Some pratical experiences used to teach word stress rules in english to grade 10 students at ham rong high school

Example 1 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐỀ MINH HOA Đề thi có 04 trang KỲ THI TRUNG HỌC PHỔ THÔNG QUỐC GIA NĂM 2017 Môn: TIẾNG ANH Thời gian làm bài: 60 phút, không kể thời gian phát đề... Mar

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PART I: INTRODUCTION

1 Reason for choosing 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

to be 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 Ham Rong High School, I have found the methods which can help students determine the primary stress position of the words quickly and effectively That is the reason why I want to write my initiative experience on the

topic ‘Some practical experiences used to teach word stress rules in English

to grade 10 students at Ham Rong High School’ 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

2 Objective of the study

This study is aimed to identify present English teaching and learning situation

of the grade 10 students at Ham Rong High School And then, some of learning word stress rule experiences and doing word stress exercises are given

3 Methods of the study

The major method is used in this study is quantitative one That is all considerations, comments, remarks, assumptions, suggestions and conclusions given in the study are largely based on the data analysis Data collections for analysis in the study come from the following methods: Theoretical study;

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Teacher interview; Class observation.

4 Scope of the study

This study only focuses on how to teach word stress rules to the grade 10 students at Ham Rong High School

5 Overview of the study

The study includes three main following parts:

Part I is the introduction which includes reason for choosing the topic,

objectives of the study, methods of the study, scope of the study and overview of the study

Part II is the main content referring to the definition of word stress, main types

of word stress used often in reference and formal examinations

Part III is the implementing solution instructing students on how to organize

learning in pairs, groups and how to arrange desks and chairs during English classes, applying some methods to introduce new materials in a lively and attractive way and teaching students how to do exercises related to word stress

PART IV is the results, findings, conclusion and proposals

PART II: MAIN CONTENT

1 What is word stress?

In some languages, each syllable in each word is pronounced with the exact same stress English is not one of those languages English has its own rhythm, complete with its own vocal music This means that one part of a certain word is said louder and longer than other parts of the same word It is something that is completely natural for English speakers, but something ESL students can learn from learning the correct way to pronounce new words, practicing their conversational skills, and by learning the rules for using word stress

In linguistics, and particularly phonology, stress or accent is the relative emphasis

or prominence given to a certain syllable in a word or to a certain word in a phrase or sentence

That emphasis is typically caused by such properties as increased loudness and vowel length, full articulation of the vowel, and changes

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in tone.[1][2] The terms stress and accent are often used synonymously in that context but are sometimes distinguished For example, when emphasis is produced through pitch alone, it is called pitch accent, and when produced through length alone, it is called quantitative accent.[3] When caused by a combination of various intensified properties, it is called stress accent or dynamic accent; English uses what is called variable stress accent Since stress can be realised through a wide range of phonetic properties, such as loudness, vowel length, and pitch (which are also used for other linguistic functions), it is difficult

to define stress solely phonetically

The stress placed on syllables within words is called word stress Some languages have fixed stress, meaning that the stress on virtually any multi syllable word falls on a particular syllable, such as the penultimate (e.g Polish)

or the first (e.g Finnish)

Other languages, like English and Russian, have lexical stress, where the position of stress in a word is not predictable in that way but lexically encoded Sometimes more than one level of stress, such as primary stress and secondary stress, may be identified Stress is not necessarily a feature of all languages: some, such as French and Mandarin, are sometimes analyzed as lacking lexical stress entirely The stress placed on words within sentences is called sentence stress or prosodic stress That is one of the three components of prosody, along with rhythm and intonation It includes phrasal stress (the default emphasis of certain words within phrases or clauses), and contrastive stress (used to highlight

an item, a word or part of a word, that is given particular focus)

2 What is a syllable?

A syllable is a unit of sound that creates meaning in language Consonants join vowels to create syllables A syllable is one unit of sound in English Syllables join consonants and vowels to form words Syllables can have more

than one letter; however, a syllable cannot have more than one sound Syllables

can have more than one consonant and more than one vowel, as well However, the consonant(s) and vowel(s) that create the syllable cannot make more than one sound Syllables are formed when a vowel pairs with a consonant to create a unit

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of sound Define syllables: the definition of syllables is a phonological unit consisting of one or more sounds, including a vowel sound To sum up, a syllable

is a unit of sound in language It joins vowels with consonants to create meaning and always contain only one vowel sound

3 Word Stress Rules

There are two very simple rules about word stress: one word has only one

stress One word cannot have two stresses If you hear two stresses, you hear

two words Two stresses cannot be one word It is true that there can be a

"secondary" stress in some words But a secondary stress is much smaller than the main [primary] stress, and is only used in long words We can only stress vowels, not consonants Here are some more, rather complicated, rules that can help you understand where to put the stress But do not rely on them too much, because there are many exceptions It is better to try to "feel" the music of the language and to add the stress naturally Below is t International Phonetic Alphabet

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+ Strong diphthongs are /ai/, /ei/, /ɔi/, /aʊ/, /iə/, /uə/, /eə/.

+ Week diphthong is /əu/

+ Strong vowels are: /ɜ:/, /i:/, /ɔ:/, /a:/, /u:/, /ʌ/, /æ/, /e/, /ɔ/

+ Week vowels are: /u/, /i/ but /ə/ is a week vowel called “Schwa”

Note: 1 Stress never falls on week vowel called “Schwa” /ə/.

2 Stress rarely falls on week vowels /u/, /i/.

3 Stress rarely falls on week diphthongs /əu/.

3.1 Word stress rule 1

Stress often falls on syllables having strong diphthongs and vowels according

to the priority order as following:

+ Diphthongs: /ai/, /ei/, /ɔi/, /aʊ/, /iə/, /uə/, /eə/.

+ Strong long vowels: /ɜ:/, /i:/, /ɔ:/, /a:/, /u:/, /ʌ/, /æ/, /e/, /ɔ/.

+ Strong short vowels: /ʌ/, /æ/, /e/, /ɔ/

Stress rarely falls on week diphthongs /əu/ and week vowels /u/, /i/.

Stress never falls on week vowel sound called “Schwa” /ə/.

Eg: - appear /əˈpiə/

- remember /riˈmembə/

- computer /kəmˈpju:tə/

In two syllable nouns and adjectives, the first syllable is normally stressed

Eg: - picture /ˈpiktʃə/

- happy /ˈhæpi/

- student /ˈstju:dənt/

- yellow /ˈjeləu/

In two syllable verbs, the second syllable is normally stressed

Eg: - divide /diˈvaid/

- explain /iksˈplein/

- repeat /ripˈi:t/

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- behave /biˈheiv/

* There are some special cases with two syllable nouns, adjectives to remember because the second syllable is stressed, not the first This is because

of the week vowel sound called “Schwa” /ə/, week diphthong /əu/ and week vowel sounds /i/, /u/.

Eg: - machine /məˈʃi:n/

- result /riˈzʌlt/

- marine /məˈri:n/

- extreme /ikˈstri:m/

* There are some special cases with two syllable verbs to remember because the first syllable is stressed, not the second This is because of the week vowel

sound called “Schwa” /ə/, week diphthong /əu/ and week vowel sounds /i/, /u/.

- offer /ˈɔfə/

- listen /ˈlisən/

- travel /ˈtrævəl/

Generally, when a prefix or suffix to a root word, the position of the stress

is not changed

Eg: - disappear /disəˈpiə/

- unemployment /ʌnimˈplɔimənt/

The following suffixes are normally stressed

- ee degree, employee (exception: committee, coffee)

- een fourteen, fifteen

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- oo/oon bamboo, tattoo, balloon

- self/selves myself, themselves

Stress falls on the syllables standing just in front of the following suffixes

- cion/sion/tion/ tional suspicion, decision, prevention, international

- ic/ics/ical economic, economics, historical (exception: politics)

- cial/tial/tual artificial, influential, contractual

- sive/ative/itive expensive, comparative, competitive

- ous/eous/ious disastrous, advantageous, delicious (exception: dangerous)

- ance/ence attendance, independence

Stress falls on the third from the last syllables with the following endings

- ty/phy/gy/sy/ry/cy community, photography, compulsory, agency

- ite/ute/ude opposite, institute, attitude

4 Word stress exercises cited from National reference and formal examinations from 2017 to 2021.

Example 1

BỘ GIÁO DỤC VÀ ĐÀO TẠO

ĐỀ MINH HOA

(Đề thi có 04 trang)

KỲ THI TRUNG HỌC PHỔ THÔNG QUỐC GIA NĂM 2017 Môn: TIẾNG ANH

Thời gian làm bài: 60 phút, không kể thời gian phát đề

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Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions.

Question 3: A offer B canoe C country D standard Question 4: A pollution B computer C currency D allowance

Example 2

ĐỀ THI THAM KHẢO

KỲ THI TRUNG HỌC PHỔ THÔNG QUỐC GIA NĂM 2018

MÔN: TIẾNG ANH Thời gian: 60 phút

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following

questions

Question 1: A legal B diverse C polite D complete

Question 2: A interview B compliment C sacrifice D represent

Example 3

BỘ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI TRUNG HỌC PHỔ THÔNG QUỐC GIA NĂM 2019

ĐỀ THI THAM KHẢO Bài thi: NGOẠI NGỮ; Môn thi: TIẾNG ANH

(Đề thi có 05 trang) Thời gian làm bài: 60 phút, không kể thời gian phát đề

Họ, tên thí sinh: Mã đề thi 001

Số báo danh:

Mark the letter A, B, C, or D on your answer sheet to indicate the word

that differs from the other three in the position of primary stress in each

of the following questions

Question 3: A inform B explore C prevent D cancel

Question 4: A attitude B manager C invention D company

Example 4

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BỘ GIÁO DỤC VÀ ĐÀO TẠO KỲ THI TRUNG HỌC PHỔ THÔNG QUỐC GIA NĂM 2020

ĐỀ THI THAM KHẢO Bài thi: NGOẠI NGỮ; Môn thi: TIẾNG ANH

(Đề thi có 05 trang) Thời gian làm bài: 60 phút, không kể thời gian phát đề

Số báo danh:

Mark the lener A, B, C, or D on your answer sheet to indicate the word

that differs from the other three in the position of primary stress in each of

the following questions.

QQuestion 4:A A attractive B B average CC classical D regular

Example 5

ĐỀ THI CHÍNH THỨC

(Đề thi có 06 trang)

KỲ THI TRUNG HỌC PHỔ THÔNG QUỐC GIA NĂM 2017

Bài thi: NGOẠI NGỮ; Môn thi: TIẾNG ANH

Thời gian làm bài: 60 phút, không kể thời gian phát đề

Số báo danh:

Mark the letter A, B, C, or D on your answer sheet to indicate the word that

differs from the other three in the position of primary stress in each of the

following questions.

Question 3 A effective B national C popular D difficult

Question 4 A reply B answer C future D Singer

Example 6

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KỲ THI TRUNG HỌC PHỔ THÔNG QUỐC GIA NĂM 2018 Bài thi: NGOẠI NGỮ; Môn thi: TIẾNG ANH

Số báo danh:

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions.

Question 9: A sympathy B poverty C equipment D character

Question 10: A intend B install C follow D Decide

Example 7

Số báo danh:

Mark the letter A, B, C or D on your answer sheet to indicate the word that

differs from the other three in the position of primary stress in each of the

following questions.

Example 8

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Số báo danh:

Mark the letter А, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions.

Question 3: A consider B discover C imagine D decorate

Question 4: A beauty B success C album D question

Example 9

Số báo danh:

Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of primary stress in each of the following questions

Question 1: A beauty B question C success D album

Question 2: A consider B decorate C discover D imagine

Example 10

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