types were identified, it would be the answer. In example 1 only danger is the noun and also answer the question. (Dangerous is an adjective, adverb Dangerously are, endanger the verb). In example 2 is calculated from the single peaceful in the phrase that is also the answer of the question.
Students note that:	
        - If the plan is 4 from 4 different categories, the problem is simple. But there are also saying that the subject requires candidates combines more grammatical knowledge. Consider the following example:
 There are small _____ between British and American English.
 A. differences    B. different                     C. difference          D. differently
After determining the type of fill from a noun but as observers of the plan we saw 2 nouns Hiệu and difference. So word is true? Now we need to notice the 
verb in the sentence - to be divided in the plural (are) therefore answer the 
4Trong trang này: được tham khảo từ TLTK số.4,8,9
question is a plural noun -	
2.4.The efectiveness of innovative experience in teching’s activities:
          Over time application used to teach the correct form of the word for 12C6 and 12C7 2 class, I noticed that the first time the ability to grasp the vocabulary applied kind of weak students, gradually they are capable categorized by use of terminology applied canh.Viec teaching methods "use the correct forms of the words" in high school, the first step has brought positive results. These changes are most evident through the results of 2 test survey using morphological vocabulary is done on the increased secretion of class 12C6 and 12C7 2 layers. Test survey using morphology from No. 1 was carried out in early May 10/2016 when the array system I have knowledge of the morphology of the students. This time, they had just completed the contents unit 3 should focus on the survey form the vocabulary of unit 1, unit 2 and unit 3. The results are very low: Class of class 12C6 and 12C7 23% have 19% of students scoring at or above average numbers. 2 The majority of classes students lack knowledge about morphology and vocabulary skills do not have this exercise form.
While teaching in the secretion, I have the array system composed knowledge, the location of vocabulary in question and instructed them to do the exercises use morphological vocabulary on topics of the unit in English 12. the results of the survey by using morphological vocabulary 2 was conducted in late may 03/2017 in 2 classes 12C6, 12C7 and increased secretion proved significant progress: class 12C7 has 95.5% and 85.3% class 12C6 with students achieved average scores from higher.
- Statistical tables: The survey using the form from the academic year 2016-2017.
SURVEY RESULTS FROM USE OF THE MORPHOLOGY OF WORDS 1ST TEST SCHOOL YEAR 2016-2017 
SUBJECT: ENGLISH
Lớp
TSHS
Giỏi
(8-10)
Khá
(6.5-7.8)
T Bình
(5-6.3)
Yếu
(3.5-4.8)
Kém
(<3.5)
TB trở lên
SL
%
SL
%
SL
%
SL
%
SL
%
SL
%
12C6
34
0
0.0
2
5.9
4
17.6
20
58.8
6
17.6
8
23.5
12C7
31
1
3.2
3
9.7
2
6.5
18
58.1
7
22.6
6
19.4
SURVEY RESULTS FROM USE OF THE MORPHOLOGY OF WORDS 1STTEST SCHOOL YEAR 2016-2017 
SUBJECT: ENGLISH
Lớp
TSHS
Giỏi
(8-10)
Khá
(6.5-7.8)
T Bình
(5-6.3)
Yếu
(3.5-4.8)
Kém
(<3.5)
TB trở lên
SL
%
SL
%
SL
%
SL
%
SL
%
SL
%
12C6
34
2
5.9
10
29.4
17
50.0
5
14.7
0
0.0
29
85.3
12C7
31
0
0.0
9
29.0
20
64.5
2
6.5
0
0.0
29
93.5
 Recommended and 2 test answer surveys about using morphological vocabulary No. 1 and No. 2 school year 2016-2017
SỞ GD & ĐT THANH HÓA
TRƯỜNG THPT NGUYỄN XUÂN NGUYÊN
BÀI KHẢO SÁT SỬ DỤNG HÌNH THÁI TỪ SỐ 1
MÔN TIẾNG ANH 12
NĂM HỌC: 2016-2017
Thời gian làm bài: 45 phút 
(28 câu trắc nghiệm và 6 câu tự luận)
(Thí sinh không được sử dụng tài liệu)
Họ, tên học sinh:.................................................................. Lớp: 12C....
Multiple choice: (7 marks) [3,4]
Choose the word or phrase (A, B, C or D) that best fits the blank space in each sentence:
 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
It is _________ of you to leave the medicine where the children could g