Using the word formation to develop vocablary for the grade 11 gifted students at mai anh tuan high school

Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

TABLE OF CONTENTS
PAGE
PART I: INTRODUCTION

2

1. Rationale
2. Objectives
PART II: KINDS OF WORD FORMATION
A. Compounding

3

B. Prefixes

4-8

C . Suffixes

9 – 12

PART III:
HOW TO TEACH & PRACTICE WORD FORMATION
AND EXERCISES
A: HOW TO TEACH & PRACTICE WORD FORMATION 13 - 15
B. EXERCISES

16 – 21

PART IV: RESULT

22

PART V: CONCLUSION
REFERENCES
Appendix:

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

PART I: INTRODUCTION
1. Rationale
The purpose of teaching Word Formation, which is a necessary part of the
English for Specific Purposes, is to give the students the opportunity to acquire
vocabulary knowledge necessary for effective reading of their own technical and
semi-technical texts. It is intended to give learners an opportunity to gain first the
fundamentals of words and to build from there in whatever design their needs call
for. The instructor must know the needs of the students. The class time may be
used to more fully develop the subject matter in a way that meets the needs of the
students.
Learning English Word Formation can at least provide us with three
good advantages:
1.1. Increase your vocabulary, guess the meaning of the word by analyzing the
known parts.
Example:

auto- means ‘self’: autobiography, autograph (one’s own writing),
automobile, automatic.
1.2. Deepen your understanding of a word by analyzing each part of the word so
that you can not only learn about the surface meaning but also the deeper
connotation of the word.
Example –ard used in forming the personal nouns often has a contemptuous
connotation in English. drunkard, sluggard (someone who is very sluggish), we
know they are contemptuous people who have developed very bad habits.
1.3. Enliven your language, create a lively style in your English writing.
Bernard Shaw once wrote a famous sentence about the World War II, in it,
he used several compounds which have been formed in the same way as the word
outwit is formed. This kind of formation is very accurate in depicting the
condition of the defeated Germany then. “Germany was outwitted, outprepared,
outgeneralled, outfought, outflown, outgassed, outtanked, outbombed, and finally
brought to her knees.”
2. Objectives
This paper is desired to provide teachers, especially teachers of English with
information about teaching Word Formation:
- The reasons why we should learn English Word Formation.
- KindS of English Word Formation.
- Suggestions, strategies and exercises for teaching Word Formation.
- The lists of Word Formation.
- How to teach Word Formation.
- How to practice Word Formation.

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

It is hoped that my own experiences in teaching Word Formation in Mai
Anh Tuan high school can give you some ideas in teaching this difficult as well as
easy grammar - Word Formation. Let’s try to make our students want to learn
English, love English and be good at English, especially in items of Word
Formation.
PART II: KINDS OF WORD FORMATION
A. Compounding
1.1. Noun+Noun
The most common type of word formation is the combination of two (or
more) nouns in order to form a resulting noun:
Noun + Noun = Noun
Examples: landmine, wallpaper, toothbrush
1.2. Verb+Noun
Here verbs describe what is done with an object or what a subject "does",
in short, a new noun is formed, usually referring to something concrete, and the
verb defines the action related to it:
Verb + Noun = Noun
Examples: hitman = a man who carries out "dirty jobs", or, who "hits".
Here, the word as part of speech is the subject.
walkway = people walk on the walkway.
The usual rules apply to spelling. More examples:
walkway (a way to walk on), filter-paper (paper used for filtering liquids or
gases), driveway (a road leading to a garage or a building), payday (the day one
receives his or her salary), …
1.3. Noun+Adjective
Nouns and adjectives can also be compounded in the opposite order:
Noun + Adjective = Adjective
Examples: Camera + shy = camera-shy (Shy in respect of appearing or

speaking before cameras).
dirt-cheap = cheap as dirt; paper-thin = thin as paper
English-speaking; soul-destroying; frost-bitten
1.4. Adjektive+Noun
Adjective + Noun = Noun
Examples: brown + bear = brownbear
These compounds usually appear as one word. Examples:
blackboard (a board to write on vertically attached to a wall), blueprint
(prints of building plans, or detailes plans in general), lazybone (a lazy person),
braveheart (somebody who's brave), hardcopy (something in print), software
(computer programmes), …

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

2. Other Compounds
2.1. Adjective+Adjective
bitter-sweet, deaf-mute, aural-oral, Anglo-Saxon
2.2. Adjective + Participle
far-reaching, far fetched, narrow-minded, single-minded,
highclimbing, red-painted, bare-handed
Note: It is as well possible to combine adjectives with participles not
originating from verbs.
2.3. Adjective+Verb
to blackmail, to dryclean, to blackpaint, to whitewash
2.4. Noun+Verb

to proofread, to babysit, to brainstorm, to sightsee, to tape-record
B. Prefixes
In contrast to compounding, affixation links so-called prefixes and suffixes,
which are not independent words, to words of all types. The type of affix
determines the effect the affixation will have on the word. Here, we discuss
supportive and opposing prefixes. They are used to express support for or
disapproval of whatever is expressed by the word they're attached to.
1. Supportive and opposing Prefixes (Prefixes of attitude)
1.1. pro = on the side of, supporting: pro-choice, pro-life, pro-market,
prolibertarian; added to: nouns, adjectives of denomination.
1.2. anti = against, counteracting: anti-missile, anti-social, antibody,
antiabortion, anti-regulatory; = antagonistic: anti-hero, antichrist; added to:
nouns, adverbs, denominal adjectives.
1.3. counter = in opposition to: to counteract, counter-revolution,
counterexample, counter-espionage, counter-productive; added to: verbs, abstract
nouns, adjectives.
1.4. contra = contrasting, against: contraception, contraindicate,
contraflow, contradistinction; added to: abstract nouns, verbs.
1.5. co = with, joint: cooperate, co-pilot, co-author, cooperation; added to:
nouns, verbs.
2. Reversative and deprivative Prefixes
These prefixes describe actions being reversed or of antonymic character.
2.1. un = to reverse action, to deprive of: to untie, to unpack, to unhorse, to
unscramble, to unlock, to unmask, to unhouse; added to: verbs.
2.2. de = reverse action, remove something, depart or cause to depart from,
remove and undo what is meant the second part of the formation: to deselect,
to decontaminate, to debug, to defrost, to delouse, to deplane, to detrain, to
decamp, deforestation; added to: verbs, abstract nouns.

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

2.3. dis = reversal of an action, removal of something: to disqualify, to
disinvite, to disenfranchise, to disarm, to disillusion, to disambiguate,
discoloured, disconnected, discontent, dissatisfaction; added to: verbs, participles,
nouns.
3. Negative Prefixes
3.1. a = not, lacking in, not affected by, devoid of quality: atheist, amoral
(not subject to moral standards), asymmetry, apolitical, asexual; added to:
adjectives, nouns.
3.2. dis = not, absolute opposite of what is meant by the second element:
disloyal, distrust, disagree, dislike, disfavour, disadvantage; added to: adjectives,
abstract nouns, verbs.
3.3. un = not, the opposite of; before words of french origin: in-, il-(before
l), im-(before p), ir-(before r). Note: These are the most commonly used prefixes
of negation. Examples: unfair, unassuming, unexpected, unproductive, insane,
injustice, intolerance, impatience, imperfect, irregular, illegal, incapable, illogical,
improper, irrelevant; added to: adjectives, participles (only un-).
3.4. non = not, not regarded as: non-stop, non-interference, nonaggression, non-smoker, non-drip (paint), non-person, non-event; added to: varios
types of words and expressions, mainly nouns and verbs.
4. Pejorative Prefixes
Pejorative prefixes are highly evaluative in the negative sense.
4.1. mis = wrong(ly), astray: mismanagement, mismarriage, to
miscalculate, to mishandle, to misinform (inform wrongly; whereas
disinformationmeans the deliberate spreading of false or distorted information);
added to: verbs, abstract, participles.

4.2. mal = bad(ly), improper(ly): malpractice, malinformation,
malnutrition, maltreatment, to malfunction, malformed, malodorous; added to:
verbs, abstract nouns, participles, adjectives, but only words of latin origin.
4.3. pseudo = false, imitation: pseudo-education,pseudo-intellectual,
pseudoscience, pseudo-Elizabethan, pseudo-Gothic; added to: nouns, adjectives,
also nouned adjectives.
4.4. crypto = concealed: crypto-fascist, crypto-Catholic,cryptography;
added to: nouns.
5. Prefixes of Place (Locative Prefixes)
Locative prefixes determine the place, or relative place, or (relative)
direction, of action or objects. Also, abstract nouns and processes or relations are
determined in terms of locality. Perhaps a look at the following will provide a
clear picture:
5.1. ante = before (locally): antechamber, anteroom; added to: nouns.

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

5.2. circum = around: circumnavigate, circumlocution, circumcision;
added to: verbs, nouns.
5.3. extra = outside, beyond: extramarital, extracurricular, extrasensory,
extra-pay; added to: adjectivs, nouns.
5.4. fore = in front, front part of: forefinger, foreskin, forecourt, forehead;
added to: nouns.
5.5. in = inside, into: also il-, im-, ir- ingathering, indoors, in-patient (not
impatient); added to: participles, nouns.

5.6. inter = between, in between: interracial, international,
interdisciplinary, interrace; added to: adjectives, nouns.
5.7. intra = inside: intramural, intra-uterine, intravenous; added to:
adjectives.
5.8. mid = middle: midfield, mid-point, midway; added to: nouns.
5.9. out = out of, outside: outdoor, out-patient, outlook; added to: nouns; =
to surpass: to outrun, to outnumber, to outgrow, to outdistance, to outbid; added
to: verbs.
5.10. over = above, outer: to overthrow, to overshadow, overcoat; added
to: verbs, nouns; = excessive: overemphasis, overenthusiasm, over-anxious, to
overcharge, to overfish; added to: nouns, verbs.
5.11. retro = backwards, reflexive: to retroflex, to retrorocket, to retroject;
added to: verbs.
5.12. sub = below, beneath: subway, subsoil, subconcious; added to:
nouns, adjectives; = secondary, lesser in rank: sub-editor, subdean, subleader,
sub-climax; added to: nouns; = subordinate part of: subcommittee, subplot,
sublet, subtitle; added to: nouns; = below the norm: subhuman, subzero,
substandard; added to: adjectives, nouns. = to exchange: to substitute; added to:
verbs.
5.13. super = above: superstructure, superimpose, superterrestrial; added
to: nouns, verbs, adjectives; = beyond the norm: superhuman, superman,
supergun, superstar; added to: nouns, adjectives; = excessive, excessively:
superconformity, superconfidence, supersensitive, superabundant, supercritical;
added to: nouns, adjectives.
5.14. supra = above: supranational, supramundane; added to: adjectives.
5.15. sur = above: surtax, surcharge, surtitle; nouns, verbs.
5.16. tele = at a distance: telecommunication, television; added to: nouns,
verbs.
5.17. trans = across: transatlantic, transnational, transsexual; added to:
adjectives, geographical names.

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

5.18. ultra = beyond, excessively, extremely: ultra-violet, ultra-sonic,
ultramodest, ultra-thin, ultra-modern, ultra-orthodox; added to: adjectives.
5. 19. under = below: underground, undercarriage, underclothes; added to:
nouns; = too little; undercharge, underpay, undercook, undervalue: added to:
verbs; = subordinate: under-secretary, underclass, underling; added to: nouns.
Additional locative prefixes: Prepositions determining direction, both locatively
and figuratively applied: to bypass, to upgrade, to downsize, to undergo, to
oversee.
6. Prefixes of Size, Degree and Status
6.1. arch = highest, worst, chief: archbishop, arch-rival, archangel,
archduke, arch-enemy; added to: nouns.
6.2. macro = large: macrocosm, macro-economics; added to: nouns.
6.3. micro = small: microtransmitter, micro-computer, microsurgery,
microeconomics; added to: nouns.
6.4. mega = very large: megastar, megastore; added to: nouns.
6.5. mini = small: miniseries, minibreak, minicab, miniskirt; added to:
nouns.
6.6. over/under = too much/too little: to overcook, to underheat; added to:
any verb of action.
6.7. hyper = extremely: hypercritical; added to: adjectives.
6.8. co = joint: co-founder, co-presenter; added to: nouns, verbs.
6.9. pro = deputy: procounsul, pro-vice-chancellor; added to: nouns of

latin origin.
6.10. vice = deputy: vice president; added to: latin words.
7. Prefixes of Time and Order
7.1. ante = before: antenatal, antedate; added to: adjectives.
7.2. ex = former: ex-wife, ex-president; human nouns.
7.3. fore = before: to foresee, to foretell, foregone; added to: verbs,
participles, nouns.
7.4. mid = middle: mid-afternoon, midwinter, midnight; added to: nouns
denoting points or periods of time.
7.5. neo = new, recent form of, revived: neo-colonialism, neo-conservative,
neo-fascist; added to: abstract nouns, adjectives.
7.6. post = after: post-war, post-modernism, post-structuralist; added to:
nouns denoting time, abstract nouns, adjectives denoting periods of time.
7.7. pre = before, pre-arranged before the time/period of: prepay, preexisting, predate, preview, preschool, pre-war, pre-marital; added to: nouns,
adjectives.

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

7.8. re = again, back: reprint, reapply, renew, re-evaluate, resettlement;
added to: verbs, abstract nouns.
8. Prefixes of Number
Numeral prefixes the amount, quantity, or scope.
8.1. mono = single, one: monotheism, monorail, monoplane, monotonous;
added to: nouns, adjectives.
8.2. uni = one: unidirectional, unidimensional, unilateral; added to:

adjectives, nouns.
8.3. poly = many: polysyllabic, polytheism, polygraph; added to:
adjectives, nouns.
8.4. multi = many: multi-faith, multinational, multimillionaire, multiracial; added to: nouns, adjectives.
8.5. semi = half, partly: semicircle, semi-automatic, semi-conscious,
semiofficial; added to: nouns, adjectives.
8.6. demi = half, partly: demisemiquaver, demigod; added to:nouns in most
cases.
8.7. hemi = half: hemisphere, hemistich; added to: nouns.
8.8. bi = two, double: bifocal, bilingual, bilateral; added to: adjectives.
8.9. di = two, double: dipole, dioxide; added to: nouns.
8.10. duo, du = two, double: duologue, duplex; added to: nouns.
8.11. tri = three, triple: tripartite, triangle, triennial; added to: nouns,
adjectives.
9. Class-changing and converting Prefixes
The prefixes a-, be-, en- and em- have the primary effect to change the class (or
type) of words, or, to convert.
9.1. a = added to verbs in order to form predicative adjectives (no
synonymical explaination possible): afloat (A ships that's floating is afloat), aloft
(An aircraft airborne is aloft).
9.2. be = added to nouns in order to form transitive verbs: to besiege (To
surround to force into surrender), to beguile (To charm), to bewitch (To put a
magic spell on);
= added to adjectives in order to form transitive verbs: to becalm (To calm
or to make calm), to belittle (To make something or somebody seem unimportant
or of lesser value), to befoul (To make foul or dirty; to contaminate);
= added to verbs in order to form transitive verbs, and, at the same time, as
an intensifying force for verbs: to becry (To bitterly cry about), to besmear (To
make dirty), to bewail (To mourn, or express sorrow over), to bespatter (To cover
with spots of dirt), to bespeak (To give evidence of);

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

= added to nouns in order to form participial adjectives: bespectacled
(Wearing spectacles), beribboned (Wearing ribbons), bewigged (Wearing a wig),
besotted (Hopelessly in love with sb., but only in reference to men [women are
infatuated]).
9.3. en as well as em- (before b,p), to form verbs from nouns and
adjectives; added to nouns in order to form intransitive verbs meaning "put
oneself onto or into": to enlist (to enter or cause to enter armed forces; to
obtainhelp, support etc.), to enroll (to become or make so. a member of st.), to
embark (to board a ship or plane);
= added to nouns in order to form transitive
verbs meaning "put in": to encode (To translate into coded language), to endanger
(To put into danger), to ensnare (To catch in trap); = added to nouns in order to
form transitive verbs meaning "make into": to enslave (To make a slave out of),
to ennoble (To make a noble out of); = added to adjectives in order to form
transitive verbs meaning "make": to enlarge (to increase size), to enrich (to make
richer), to ensure (to make sure), to embitter (to cause bitterness for).
10. Other Prefixes
10.1. auto = self: autobiography, autopilot, auto-suggestion, autograph,
automobile; added to: nouns.
10.2. bio = abbreviation of biology an biological: biodegradable,
biofeedback, biodiversity; added to: nouns, adjectives.
10.3. eco = abbreviation of ecology and ecological: ecosystem, ecotourism; added to: nouns.

10.4. euro = also Euro = abbreviation of Europe and European:
Eurocurrencies, Eurosceptic, Europhile; added to: nouns, adjectives.
10.5. para = ancillary: paramilitary, paramedic, paralegal; added to: nouns,
adjectives; = beyond the scope of: paranormal, parapsychology; added to:
adjectives, nouns.
10.6. self = self: self-motivating, self-inflicted, self-denial, self-satisfaction;
added to: particles, nouns.
10.7. pan = all, worldwide: pan-African, pan-Slavism; added to: adjectives
and nouns denoting origin or nationality.
10.8. proto = first, original: prototype; added to: nouns.
C . Suffixes
1. Verb Suffixes
1.1. -ify = to make, to cause: to simplify, to beautify, to classify, to
personify, to countrify, to ladify, to prettify, to Frenchify; added to: nouns (i.e.
beauty) and adjectives (i.e. pretty) in order to form (mainly) transitive verbs.
1.2. -ize = also -ise = to make, to treat in the way of: to scandalize, to
civilize, to organize, to Americanize, to familiarize, to legalize, to nationalize, to

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

materialize, to popularize, to privatize; added to: adjectives and nouns of romanic
origin, but also proper names in order to form mainly transitive verbs.
1.3. -en = to make, to make become: to strengthen, to blacken, to darken, to
deepen, to harden, to shorten, to widen, to deafen, to sadden; added to: nouns and
adjectives in order to form transitive verbs meaning: "to make something into

whatever the adjective or noun determines".
1.4. -ate = to add or provide with: to chlorinate, to dehydrate, to urinate, to
ventilate; added to: nouns in order to form both transitive and intransitive verbs
meaning: "to add to something whatever is expressed by the original noun"; or,
"to perform or carry out actions obviously meant by the original noun".
2. Adjective Suffixes
2.1. -able (also -ible on words of Latin or French origin) - words ending
-able have to meaning "that can or deserves to be -ed" (in which "-ed" stands for
any past participle); or, "that is able to do this"; or, “that can be done with it”:
breakable, eatable, exchangeable, pitiable, readable, reliable, available,
unthinkable, intelligible, responsible, audible; added to: chiefly verbs of action.
2.2. -al (also -ial) - meaning "of the nature of", "belonging to": natural,
occasional, educational, accidental, managerial, musical, criminal, editorial,
provisional, continental; added to: nouns in order to form primarily noncomparable adjectives.
2.3. -an (also -ian) - meaning "in the tradition of", "coming from", "of the
nature of": African, Indian, Elizabethan, Victorian, republican; added to: chiefly
proper names, geographical names, well-know personal names (Persons defining
eras, ideas, or ideologies).
24. -ed - having, having been provided with, or having been "-ed" (while
-ed stands for the past participle of any verb): booted, spurred, cultured, landed,
moneyed, talented, wooded, earthed, fashioned, one- eyed, balconied; added to:
nouns or noun phrases in order to form participial adjectives.
2.5. -en = being made or composed of (Materials): wooden, woollen,
leaden, earthen; added to: nouns denoting materials.
2.6. -ese = coming from, being of the nature of; Chinese, Milanese,
Portuguese; added to: Some geographic names of foreign nature. This also
denotes individuals (besides groups).
2.7. -esque = after the manner of (artists especially): Rembrandtesque,
picturesque (methaphorical, picture- like); added to: Proper names, nouns
denoting stylistic or art-like devices (a picturesque language).

2.8. -fold = so many times: twofold, tenfold, manyfold; added to: numerals
higher than one; "many".

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

2.9. -ful = being full of, having the nature of, giving: cheerful, doubtful,
powerful, careful, resentful, mindful, useful, helpful, spoonful; added to: chiefly
abstract nouns.
2.10. -ic = of the nature of: energetic, emphatic, systematic, comic,
domestic, laconic, phonetic, tragic, Arabic, aristocratic, dramatic, Napoleonic;
added to: nouns, proper names.
2.11. -ical = of the nature of: biological, economical, comical, historical;
added to: nouns, proper names. "-ical" is more colloquial and less scientific than
"-ic"; but beware that sometimes meanings differ: economic (dealing with the
economy) as different to economical (as less wasteful).
2.12. -ing = something experienced like ... (verbs); amazing, amusing,
dazzling, trifling, shocking; added to: verbs.
2.13. -ish = of the nature of: Swedish, feverish, youngish, childish,
sevenish added to: geographical names, adjectives, nouns, numerals denoting
time or age (fivish = around five; thirtyish = about 30 years of age).
2.14. -less = devoid of: careless, harmless, restless, borderless, merciless;
added to: nouns (antonym of -ful).
2.15. -like = of the nature of, behaving like: childlike, gentlemanlike,
godlike; added to: nouns. 16. -ly = of the nature of, periodic recurrence:
cowardly, kingly, earthly, monthly, daily; added to: nouns, denotions of time.

2.17. -some = productive of: burdensome, fearsome, quarrelsome,
troublesome, tiresome, lonesome; added to: nouns,verbs,adjectives.
2.18. -ward = in the direction of: upward, eastward, onward, heavenward,
homeward, landward, backward, forward (as from fore); added to: locative
adverbs.
2.19. -y = of the nature of: funny, rusty, smelly, sleepy, choosy, bony, nervy,
headachy, second-classy, catchy, sticky fishy, flimsy (derobitary: fishy character);
added to: every concrete noun, some verbs.
3. Suffixes of concrete nouns
Noun suffixes will form nouns from every type of word.
3.1. -ant (as well as -ent) = who / that carries out, agentive and
instrumental: informant, claimant, solvent, inhabitant, disinfectant, servant; added
to: verbs.
3.2. -er = also -or in words of latin origin: server, dreamer, cleaner,
recorder; added to: verbs. These often denote person following their profession:
baker, bookseller; = device or object fulfilling the task of: container, locker,
boiler, mower; added to: verbs. = object, agency or means performing the task of:
fixer-upper, do-gooder; added to: verbal phrases (verb+adverb); = denotion of
origin of persons: Southerner, Londoner; added to: geographical names.

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

3.3. -ing = agentive: the working (a definite article is mandatory); added to:
verbs; = activity: swimming, gardening, manufacturing; added to: verbs; = result:
building, clothing, painting; added to: verbs. The result is either a gerund or a

participle, according to the context.
3.4. -ee = passive, affected by: employee, interviewee, teachee, trustee,
evacuee; added to: verbs. The resulting noun must denote a person.
3.5. -ed = passive, affected by: the unemployed; added to: verbs. The
resulting noun must denote a person. Use a definite article.
3.6. -eer = denoting the person carrying out a certain action: auctioneer,
sloganeer, volunteer; added to: nouns, verbs.
3.7. -ery = also -ry = a location or place where to (...): brewery, bakery;
added to: verbs of action; = overall term for various but similiar objects:
machinery, weaponry; added to: nouns.
3.8. -ist = person following the befiefs of: communist, fascist, royalist;
converted from: abstract nouns ending -ism or added to certain adjectives (royal);
= person practising science or art, trade or profession: archaeologist, violinist,
tobacconist, dentist; added to: concrete nouns or converted from abstract nouns. =
person having the characteristics of/ thinking in terms of: racist, sexist, egoist,
antagonist; added to: certain nouns.
4. Abstract Nouns
4.1. -age = an aggregate or collectivty: acreage, mileage, package, voltage;
added to: nouns denoting units of measurement, verbs like to pack; = function or
condition: bondage, orphanage, peerage, shortage; added to: certain nouns,
adjective "short"; = action: breakage, drainage, stoppage; added to: verbs of
action; = fee or charge: postage, percentage; added to:
certain nouns; = abode or residence: hermitage, orphanage, vicarage, heritage.
4.2. -al = the event of an action: approval, arrival, denial, recital, refusal,
revival, trial, bestowal, betrothal, renewal, betrayal; added to: verbs of action of
Romanic origin.
4.3. -ation = also -ion = state, action: exploration, objection, authorization;
added to: verbs of action; = institution: organization; addes to: verbs.
4.4. -dom = rank or condition: stardom, martyrdom, savagedom boredom,
freedom, wisdom; added to: nouns, certain verbs and adjectives; = domain or

realm: kingdom, christendom; added to: names denoting religious domain or titles
of heads of state; = a group of persons collectively, or "the ways of ...":
Christendom, schoolmasterdom, officialdom; added to: certain nouns and
adjectives.
4.5. -ship = state or condition: authorship, membership, scholarship,
hardship, fellowship, friendship, hardship; added to: nouns denoting qualities of a

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

person, certain adjectives; = skill or art: salesmanship, craftsmanship,
workmanship; added to: nouns of profession; = action: censorship; added to:
verbs; = Others of concrete meaning: scholarship, township; added to: nouns.
4.6. -cy = state of condition: accuracy, constancy, normalcy, bankruptcy,
decency, truancy; added to: adjectives; = state or incumbency of: lieutenancy,
presidency, captaincy, colonelcy, chaplaincy; added to: nouns retaining to rank or
office.
4.7. -ry also -ery (as for words of only one syllable) = action or condition:
pedantry, rivalry, drudgery, foolery, slavery; added to: nouns of personal qualities
or conditions; = science, occupation, trade: chemistry, dentistry, cookery; added
to: professions; = colony of animals or plants; swannery, pinery; = collectivity of
persons; Irishry, peasantry, yeomanry, citizenry, snobbery; = collectivity of
things: crockery, jewelry, summitry; = workplace of ... (profession); place to ...
(action): bakery,brewery, fishery, pottery, refinery; added to: names of profession;
verbs of action; = abode of one or more persons: deanery, nunnery, nursery;
added to: names of professions.

4.8. -ness = state or condition: foolishness, narrow-mindedness,
willingness, happiness, drunkenness, carelessness, usefulness; added to:
adjectives and participles descriptive of personal ways, or conditions; or of
charac- teristicals of things; must be of germanic origin.
4.9. -ility, -ity, -ty = state or condition: ability, stability, simplicity, vanity,
cruelty readability, visibility, comicality; added to: adjectives of latin or french
origin; or, adjectives of English origin ending -able or -ible. 10. -ment = action or
result of action: acknowledgement, argument, treatment, embankment,
embodiment, employment, pavement, settlement, shipment, bewilderment,
refreshment; added to: verbs of action.
5. Adverb Suffixes
5.1. -ly = in that way. -ly is the standard way to form adjectives: easy easily; important - importantly; and so on. -ly is added to: adjectives not ending
ly, phrases (matter-of-factly, full-heartedly, cold-bloodedly). It is also added to
some neologisms: transbroomstickally. As for the aforesaid: friendly - in a
friendly manner (this applies to all adjectives ending -ly).
5.2. -wise = in terms of ..., as far as ... is/are concerned: clockwise,
notewise, moneywise; added to: nouns.
5.3. - ways = in the manner of: sideways, lengthways; added to: nouns.
Adverbs determine the nature of verbs (action or state) and of adjectives
(characteristics), whereas adjectives determine the nature of nouns (things or
persons).

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

PART III:

HOW TO TEACH & PRACTICE WORD FORMATION AND EXERCISES
A: HOW TO TEACH & PRACTICE WORD FORMATION
For your vocabulary lesson, you need to teach students the word “prediction.”
You have 9 other words to teach along with prediction, and thus you have
introduced 10 new words to the students. But what if you could quadruple that
without taking more time? By teaching students basic word formation skills early
in the term, you can teach them prediction, predict, predictable, and predictably
all at the same time. Once you’ve taught students how to manipulate parts of
speech in a sentence, they now have increased their vocabulary by four words
instead of just one. Teaching word formation can be challenging, and students can
often get confused as to whether they should use the adjective or the adverb. Yet,
if you teach them these simple guidelines below, you’ll be ready to start
increasing their vocabulary four-fold with every new vocabulary list you provide.
I. How to Teach Word Formation
1. Charts
Create a chart/table that has four columns for
noun/verb/adjective/adverb and as many rows as new vocabulary words you
introduce. It’s beneficial to give students their own individual chart so that they
can use it for studying, but it would also be helpful to keep a large chart in the
classroom so students can easily be reminded of the patterns found within.
Don’t feel obliged to complete all four columns for every word as not every word
in English neatly breaks down into these four word forms. Sometimes a word
won’t have all of the forms, or the forms may be rarely used in English. Having
gaps in the chart will reinforce the idea that they can’t always apply these
patterns.
2. Teach common suffixes
By using a chart as recommended above, students will also begin to see
similarities among word endings. Help them to discover the most common
endings for parts of speech and even relationships between parts of speech. For
example, guide them to figuring out that adjectives ending in –able/-ible often

take the noun ending –ity. (e.g. responsible- responsibility; possible-possibility;
capable- capability)
Be sure to stress to your students that these are patterns, not “rules,” and that
there will be some exceptions to most of these patterns. However, by establishing
these patterns concretely, students will be able to vastly improve their vocabulary
quickly, and they will more readily notice and remember exceptions to the
pattern. ( See more in part I)
3. Teach Common “Guidelines” for usage

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

Knowing the correct part of speech for a word form is important, but it’s less
than half the battle. The real challenge comes with being able to know how to
use it appropriately in a sentence. Below are some (but definitely not all) of the
most common usage patterns. Again, emphasize that these are just guidelines
because there are many exceptions in English. Once you have taught students
these patterns, they will be able to use most word forms immediately in their
writing.
3.1. Nouns
 Nouns are people, places, or things.
 Nouns always come before verbs and after verbs.
 Every sentence will have at least one noun.
Nouns are usually in these positions:
 a/an/the ___________
The prediction came true.

 adjective ___________
Wrong predictions are dangerous.
 Possessive (my, your, his, her, John’s) ________
Their prediction was wrong.
 have ____________
I have a prediction.
 ________ Verb
Predictions make people’s lives easier.
3.2. Verbs
 Verbs show the action or state of being in a sentence.
 Verbs usually aren’t the first word in a sentence.
 Exception—Commands: (Go to class.)
 EVERY sentence MUST have a verb!
Verbs are usually in these positions:
 Subject ________________
Jessica predicted that she would win the
game yesterday.
 Adverb _______________
He always predicts the weather.
 can/should/might/must ________ She can’t predict what he will do.
 didn’t/don’t ____________
Don’t predict something unless you know
it is true.
 to ________
I’m going to predict your future.
3.3. Adjectives
 Adjectives describe nouns (people, places, and things).
 They answer the question: “What kind of person/place/thing?”
Adjectives are usually in these positions:
 am/is/are/was/were __________ The game was predictable.

 _________ noun
Predictable people are easy to understand.

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

 very __________________
Tony is a very predictable person.
 adverb _______________
Tony is always predictable.
 a/an/the ______________ noun
The predictable answer was “yes.”
3.4. Adverbs
 Adverbs describe verbs or adjectives.
 They answer the question “How did he do it?”
 Usually, you add -ly to the adjective to make an adverb (but not always!)
Adverbs are usually in these positions:
 _____________________ ,
Predictably, Tommy was late again.
 __________________ Verb
He predictably walked in late.
 Verb __________________
He walked quickly.
 very _________________
He walked very quickly.
 _____________ Adjective

Tom is predictably late.
II. How to Practice Word Formation
1. “Word Up” Review Game: Write each word form on two different note cards
(or make things easy on yourself by printing the word forms on the computer and
then cutting them into individual words). Divide students into two equal teams
and have them sit in two lines facing their opposing team. Distribute one whole
set of word forms equally amongst each team such that for every word form, a
student on Team A has the word and a student on Team B has the word. Stand in
front of the students and call out the word and part of speech you want for that
word (e.g., “The noun form for predict”). The first student to raise their hand with
the word prediction earns a point for their team. Continue until you’ve gone
through all the word forms; keep in mind that going back and repeating word
forms you have already called out will help keep all students on their toes and
engaged in the activity.
2. Grab the ___________
Print off sets of all of your word forms; make sure you have enough for as many
groups as you want. Put students into groups of three or four and have them
arrange their desks in a small circle with each other. Arrange the word forms
evenly on all the students’ desks. At the front, call out a command – “Grab all the
adverbs” and students must race the other members of their group to collect as
many adverbs as possible. Alternatively, you can follow the pattern of the “Word
Up” game in this small group fashion and have students grab the individual word
forms that you call out as well.
3. Go Fish
In groups of three or four, distribute one set of all of the word forms to each
group. Each student should have four words in their hand with the remaining

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

words spread out face-down on a desk. Students must ask each other for the
appropriate forms that they need to complete a “set” (i.e. adverb, adjective, noun,
and verb). For example, Student A might ask Student B if he has the “Noun form
of predict.” If he does, Student B must give Student A the form; if Student B does
not have it, Student A draws a word form from the pile on the desk.
B. EXERCISES
Exercise 1: Match prefixes on the left to their meanings on the right.
_____ Re- (renew)
1) wrong, bad
_____ Pre- (preview)
2) before
_____ Mis- (misbehave)
3) again, back
_____ De- (deforestation)
4) eight
_____ Tele- (television)
5) one, same, whole
_____ Un- (unhappy)
6) remove or reduce
_____ Bi- (biweekly)
7) twice, (two times)
_____ Uni- (uniform)
8) far, distant
_____ Octo- (octopus)
9) many, (usually more than two)
_____ Sub- (subway)

10) under or low
_____ Multi- (multiple)
11) not
Common prefix match- answer key
1 - mis
2 - pre
3 - re
4 - octo
5 - uni
6 - de
7 - bi
8 - tele
9 – multi
10 - sub
11 - un
Exercise 2: Common suffixes Match the suffixes on the left to the explanation or
function on the right
_____ -able (unable)
1) adverb making
_____ -er , -or ( teacher, doctor)
2) verb making
_____ -ful (useful)
3) can or able to do something
_____ -ment, - ness, - ion (movement, 4) see or range
togetherness, information)
_____ -ively (actively)
5) noun or name of something
_____ -ive (active)
6) job, doer
_____ -ate (communicate)

7) sound or audio
_____ -phone (telephone)
8) adjective or description word
building
_____ -scope (telescope)
9) full of
Common suffix match - Answer Key:
1 - ively
2 - ate
3 - able
4 – scope
6 - er
7 - phone 8 - ive
9 - ful

5 - ment ness ion

Exercise 3: Give the correct form of the words

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

1. We must limit population _______because our resources are limited . (GROW)
2. Children get a great deal of ______when Tet comes.
(EXCITE)
3. The English language training is a good ____for any career .

(PREPARE)
4. There is a _____of food in flooded areas.
(SHORT)
5. many people are not aware of population _____
(EXPLODE)
6. The United Nation ia an international ____.
(ORGANISE)
7. The area that has the ____population growth rate is Latin America . (HIGH)
8. Mut , which is _____fruit , is very popular .
(CANDY)
9. Do you know how to cook _____foods ?
(TRADITION)
10. We should carry out population ______programmes.
( EDUCATE )

Answer Key:
1- growth 2 – excitement
5 -explosion 6 -organization
10- educational

3 - preparation
4 - shortage
7- highest
8 – candied
9- traditional

Exercise 4: Give the correct form of the words
1. Some countries are poor because they have few ______recourses . ( NATURE )
2. People believe that having many children means ____.( HAPPY)
3. Taking part in this ________helped me more self-confident . ( COMPETE )

4. Were women ___allowed to participate in the Boston races in 1957 ? ( OFFICE )
5. _______, nobody was injured in the accident last night . ( LUCKY )
6. They emphasized the physical fitness and ______.
( STRONG )
7. We don’t go to work on _____ Independence Day .
( NATION)
8. Overpopulation causes many problems to the world , particularly ____countries .
(DEVELOP )
9. ____________on winning the tennis championship! ( CONGRATULATE )
10. A music ________is an event whish is held every four years . ( COMPETE )
Answer Key:
1 - natural
2 - happiness
3 – competition
4 - officially
5 – Luckily
6 - strength
7 - national
8 – developing
9 - congratulations 10 - competetion
Exercise 5: Fill in each blank with the correct form of the word given in brackets.
1. The Internet is a very useful means of __________.
(COMMUNICATE)
2. ______ is not enough by itself; you must work hard too. (INSPIRE )
3. They live in a ___ area in the north-east of the country.
(MOUNTAIN)
4. She received a lot of __________ from her friends.
(COURAGE)
5. The _____ situation in that country is getting worse and worse. (ECONOMY)
6. We must learn about keeping the environment _______.

(POLLUTE)
7. The price of ________ has gone up again.
(ELECTRIC)
8. David and Mai want to visit an _______ institute in Vietnam. (OCEAN )
9. I’m very __________ of my father and love him so much. (PRIDE)
10. Don't be so _______, we've been waiting a few minutes. ( PATIENCE)
Exercise 6: Choose the best answer
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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

1. Her _______ was so great that she broke a glass.
a. anxious
b. anxiously c. anxiety
d. anxieties
2. He felt very _______ when he saw he had failed the exam again.
a. courage
b. discouraged
c. encouragement d. encourage
3. The work is still at a very _______ level.
a. experiment
b. experimental
c. experimentally d. experimentalize
4. It is the most _______ film I have ever seen.
a. fright
b. frighten
c. frightened

d. frightening
5. It is very _______ to live in a damp room.
a. health
b. healthy
c. healthily d. unhealthy
6. He promised to come but he’s very _______.
a. rely
b. reliable
c. reliably
d. unreliable
7. How much do you _______.
a. weight
b. weigh
c. weightless
d. weightlessness
8. Magnets will _______ most metals.
a. attraction
b. attract
c. attractive d. attractively
9. His _______ has not improved much.
a. behave
b. behavior
c. behaved
d. behaving
10. She is extremely _______ about the history of art.
a. know
b. knowledge
c. knowledgeable d. knowledgeably
11. He owes his _______ largely to his sense of humor.
a. popular

b. popularity
c. popularly
d. popularize
12. As she is so _______ with her present job, she’s decided to leave.
a. satisfaction
b. satisfactory
c. satisfactorily
d. dissatisfied
13. What a very _______ old man he is!
a. learn
b. learning
c. learned
d. to learn
14. Traveling in big city is becoming more _______ everyday.
a. trouble
b. troublesome
c. troubling
d. troubler
15. Less public transport is now available because of the _______ of staff.
a. short
b. shortly
c. shorten
d. shortage
16. Because of the volume of traffic local councils are forced to give _______ for more
roads to be constructed.
a. permit
b. permission
c. permissive
d. permissively
17. _______, many houses have to be demolished to make ways for the roads.

a. Fortune
b. Fortunate
c. fortunately
d. unfortunately
18. She felt a sense of _______ when her friend went to live abroad.
a. lose
b. loss
c. loser
d. losing
19. You need a lot of _______ to be a teacher.
a. patient
b. patience
c. impatience
d. impatient
20. I’m afraid you aren’t suitably _______ for the job.
a. qualification
b. qualified
c. qualify
d. qualifying
21. The weather will be bright with _______ showers.

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

a. occasion
b. occasional

22. Most birds _______ in the winter.
a. migratory
b. migrate
Answer Key:
1. c 2. b 3. b 4. d 5. d 6. d
12. d 13. c 14. b 15. d 16. b 17. d

c. occasionally

d. occasions

c. migration

d. migrator

7. b 8. b 9. b 10. c 11. b
18. b 19. b 20. b 21. b 22. b

1.

WORD FORMATION
Fill in each blank with the correct form of the word given in brackets:
MOUNTAIN
They live in a _____________ area in the north- east of the country.

2.

She received a lot of _____________ from her friends.

3.

4.

The _____________ situation in that country is getting worse and ECONOMY
worse.
POLLUTE
We must learn about keeping the environment _____________ .

5.

The price of _____________ has gone up again.

ELECTRIC

6.

If it doesn’t rain soon, there will be a great _____________ of water.

SHORT

7.

I’m very _____________ of my father and love him so much.

PRIDE

8.

Don’t be so _____________, we have been waiting a few minutes.

PATIENCE

9.

_____________ is not enough by itself; you must work hard too.

INSPIRE

10.

His parents are very _____________ of him.

PRIDE

11.

If your work is _____________ , you will get a raise.

SATISFY

12.

David and Mai want to visit an _____________ institute in Vietnam.

OCEAN

13.

He fell off the bike, but his _____________ were not serious.

INJURE

14.

She got very angry but later she apologized for her _____________ .

PATIENT

15.

This knife is very blunt. It needs _____________ .

SHARP

16.

English is a _____________ easy language for Friend to learn.

COMPARE

17.

Please, _____________ our letter of the 14th. We have not had a reply.

KNOW

18.

Keith’s exam results turned out to be _____________ .

DISASTER

19.

There will be no pay rises in the _____________ future.

SEE

20.

Jim is one of the most _____________ members of the committee.

SPEAK

21.

What are the entry _____________ at this university?

REQUIRE

22.

Jackie suffered as a child from a very strict _____________

BRING

23.

I think that your _____________ about the cost are wrong.

ASSUME

24.

This statue _____________ the soldiers who dies in the war.

MEMORY

25.

The idea that the sun “rises” is a popular _____________

CONCEIVE

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COURAGE

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

26.

Ruth has gone back to village to get a teaching _____________ .

QUALITY

27.

The village in the mountains are quite _____________ during winter

ACCESS

28.

The inquiry decided that the police were not entirely _____________

BLAME

29.

Sam was accused of stealing some _______ documents from the safe.

CONFIDENCE

30.

You do not have to go. Your decision must be entirely _____________

VOLUNTEER

31.

How do you like my latest _____________ for my stamp collection?

ACQUIRE

32.

The minister gave ________ answer to the interview’s questions.

EVADE

33.

The two prisoners are to be _____________ next month.

TRIAL

34.

Most people agree that Christmas has become too _____________

COMMERCE

35.

The dancer’s movements were extremely _____________ .

GRACE

36.

The cost of _____________ to the show is quite reasonable.

ADMIT

37.

Bill was given a medal in _____________ of his services.

RECOGNIZE

38.

All _____________ must be received before July 20th 1994.

APPLY

39.

Karenna and Cathina are _____________ twins.

IDENTITY

40.

You look rather _____________ . Are you worried about something?

OCCUPY

41.

I’m sure that the whole problem is a simple _____________ .

UNDERSTAND

42.

Going swimming everyday would have very _____________ effects.

BENEFIT

43.

It’s much more _____________ to buy large size packets.

ECONOMY

44.

My ankle is really _____________ and I can’t walk easily.

SWELL

45.

The government’s _____________ approach has brought criticism.

COMPROMINE

46.

The meeting adopted a _____________ calling for Smith to resign.

RESOLVE

47.

When Jane made up for a play, she was _____________ .

RECOGNIZE

48.

Davis isn’t really a friend, only an _____________

ACQUAINT

49.

I thought the test was _____________ easy, actually.

COMPARE

50.

There was a _____________ between a lorry and two cars.

COLLIDE

51.

Te pain became _________ during the night so I called the doctor.

ENDURE

52.

Professor Smith has joined the company in an ______ capacity.

ADVICE

53.

I cant put up with your _____________ complaining.

CEASE

54.

Visitors complained about the _____________ in the old museum.

ORGANIZE

55.

The government have taken a _______ decision to ban motor bicycles.

CONTROVERSY

56.

Mr. Maxdell stated that the _______ against him were unfounded.

ALLEGE

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school
57.

Little Jimmy has been a bit _____________ today.

TROUBLE

58.

You can not enter the country without the _____________ documents.

REQUIRE

59.

The evidence in this case is entirely _____________

CIRCUMSTANCE

60.

The failure of this scheme would have serious _____________

IMPLY

61.

There is a _____________ living-room, with French windows.

SPACE

62.

Have you read the latest _____________ about Madonna’s private life.

REVEAL

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.

15.
16.

communication
official
mountainous
encouragement
economic
unpolluted
electricity
shortage
proud
impatient
inspiration
proud
satisfactory
oceanic
injuries
impatience

17.
18.
19.
20.
21.
22.
23.
24.
25.
26.

27.
28.
29.
30.
31.
32.

sharpening
comparatively
acknowledge
disastrous
foreseeable
outspoken
requirements
upbringing
assumption
commemorates
misconception
qualification
inaccessible
blameless
confidential
voluntary

33.
34.
35.
36.
37.
38.

39.
40.
41.
42.
43.
44.
45.
46.
47.
48.

acquisition
evasive
tried
commercialized
graceful
admission
recognition
applications
identical
preoccupied
misunderstanding
beneficial
economical
swollen
uncompromising
resolution

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49.
50.
51.
52.
53.
54.
55.
56.
57.
58.
59.
60.
61.
62.

unrecognizable
acquaintance
comparatively
collision
unendurable
advisory
ceaseless
controversial
allegation
troublesome
requisite
circumstantial
implication
spacious

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

PART IV: RESULT
1. At the beginning of the school-year 2017 -2018
Classes

11G
11k
10K
11E

Students

41
40
42
42

Excellent

Good

Average

Under Average

9→10

%

7→8

%

5→6

%

1→4

%

2
0
0
2

5
0

3
5
4
3

7

11
12
14
13

27

25
23
24
24

61

2. At the end of the school-year 2017 – 2018
Classes

Students

Excellent
9→10

%

Good
7→8

Average
%

5→6

Under Average
%

11G
41
9
21
10
26
17
39
11k
40
6
15
9
22
19
48
10K
42
7
16
9
21
20
47
11E

42
9
21
11
26
19
46
3. Học sinh giỏi cấp tỉnh năm học 2017 – 2018:
2 giải nhì, 2 giải ba, 1 giải kk xếp thứ 4 toàn tỉnh.

1→4

%

5
6
7
3

12
15
16
7

PART V: CONCLUSION
"Knowing some common prefixes and suffixes (affixes), base words,
and root words can help students learn the meanings of many new words."
The sense of curiosity of students toward the words parts and segments is
very important. However, how to activate this sense of curiosity is more
challenging. The study investigated whether the learning vocabulary through

word formation strategy could affect on vocabulary learning the word formation
to develop vocablary for grade 11 gifted students at Mai Anh Tuan high school
In brief this research showed that the students who received the special
treatment with word formation strategy performed much better than the students
who were instructed with conventional strategies in the posttest.

Xác nhận của hiệu trưởng
trường THPT Mai Anh Tuấn

Thanh hóa, ngày 22 tháng 05 năm 2018
Tôi xin cam đoan đây là SKKN
của mình viết, không sao chéo
nội dung của người khác.
Người viết SKKN

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2018

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Using the word formation to develop vocablary for the grade 11 gifted students at Mai Anh Tuan high school

Lê Hồng Phong

Appendix:
LISTS OF WORD FORMATION
The following list does not include the adjectives derived from participle forms
of verbs e.g. (verb) interest (adjective) interesting /interested nor does the list
include the adverbs derived by adding suffix "-ly" at the end of adjectives. eg.
(adjective) deep (adverb)deeply.

VERBS NOUN ADJECTIVE ADVERB
enable
ability
able
unable
ably
absence
absentee absent
accident accidental
accommodate
accomodation
acknowledge
acknowledgement
act
action
activity
activist
actress
actor
active
inactive
activate
activation
add
addition
additive
additional additive
adequacy inadequacy adequate inadequate
admire
admiration admirable admirably

advantage disadvantage
advantageous disadvantageous advertise
advertisement
admit
admission admittance
adopt
adoption
advise
advice
advisability
advisable inadvisable
advisably inadvisably
affection
Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2018

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