SKKN KHÓ KHĂN TRONG dạy và học TRỌNG ÂMTRONGSÁCHGIÁOKHOA TIẾNG ANH 10 và một số GIẢI PHÁP

SỞ GIÁO DỤC VÀ ĐÀO TẠO NGHỆ AN TRƯỜNG THPT ANH SƠN SÁNG KIẾN KINH NGHIỆM TÊN ĐỀ TÀI: DIFFICULTIES IN TEACHING AND LEARNING ENGLISH WORD STRESS IN ENGLISH 10 AND SOME SOLUTIONS (KHÓ KHĂN TRONG DẠY VÀ HỌC TRỌNG ÂM TRONG SÁCH GIÁO KHOA TIẾNG ANH 10 VÀ MỘT SỐ GIẢI PHÁP) LĨNH VỰC: TIẾNG ANH Nhóm tác giả: Bùi Quang Lệ Đơn vị công tác: Trường THPT Anh Sơn I Nguyễn Văn Thành Đơn vị công tác: Trường THPT Hà Huy Tập Tổ môn: Văn - Ngoại ngữ Năm thực hiện: 2021 - 2022 Điện thoại: 09488 93 687 Anh Sơn, tháng năm 2022 TABLE OF CONTENTS PART 1: INTRODUCTION 1 RATIONALE OF THE STUDY 2 AIMS OF THE STUDY METHODS OF THE STUDY SCOPE OF THE STUDY PART 2: DEVELOPMENT I Definition of English word stress II An overview of the situation of teaching and learning English word stress at Ha Huy Tap and Anh Son Upper Secondary Schools 2.1 Learners 2.2 Teachers 2.3 The textbook III SOME SUGGESTED TECHNIQUES FOR TEACHING ENGLISH WORD STRESS IN ENGLISH 10” AT HA HUY TAP AND ANH SON UPPER SECONDARY SCHOOLS 3.1 Amount of exposure 3.2 Attitudes and motivation 3.3 The time for each lesson 3.4 Techniques for practice stage IV.SOME SUGGESTED ACTIVITIES ARE USED IN ENGLISH WORD STRESS PERIODS FOR GRADE 10 AT BOTH HIGH SCHOOLS PART 3: CONCLUSION 20 Conclusions of the study 27 Limitations of the study 27 Suggestions for further study 27 REFERENCES 28 APPENDIX 1: PHIẾU ĐIỀU TRA NGHIÊN CỨU CHO HỌC SINH 28 APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS 35 APPENDIX 3: CLASSROOM OBSERVATION SHEET 40 PART 1: INTRODUCTION RATIONALE OF THE STUDY Nowadays, English language plays an important role in increasing development of science, technology, politics, culture and international relations in Vietnam For that reason, there is a great demand for teaching and learning English throughout the country for different purposes Moreover, English has become an international language As a result, English has become a compulsory subject at schools in Vietnam for many years And nowadays, it has become more and more important because in the past, students had to learn English, but they did not have to take English exams in Secondary School Graduation exams Moreover, in traditional teaching, students were required to acquire English grammar But nowadays, in the light of Communicative Language Teaching (CLT), students are required not only to have good knowledge of vocabulary and correct Grammar, the four language skills but also correct English word stress Among these, English word stress may be the most difficult and challenging Accurate word stress plays a vital role in English learning for students Therefore, learning English word stress is of great importance to students In addition, this will help them to communicate with foreigners successfully and well in their exams, especially the national exams So, how difficult are students facing with when they learn English word stress? What activities should be used to teach English word stress more effectively? How should teachers help students become much more interested in learning English word stress? They are really hard questions for many teachers of English The answers to these questions will help teachers improve students’ English word stress and help them make progress in communicating For the above-mentioned reasons, we decide to investigate “ Difficulties in teaching and learning English word stress in English 10, and some solutions” The authors hope that the study will make a great contribution to teaching and learning English word stress AIMS OF THE STUDY This study mainly focused on the difficulties in teaching and learning English word stress in English 10 and solutions to help them overcome these difficulties In order to achieve this target, some objectives are posed for exploration as follows: - To find out the attitudes of teachers and learners towards in teaching and learning English word stress at Ha Huy Tap and Anh Son Upper Secondary Schools - To find out the difficulties and the causes of difficulties in teaching and learning English word stress - To suggest some techniques to teach English word stress effectively at Ha Huy Tap and Anh Son Upper Secondary Schools METHODS OF THE STUDY In order to fulfill the tasks as mentioned above, a certain data about the attitudes of teachers and students as well as the difficulties and causes of difficulties in teaching and learning English word stress at Ha Huy Tap and Anh Son Upper Secondary Schools were collected and analyzed To collect data for the research, a survey questionnaire were delivered to teachers and 30 grade 10 students for each school at Ha Huy Tap and Anh Son Upper Secondary School Some tests and interviews with students were also carried out for further information After that, the results obtained from questionnaires and observation were discussed then some useful English word stress teaching techniques were recommended SCOPE OF THE STUDY There are a number of difficulties in teaching and learning English word stress at these upper – secondary schools However, as this study is concerned with teaching and learning English word stress in English 10 (new textbook) from unit to unit 10 PART 2: DEVELOPMENT I Definition of English word stress Stress is the relative emphasis that may be given to certain syllables in a word, or to certain words in a phrase or sentence In English, stressed syllables are louder than non-stressed syllables Also, they are longer and have a higher pitch English is a stress-timed language That means that stressed syllables appear at a roughly steady tempo, whereas non-stressed syllables are shortened According to Roach (1993), all stressed syllables have one characteristic in common, and that is called prominence Stressed syllables are recognized as stressed because they are more prominent than unstressed syllables How important is teaching to place stress on the right syllable in English, it would be worth quoting to Clifford et.al (1985) who says that stress is the key to the pronunciation of an English word, and the location of the accent always be learned with the word If the speakers stress the wrong syllable it may be quite impossible for anyone listening to understand what they are trying to say Stress is a dynamic feature of a language It may be described as the degree of force with which a sound or syllable is emphasized It is essentially a subjective action A strong force of utterance means the energetic action of all the articulating organs It is usually accompanied by a gesture with the hand or head or other parts of the body It involves a strong push from the chest wall and consequently a strong force of exhalation which generally gives the objective impression of loudness Weak force of utterance involves the weak action of the chest wall resulting in a weak force of exhalation, and giving the objective acoustic impression of softness In English, some syllables are spoken with a greater degree of force than the others are Syllables that are pronounced more forcibly than the others are said to be stressed syllables that are pronounced without much force are called unstressed, or more accurately weakly stressed As English is a stress-timed language so it is a vital part of both speaking and listening The stress can occur on both syllables in a word and words in a sentence So stress can be divided as word stress and sentence stress II An overview of the situation of teaching and learning English at Anh Son and Ha Huy Tap Upper Secondary School 2.1 Learners There are about 600 students of grade 10 in each school Most of the students have learnt English for at least 10 years, since they were at grade Some learn English to get scholarship to study abroad The others study English more deeply to take the exam to university In general, the majority of the students like learning English and have a good general knowledge of English Many students are capable of speaking English fluently As a result, 10% gets mark to 10, 30% gets mark to 9, 55% gets mark to 8, and 5% gets mark to 6, 0% gets mark below Some students get high mark in IELTS exams and have scholarship to study abroad However, teaching and learning English at Ha Huy Tap and Anh Son Secondary Schools have some difficulties Most of the classes are rather big in comparison with an ordinary class for a class of English, about 40 students Furthermore, there is only one lab room for studying a foreign language In addition to that, students hardly have opportunities to communicate with native speakers 2.2 Teachers There are 23 teachers of English in Ha Huy Tap and Anh Son Upper Secondary Schools fourteen teachers have just finished an MA course, and the other teachers graduated from Hanoi national university and Vinh university Among these teachers, fourteen of the teachers are rewarded as the best teachers of Nghe An province They have successfully passed the exams for the talented teachers of Nghe An education and training department All the teachers are very enthusiastic with teaching and want to improve the quality of English teaching and learning 2.3 The textbook We have been using the text book - English 10 for some years There are many changes in this new text book in comparison with the old text book This text book has eight lessons focusing on four skills such as Reading, Speaking, Listening and Writing Especially, English word stress is also introduced in this text book However, it is only one small part in the lessons There are units in the text book and they focus on the English word stress There are two main activities of practicing: Listen and repeat individual words and Practice reading sentences Following is the table of contents of the English word stress components and activities in each unit: Table 1: English word stress components and activities in each unit English word components stress Techniques and activities Unit Stress in two-syllable words - Listen and repeat individual words - Practice reading sentences - Play some games Unit Stress in two-syllable words - Listen and repeat individual with derivatives words - Practice reading sentences - Play some games Unit Stress in three-syllable - Listen and repeat individual adjectives and verbs words - Practice reading sentences - Play some games Unit Stress in three-syllable nouns Unit 10 Stress in words of more than - Listen and repeat individual three syllables words - Practice reading sentences - Play some games - Listen and repeat individual words - Practice reading sentences - Play some games All the English word stress components in English 10 are very important and necessary for students to produce actual speech However, during the teaching and learning process, both teachers and students face up with lots of difficulties How can they overcome the difficulties? Some questions have been proposed to solve these problems III Some basic rules of English word stress Like many other languages, English has its own stress pattern In general a stress will be placed in a certain syllable The stress can be placed on the first syllable, second syllable, third syllable, or on other part of the syllable It may also happen that one can get the number of stress more than one In some words, the difference stress of sound may change their meaning English word always has a stress in the vowel sound Stress varies from syllable to syllable Those syllables that are pronounced more forcibly or strongly than neighboring syllables are generally said to be strongly stressed or pronounced with strong stress And those syllables that are pronounced without much force are commonly said to be unstressed or pronounced with weak stress In other words the syllables that are not stressed are "weak" or "small" or "quiet" Native speakers of English listen for the stressed syllables, not the weak syllables However, learners of English need to comply the correct placement of word stress The shift of stress in words such as ‘object and ob’ject may create confusion if they are not pronounced with proper stress By using the proper word stress in your speech, you will instantly and automatically improve your pronunciation as well as your comprehension In order to avoid mistakes in pronouncing words or to avoid wrong placement of stress, here are some rules, rather complicated, that need to be conveyed by learners of English However, not rely on them too much, because there still are many exceptions 3.1 Word can only have one stress In a very long word you can have a secondary stress but it is always a much smaller stress 3.2 Only vowels are stressed, not consonants The vowels in English are a, e, i, o, and u The consonants are all the other letters 3.3 One syllable - stressed All one syllable words have the stress on the one syllable The intonation should go down Examples: EAT, DRINK, SIGN, WELL 3.4 Stress in two-syllable words -Most two –syllable nouns have stress on the first syllable Examples: TAble, WAter, PEOple, FLOwer, TEACHer, STUDent, CARpet, LESson Exceptions: maCHINE, carTOON, bamBOO, shamPOO, poLICE, iDEA, hoTEL, camPAIGN, caNAL, baLLOON, guiTAR -Most two –syllable verbs have stress on the second syllable Examples: proVIDE, adVISE, inVITE, adMIT, deNY, reFUSE Exceptions: FOllow, BOrrow, STUdy, MArry, CArry, PROmise, Finish, Argue -Most 2-syllable adjectives have stress on the first syllable Examples: CLEVer, HAPpy, PRETty, HANDsome, FUnny, LOcal, USEful, FOOLish, NATive, CAREless Exceptions: poLITE, seCURE, coRRECT, maTURE Note: stress which determine verb or noun of the same words Nouns are on the first syllable Examples: INsult, TRANSplant, TORment, Object, PREsent Verbs are on the second syllable Examples: inSULT, misMATCH, reWRITE, transPLANT, torMENT, adDICT, obJECT, preSENT 3.5 Stress in three-syllable words Most three-syllable words have stress on the first Examples: Elephant, POssible, Exceptions: comPUter, poTAto, toMAto, diSASter enterTAIN, compreHEND, underSTAND, conSIder, conTInue 3.6 Stress in four-syllable words without prefixes, suffixes Most four-syllable words have stress on the second Example: eCOnomy, inTElligent, parTIcular, III SOME SUGGESTED TECHNIQUES FOR TEACHING ENGLISH WORD STRESS IN ENGLISH 10 AT HA HUY TAP AND ANH SON UPPER SECONDARY SCHOOLS Based on the findings stated above, some suggestions for improving English word stress teaching and learning in English 10 at both Ha Huy Tap and Anh Son Upper Secondary Schools There are many causes of difficulties in teaching and learning English word stress, however, amount of exposure, short time and boring and monotonous practice activities in the textbook has the strongest agreement So some suggestions based on the factors affecting English word stress teaching and learning process are given as followed: 3.1 Amount of exposure It is difficult to get an accurate picture of how much exposure to English a person should have, then the learner is surrounded by English and this constant exposure should affect English word stress skills In our teaching and learning environment, students have little chance to communicate to native speakers So that teachers should create a native–like language environment in their own classes Both teachers and students have to communicate to each other in English In addition, teachers had better provide students with more listening exercises especially listen to conversations and practice them 3.2 Attitudes and motivation The learner's attitude and motivation towards the language they are learning or going to learn also affects the process of learning English word stress Their positive attitudes and motivation will help students a lot in learning this language, including learning its English word stress So that teachers should help students be aware of the importance of learning English word stress What is more, teachers need to make the English word stress lessons more comfortable and interesting by using different techniques such as reading, listening, playing games 3.3 The time for each lesson The time for each English word stress in English 10 is fixed; we can not lengthen it So that teachers should be wise to carefully consider which amount of knowledge should be focused and which techniques should be used to save time Choosing suitable techniques to make the lessons both interesting and effective is really difficult It depends on each teacher, his students and the number of students in each class 3.4 Techniques for practice stage There are many techniques for students to practice English word stress Each technique has its own advantages It depends on which English word stress component students are practicing However, some following techniques are liked most by the students: 3.4.1 Listen and repeat individual words and sentenes: This technique is very useful for students That brings English into the real context for the students to practise Therefore, students will find it easier to use the knowledge in communicating However, to find out suitable conversations for each lesson is not easy for the teachers Teachers need to use many sources of reference (See appendix) 3.4.2 Odd one out: This is the only kind of exercise that exists in the written test So it is very useful for students at high school It can help them get used to doing multiple choice exercises to have better result in the exam This technique can be applied to every unit, from unit to unit to unit 10 because this kind of exercise exists in the written test to university (See appendix) 3.4.3 Do the listening exercises: Listening comprehension exercises in course books are often designed to sound as realistic as possible, with the participants talking at a normal speed and using natural language These can play an important role in helping students to notice the existence of a English word stress feature This technique can apply for every unit (See appendix) 3.4.4 Do the reading aloud and put the right position of English word stress activities: In reading activities, although the medium is the written word, work on English word stress can be successfully integrated here too Like listening, reading is a receptive activity (i.e students receive the language rather than produce it), and so it provides a suitable means of bringing language features to students' attention This technique can apply for every unit (See appendix) 3.4.5 Play games: This is the activity which students like most Games provide an exciting environment for students to practise new English word stress effectively Playing games not only helps students to practice the knowledge but also makes the lessons more interesting Students will no longer feel stressed whenever they learn English word stress This technique can be applied in all the lessons from unit to unit 10 (See appendix) These are some of the techniques that the authors would like to introduce with the hope that they will make the English word stress lessons more interesting and effective How to use these techniques more effectively depends much on the teachers Each teacher should decide which technique, how, when and where to use with a view to getting their purposes Teachers should use them flexibly Teachers can create the new ones basing on the learning and teaching contexts 3.4.6 Hang out pictures: This method is of great importance because there are always exceptions for stress rules and students have chances to look at these exceptions every day, so they are likely to remember them easily (See appendix) IV.SOME SUGGESTED ACTIVITIES ARE USED IN ENGLISH WORD STRESS PERIODS FOR GRADE 10 AT HA HUY TAP UPPER HIGH SCHOOL UNIT 6,7: Stress in two-syllable words Objectives:Word-stress plays an important role in oral skill It makes the senences more sensitive The aim of these activities is to let students pronounce the words wih correct stress by giving them some rules and immitating some foreiners’ prounciation through listening exercises Feedback: Students understand how to make the rhythm for the word They found that their speech was more beautiful Especially, they can immitate the native speakers’s pronuciation ACTIVITY 1: (Odd one out) Students’ handout Choose the word that has main stress placed differently from the others: a recently b conduct c attitude d marriage a banquet b schedule c diameter d blessing a birthday b cowboy c enjoy d pleasure a disease b humour c cancer d treatment a persuade b reduce c offer d apply a farmer b farewell c factory d fairy a cattle b country c canal d cover a money b machine c many d mother a borrow b agree c await d prepare 10 a paper b tonight c lecture d story 11 a money b army c afraid d people 12 a enjoy b daughter c provide d decide 13 a begine b pastime c finish d summer 14 a reply b appeal c offer d support 15 a profit b comfort c apply d suggest 16 a direct b idea c suppose d figure 17 a revise b amount c contain d desire 18 a standard b happen c handsome d destroy 19 a about b around c between d under 20 a knowledge b enjoy c science d sudden Bạn thấy học trọng âm thơng qua trị chơi, luyện tập thực hành từ câu ? a Rất thú vị b Thú vị c Bình thường d Khơng thú vị e Không thú vị Bạn thấy học trọng âm khó ngun nhân sau: Stt Các ngun nhân Một số thành tố trọng âmTiếng Anh khơng có Tiếng Việt Ảnh hưởng cách phát âm Tiếng Việt Càng nhiều tuổi học trọng âm khó Ít có hội giao tiếp với người xứ Khả phát âm bạn Bạn khơng thích học Bạn thấy học trọng âmlà không cần thiết Những nguyên nhân khác (Hãy ghi cụ thể) Rất đồng ý Đồng ý Bình Khơng Khơng thường đồng ý đồng ý 30 Bạn thấy học trọng âm SGK 10 khó nguyên nhân sau: Stt Các nguyên nhân Thời gian lớp cho luyện tập Bài tập thực hành đơn điệu Các quy luật nhiều khó nhớ Ít tài liệu tham khảo Lớp học q đơng Khơng có phịng học tiếng riêng Các hoạt động giảng dạy giáo viên chưa hấp dẫn Các nguyên nhân khác (Hãy ghi cụ thể) Rất đồng ý Đồng ý Bình Khơng Khơng thường đồng ý đồng ý Giáo viên sử dụng thủ thuật giai đoạn giới thiệu thành tố trọng âm? Mức độ giáo viên sử dụng thủ thuật nào? St t Các thủ thuật Liệt kê quy tắc Sử dung hội thoại Dùng trò chơi Dùng hát, thơ Sử dụng tình Sử dụng giáo cụ trực quan Các thủ thuật khác (Hãy ghi cụ thể) Luôn Thường xuyên Thỉnh thoảng Hiếm Chưa Giáo viên sử dụng thủ thuật giai đoạn thực hành trọng âm? 31 Mức độ giáo viên sử dụng thủ thuật nào? Stt Các thủ thuật Nghe nhắc lại từ Nghe nhắc lại cụm từ Nghe nhắc lại câu Nghe đóng vai đoạn hội thoại Đọc loạt từ, cụm từ, câu có cấu trúc trọng âm Tìm từ, cụm từ, câu có cách đọc khác từ, cụm từ, câu cịn lại Sắp xếp thành nhóm từ, cụm từ câu có cấu trúc ngữ âm Viết phiên âm từ, cụm từ, câu đoạn hội thoại Làm tập nghe Luôn Thường xuyên Thỉnh thoảng Hiếm Chưa 10 Đọc thành tiếng 11 Chơi trò chơi 12 Các thủ thuật khác (Hãy ghi cụ thể) 10.Giáo viên sử dụng thủ thuật giai đoạn vận dụng trọng âm? Mức độ giáo viên sử dụng thủ thuật nào? St t Các thủ thuật Đặt câu Đóng vai hội thoại Phỏng vấn theo chủ đề cá nhân Chơi trò chơi Các thủ thuật khác (Hãy ghi cụ thể) Luôn Thường xuyên Thỉnh thoảng Hiếm Chưa 32 đoạn? 11.Bạn thích giáo viên sử dụng thủ thuật ứng với giai Stt Các thủ thuật Rất thích Thích Bình thường Khơng thích Khơng thích Giai đoạn giói thiệu Liệt kê quy tắc Sử dung hội thoại Dùng trò chơi Dùng hát, thơ Sử dụng tình Sử dụng giáo cụ trực quan Các thủ thuật khác Giai đoạn thực hành Nghe nhắc lại từ Nghe nhắc lại cụm từ Nghe nhắc lại câu Nghe đóng vai đoạn hội thoại Đọc loạt từ, cụm từ, câu có cấu trúc trọng âm Tìm từ, cụm từ, câu có cách đọc khác từ, cụm từ, câu lại Sắp xếp thành nhóm từ, cụm từ câu có cấu trúc ngữ âm Viết phiên âm từ, cụm từ, câu đoạn hội thoại Làm tập nghe 10 Đọc thành tiếng 33 11 Chơi trò chơi 12 Các thủ thuật khác Giai đoạn vận dụng Đặt câu Đóng vai hội thoại Phỏng vấn theo chủ đề cá nhân Chơi trò chơi Các thủ thuật khác - Thank you very much – 34 APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS This survey questionnaire is designed for teachers who have taught “English 10” for my study on “Difficulties in teaching and learning English word stress in English 10 and some solutions” I would appreciate your support in completing all the following questions What you think of the role of English word stress in learning English? a, Very important b, Important c, Neutral d, Not very important e, Not important What is your purpose of teaching English word stress? (more than one choice) a, To help students to communicate better b, To provide students with the knowledge about English language c, To help students to get better results in the exam d, To help students distinguish the differences between English and Vietnamese e, Others:……………………… How you find teaching English word stress? a, Very interesting b, Interesting c, Neutral d, Not very interesting e, Not interesting How difficult you find English word stress in English 10? a, Very difficult b, Difficult c, Neutral d, Not very difficult e, Not difficult 35 You find English word stress difficult because of some following reasons: Causes Strongly agree The differences between Vietnamese and English English word stress The influence Vietnamese Age factors Amount of exposure Phonetic ability Attitudes and identity Motivation and concern for good English word stress Others: (Please specify) Agree Neutral Not strongly Not agree agree of You find English word stress lessons in English 10 difficult because of some following reasons: Strongly Agree Neutral Not strongly Not Causes The time for each lesson is too short Practice lessons are boring and monotonous There are too many relative rules and they are difficult to remember There are so few reference books The class is too crowded There is no lab for foreign language class Teaching techniques are not attractive enough Others: (Please specify) agree agree agree 36 In English word stress lessons, which techniques you use in the presentation stage? How often you use these techniques in the presentation stage? Techniques/ Frequency Always Usually Sometimes Seldom Never List of relative rules Use conversation Use games Use songs or poems Use real situation Use visual aid Others: (Please specify) In English word stress lessons, which techniques you use in the practice stage? How often you use these techniques in the practice stage? Techniques/ Frequency Always Usually Sometimes Seldom Never Listen and repeat individual words Listen and repeat phrases Listen and repeat sentences Listen and repeat conversation Odd one out Imitate a series of words, phrases or sentences which have the same English word stress pattern Group words, phrases or sentences Transcribe phonetically words, phrases, sentence or conversation Do the listening exercises 10 Do the reading activities 11 Play games 12 Others: (Please specify) 37 In English word stress lessons, which techniques you use in the production stage? How often you use these techniques in the production stage? Techniques/ Frequency Make sentences Make conversation Play games Interview about personal activities Others: (Please specify) Always Usually Sometimes Seldom Never 10 How you like to use these techniques for each stage of teaching English word stress? Techniques Like very much Like Neutral Not like Not like very much at all Presentation stage List of relative rules Use conversation Use games Use songs or poems Use real situation Use visual for situation Others: (Please specify) Practice stage Listen and repeat individual words Listen and repeat phrases Listen and repeat sentences Listen and repeat conversation Odd one out Imitate a series of words, phrases or sentences which have the same English word 38 stress pattern Group words, sentences phrases or Transcribe phonetically words, phrases, sentence or conversation Do the listening exercises 10 Do the reading activities 11 Play games 12 Others: (Please specify Production stage Make sentences Make conversation Play games Interview activities Others: (Please specify) about personal -Thank you very much – 39 APPENDIX CLASSROOM OBSERVATION SHEET Date: Class: Stage/ time Procedures Teachers’ work Techniques Students’ work 40 APPENDIX Pre-test 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 possible B character C improvement D animal Question 2: A advise B provide C marry D invite Question 3: A potato B interest C elephant D vacancy Question 4: A complain B apply C happen D prefer Question 5: A require C travel D permit Question 6: A mosquito B origin C intention D consider Question 7: A continue B computer C hopefully D impossible Question 8: A persuade B machine C affect D student Question 9: A tomato B activity C beautiful D agreement Question 10: A intend B guitar D provide B repeat C parents Post-test 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 sympathy B poverty C equipment D character Question 2: A intend D decide Question 3: A apartment B benefit C argument D vacancy Question 4: A explain B involve C borrow D discuss Question 5: A behave C enter D allow Question 6: A disaster B origin C charity D agency Question 7: A president B opponent C assistant D companion Question 8: A obtain D happen Question 9: A disaster B arrival Question 10: A appoint B mistake C doctor B install B relax C follow B perform C affect C indicate D agreement D relate 41 APPENDIX SOME PICTURES TAKEN DURING DOING RESEARCH 42 43 44 ... PHIẾU ĐIỀU TRA NGHIÊN CỨU CHO HỌC SINH Bảng câu hỏi nhằm phục vụ đề tài nghiên cứu ? ?Khó khăn dạy học Trọng âm tiết dạy? ?? Sách giáo khoa (SGK) Tiếng Anh 10 số giải pháp? ?? Các câu trả lời hữu ích... Bạn thấy học trọng âm khó nguyên nhân sau: Stt Các nguyên nhân Một số thành tố trọng âmTiếng Anh khơng có Tiếng Việt Ảnh hưởng cách phát âm Tiếng Việt Càng nhiều tuổi học trọng âm khó Ít có... đích khác Theo bạn trọng âm đóng vai trị quan trọng việc học tiếng Anh? a, Rất quan trọng b, Quan trọng c, Bình thường d, Khơng quan trọng e, Khơng quan trọng Mục đích học trọng âm bạn gì? (Hơn