Some experiences in helping students grade 12th determine the stress position of the english words,easy,quickly, effectively’’

Determining the primary stress position of the words is one of the most difficult parts in pronunciation whereas it always appears both in communication and in exercises, tests as well a

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING

DUONG DINH NGHE HIGH SCHOOL

EXPERIENCE INITIATIVE

determine the stress position of the English

words,easy,quickly, effectively’’

The author: Nguyen Thi Lien Job position: Teacher – group leader Experience initiative belongs to English Subject

THANH HOA – 2018

CONTENTS PAGES

A INTRODUCTION 1

I THE REASON OF SELECTING THE TOPIC 1 II OBJECTIVES, TASKS, OBJECTS, AND THE METHODS OF RESEARCHING 1

1 Objectives of the topic 1 2 The tasks of implementing the topic 2 3 The main methods of studying the subject 2 4 Studied objects of the topic 2 III THE REAL STATE OF PROBLEM RESEARCH 2

1 The real state 2 2 The result of the above real state 2 B SOLUTION 3

I THE MEASURES OF IMPLEMENTING 3

II THE METHODS OF ORGANIZING TO IMPLEMENT 3

1 Definite stress 4

2 Position of the primary stress depends on the forms of the 6

Verbs- Nouns- Adjectives –Adverbs

3 Other matters of stress 8

C CONCLUSION 10

I THE RESULT OF RESEARCHING 10

II PROPOSAL 11

D REFERENCES

A INTRODUCTION

I THE REASON OF SELECTING THE TOPIC:

As far as we know English is widely used all over the world not only in communication but also in many other aspects such as culture, politics, economy, commerce, tourism and so on Along with mother tongue, everybody

in the world can use English to communicate with one another It is English that helps people closer, more friendly and understandable Therefore, this language

is going to become the common language of human

English is the international language, so we have to learn how to pronounce each word correctly and have rhythm, intonation from words to speeches, and one of these problems is “The primary stress position of the words” Determining the primary stress position of the words is one of the most difficult parts in pronunciation whereas it always appears both in communication and in exercises, tests as well as the national examinations During the process of teaching at Duong Dinh Nghe high school, I have found the methods which can help students determine the primary stress position of the words quickly and effectively I am writing into my initiative

‘Some experiences in helping students grade 12th determine the stress position of the English words, easy , quickly, effectively’’ 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 used in real teaching

II.OBJECTIVES,TASKS, OBJECTS AND THE METHODS OF RESEARCHING

1 Objectives of the topic

a 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

b For the teachers

- Guide, examine and remark the students to study the methods of determining the primary stress position of the words quickly, effectively

- Follow 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

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

2 The tasks of implementing the topic

- Understand the students’ state of doing stress exercises

- Studying the skill of doing stress exercises

- Apply the topic to teach English at Duong Dinh Nghe high school

- Compare, collate the result of implementing the topic

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

3 The main methods of studying the subject

I write this topic based on:

+ The method of studying theory

+ The method of investigating

+ Apply the topic to real teaching Englíh at Duong Dinh Nghe high school + Comparison, collation and summary of the result, effect of the topic

4 Studied objects of the topic

- The students of class 12A4 and 12A7 of Duong Dinh Nghe high school The academic year 2015 2016, 2016-2017,2017-2018, in 3 years

III THE REAL STATE OF PROBLEM RESEARCH

1 The real state:

During the process of teaching English at Duong Dinh Nghe high school, having taught students to study for getting 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 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 of words 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 identifying the main stress of the words in the test At that time only about 30 percent of the students in Duong dinh nghe high 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 methods of teaching and helping students have the best ways to determine the primary stress position

of the words, they cannot understand how to do it quickly, effectively 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 successfully.

2 The result of the above real state:

I applied my topic to teach 3 years from school year 2015-2016, 2016-2017,

2017-2018 for students of class 12A4,12A7 Through the fact of teaching, I could hold the real ability of the students as well as their ways of determining position of stress of words, and I had practical solution to guide them to do this kind of exercise scientifically and effectively For the students, by applying these methods, they could determine the position of the primary stress quickly and exactly

B SOLUTION

I THE MEASURES OF IMPLEMENTING

1 For the teachers:

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

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

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

- Have the students practice to analyze, compare and collate

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 for themselves to do exercises, tests or examinations about stress well

II 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, or, u

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

The topic ‘Some experiences in helping students grade 12th determine the

stress position of the English words, easy , quickly, effectively’’

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, I divide into three parts:

1 DEFINITE STRESS

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)

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/

-ity familiarity/fæmili’ærəti/

-ially oficially/ə’fiʃəli/

-tive suggestive /sə’dʒestiv/

-logy technology /tek’nɒlədʒi/

-ian librarian /lai’breəriən/

-ance attendance /ə’tendən/

-ence independence /indi’pendənt/

-ience experience /ik’spiəriən/

-ient efficient /i’fiʃənt/

-eous spontaneous /spɒn’teinəs/

-ious victorious /vik’tɒriəs/

-cial financial /fai’næʃl/

-tial preferential /prefə’renʃl/

Except for : television /’teliviʒən/

Politics /’pɒlətiks/

Arabic /’ærəbik/

Lunantic /’lu:nətik/

Arithmetic /ə’ri θmətik/mətik/

Catholic /’kæθmətik/ətik/

Rhetoric /’retərik/

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/

2 POSITION OF THE PRIMARY STRESS DEPENDS ON THE FORMS

OF THE: VERBS – NOUNS – ADJECTIVES – ADVERBS

2.1 Stress in two-syllable words.

2.1.1 Two - syllables words have unequal strength

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

Ex:

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/

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

Note:

Ex:

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

Ex:

hobby (n) /’hɒbi/

habit (n) /’hæbit/

luckily (adv) /’lʌki/

busy (a) /’bizi/

pretty (a) /’priti/

2.2 Stress in three - syllable words.

- The rules for verbs

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

Ex:

entertain /entə’tein/

understand /ʌndə’stænd/

introduce /intrə’dju:/

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

Ex :

develop / di’veləp/

determine /di’tɜ:min/

- Stress is not on the first syllable, except for the definite stress in part (1.1).

Ex :

concentrate /’kɒnsentreit/

Modernize /’mɒdənaiz/

- Rulers for nouns, adjectives, adverbs

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

Ex:

Cinema /’sinəmə/

Intellect /’intəlekt/

Government /‘gʌvmənt/

Difficult /’difiklt/

Different /’difərənt/

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

Ex:

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 [1.1].

Ex:

volunteer /vɒlən’tɪə/

referee /refə’ri:/

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

Ex:

Biology /bai’ɒlədʒi/

Philosophy /fi’lɒsəfi/

Magnificent /mæn’nifiksənt/

Trigonometry /trigə’nɒmətri/

3 OTHER MATTERS OF STRESS

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

Ex:

3.2 The primary stress position of compound nouns.

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

Ex:

filmmaker /’filmmeikə/

shorthand /‘ʃɔ:thænd/

bookshop /’bʊkʃɒp/

airport /’eəpɔ:/

dropout /’drɒpaut/

check-up /’tʃekʌp/

breakdown /’breikdau/

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

Ex:

breakdown /breik’dau/

tryout /trai’aut/

walkout /wɔ:lk’aut/

dropout /drɒp’aut/

check –up /tʃe’kʌp/

3.3 Affects of suffixes for the position of stress.

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

able, age, , en, ful, ing, ed, ish, like, less, ly, ment, ness, ous,

-fy, -wise, -y

Ex:

Ly Dangerous /’deindʒərəs/ dangerously /’deindʒərəsli/

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

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

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

Ex:

-al Environment /in’vaiərəmənt/ environmental /invaiərə’mæntəl/ -ial President /’prezidənt/ presidential /prezi’denʃl/ -alism experiment /iks’perimənt/ experimentaliasm /iksperi’mentəlizəm/

C CONCLUSION AND PROPOSAL

I THE RESULT OF RESEARCHING

- Through surveying, experimenting, comparing and collating the result that the students of 12A4,7 after 3 academic year 2015->2018 I applied my subject

to do exercises, tests and examinations of stress, I have conclusion that :

1 About the theory:

1.1 For the teacher

- Creates the teaching methods which are suitable for students request

- Forms and applies the methods, skills of doing exercises on stress to teach the students flexibly and effectively From this, I have been improving my quality of English teaching

1.2 For the students

- Understand and know how to do exercises, tests, examinations of stress perfectly They feel confident and enjoy doing this kind of exercises

2 About the fact :

- Through result of doing stress exercises, tests and examinations, it can be seen

that the experience and result of the students in doing this kind of this exercise have been improving much more than they used to be Because they can understand the basic rules of determining the primary stress primary of the words Furthermore, they can pronoun

ce English words better and speak English perfectly

- To have a basic comparison, give out the exact conclusion for the studying process and applying the topic to teach English in Duong Dinh Nghe high school I implemented to examine and collate the result of class 12A4,7 with 12A9 the academic year 2017 -2018

+ Class 12A9 was not applied the above topic

+ Class 12A4,7 was applied the above topic

TEST 15’

Question: Find the word with the stress pattern different from that of the other three words in each question (Allowed time: 15 minutes)

2 A tertiary

1 A construction

3 A enjoyable

4 A entertainment

B participant

B miserable

B comparison

B observation

C discourage

C obstinate

C magical

C education

D successful

D improvement

D successful

D prediction