(Skkn Rất Hay) Improving The Effectiveness Of Teaching Stress To Students In Grade 12 At Nhu Xuan Secondary & High School.pdf

THANH HOA EDUCATION AND TRAINING DEPARTMENT NHU XUAN SECONDARY & HIGH SCHOOL EXPERIENCE INITIATIVE IMPROVING THE EFFECTIVENESS OF TEACHING STRESS TO STUDENTS IN GRADE 12 AT NHU XUAN SECONDARY & HIGH S[.]

THANH HOA EDUCATION AND TRAINING DEPARTMENT

NHU XUAN SECONDARY & HIGH SCHOOL

TABLE OF CONTENTS

CONTENTS Page PART I: ASKING THE PROBLEM

PART II TOPIC CONTENT

II STATUS OF PROBLEM

1 The first survey on accent marks (with accompanying results) 5

III MEASURES TO IMPLEMENTED

IV CONTROL RESULTS WITH COMPARISON

V DEVELOPING STUDENTS' INTERNAL POWER IN

LEARNING

11

VI CONCLUSIONS AND RECOMMENDATIONS 12

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PART III REFERENCES 15

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PART I: ASKING THE PROBLEM

I REASON FOR CHOOSING THE THEME.

1 Theoretical basis.

As we all know English is the number one language in the world Millions

of people from different cultures have been working hard to learn English everyday In Vietnam, English has occupied an extremely important position since thecountry started the policy of opening up and integrating into the region and theworld It is the key to help us access the elites, advances in culture, science,technology and many other areas of humanity This global need to learn Englishshows that English is extremely important and in learning content, stress is avery important part and a key for us to understand the sound of words Nativespeakers use English accents so naturally that they don't even know they're usingthem English learners, including Vietnamese, if they don't pronounce the stresscorrectly, when communicating in English with native speakers often encountersome of the following problems Firstly, it is difficult to understand what peopleare saying, especially foreigners, they speak very quickly, and on the contrary, it

is very difficult for them to understand what they want, moreover we asVietnamese use foreign languages Second, if the pronunciation is not correct, itleads to the listener not being able to recognize the word we are referring to,even making the listener feel belittled, amused and the conversation can behindered

Nowadays, English is being taught in a communicative and centered way To be able to communicate in English, students must be able touse good listening and speaking skills So what teachers and students must do toachieve this goal, especially for ethnic minority students in mountainous areasThai as NHU XUAN SECONDARY & HIGH SCHOOL? This bothered me anddecided to find a way to guide my students on how to best study and choose theright answer when faced with this question

2 Practical basis.

From the practice of teaching English for the past 15 years, I realized thatthe knowledge of English stress has not been focused, not deeply in the highschool curriculum, on the 50-question exam, only 2 sentences are the stress ofWords, although the number of questions is small, is extremely important tostudents When teaching in phonics, teachers need to emphasize the stress onthe syllables that are read aloud, more clearly when pronouncing In particular,

a 1-syllable word will not have stress, you cannot read it up and compare itwith other syllables In English, stress is indicated by a comma in front of the

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stressed syllable (') Example: The word beauty has the transliteration /ˈbjuːti/.For students in mountainous areas, this is especially difficult for them, they donot have the same learning conditions as those in the lowlands or cities andlearning from teachers and students, they are only mentioned in the Languagefocus section, students can only listen to the teacher read it a few times andthen read it again, but in the high school exam these 2 sentences are veryimportant for our students, it belongs to the sentence of knowing andunderstanding

Meanwhile, the current local English learning environment has not been able

to meet the needs of communication practice Most of the students' families donot have the right investment, have not given the right attention, and are alsodespised and also because the need for benefits is not practical at the time thestudents are studying On the other hand, students' limitations are that theydon't know how to learn, how to record knowledge in the brain, but onlymemorize, rote, learn mechanically, memorize but cannot remember theknowledge of word stress After a lot of tests and test questions for students, Inoticed that students still choose a lot wrong, especially the stress of 3, 4syllable words, which reduces the student's score in the test

3 Actual situation of quality of English teaching and learning at school.

1 Advantages.

Although English is not a basic science like Math - Physics - Chemistry, it isvery important for a country that wants to develop and integrate Therefore,teachers must instill in students passion and interest in this subject Once theyunderstand the problem, they will be passionate and every time they go to class,they will actively and actively learn With the attention and support of theschool's Board of Directors, along with previous colleagues, they have createdall conditions for better English teaching and learning

The team of teachers is still lacking, moreover, the teachers are working awayfrom home, so there is no additional training for the children Although I knowthat learning English in general is difficult, it is even more difficult to teachchildren to remember the rules of pronunciation Therefore, they quickly forgetand easily confuse one word with another, leading to many students gettingbored and forgetting.

II THE PURPOSE OF THE THEME

From the above theoretical and practical bases, I boldly carried out a topiccalled

“improving the effectiveness of teaching stress to students in grade 12 at Nhu Xuan secondary & high school”

The purpose of the topic is:

- Help students realize the importance of using correct word stress fornouns, adjectives, verbs , thereby improving their knowledge when choosingtheir answers

- Help students solve the question about knowledge in the sound of wordsand improve their communication

III OBJECT AND SCOPE OF THE STUDY.

This topic is done with 5th graders in 12th grade that I directly teach in theschool year 2022-2023

IV IMPLEMENTATION PLAN.

The time for students to work from the beginning to the end is 6 weeks.Teach the rules of marking the stress of words 2, 3, 4, then give them practiceexercises in class

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Word stress is the force of pronunciation that is stressed on a certain syllable in

a word When we read this syllable, the pronunciation force will be strongerthan when pronouncing other syllables

English is a multi-syllabic language Most words have 2 or more syllables.Among the syllables that make up those words, there is always one syllable that

is pronounced differently from the rest The difference is shown in: length,magnitude and height Syllables are pronounced louder When pronouncing, it isnecessary to use a higher voice and last longer than other sounds in the sameword That syllable is the stress Or say otherwise, the stress falls on thatsyllable Word stress is indicated by a sign (‘) in front of the syllable

For example:

• The stress of happy falls on the first syllable happy /ˈhæpi/

• Stress falls on the 2nd syllable: arrange /əˈreɪndʒ/

• engineer /ˌendʒɪˈnɪr/ has two stresses: the main stress falls on the third

syllable /nir/ and the minor stress falls on the first syllable /en/

2 Why do we need to know stress?

- Word stress plays an important role in distinguishing one word from another when we hear and speak English Misplaced stress can lead to misunderstandingbecause a word that is written the same but has different stress has different meanings

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Stress is a sign that distinguishes one word from another When communicating with native speakers, if we do not know how to stress, it will easily cause

misunderstandings or they will not be able to understand anything

- Native speakers when speaking they stress the accent very naturally If we do not sound familiar, this is a difficulty, a barrier for ourselves in communication

Illustrative example: the word “desert” “desert” has two ways of

stressing:

- Stress is on the first syllable: /ˈdezərt/ Desert is now a noun, meaning desert

- The stress falls on the second syllable: /dɪˈzɜrt/ Desert is now a verb, which means abandonment, desertion

3 So how should we learn stress ?

Learners need to know the stress that creates the intonation of the sentence,

so it will help you speak more naturally and fluently

Mastering the rules of accents will make it easier for you to understandnative speakers

If you don't read the correct accent, it will make your listenersmisunderstand you, make it difficult to communicate, and make the dialogueboring and unattractive To understand the stress of a word, we must firstunderstand what a syllable is Every word is made up of syllables A syllable is aunit of pronunciation, consisting of a vowel sound (/ʌ/, /æ/, /a:/, /ɔɪ/, /ʊə/ ) andconsonants (p, k, t) , m, n….) surrounded by or without consonants Words canhave one, two, three or more than three syllables

Like knowledge about other subjects, stress also has its own rules With fixedrules, learners can memorize and practice many exercises and gradually get used

to them However, there are exceptions, students need to pay attention toteachers, listen to tapes a lot, buy additional reading materials or look updictionaries And the way to bring the best results is regular practice that willhelp new learners to conquer their maximum points

It is very important for them to identify the correct number of syllables whilepronouncing and stressing words Besides, it helps you to emphasize and conveyimportant information to the audience effectively

II STATUS OF PROBLEM.

In English, there are many words that are the same but have differentmeanings Therefore, stress will help you distinguish those words and avoidconfusion when communicating

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Through studying the opinions of teachers at the same school and students, aswell as the fact when teaching in class, I found that students are still very weak

in word stress

And before implementing the topic, I surveyed 3 out of 5 classes I actuallytaught at the school and the results were as follows

1 The first survey on accent marks (with accompanying results)

I have prepared answer sheets for you, each student will receive 1 sheet and

a sheet of 5 questions about the stress of 2, 3, 4 syllables and let them do itwithin 5 minutes

This form contains the following questions

Choose the word whose stress pattern is different from that of the rest

1 a generous b suspicious c constancy d sympathy

2 a acquaintance b unselfish c attraction d humorous

3 a loyalty b success c incapable d sincere

4 a carefully b correctly c seriously d personally

5 a excited b interested c confident d memorable

The obtained results are accompanied by the following percentages.

(1)

Correct (2)

Correct (3)

Correct (4)

Correct (5)

Wrong(5)

Key:1b, 2d, 3a, 4b, 5a

From the results obtained above, it can be said that students at our school still dovery weakly in the stress part, the above results also show that many children arecircling results with luck, not necessarily knowing how to circle right sentence

III MEASURES TO IMPLEMENTED.

1 Teach how to mark stress.

* The stress falls on the first syllable

Two-syllable nouns and adjectives in English, verbs containing a short vowelsound on the second syllable and ending in a consonant, the stress falls on thefirst syllable

For example: center /ˈsentər/

- Verbs ending in "ow" have stress on the first syllable

For example:  borrow / ˈbɔːroʊ/, follow /ˈfɑːloʊ/…

** Stress falls on the second syllable

- Two-syllable verbs and prepositions have the stress on the second syllable.For example:

Verbs: relax /rɪˈlæks/, receive /rɪˈsiːv/…

- Prepositions: among /əˈmʌŋ/, aside /əˈsaɪd/ , between /bɪˈtwiːn/…

Nouns or adjectives containing:

• Long vowel diphthong on the second syllable

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• Or ending in more than one consonant

=> The stress will fall on that syllable

For example: belief /bɪˈliːf/

correct /kəˈrekt/

police /pəˈliːs/ …

- Two-syllable words where the first syllable is a prefix, the stress falls

on the second syllable

For example:

unwise /ˌʌnˈwaɪz/, dislike /dɪsˈlaɪk/,…

***Three syllables and more than three syllables

*The stress falls on the first syllable

For three-syllable nouns: The second syllable contains the sound /ə/ or/i/, the stress will fall on the first syllable

For: controversy /ˈkɑːntrəvɜːrsi/

holiday /ˈhɑːlədeɪ /

resident /ˈrezɪdənt/…

**The stress falls on the second syllable

If the last syllable contains /ə/ or /i/, and the first syllable contains /i/

or /ə/, the stress will fall on the second syllable

****Words containing the suffix

- Words ending in –ic, -tion, -sion , -ious, -ian, -ial have the stress on the

second syllable from the end

For example: economic /ˌiːkəˈnɑːmɪk/

geologic /ˌdʒiːəˈlɑːdʒɪk/…

- Words that end in -cy, -ty, -phy , -gy, -ible, -ant, -ical, -ive, -ual, -ance/

ence, -ify, -al/ ar, –-uous, - ual, the stress falls on the third syllable from

Example: doorman /ˈdɔːrmən/, greenhouse /ˈɡriːnhaʊs/…

The stress falls on the second syllable in compound adjectives and compound verbs

For example: self-confident, hard-working, easy-going, understand /ʌndərˈstænd

/, overflow /ˌoʊvərˈfloʊ/…

PRACTICE EXERCISE

Choose the word that has main stress placed differently from the others:

1 a generous b suspicious c constancy d sympathy

2 a acquaintance b unselfish c attraction d humorous

3 a loyalty b success c incapable d sincere

4 a carefully b correctly c seriously d personally

5 a excited b interested c confident d memorable

6 a organise b decorate c divorce d promise

7 a refreshment b horrible c exciting d intention

8 a knowledge b maximum c athletics d marathon

9 a difficult b relevant c volunteer d interesting

10 a confidence b supportive c solution d obedient

11 a whenever b mischievous c hospital d separate

12 a introduce b delegate c marvelous d currency

13 a develop b conduction c partnership d majority

14 a counterpart b measurement c romantic d attractive

15 a government b technical c parallel d understand

16 a Pyramid b Egyptian c belongs d century

17 a construction b suggestion c accurate d hi-jacket

18 a dedicate b impressive c reminder d descendant

19 a remember b company c technical d interview

20 a electric b computer c fascinate d fantastic

21 a domestic b investment c substantial d undergo

22 a confident b influence c computer d remember

23 a optimist b powerful c terrorist d contrary

24 a government b destruction c contribute d depression

25 a institute b consumption c specific d encounter

26 a tableland b apparent c atmosphere d applicant

27 a vulnerable b satellite c eleven d element

28 a arrival b technical c proposal d approval

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