Skkn some measures to improve the 12th – grade students’ skills in marking primary stress on multi syllable words

1 INTRODUCTION 1 1 REASONS FOR THE STUDY English is regarded as one of the most useful means of communication throughout the world Therefore, the need for learning English in many other countries in g[.]

1 INTRODUCTION 1 REASONS FOR THE STUDY English is regarded as one of the most useful means of communication throughout the world Therefore, the need for learning English in many other countries in general and Vietnam in particular has been increasing To keep pace with the general trend of development, we must constantly innovate methods of teaching and learning English However, the renewal of teaching and learning methods must meet the objectives, requirements of the curriculum and how to apply on communication Communication depends on many factors in the process of learning a foreign language such as the practice of listening and speaking skills, using correct grammar patterns, correct pronuciation and intonation, right accent, etc… As a result, it is really necessary for learners to master the above factors so as to communicate more effectively Word-stress plays an important role in learning English It not only helps students improve their listening and speaking skills but also helps them to have higher marks in exams It is the reasons above that have been urging me to choose the theme: SOME MEASURES TO IMPROVE THE 12th – GRADE STUDENTS’ SKILLS IN MARKING PRIMARY STRESS ON MULTI-SYLLABLE WORDS AIMS OF THE STUDY The research is aimed at exchanging my little initiative experience with the colleagues so that we can form general basic rules We can use them as references to help students prepare for the National GCSE (General Certificate Of Secondary Education) examination SCOPE OF THE STUDY The research has been conducted on the 12th – grade students at Hau Loc I high school with the textbook English 12 in the academic year 2020-2021 METHODS OF THE STUDY To make my lessons about primary stress on multi-syllable words, I have utilized some following methods: Firstly, I study questions about main stress in National GCSE examination in recently Secondly, I read reference books, discuss with other teachers, apply in teaching and get experience from the teaching in the class skkn Thirdly , I use a variety of activites in the lesons to get students involved in my activities, which help s them remember the rules of making main stress longer Finally, I provide students with a number of exercises to help them practise and master the skill in marking primary stress and can use this skill in practice and in the exams CONTENT THEORETICAL BACKGROUND English is, nowadays, considered a more and more important part as a means of international communication than ever Therefore, in some recent years, the focus of teaching has been promoting oral skills in order to respond to the Students’ needs for effective communication However, due to some objective and subjective reasons, teaching and learning English in general and teaching and learning speaking and listening skills in particular does not come up to the study aims Word-stress is one of the most complicated matters Students not understand the word they hear because they not know the stress and they make their listeners confused when they say something with wrong word-stresses Moreover, students often have to deal with two questions relating to word- stress in most recent National examinations In spite of teachers’ efforts to provide students with opportunities to improve their skills, how to teach and learn word-stress effectively is still a challenging question to both teachers and students at many high schools in Vietnam 2 PRACTICAL BACKGROUND On the whole, marking primary stresses on multi-syllable words is so much challenging for not only English learners, but the teachers as well For many teachers, it is essential and better to teach stress while teaching each word itself to the students This is undoubtedly an excellent approach, but how the students remember all individual words together with their primary stress pattern is a big question And, the students may forget the word, or its stress pattern, or they may find it impossible to guess a new word’s stress pattern Other teachers believe that it is important for the students to be provided with rules for marking stress, afterthat they are able to the practice better In fact, English, as we know, is not a phonetically alphabet language, and there are always irregular words facing the students Consequenly, in the National examinations for GCSE, many a student, except for those who have intention of skkn majoring in English, not know how to deal with questions related to word-stress and they, therefore, answer the questions impulsively without remembering the stress of the words It’s time we guided them how to handle these questions to improve their marks CONTENTS 3.1 Definitions First of all, we should make students understand some definitons in relation to word-stress: *Phoneme: one of the smallest units of speech that make one word diferent from another word *Syllable: a single unit of speech, either a whole word or one of the parts into which a word can be seperated, usualy containing a vowel *Stress: The degree of the loudness or prominence with which a sound or a word is pronounced There are three things we need to to pronounce stress correctly: - The stressed syllable should be lounder - The stressed syllable should be a little higher - The stressed syllable should be a little longer in time 3.2 Rules to mark stresses: 3.2.1 Marking word –stress based on the phonetic transcription of vowels: Rule 1: Stress in multi-syllable words is given in the order of priority as follows + diphthongs:/ai/, /ei/, /ɔi/, /au/, /iə/, /eə/, /ʊə/ + long vowels:/ɜ:/, /i:/, /ɔ:/, /a:/, /u:/ + strong short vowels:/ʌ/,/æ/, /e/, /ɒ/ + weak short vowels:/u/, /i/ + vowel/əʊ/ + vowel/ə/ Example: around /əˈraʊnd/ barely /ˈbeəli/ visual /ˈvɪʒʊəl/ banana/ bəˈnanə/ teacher/ˈtiːtʃə (r) / Note: syllable with /əʊ/, /ə/ is often untressed, but when a two-syllable word contains these two vowels, we mark stress on the syllable with /əʊ/ skkn Example: mother/’mʌðə/ hotel/həʊ’tel/ suppose/sə’pəʊz/ 3.2.2 Marking word-stress based on the number of syllables a Stress in two-syllable words: Rule 2:Most nouns and adjectives with two syllables have the stress on the first syllable Example: + nouns: picture minute doctor mountain + adjectives: yellow peaceful happy fancy - However, primary stresses on two-syllable words are usually on the second syllable for nouns and adjectives whose first syllables contain the vowel sounds of /ә/ Example: + adjectives: mature afraid + nouns: success police Rule 3: In two-syllable verbs, the second syllable is normally stressed Example: approach decide prepare provide - For verbs whose second syllables contain the vowel sounds of /ә/, /i/, and /әu/ primary stresses on two-syllable words are usually on the first syllable Example: + /ә/: bother listen open broaden + /i/ : finish visit promise study +/әu/: borrow follow Notes: - However, we must pay attention to some verbs with the endings “er’’ because some of them pronounce / 3:/ and they still follow the rules of two-syllable verbs Example: prefer, confer, refer skkn - For words with different word-class, the main stresses are usually on the second syllable for verbs, the first for other word-classes Example: Verbs import progress suspect record export conflict permit conduct perfect 10 rebel 11 desert 12 present Others import progress suspect record export conflict permit conduct perfect 10 rebel 11 desert 12 present - Apart from the words following the rules above, we still have some exceptional cases that students must learn by heart As : idea , farewell , argue b Stress in longer words: Normally, rules to mark stresses for words with more than two syllables depend on two elements They are word endings and parts of speech * Parts of speech: Rule 4: Primary stresses on three-syllable words are usually on the second syllable for verbs Example: consider distinghuish, Continue develop skkn - For some three- syllableverbs ending with two consonants, the main stresses are on the third syllable Eg: understand, comprehend, interrupt, represent, recommend, correspond,… Rule 5: Primary stresses on three-syllable words are usually on the first syllable for nouns and adjectives Example: + nouns: cinema regular + adjectives: different interest - However, there are a few three- syllable words not following the rules above Students must learn by heart Example: important enormous * Word endings: Rule 6: The suffixes are normally stressed Suffixes Example ee thirteen,referee( except for: coffee, committee) eer volunteer, mountaineer, engineer…… ese Vietnamese, Japanese, … ette cigarette, lauderette(except for: etiquette ) esque picturesque, statuesque, picaresque ique unique, technique oo bamboo, balloon, shampoo oon cartoon , afternoon , typhoon, saloon ade melonade, promenade (except for :marmalade ) aire questionaire , millionaire ever whenever , however, whatever mental enviromental, parental, self himself, herself ain( only applying on verbs) : contain, entertain , remain, maintain Rule 7: The second last syllable is stressed - For words ending in - ety, - ity, - ion ,- sion, - cial,- ically, - ious, -eous, - ian, ior, - iar, iasm, - ience, - iency, - ient, - ic, - ics, -ial, -ical, -ible, -uous, - logy, sophy,- graphy - ular, - ulum,- ish, primary stresses are usually on the preceding syllables of these, which means the 2nd syllable from the end is stressed skkn + ion : ( tion,sion,cion, ional, ionally …) Example: decision,position,celebration, conservation… ( except for: television) Tradition =>traditional => traditionally + ic,ics,ical, ically Example: mathematics, republic, scientific, enthusiastic Economic => economical => economically (except for : catholic, lunatic, arithmetic , arabic , politics) But : political , politician ( follow the rules of -ical and -ian endings) +ity/ety: Example: - possibility, ability, activity, sensitivity,unity… - anxiety, variety, society… + logy : biology, spychology, technology…… + graphy: photography , geography +ish :finish, establish, demolish… + ian : politician, librarian, musician… +eous/ious : spontaneous, victorious, spacious, anxious, courageous, advantageous, delicious, industrious … + ial: essential, confidential, potential… + ience, iency, ient : experience, convenient, efficiency, expedient, ingredient + ible : responsible, possible, sensible… + ior : superior, interior… + iar : familiar + iasm: enthusiasm + ular :regular, particular, spectacular + ulum : curriculum Rule 8:Stress on the third syllables from the end - For words ending in ty/phy/gy/sy/ry/cy, ate/ite/ute, ize/ise, ude, primary stresses are usually on the 3rd syllables from the end +ty/phy/gy/sy/ry/cy: univerity, quality, acency, memory, photography +ate:suffixes communicate, dedicate, approximate, illiterate + ite: opposite + ute: institute + ude: attitude skkn + fy: satisfy, classify , + ize, ise: recognize, urbanize, realise, economize… ( except for : characterize) c Special notes: - We can add prefixes or suffixes to all the words which are derived from twosyllabe verbs to change their parts of speech However, the word stresses of these word still follow the rules of two – syllable verbs As a result, the position of the main stress is changeable Eg: + attract( v) => attractive ( adj) => attractively ( adv) => unattractive ( adj) … + agree( v) => disagree (v) => agreement (n) => agreeable( adj)… + appear (v) => disappear (v) =>appearance (n)=> disappearance (n)… + appoint( v) => appointment => appointed ( a) => disappointed (a) … * I have ever recorded some words not following this rule They are : + Prefer (v) => preferable ( adj) =>preference( n) + refer (v) =>referable ( adj) =>preference( n) + Confer (v) =>conference( n) + Confide (v) =>confident (adj) =>confidence (n) (=>confidential (a) follows the –ial ending rule.) - We can also add prefixes or suffixes to all the words which are derived from twosyllabe nouns or adjectives to change their parts of speech Obviously, the wordstresses of these words still follow the rules of two – syllable nouns and adjectives Eg: + proper( a) =>properly ( adv) … + reason ( n) =>reasonable( a) => unreasonable ( a) => unreasonably( adv)… +comfort ( n) =>comfortable ( adj) => uncomfortable ( adj)… - For the words which have more than one vowel ‘’e’’ in each syllable Primary stresses are usually on the syllables which are pronounced /e/ Eg: event, element , elegant, elephant, necessary , eleven , vegetable, independence, sentence , envelop …… skkn 2.3.2.3 SOME OTHER USEFUL RULES TO MARK STRESSES ON WORDS *Compound words - For compound nouns,primary stresses are usually on the first syllable Example: suitcase; teacup; sunrise, raincoat ,filmmaker, bookshop , footpath, airline, bedroom ,snowstorm …… - For compound adjectives,primary stresses are usually on the first syllable Example: home - sick ,air- sick , praise-worthy , trustworthy ………… - For a compound word whose has an adjective in the first place and is followed by a word with –ed ending, the main stress usually follow the rules of the word with – ed ending Eg: bad-tempered, short- sighted ,well-informed, well – dressed, ill – treated … - For a compound verbs whose has an adjective or an adverb in the first place ,the main stress is usually on the second word Eg: down-grade , ill-treat - Gerund (V-ing) + Noun: writing paper, swimming pool, sleepingbag… * Through the rules and accompanied with many illustrative examples above, Students should pay attention to the following guidelines when facing stressed syllable exercises: - decide what kinds of words they are : verbs or nouns… - how many syllables are there : two- syllable word or more than two- syllable words - take notice of wordformation : whether there are suffixes and prefixes or not - apply the rules as well as their exceptions - make use of the elimination cases 2.3.3 Practice 2.3.3.1 Two- syllable words Choose the word that has main stress placed differently from the others: Exercise 1: A invite A fellow A enter B convey B farewell B country C offer C doctor C canal D apply D marry D cover skkn A vowel A borrow A kidding A confide A precede A begin 10 A reply B machine B agree B tonight B reject B daughter B pastime B appeal C many C await C lecture C afraid C.install C finish C offer D certain D prepare D story D people D decide D summer D support Exercise A gather A direct A.keenness A standard A retail A knowledge A study A legal A writer 10 A expand B offer B idea B minute B threaten B around B attempt B reply B guideline B teacher B reform C answer C suppose C approve C handsome C between C science C apply C rubbish C builder C desert D suggest D figure D dinner D destroy D under D sudden D rely D.machine D confer D demand Exercise A camel A answer A settle A although A number A feeling A cotton A comfort A figure 10 A derive B decade B study B protect B bracket B eager B believe B happen B area B double B panda C cactus C extend C compose C knowledge C special C ready C extreme C happy C hummock C parrot D begin D marry D relate D neighbor D affair D easy D quickly D believe D bamboo D special Exercise 1.A enact 2.A social B simply B rival C wildlife C notice D brother D appeal 10 skkn 3.A rubbish 4.A discuss 5.A sentence A banquet 7.A farewell A birthday A disease 10 A ashtray B struggle B waving B pointing B schedule B thoughtful B finish B humour B music C someone C airport C verbal C canal C toward C include C cancer C severe D neglect D often D attract D blessing D approach D pleasure D treatment D temper Exercise A complain A argue A provide A result A constant A become A engine A attract A spaceship 10 A appoint B remain B verbal B adopt B region B basic B carry B battle B canoe B planet B gather C contain C builder C happen C river C irrate C appoint C polite C level C solar C threaten D mountain D career D inspire D robot D obvious D invent D rabies D occur D surround D vanish 2.3.3.2 Words with more than two syllables: Exercise 1 A stimulate B generate C whenever A politics B historic C electric 3.A reference B accident C attraction 4.A deposit B dramatist C register A earthquake B transaction C applicant A investment B virtually C assembly A relevant B community C conception A envelop B astronaut C interesting A altitude B recover C handicapped 10 A supportive B beautify C successful D estimate D specific D formulate D community D patriot D synthetic D committee D poverty D library D comfortable Exercise 11 skkn A institute A tableland A vulnerable A arrival A advantage A celebrate A habitat A expression A decision 10 A cooperate B enthusiasm B apparent B satelite B technical B employer B fascinating B generate B decisive B reference B permanent C specific C atmosphere C eleven C proposal C conductor C appreciate C endangered C dependent C refusal C recognise D encounter D applicant D element D approval D disappointed D elephant D penalty D independence D important D industry Exercise A organise A refreshment A knowledge A difficult A confidence 6.A whenever A introduce A develop A counterpart 10 A goverment B decorate B horrible B maximum B relevant B supportive B mischievous B delegate B conduction B measurement B technical C biography C exciting C athletics C volunteer C solution C hospital C marvelous C partnership C romantic C parallel D general D intention D marathon D interesting D obedient D separate D currency D majority D satisfy D understand C fascinate C substantial C computer C terrorist C contribute C constancy C attraction C incapable C seriously C confident D fantastic D undergo D contrary D remember D depression D sympathy D humorous D sincere D personally D memorable Exercise A electric B computer A domestic B investment A confident B influence A optimist B powerful A government B destruction A generous B suspicious A acquaintance B unselfish A loyalty B success A carefully B correctly 10 A excited B interested 12 skkn Exercise A attractive 2.A entertain A approval A conical A romantic A reviewer A contractual A appearance A majority 10 A marvelous B sociable B enjoyable B attractive B ancestor B following B appearace B significant B measurement B minority B argument C dynamic C anniversary C sacrifice C ceremony C sumary C develop C sociable C counterpart C partnership C apoplectic D conservative D introduce D romantic D traditional D physical D different D demanding D cultural D enjoyable D maximum 2.3.3.3 Further practice ( extracted from recent National Examinations for GCSE) Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress School year : 2015- 2016 A oceanic B advantageous C compulsory D influential A instrument B recipe C commitment D candidate A contain B conquer C conserve D conceal School year : 2016 -2017 A inflation B maximum A compulsory B biography A struggle B anxious C applicant C curriculum C confide D character D admirable D comfort School year : 2017 -2018 A effective B national A reply B answer A borrow B involve A argument B apartment C popular C future C discuss C benefit D difficult D singer D explain D vacancy School year : 2018 -2019 A terrific B beautiful A provide B listen C general C repeat D chemical D collect 13 skkn A principal A protect B solution B carry C continent C remove D passenger D consist School year : 2019 -2020 A ambition  B balcony  A hobby  B luggage  A country B reason A typical B decisive C furniture  C market  C mistake C enormous D customer D machine  D village D dependent School year : 2020 -2021 A alive B nervous A suggestion B capital A advice B story A positive B amazing C careful C customer C money C colourful D happy D festival D picture D difficult Keys: Two- syllable words Exercise 1: 1.C 2.B 3.C 4.B Exercise 2: 1.D 2.D 3.C 4.D Exercise 3: 1.D 2.C 3.A 4.A Exercise 4: 1.A 2.D 3.D 4.A Exercise 5: 1.D 2.D 3.C 4.A 5.A 6.B 7.D 8.B 9.A 10.C 5.D 6.B 7.A 8.D 9.D 10.C 5.D 6.B 7.C 8.D 9.D 10.A 5.D 6.C 7.B 8.C 9.A 10.C 5.C 6.B 7.C 8.C 9.D 10.A 8.A 9.B 10.C 8.D 9.B 10.A Words with more than two syllables: Exercise 1: 1.C 2.A 3.C 4.B 5.B 6.B 7.A Exercise 2: 1.A 2.B 3.C 4.B 5.D 6.C 7.C Exercise 3: 14 skkn 1.C 2.B 3.C 4.C 5.A 6.A 7.A 8.C 9.C 10.D Exercise 4: 1.C 2.D 3.C 4.D 5.A 6.B 7.D 8.A 9.D 10.A Exercise 5: 1.B 2.B 3.C 4.D 5.A 6.D 7.C 8.A 9.C 10.C Further practice ( extracted from recent National Examinations for GCSE) School year : 2015- 2016 C C B School year : 2016 -2017 A D C School year : 2017 -2018 A A A B School year : 2018 -2019 A B 3.B B School year : 2019 -2020 A D C A School year : 2020 -2021 A A A B RESULTS Effectiveness: + For students: With the rules to mark stress mentioned above, my sudents are interested in taking part in studying more voluntarily Most of them, including those who are not good at English, pay more attention, being attracted to all acctivies and acquire knowledge better and easier They are becoming more and more confident in doing exercises with word-stress Their communicative skills in English is significantly improved The scores in the National examination for GCSE are higher and higher Many of my students can aalso well in the exam for gifted students + For myself: I have picked up rules as well as the methods to teach stress lessons more effectively, especially unit 3,4,5 in English 12 I can, for each level of students, develop different types and levels of questions + For collegues at my school: 15 skkn When sharing these rules and exercises, I receive a great deal of encouragement and approval from teachers at my school I also receive their useful contributions to help my lesson better Results and evidences: In the school year 2020-2021, I have been in charge of two classes : 12A6 and 12A9 at Hau Loc I high school.Below is the statistics I have collected during the academic year + Class 12A6 with 44 students Test/exam First test (beginning of school year) National exam for GCSE Average mark Lowest mark Highest mark Mark or 9+ 7.08 4.2 9.2 02 8.36 6.8 10 26 Average mark Lowest mark Highest mark Mark or 9+ 5.06 3.8 8.6 7.48 5.2 9.6 12 + Class 12A9 with 46 students Test/exam First test (beginning of school year) National exam for GCSE The two tables above show us the number of students getting good and excellent marks in the national examination GCSE have remarkably increased These figures prove that once thoroughly taught, students can perform comparatively better than before CONCLUSION English is now regared as a mean of communication in the tendency of globalization, it is also considered the key factors to link the country to the world Word- stress always plays an important part in learning English Especially, 16 skkn students always have to them in most exams Therefore, it is essential that students understand the rules deeply and clearly This research is done with the purpose of forming general basic rules to improve students’ skill in marking primary stresses on multi-syllable words and help them gain good results in exams Although carefully researched on a wide range of reference sources, this study, of course, needs modifying to have more effectiveness I hope that colleagues will be willing to contribute valuable advice and honest comments to make my teaching methods more efficient I sincerely thank you! Hau Loc, May, 25th 2022 PRINCIPAL’S CONFIRMATIONS I STRONGLY ENSURE I DO NOT COPY Written by Pham Hung Bich Bui Thi Thu 17 skkn ... higher - The stressed syllable should be a little longer in time 3.2 Rules to mark stresses: 3.2.1 Marking word ? ?stress based on the phonetic transcription of vowels: Rule 1: Stress in multi- syllable. .. himself, herself ain( only applying on verbs) : contain, entertain , remain, maintain Rule 7: The second last syllable is stressed - For words ending in - ety, - ity, - ion ,- sion, - cial,- ically,... ish, primary stresses are usually on the preceding syllables of these, which means the 2nd syllable from the end is stressed skkn + ion : ( tion,sion,cion, ional, ionally …) Example: decision,position,celebration,