(SKKN 2022) some methods of marking stress to improve the communicaion efficiency of high school students in grade 12

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HÓA TRƯỜNG THPT NGUYỄN THỊ LỢI SÁNG KIẾN KINH NGHIỆM STRESS WITH SOME RULES AND TYPES OF EXERCISES Người thực hiện: Hoàng Thị Phương Chức vụ: Giáo viên SKKN thuộc lĩnh vực (môn): Tiếng Anh THANH HÓA 2022 CONTENTS Page PART I: INTRODUCTION .1 1.Reason for studying: 1.1 Reasons for theoredical side 1.2 Practical reasons .2 1.3 Reasons for urgency .2 1.4 Reason for the condition and capacity of the instructor 2 Aims of the study .2 methods of the study Scope of the study 4.1 Subjects of study: grade 12 students .2 4.2 Scope of study: practice tests and semester exam questions New features in the study’s result PART II: CONTENTS .2 2.1 Definition of stress 2.2 Rules of stress 2.3 Practice PART III PROCEDURE .11 Experimental time: months 11 Arrange the experimental groups .13 Educational effects of the study .14 PART IV CONCLUSION AND SUGGESTIONS 15 Conclusion 15 Suggestions .15 REFERENCES: 16 PART I: INTRODUCTION Reasons for studying: 1.1 Reasons for the theoretical side In the trend of globalization today, the importance of English cannot be denied and ignored because it is widely used everywhere in the world Along with the development of technology, medicine, engineering and education, English plays a very important role Therefore, learning English becomes even more necessary than ever In Vietnam, as in many Asian countries, English is now taught as a compulsory school subject from an early age (it is officially taught from grade onwards) (Ministry of Education and Training (MOET), 2008), and many changes have been initiated in the teaching of the subject in the last few years Implement multiple-choice test for English subjects becomes popular and compulsory in high school graduation exams, university exams, and colleges of the Ministry of Education and Training English is taught through communication, student-centred To communicate in English, students must use both listening and speaking well What must teahers and students to achieve the goal? This requires many factors in which mastering the stress of English is relatively important.The correct pronunciation of words in English will make English more smoothly and avoid misunderstanding in communication I have taught English for many years, I find that language knowledge in general and knowledge of stress in particilar only pratises anghd doesn’t explain in high school program Students only need to listen and repeat some given words The content of the stress part is only introduced in the language focus in unit 3, unit 4, unit in English texbook 12 Students just listen to the tape how to read, then repeat However, Tests, graduation, university exams all have the questions about stress Through studying the results of tests and semesters, Students don’t get the stress right In fact, students don’t pay attention to the stress of words, so they speak evenly, which reduces the effectiveness of communication Therefore, I decided to choose the topic: “Some methods of marking stress to improve the communicaion efficiency of high school students in grade 12” 1.2 Practical reasons With the direction of the Ministry of Education on innovating the teaching methods of English subject under the 2020 project and the changes in the forms of tests, and the focus of the communication 1.3 Reasons for urgency The content of the stress part is only introduced in the language focus in unit 3, unit 4, unit in English texbook 12 Students just listen to the tape how to read, then repeat However, Tests, graduation, university exams all have the questions about stress Through studying the results of tests and semesters, Students don’t get the stress right In fact, students don’t pay attention to the stress of words, so they speak evenly, which reduces the effectiveness of communication Therefore, it is essential for learners to focus on improving the effectiveness of stress According to the Department of Education's guidelines for the 2014-2015 school-year assessment innovation and the changes in the form of tests, the grammatical knowledge account for 60% of the 45-minute tests and semester exams as well as national examination Therefore, it is essential for learners to focus on improving the effectiveness of grammatical classes 1.4 Reasons for the condition and capacity of the instructor Based on the results of the tests, lesson plans, assessments on the receptive ability of Nguyen Thi Loi School students and observation of the students’ activities in solving stress exercises related to grade 12 students, the conductor can recognize the difficulties in the process of teaching and learning stress in English with different exercises Aims of the study The aims of this research are to investigate which difficulties students have in doing exercises concerned with stress and to provide students some rules for marking accents in English Methods of the study - Observe communication classes - Consult many documents, especially methods of study - Study colleagues’ experience Scope of the study 4.1.Subjects of study: grade 12 students The research has been carried out in classes of grade 12: 12A5 (in the controlling group) and 12A8 (in the experimental group) at Nguyen Thi Loi High School 4.2 Scope of study: practice test and semester exam questions and communication New features in the study’s result In the study with the researcher’s innovation, the new approaches help students to identify the types of exercises and to communicate better PART II: CONTENT General difficulties in the process of teaching and learning stress 1.1 On the learner's side: Nguyen Thi Loi High School is located in a tourist area, Sam son beach, so most of the students don’t focus on studying seriously because of their part time jobs It is the thinking of earning money early and easily that makes them neglect study They spend the less time doing homework and preparing lessons before class Besides, high school students have too many subjects to learn during the school year The passive learning attitude during lessons in some classes observed by the teachers also shows that learners not seem to pay adequate attention to selfimprovement in the learning process As a result, learners can’t understand and remember the content of lesson Another drawback is that In fact, students don’t pay attention to the stress of words, so they speak evenly, which reduces the effectiveness of communication Therefore, it is essential for learners to focus on improving the effectiveness of stress learner don’t focus on enriching their vocabulary, especially, they ignore the stress of them In my observation in each lesson, learners remember the stress of the words mechanically Moreover, students don’t pay attention to the stress of words, so they speak evenly, which reduces the effectiveness of communication Therefore, it is essential for learners to focus on improving the effectiveness of stress 1.2 On the teacher's side The application traditional methods in language teaching makes learners feel boring and it’s difficult for them to understand lesson Some teachers, although are aware of the need to change teaching methods, they cannot apply many effective measures to change the situation due to the limited time in class Some teachers only pay attention to good learners not to bad students Therefore, most of learners don’t have understand lesson and get bad mark and can’t communicte with others By analyzing subjective and objective difficulties in the process of teaching and learning reading, focusing on four basic types of exercises: 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 questions and make dialogue in pars or in groups The aim of the research is to suggest some solutions to help students stress exercises more effectively and eventually improve their results and grades in exams and communicate better Definition AND some Rules of stress To help students exercises better, I use some rules and irregular words to teach the stress 2.1 Defining stress Stress pronuciation is the way that a word or syllable is pronounced with greater force than other words in the same sentence or the other syllables in the word Stressed syllables are louder than the others -i.e air comes out of lungs with more power, but they might also be longer, or pronounced with higher or lower in pitch Some longer words may have more than ‘strong syllables’, but one of them tends to stand out more than the other They are referred to as primary and secondary stress the former being the strongest 2.2 Some rules of the stress 1.RULE : two syllable words a)Noun/Adj of syllables: stress 1st syllable: Ex: student, table, sticker happy, random, courage Except: machine , event b)Verbs of syllables :stress 2nd syllable Ex: to admit, to intent, to construct c)Verbs of syllables-ending with OW, EN, Y, EL, ER, LE, ISH :stress 1st syllable Ex: to open, to follow, to hurry, to struggle, to flatter, to finish 2.RULE : three or > three syllable words - stress 3rd syllable- counting backwards Ex: to celebrate,curriculum, to unify Except: to develop, imagine, banana 3.RULE : suffixes: a) stress before CIV(consonant-I-vowel) Ex: australia, religious, physician b) stress before IC Ex: titanic, panasonic, pacific Except: rhetoric, lunatic, catholic, arithmetic, politics, Arabic c) stress on the following ending syllables: ADE, OO, OON, EE, EEN, EER, ESE, ISE, IZE, AIRE, SELF Ex: pickaboo, millionaire, cocoon, analyze, engineer, themselves d) stress before TION, TAL Ex: tradition, continental, RULE 4: phrases 4.1 noun phrases: a) WH - to inf ; whether/if-to inf ; gerund+ obj :stress on the last word Ex: what to do, learning english b) compound nouns : * N+N , N+gerund , gerund+N: stress on 1st element Ex : river bank, coal mining, living room ** N + adj : stress on N Ex: a handsome and good man *** N( possession, material, component) + N: stress on both of them Ex : my father's book, wood chair, egg cake 4.2 adj / adv phrases : stress on the last word Ex : the book on the table, the girl standing overthere, in the morning , by car RULE : sentences stress on * verbs : the last verb * nouns : the last noun * adv * complement * before commas * on reflexive pronouns Ex: I go to school and learn English I it myself Word Stress Rules to Improve Your English Pronunciation Nouns and adjectives with two syllables The rule: When a noun (a word referring to a person, thing, place or abstract quality) or an adjective (a word that gives information about a noun) has two syllables, the stress is usually on the first syllable Examples: table /TA-ble/ scissors /SCI-ssors/ pretty /PRE-tty/, clever /CLE-ver/ Exceptions: Unfortunately, there are exceptions to this rule It could be that a word was borrowed from another language or it could be totally random You just have to learn these “outsiders” by heart Here are three words you can start with: hotel /ho-TEL/ extreme /ex-TREME/ concise /con-CISE/ Verbs and prepositions with two syllables The rule: When a verb (a word referring to an action, event or state of being) or a preposition (a word that comes before a noun, pronoun or the “-ing” form of a verb, and shows its relation to another word or part of the sentence) has two syllables, the stress is usually on the second syllable Examples: present /pre-SENT/ export /ex-PORT/ aside /a-SIDE/ between /be-TWEEN/ Words that are both a noun and a verb The rule: Some words in English can be both a noun and a verb In those cases, the noun has its word stress on the first syllable, and with the verb, the stress falls on the second syllable If you’ve been paying attention, you’ll see that this rule is a derivation from the prior two sections and notice some of the same words However, this is a separate section since those pairs of words are relatively common in English and they’re likely to cause misunderstanding due to the same spelling Examples: present /PRE-sent/ (a gift) vs present /pre-SENT/ (give something formally) export /EX-port/ (the practice or business of selling goods to another country or an article that is exported) vs export /ex-PORT/ (to sell goods to another country) suspect /SU-spect/ (someone who the police believe may have committed a crime) vs suspect /su-SPECT/ (to believe that something is true, especially something bad) There are, however, exceptions to this rule For example, the word “respect” has a stress on the second syllable both when it’s a verb and a noun Three syllable words ending in “er” and “ly” The rule: Words that have three syllables and end in “-er” or “-ly” often have a stress on the first syllable Examples: orderly /OR-der-ly/ quietly /QUI-et-ly/ manager /MA-na-ger/ Words ending in “ic,” “sion” and “tion” The rule: When a word ends in “ic,” “sion” or “tion,” the stress is usually on the second-to-last syllable You count syllables backwards and put a stress on the second one from the end Examples: creation /cre-A-tion/ commission /com-MI-ssion/ photographic /pho-to-GRA-phic/ Words ending in “cy,” “ty,” “phy,” “gy” and “al” The rule: When a word ends in “cy,” “ty,” “phy,” “gy” and “al,” the stress is often on the third to last syllable Similarly, you count syllables backwards and put a stress on the third one from the end Examples: democracy /de-MO-cra-cy/ photography /pho-TO-gra-phy/ logical /LO-gi-cal/ commodity /com-MO-di-ty/ psychology /psy-CHO-lo-gy/ Compound nouns The rule: In most compound nouns (a noun made up of two or more existing words), the word stress is on the first noun Examples: football /FOOT-ball/ keyboard /KEY-board/ Compound adjectives and verbs The rule: In most compound adjectives (a single adjective made of more than one word and often linked with a hyphen) and compound verbs (a multi-word verb that functions as a single verb), the stress is on the second word Examples: old-fashioned /old-FA-shioned/ understand /un-der–STAND/ Mastering the subject of word stress isn’t easy, as there are many rules and exceptions While native speakers it naturally, English learners have to get there through a lot of practice and repetition These eight English speaking and word stress rules in this guide might seem a bit overwhelming but they work as references Next time you hear a word or look something up in a dictionary, come back to these rules Make it a habit to be more aware of what you learn and soon you’ll perfect your pronunciation 2.3 Practice Exercise Choose the word which is stressed differently from the others a repair b thirty c fellow d quarter a contented b tobacco c continue d favourite a experience b education c immediately d occasional a family b disaster c buffalo d several a everybody b engineering c information d occupation a surname b provide c people d narrow a country b cousin c polite d borrow a different b behaviour c memory d capital a understand b appearance c remember d employer 10 a consider b important c semester d holiday 11 a receive b repeat c award d secondary 12 a brilliant b mature c harbour d difficult 13 a impossible b determine c interrupt d atomic 14 a develop b private c following d institute 15 a professor b suffering c favourite d terrbible 16 a passion b sorrow c comprise d native c retarded d surrounding 17 a photograph b director 18 a exhibition b demonstration c photography d resolution 19 a labour b effort c honest d complaint 20 a suspicious b humorous c satistied d interested 21 a miraculous b communicate c mysterious d calculating 22 a subtract b allow c request d memo 23 a capable b personal c interact d multiply 24 a electronic b entertainment c accuracy d calculation 25 a document b magazine c newspaper d anything 26 a person b latter c order d decide 27 a refreshment b excursion c suitable d assemble 28 a participant b destination c confirmation d information 29 a banana b afternoon c umbrella d tomorrow 30 a meaning b myself c bookcase d wildlife 31 a nation b nature c nationality d national 32 a combine b global c comment d culture 33 a effective b entertaining c enjoyable d encouraging 34 a demolish b deliver c develop d dangerous 35 a channel b comedy c cartoon d common 36 a development b resurface c essential d possible 37 a resort b lifestyle c canal d complete 38 a introduce b understand c atmosphere d underline 39 a education b technology c community d condition 40 a useless b village c bumper d hotel 41 a ocean b divide c surface d modern 42 a submarine b mystery c habitat d satellite 43 a population b investigate c independent d conservation 44 a marine b current c percent d device 45 a undersea b photograph c jellyfish d including 46 a constant b conserve c construct d concern 47 a provide b propose c probably d protect 48 a especially b engineer c eliminate d endangered 49 a desert b destroy c defense d detail 50 a valuable b various c Valentine d variety PART III PROCEDURE 10 Experimental time: months Arrange the experimental groups There are two groups in these experiments The first group consists of 37 students, class 12A8 For this group, the researcher still uses the traditional methods while teaching The second group with 45 students is taught by new methods Class is divided it into or groups, which is depend on the content of each lesson and teacher uses the tables above and gives specific steps for each type of exercises to helps students remember the knowledge better Educational effects of the study The first test is taken at the beginning of the experiment in January 2021 and the other is implemented in April, after one year school The achievement in the experiment is divided into levels: very weak mark is from 1,0 to 3,0 points; weak mark is from 3,5 to 4,5 points; average mark is from to 6,5 points; good mark is from to 10 points 11 Graph Result of tests after months of the first groups (12A8) *Test in January 2022, the beginning of the experiment 18 18 16 Test in Jan Test in Apr 16 14 13 12 10 10 8 very weak weak average good *Test in April 2022, the final test after the experiment’s time The graph shows and compares the results of the two tests taken at the beginning of the experiment in January 2022 and in April 2022, after a term of the first group As can be seen from the column graph, most of the students (24 students =64,9 %) in this groups get very low mark after months , from to 4,5 points when doing the tests in the experiment and a moderate percentage (10 students = 27%) could get the average mark because the teacher still uses the traditional methods in teaching reading lessons Only students (8,1%) get good mark after months with different tests about relative pronouns and clauses It is obvious that without innovating techniques to practice during classes, little progress is seen in this group after a term 12 Graph Result of tests after months of the first groups (12A8) *Test in January 2021, the beginning of the experiment 25 23 Test in Jan Test in Apr 20 16 15 10 10 10 6 very weak weak average good * Test in April 2021, the final test after the experiment’s time The graph shows and compares the results of the two tests taken at the beginning of the experiment in January 2021 and in April 2021, after a term of the second group As can be seen in the graph, this group of students has made great progress in grammatical tests about relative pronouns and clauses after a term thanks to the applying the new methods and mind maps From the compared numbers, it is clear that the number of students with very weak and weak points has reduced from 35 (77,8%) to 16 students (35,6%) While, the number of students getting average grade has significantly increased, from students (20%) to 23 students (51,1%) students (13,3%) have got good mark in the reading test at the end of the year, compared with only student (2,2%) at the beginning 13 Graph Compare the results of two groups through the test in April 2021 *Group 1: the controlling group *Group 2: the experimental group 25 23 Group test in Apr Group test in Apr 20 16 15 10 10 10 6 very weak weak average good The graph compares the results of the test in April of the two groups, after a term applying solutions with group In the graph, the most outstanding feature is the number of average students in the experimental group, 23 students ( 51,1%), more than double the number of the controlling groups with only 10 students (27,%) While, it is easy to see that the percentage of very weak and weak students in the group is only 16 students (35,5%), compared with 24 students in the group (64,9%) The number of students reaching good mark in group is twice as high as the number of group (6 students of group but only of group 1) It can be seen clearly that application of mind maps and new methods, the quality of the second group has been improved significantly after a term 14 PART IV CONCLUSION AND SUGGESTIONS Conclusion On the whole, from the result gained before and after the application of the new ideas in the study, the quality of each lesson about stress in grade 12 has been significantly improved The number of very weak and weak students has dropped drastically from 24 (64,9%) students to 16 (43,2%) students The number of students gaining good grades doubled from (8,1%) to (16,2%) students All these are evidences to prove that the introduced new methods to help student improve their quality of the grammatical lessons and the attitude of the students Suggestions The study has been carried in months with groups of students Through the results, the researcher suggests that the following proposals should be implemented so that the quality of tests could get better in the following academics years and students can comunicate better For the teachers, they should, before the class, make the lesson plans carefully, apply the new techniques which have been experimented with good feedback in this study to guide students during stress class In addition, it’s necessary for them to use the stress to communicte effectively THE PRINCIPAL'S CONFIRMATION Thanh Hoa, May 5th 2022 Undertaking not to copy Hoàng Thị Phương 15 REFERENCES: English vocabulary in use (Michael McCarthy/ Felicity O’Dell, Cambridge University Press) Harmer, Jeremy: The Practise of English Language teaching, Longman, 1993 Longman: Preparation course for the TOEFL TEST – Deborah Phillips Fundamentals of English Grammar – Betty Schrampfer Azar Understanding and using English Grammar – Betty Schrampfer Azar 16 ... ? ?Some methods of marking stress to improve the communicaion efficiency of high school students in grade 12? ?? 1.2 Practical reasons With the direction of the Ministry of Education on innovating the. .. ability of Nguyen Thi Loi School students and observation of the students? ?? activities in solving stress exercises related to grade 12 students, the conductor can recognize the difficulties in the. .. experience Scope of the study 4.1.Subjects of study: grade 12 students The research has been carried out in classes of grade 12: 12A5 (in the controlling group) and 12A8 (in the experimental