(SKKN 2022) THE PRIMARY STRESS POSITION OF THE ENGLISH WORDS FOR 11th GRADE STUDENTS

THANH HOA DEPARTMENT OF EDUCATION AND TRAININGNGUYEN MONG TUAN COMPREHENSIVE SCHOOL TEACHING INNOVATION EXPERIENCE THE PRIMARY STRESS POSITION OF THE ENGLISH WORDS FOR 11th GRADE STUDEN

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

NGUYEN MONG TUAN COMPREHENSIVE SCHOOL

TEACHING INNOVATION EXPERIENCE

THE PRIMARY STRESS POSITION OF THE ENGLISH

WORDS FOR 11th GRADE STUDENTS

Written by : Nguyen Van Thuan English Teacher

Nguyen Mong Tuan Comprehensive School Subject: English

THANH HOA 2022

TABLE OF CONTENTS PAGES

1 INTRODUCTION……… 3

1.1 THE REASON OF SELECTING THE TOPIC……… 3

1.2 OBJECTIVES OF THE TOPIC……… 4

1.3 THE TASKS OF IMPLEMENTING THE TOPIC…… ………… 4

1.4 THE MAIN METHODS OF STUDYING THE SUJECT………… 4

1.5 STUDIED OBJECTS OF THE TOPIC……… 5

2 THE REAL STATE OF PROBLEM RESEARCH……… 5

2.1 The real state……… 5

2.2 The result of the above real state……… 6

3 PROBLEM SOLVING………. 6

3.1 THE MEASURES OF IMPLEMENTING……… 6

3.2.THE METHODS OF ORGANIZING TO IMPLEMENT………… 6

3.2.1 DEFINITE STRESS……… 7

3.2.2 POSITION OF THE PRIMARY STRESS DEPENDS ON THE FORMS OF THE: VERBS – NOUNS – ADJECTIVES – ADVERBS……… 10

3.2.3 OTHER MATTERS OF STRESS……… 12

4 CONCLUSION AND PROPOSAL………. 15

4.1 THE RESULT OF RESEARCHING……… 15

4.2 PROPOSAL……… 17

5 REFERENCES……… 18

1 INTRODUCTION

1.1 THE REASON OF SELECTING THE TOPIC:

As we all know, marking primary stresses on multi-syllable words is so much challenging for not only English learners, but the teachers as well There have many different ideas on this matter

For many teachers, it is essential and better to teach stress while teaching each word itself to the students This is undoubtedly an excellent approach, but how the students remember all individual words together with their primary stress pattern is a big question And, the stdents may forget the word, or its stress pattern, or they may find it impossible to guess a new word’s stress pattern Other teachers believe that it is important for the students to be provided with rules for marking stress, after that they are able to do the practice better In fact, English, as we know, is not a phonetically alphabet language, and there are always irregular words facing the students After years of teaching, with the valuable help of colleagues, I find that it is effective and importand to combine the two above mentioned ideas whiles teaching the students how to mark primary stresses on multi-syllable English words To better their teaching, teachers are to make the students aware of what a primary stress on a multi-syllable word is, how to guess the stress patterns on certain words Checking the students’ work, giving remarks, and summarizing the cases areimportant Keeping the work done times after time, paying attention to the irregulars, establishing new rules are also essential and effective In this talk, I would like

to share with you my own experiences (which I have had through time of teaching and which I have had from colleages’ sharing) on how to mark stresses

on multi-syllable words I really hope to receive your feedbacks and sharing so

as to enrich my knowledge to better my work And I am writing into my

initiative “The primary stress position of the English words for 11 th grade students” This is considered to be a reference document, thus I would like the

colleagues to give comments and ideas to my initiative so that I can make it perfect and practically used in teaching

1.2 OBJECTIVES OF THE TOPIC.

1.2.1 For the students

- Determine the objectives, the requirement and the importance of English

- Understand the methods of determining the primary stress position of the words quickly, effectively when doing exercises, tests and examinations

- Know how to apply the methods of determining the primary stress position of the words to do exercises, tests and examinations about stress

- Speak English perfectly with accurate stress

1.2.2 For the teacher

- Guides, examines and remarks the students to study the methods of determining the primary stress position of the words quickly, effectively

- Follows close to the process of teaching English especially when teaching students to do exercises, tests, study for getting GCSE, attend to advanced students examinations or entrance examinations to university

- Supplies useful knowledge and good experiences for myself in order to improve the quality of teaching

1.3 THE TASKS OF IMPLEMENTING THE TOPIC.

- Understand the students’ state of skill of doing stress exercises

- Studying the skill of doing stress exercises

- Apply the topic to teach English in Nguyen Mong Tuan Comprehensive school

- Compare, collate the result of implementing the topic

- Remark, have conclusion about the result and effect of the topic

1.4 THE MAIN METHODS OF STUDYING THE SUBJECT.

I write this topic based on:

+ The method of studying theory

+ The method of investigating

+ Comparison, collation and summary of the result, effect of the topic.

1.5 STUDIED OBJECTS OF THE TOPIC.

- The students of class 11A7 : The academic year 2021 -2022

- Nguyen Mong Tuan Comprehensive school

2 THE REAL STATE OF PROBLEM RESEARCH

2.1 The real state:

During the process of teaching English at Nguyen Mong Tuan Comprehensive school, having helped students to study for preparing GCSE, take part in advanced students examinations and entrance examinations to universities and colleges Through many years of my own teaching, I realize that most of students are bad at not only knowledge but also the skill of identifying the primary stress position of the words when they do exercises, tests, examinations about the stress of the words With the primary stress position of words exercises require students to have certain knowledge, and they have to know and remember the main rules of position of the primary stress They may learn them by heart and apply these rules to do exercises flexibly so that they will get good result

Many years ago, when taking the national examinations, students had many difficulties in indentifying the main stress of the words in the test At that time only about 30 percent of the students in Nguyen Mong Tuan Comprehensive school was able to do this kind of exercise

From this consequence, we can see that:

If the teachers pay no attention to innovating the method of teaching and helping students have the best way to determine the primary stress of the words, they can not understand how to do it effectively and quickly To improve above consequence as well as help the students of our school to do this kind of this exercise better and more confidently, I present some methods or called the rules

of determining the primary stress position of the words quickly, effectively In this subject I will present some basic rules that students can understand and

remember easily, from that they will be able to apply to do exercises, tests or examinations effectively

2.2 The result of the above real state:

I applied my topic to teach the students of class 11A7 in the academic year

2021-2022 Through the fact of teaching, I could hold the real ability of the students as well as their ways of determining position of stress, and I had practical solution to support, guide them to do this kind of exercise scientifically and effectively For the students, by applying this method they could determine the position of the primary stress quickly and exactly

3 PROBLEM SOLVING

3.1 THE MEASURES OF IMPLEMENTING

3.1.1 For the teacher:

- Guides the students to study basic knowledge and the rules of position of the primary stress in the English words

- Reminds the students to learn the rules of each part of stress by heart

- Prepares exercises, tests for each part and the synthetic general exercises

- Has the students practise to analyse, compare and collate

3.1.2 For the students:

- Concentrate on the lessons; understand the rules, the methods to find out

position of the primary stress of the words,

- Know how to apply what they have learnt to do exercises, tests, examinations, flexibly and effectively

- Compare, estimate and get out experience by themselves to do exercises, tests

or examinations of stress better

3.2 THE METHODS OF ORGANIZING TO IMPLEMENT.

NOTES

- The primary stress of words is marked with a comma ( ‘ ) in front of or above

the syllable containing stress

- Primary stress of words falls in two or more than two – syllable words and in

syllables containing vowels as a, e, i, o, u

- Primary stress of words never falls in weak syllables containing /ə/

The topic “The primary stress position of the English words for 11 th grade students” is the methods to determine the primary stress position of

English words which appears in exercises, tests, examinations quickly, effectively and speaking English more accurately, consists of three following parts:

3.2.1 DEFINITE STRESS

3.2.1.1 Stress in suffixes

For the stem words with the following suffixes, stress is on these suffixes:

- ee employee /implɔɪ’i:/

- eer volunteer /vɒlʌt’ɪə/

- ese Chinese / tʃai’ni:z/

- ette cigarette /sigə’ret/

- esque picturesque /piktʃə’resk/

- ique unique /ju:’ni:k/

- oo bamboo /bæm’bu:/

-ade lemonade /lemə’neid/

-self himself /him’self/

-ur occur /ə’kɜ:/

-dict predict /pri’dikt/

-ect effect /i’fekt/

-fer prefer /prifɜ:/

-mit commit /kə’mit/

-pel compel /kəm’pel/

-press express /ek’pres/

-rupt corrupt /kərʌpt/

- sist assist /ə’sist/

-test detest /di’test/

-tract attract /ə’trækt/

-vert avert /ə’vɜ:t/

-vent prevent /pri’vent/

- aire millionaire /miliə’neə/

-ain entertain /entə’tein/ (apply to verbs)

3.2.1.2 The words with the following suffixes have stress on the syllables right in front of these suffixes.

-sion discussion /dis’kʌʃn/

-tion foundation /fau’deiʃn/

-ic economic /i:kə’nɒmik/ -ical economical /i:kə’nɒmikl/ -ity familiarity/fæmili’ærəti/

-ial official /ə’fiʃəl/

-ially oficially/ə’fiʃəli/

-tive suggestive /sə’dʒestiv/

-ative representative /repri’zentətiv/

-logy technology /tek’nɒlədʒi/

-ian librarian /lai’breəriən/

-ance attendance /ə’tendən/

-ence independence /indi’pendənt/

-ience experience /ik’spiəriən/

-ient efficient /i’fiʃənt/

-iar familiar /fə’miliə/

-eous spontaneous /spɒn’teinəs/

-ious victorious /vik’tɒriəs/

-ory memory /’meməri/

-cial financial /fai’næʃl/

-tial preferential /prefə’renʃl/

-cion suspicion /sʌs’piʃən/

-xious anxious /’ænʃiəs/

Except for : television /’teliviʒən/

Politics /’pɒlətiks/

Arabic /’ærəbik/

Lunantic /’lu:nətik/

Arithmetic /ə’ri θmətik/

Cathotic /’kæθətik/

Rhetoric /’retərik/

3.2.1.3 The words with the following suffixes, stress is on the third syllable counting from the last syllable of the word.

-ate consulate /’kɒnsjulit/

-ute constitute /’kɒnstitju:t/

-ude institude /’institju:/

-ite opposite /’ɒpəzit/

-ary documentary /dɒkju’mentəri/

-ative propagative /’prɒpəgeitive/

-fy beautify /’bju:tifai/

-ply multiply /’mʌltiplai/

-ise econnomise /i’kɒnəmaiz/

-ize modernize /’mɒdənize/

3.2.2 POSITION OF THE PRIMARY STRESS DEPENDS ON THE FORMS OF THE: VERBS – NOUNS – ADJECTIVES – ADVERBS.

3.2.2.1 Stress in two-syllable words.

3.2.2.1.1 Two - syllables words have unequal strength

- Stress of the most of these words is on the stronger syllables

Example:

Advice (n) /əd’vais/

Machine (n) /mə’ʃi:n/

Mistake (n) /mis’teik/

answer (n-v) / ‘ænsə/

happen (v) /’hæpən/

amazed (v) /ə’meizd/

alone (adj – adv) / ə’l əʊ/

3.2.2.1.2 Two - syllables words have unequal strength

Position of stress depends on the forms the words

VERBS:

In this case, stress of most of the words is on the second syllables

Example:

begin /bi’gin/

relax /re’læks/

maintain /mein’tein/

NOUNS, ADJECTIVES AND ADVERBS.

Stress is on the first syllable of most of nouns, adjectives and adverbs

Example:

hobby (n) /’hɒbi/

habit (n) /’hæbit/

luckily (adv) /’lʌki/

busy (a) /’bizi/

pretty (a) /’priti/

3.2.2.2 Stress in three - syllable words.

- The rules for verbs

For most three-syllable words, stress is on the last syllable.

Example:

entertain /entə’tein/

understand /ʌndə’stænd/

introduce /intrə’dju:/

- If the last syllable is weak or short, stress is on the second syllable.

Example:

develop / di’veləp/

determine /di’tɜ:min/

- Stress is not on the first syllable, except for the definite stress in part [3.2.1.1]

Example:

concentrate /’kɒnsentreit/

Modernize /’mɒdənaiz/

- Rulers for nouns, adjectives, adverbs

+ For most three-syllable nouns, adjectives, adverbs, stress is on the first syllable

Example:

Cinema /’sinəmə/

Intellect /’intəlekt/

Government /‘gʌvmənt/

Difficult /’difiklt/

Different /’difərənt/

+ If the first syllable is a weak, short one, or ended with /əʊ/, the main stress is on the second syllable

Example:

Computer /kəm’pju:tə/

Potato /pə’teitəʊ/

Disaster /di’za:stə/

+For three – syllable nouns, adjectives and adverbs, stress is rare on the third syllable, except for part [3.2.1.1].

Example:

volunteer /vɒlən’tɪə/

referee /refə’ri:/

3.2.2.3 Stress in words of more than three syllables.

- For more than three syllables words which does not belong to definite stress, stress is usually on the third syllable counting from the last syllable

Example:

Biology /bai’ɒlədʒi/

Philosophy /fi’lɒsəfi/

Manificent /mæn’nifiksənt/

Trigonometry /trigə’nɒmətri/

3.2.3 OTHER MATTERS OF STRESS.

3.2.3.1 For two- syllable words which have both noun and verb meanings

- Nouns have stress on the first syllable

- Verbs have stress on the second syllable

Example:

3.2.3.2 The primary stress position of compound nouns.

3.2.3.2.1 Most compound nouns have main stress position on the first syllable.

Example:

filmmaker /’filmmeikə/

shorthand /‘ʃɔ:thænd/

bookshop /’bʊkʃɒp/

airport /’eəpɔ:/

dropout /’drɒpaut/

check-up /’tʃekʌp/

breakdown /’breikdau/

3.2.3.2.2 But compound verbs combined from a verb and a preposition have stress on the second syllable.

Example:

breakdown /breik’dau/

tryout /trai’aut/

walkout /wɔ:lk’aut/

dropout /drɒp’aut/

check –up /tʃe’kʌp/

3.2.3.3 Affects of suffixes for the position of stress.

3.2.3.3.1 The following suffixes neither have stress nor affect to position the main stress of words.

-able, -age, -al, -en, -ful, -ing, -ed, -ish, -like, -less, -ly, -ment, -ness, -ous, -fy, -wise, -y

Example:

Ly Dangerous /’deindʒərəs/ Dangerously /’deindʒərəsli/

3.2.3.3.2.The suffixes make a change of the position of stress

- The following suffixes can make a change of the possition of stress in original words

al, ary, ity, ion, ic,ial , alism, ian, ious

Example:

-al environment /in’vaiərəmənt/ environmental /invaiərəmæntəl/ -ial president /’prezidənt/ presidential /prezi’denʃl/