Teaching sentence stress to the first year english majors at nong lam university m a 60 14 10

VIETNAMESE MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY NATIONAL UNIVERSITY UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES  PHAN THỊ LAN ANH TEACHING SENTENCE STRESS TO THE FIRST-YEAR ENGLISH MAJORS AT NONG LAM UNIVERSITY A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts in TESOL Supervisor TÔ MINH THANH, Ph.D., Senior Lecturer Ho Chi Minh City, April, 2010 DEDICATION to my family, the great teachers, and friends of my life i STATEMENT OF AUTHORSHIP I hereby certify that this thesis entitled “TEACHING SENTENCE STRESS TO THE FIRST-YEAR ENGLISH MAJORS AT NONG LAM UNIVERSITY” submitted in terms of the Statements of Requirements for Theses in Master’s Programs issued by the Higher Degree Committee, is my own work This thesis has not been submitted for the award of any degree or diploma in any other institution Ho Chi Minh City, April 2nd, 2010 Phan Thị Lan Anh ii RETENTION AND USE OF THE THESIS I hereby state that I, PHAN THỊ LAN ANH, being the candidate for the degree of Master of Arts in TESOL, accept the requirements of the university relating to the retention and use of Master’s Thesis deposited in the University Library I agree that the original of my Master’s Thesis deposited in the University Library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the Library for the care, loan and reproduction for theses Ho Chi Minh City, April 2nd, 2010 Phan Thị Lan Anh iii TABLE OF CONTENTS Statement of authority i Retention and use of the thesis ii Table of contents iii List of charts vii List of tables viii List of abbreviations and symbols ix Acknowledgements x Abstract xi Chapter INTRODUCTION 1.1 Background to the study 1.1.1 Role of Pronunciation in the B.A curriculum at FFL 1.1.2 Description of the Pronunciation course for FFL freshmen 1.1.2.1 Course design, its objectives and its schedule 1.1.2.2 Grading criteria 1.2 Rationale for teaching sentence stress 1.3 Statement of purpose 1.4 Limitation 1.5 Delimitation 1.6 Methodology 1.7 Organization of thesis Chapter LITERATURE REVIEW 2.1 An overview of language notions 2.1.1 Pronunciation, Phonetics and Phonology 2.1.2 Two types of Phonology 2.2 Stress 2.2.1 Characteristics of stressed and unstressed syllables 2.2.1.1 The loudness 2.2.1.2 The length 2.2.1.3 The pitch 2.2.1.4 The vowel quality 2.2.2 Levels of word stress 2.3 Some concepts related to sentence stress 11 2.3.1 Content words vs function words 11 2.3.2 Vowel reduction 12 iv 2.3.3 Linking 14 2.3.3.1 Consonant-to-vowel links 14 2.3.3.2 Consonant-to-consonant links 14 2.3.3.3 Vowel-to-vowel links 14 2.3.4 Rhythm 15 2.3.4.1 The rhythm unit 15 2.3.4.2 Stress-timed rhythm vs syllable-timed rhythm 16 2.3.5 Intonation 17 2.3.5.1 English tones 17 2.3.5.2 Intonation units 18 2.4 Sentence stress 18 2.4.1 Levels of sentence stress 19 2.4.2 Placement of main stress in sentences 19 2.4.3 Uses of sentence stress in communication 21 2.4.3.1 Giving new information 21 2.4.3.2 Asserting, asking for alternatives, denying and correcting 22 2.4.3.3 Contrasting 23 2.5 Relations between sentence stress and other suprasegmentals 23 2.5.1 Sentence stress vs linking 23 2.5.2 Sentence stress vs rhythm 24 2.5.3 Sentence stress vs intonation 24 2.5.4 Rhythm unit and intonation via the role of sentence stress 25 2.6 Skills related to English pronunciation in general and sentence stress in particular 25 2.6.1 Four basic language skills 25 2.6.2 Listening and sentence stress 26 2.6.3 Speaking and sentence stress 26 2.7 Approaches in teaching pronunciation 27 2.7.1 The intuitive-imitative approach to the teaching of pronunciation 27 2.7.2 The analytic-linguistic approach to the teaching of pronunciation 28 2.7.3 The communicative approach to the teaching of pronunciation 29 2.8 Issues related to teaching English sentence stress 30 2.8.1 Techniques used in teaching suprasegmentals in pronunciation class 30 2.8.2 Basic principles in teaching English sentence stress 32 2.8.2.1 When to start teaching and learning English sentence stress 32 2.8.2.2 How to teach and learn English sentence stress 32 2.8.2.3 How to organize classroom activities in teaching sentence stress 33 2.9 Previous related studies about pronunciation teaching 35 2.10 Summary 37 v Chapter METHODOLOGY 38 3.1 Research questions 38 3.2 Research design 38 3.3 The study’s subjects 40 3.3.1 The student subjects 40 3.3.2 The teacher subjects 41 3.4 Instruments 41 3.4.1 The two tests 41 3.4.1.1 The diagnostic test 41 3.4.1.2 The achievement test 42 3.4.2 The questionnaires 43 3.4.3 The interviews with teachers 44 3.5 Data collection procedures 44 3.6 Assumptions 45 3.7 Experimental teaching 45 3.8 Summary 46 Chapter DATA ANALYSIS AND FINDINGS 47 4.1 Responses to students’ questionnaires 47 4.1.1 Responses for background information 47 4.1.1.1 Students’ personal information 47 4.1.1.2 Students’ experience in learning English 48 4.1.1.3 Students’ self-evaluation of their pronunciation 48 4.1.2 Responses for research questions 49 4.1.2.1 Students’ knowledge on English sentence stress 49 4.1.2.2 Students’ awareness of the significance of sentence stress in improving their listening and speaking English 52 4.1.2.3 Students’ difficulties in learning English sentence stress 53 4.1.3 Summary 56 4.2 Results of the two tests 56 4.2.1 Students’ results of the diagnostic test’s Identifying Part 57 4.2.1.1 Section I 57 4.2.1.2 Section II 58 4.2.2 Students’ results of the achievement test’s Identifying Part 60 4.2.2.1 Section I 60 4.2.2.2 Section II 61 vi 4.2.3 Comparisons of the two tests’ results 62 4.2.4 The production part of the two tests 64 4.2.5 Summary 67 4.3 Interviews with teachers 67 4.3.1 Teachers’ difficulties in teaching English pronunciation and sentence stress to the first-year English majors at NLU 68 4.3.2 The time teachers spent on teaching English sentence stress 69 4.3.3 Teachers’ solutions to help students learn English sentence stress 70 4.3.4 Summary 71 4.4 Overall summary 71 Chapter RECOMMENDATIONS AND TEACHING STRATEGIES 72 5.1 Summary of findings 72 5.2 Recommendations 74 5.2.1 To the students 74 5.2.2 To the teachers 76 5.2.3 To the syllabus and the text book 77 5.3 Teaching Strategies 78 5.3.1 Employing the concrete way to explain the abstract notions 79 5.3.2 Showing stressed, unstressed syllables, and major sentence stress visually 79 5.3.3 Employing repetition as a tool to help students practice sentence stress 80 5.3.4 Giving the students interesting and motivating activities to practice sentence stress 81 5.3.5 Using sound recorders 82 5.4 Contributions 83 5.5 Summary 84 CONCLUSION 85 BIBLIOGRAPHY 87 APPENDICES 91 Appendix 1: The Diagnostic Test 91 Appendix 2: The Diagnostic Test’s Suggested Answers 92 Appendix 3: The Achievement Test 93 Appendix 4: The Achievement Test’s Suggested Answers 94 Appendix 5A: Students’ Questionnaire 1(Vietnamese Version) 95 vii Appendix 5B: Students’ Questionnaire (English Version) 98 Appendix 6: Interview for Teachers 101 Appendix 7A: Students’ results from the diagnostic test 103 Appendix 7B: Students’ results from the achievement test 105 Appendix 8: Lesson Plan 107 Appendix 9: Lesson Plan 111 Appendix 10: Lesson Plan 117 Appendix 11: Lesson Plan 123 Appendix 12: Lesson Plan 129 Appendix 13: Lesson Plan 133 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an viii LIST OF CHARTS Chart 4.1: Aspects of pronunciation that students have learnt so far 50 Chart 4.2: Students’ understanding of which word classes are stressed or not in a sentence ……51 Chart 4.3: Students’ responses to their learning of sentence stress at high school 54 Chart 4.4: Students’ time spent per week on self-practicing sentence stress 55 Chart 4.5: Students’ results from the diagnostic test’s Section I 57 Chart 4.6: Students’ results from the diagnostic test’s Section II 59 Chart 4.7: Students’ results from the achievement test’s Section I 60 Chart 4.8: Students’ results from the achievement test’s Section II 61 Chart 4.9: Students’ compared groups from the two tests’ Section I 63 Chart 4.10: Students’ compared groups from the two tests’ Section II 64 Chart 4.11: Students’ mistakes found in the two times of recordings 65 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 122 She can most things What can I do? I can’t any of the things she can! B: You can fight A: Yes, but who want the girl who can fight? B: I Dialogue 3: Look at the dialogue and circle the unstressed words and then practise reading the dialogue with your partner A: I got it from an old friend, who got it from a friend, who got it from some friends, who borrowed it from the Browns Where did you get the idea it was stolen from them? B: I got it from a friend A mutual friend Activity 2: Communicative practice Work with your partner and interview him/her to complete the following information, paying attention to the use of strong and weak form: Name: Nickname: Hometown: Address: Hobbies: Others: Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 123 Appendix 11: LESSON PLAN Teacher’s name: Phan Thi Lan Anh Teaching point: Sentence stress Subject: Pronunciation Time allocated: 60 minutes Date of teaching: 6/11/2008 Class: DH08AVA, DH08AVC (pre-intermediate) A Objectives: Knowledge: Help Ss understand what stress-timed language, major sentence stress and prominence are Skills: - Enable Ss to identify major sentence stress and prominence in a given sentence; - Help Ss produce stress and prominence comfortably B Methods: Communicative approach C Teaching aids: handouts, computer, projector, etc D Procedure Time 1’ 4’ 5’ Teacher’s activities Purposes Students’ activities Anticipations STABILIZATION - T checks Ss’ attendance LEAD-IN - T says a few short sentences - To warm Ss up - Ss listen to and asks Ss to count the the sentences syllables in each sentence: and count the Cats chase mice (3) syllables in each The cats have chased mice (5) The cats will chase the mice (6) sentence The cats have been chasing the mice (8) The cats could have been chasing the mice (9) PRESENTATION English as a stressedtimed language - Ss may not - To lead Ss to the - Ss as - T asks Ss to put the circle have the wrong teaching point required above the stressed words in answers; T each sentence above gives them the Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 124 correct ones - T reads out these sentences and asks Ss to repeat these sentences after her - T explains what a stress-timed language is 10’ - To help Ss get - Ss listen and familiar with repeat after T pronouncing sentences with different number of syllables but in the same time - To provide Ss what a stresstimed language is - Ss as required - T asks Ss to give more examples to make this point clear Sentence Stress 2.2 Sentence major stress - T plays the tape and shows on - To lead Ss to the - Ss listen to the screen a number of point the tape sentences: Today is the eight of May I bake her a cake She’s going to Spain Can you take her to the airport? -T has Ss listen to the tape again, paying attention to the ways which the sentences are pronounced, and asks if Ss can hear every word in the given sentences equally clearly -To help Ss recognize that not every word in a sentence is pronounced with the same loudness - T reminds Ss that in a - To remind Ss of sentence, content words are content words and usually stressed while function words function words are unstressed - T once again draws Ss’ - To help Ss see attention to the ways the two that not all content kinds of words are pronounced words are in a given sentence pronounced in the same way Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn - Ss are expected to be able to the task easily C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 125 - T lets Ss listen to other sentences and asks Ss to pay attention to the way the sentences are pronounced, focusing on pronunciation of the content words, especially the final content words - To help Ss understand what major sentence stress is -T explains that not all the - To help Ss content words are pronounced practice in the same way and the final recognizing major content word of the sentence sentence stress receives the strongest stress and it is called major sentence stress 10’ - T lets Ss listen to tape again and identify the major sentence stress in each of the sentences 2.3 Placement of major sentence stress - T shows the following dialog on - To introduce to - Ss look at the - Ss may have the board and lets Ss listen to Ss the placement dialog, listen problems with the recording of the dialog of major sentence to the this task; T  stress gives answers recording of A: What did you buy at Creeds? and asks Ss to the dialog and  put the circle explain why B: I bought a new sweater at above the Creeds words carry major sentence stress - T asks Ss to identify the major sentence stress in the given sentences - To help Ss - Ss the practice practice recognizing major sentence stress - T explains three possible - To help Ss get placements of major sentence familiar with the stress in given situations way major (giving new information, sentence stress is contrasting and emphasizing) produced in speech Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn - Ss may not pronounce the utterances in the given dialog naturally C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 126 - T helps Ss practice the dialogues in given situations 30’ (*) PRACTICE(*) - T gives some activities for Ss to practice - To help Ss know where major sentence stress is normally placed - To provide Ss with more practice on the target points - Ss the activities as required PRACTICE Activity 1: Expanding sentences: Students are asked to listen to the sentences provided in which the number of stressed syllables is the same but the number of unstressed syllables varies Put the circle above the stressed words while listening and after that, read aloud these sentences: Lynn used Tim’s car Linda uses Timothy’s car Linda could have driven Manfred’s car  Answer:     Lynn used Tim’s car     Linda uses Timothy’s car     Linda could have driven Manfred’s car Activity 1: Listening discrimination Students are asked to listen to the dialogue As they listen, underline the major sentence stress in each of the sentences: In a restaurant A: I’d like a hamburger B: Do you want cheese on your hamburger? A: No, just a plain hamburger  Answer: A: I’d like a hamburger Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 127  B: Do you want cheese on your hamburger?  A: No, just a plain hamburger Activity 2: Guided practice (pair work) Students are provided a model dialogue as the following:  Customer: I’d like some cheese, please  Shopkeeper: What kind of cheese?  Customer: I’ll have Cheddar Then students are asked to make a similar dialogue with their partner Activity 3: Information gap (Pair work) Ask each other questions to find out 10 differences between the two given pictures, following this model dialog: A: There’s a BOOK on the table in my picture B There is a telephone on the table in my picture A: In my picture, there’s a boy lying in bed There is a BALL in my picture B: There is no ball in my picture Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 128 Activity 4: Communicative activity (Pair work) Ask and answer questions about each other’s hobbies, following the model: A: Do you like ACtion movies? B: No, I don’t I HATE action movies, I like COmedies How about YOU? A: Well, I LOVE action movies Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 129 Appendix 12: LESSON PLAN Teacher’s name: Phan Thi Lan Anh Teaching point: Uses of sentence stress in communication Subject: Pronunciation Time allocated: 30 minutes Date of teaching: 13/11/2008 Class: DH08AVA, DH08AVC (pre-intermediate) A Objectives: Knowledge: Help Ss understand how to use sentence stress in communication Skills: - Enable Ss to identify the different situations sentence stress is used in communication; - Help Ss use sentence stress in communicative way B Methods: Communicative approach C Teaching aids: handouts, computer, projector, etc D Procedure Time 1’ 4’ Teacher’s activities Purposes Students’ activities STABILIZATION - T checks Ss’ attendance LEAD-IN - T shows on the screen these - To warm Ss - Ss look at sentences in column, play the tape up the screen and asks Ss to listen to the questions and choose the correct answer: Column A Column B  He can’t go  Who can’t go? He can’t go  Why doesn’t John go? He can’t go What about John? 15’ PRESENTATION Use sentence stress for new information - T shows the following dialogue on the - To lead Ss to the screen: teaching - Ss as required Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Anticipations C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 130 X: I’ve lost an umBRELla point A: LAdy's umbrella? X: Yes A lady’s umbrella with STARS on it GREEN stars - T has Ss listen to the tape in which -To help Ss - Ss listen to each of the given sentences is get familiar the tape pronounced twice and asks if Ss can with the and recognize any differences in uses of identify the placement of major sentence stress sentence major among these utterances stress in sentence giving new stress in information these utterances - T asks Ss to tell if the changes in the placement of major sentence stress convey the speaker’s meaning in communication? -Ss answer the question - T explains to Ss that the speaker can use major sentence stress to signal new information Use sentence stress for asserting, denying, correcting and asking about alternatives - T shows the following dialogues on -To help Ss - Ss listen to the screen: the tape get familiar Dialogue with the uses and A: Peter is funny identify the of sentence major B: Peter isn’t funny He is strange stress in sentence asserting, Dialogue stress in denying , B’s reply A: Is it flight twenty five for Paris? correcting and ask about B: No, it’s flight twenty four for Paris alternatives Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn - Ss may not have the wrong answers; T gives them the correct ones - Ss may not have the wrong answers; T gives them the correct ones C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 131 Dialogue A: Would you like coffee with milk or sugar? B: I’d like coffee with milk, please - Ss answer the question - T has Ss listen to the tape in which each of the given sentences is pronounced twice and asks Ss to recognize the major sentence stress on B’s reply - T explains to Ss that the speaker can use major sentence stress to assert his/her opinion strongly (Dialogue 1), to deny what another speaker has said and offer a correction (Dialogue 2) or ask about alternatives (Dialogue 3) Use sentence stress for contrasting T shows the following dialogues on the screen: A: Should I get the shirt with buttons or without buttons? B: How about with the buttons? - To help Ss get familiar with the uses of sentence stress in contrasting -T has Ss listen to the tape in which each of the given sentences is pronounced twice and asks Ss to recognize the major sentence stress on B’s reply -T explains to Ss that the speaker can use major sentence stress to contrast between two words or between one word and its opposite one Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 132 10’ PRACTICE(*) - T gives some activities for Ss to practice - To provide - Ss the Ss with activities as more required practice on the target points (*) PRACTICE: Activity 1: Multiple choices In this activity, Students listen to their teacher’s reading sentences with the major sentence stress located in different positions and decide which sentences given is equivalent in meaning to what the teacher said Teacher: The man in the blue shirt is the thief a A simple statement that the man in the blue shirt, is a thief b It’s the man, not the woman in the blue shirt, is a thief c It is a man in a blue shirt, not the white one, is a thief d It is a man in the blue shirt, not in the blue pullover, is a thief Activity 2: Paraphrasing In this activity, Students listen to their teacher’s reading sentences with the major sentence stress located in different positions and giving another sentence with similar meaning: The chair in the garden is broken I liked the movie Activity 3: Guided practice (pair work) Students are provided a model dialogue as the following: A: Where are you going? B: Europe A: Where in Europe? To the north or to the south? B: Neither I’ve already been North and south I’m going east Students are asked to identify the major sentence stress in each sentence in the dialogue and then with their partner make a similar dialogue where major sentence stress is used to give new information, to contrast and to ask for alternative Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 133 Appendix 13: EXTRA ACTIVITIES Activity 1: Listening discrimination (Pair work) 123 Student A I Choose a question to ask your partner What about Mary? Student B I Choose an appropriate version to answer your partner’s question  a She can’t go Who can’t go?  c She can’t go (pointing to Mary) Why doesn’t Mary go?  II Choose an appropriate version to answer your c She can’t go partner’s question II Choose a question to ask your partner  What is Peter doing? a Peter is reading  Who’s reading? b Peter is reading  c Peter is reading Why isn’t Peter reading? Answer: I 1-a 2-b 3-c II 1-a 2-b 3-c Activity 2: Multiple choice In this activity, Students listen to their teacher’s reading sentences with the major sentence stress located in different positions and decide which sentences given is equivalent in meaning to what the teacher said Teacher: The man wearing the baseball cap is the murderer a A simple of fact that the man in the baseball cap is the murderer b It’s the man, not the woman, in the baseball cap is the murderer c It’s the man in the baseball cap, not any other man; that is the murderer Activity 3: Listen to the doctor’s assistant talking about your test results at your doctor’s office She puts the major sentence stress in different position in her message Choose the meaning of each message below: You hear:  The doctor didn’t read your X-rays yet  The doctor didn’t read your X-rays yet Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 134  The doctor didn’t read your X-rays yet  The doctor didn’t read your X-rays yet  The doctor didn’t read your X-rays yet You choose: a But she will soon b But someone else did c But she put them in your file d But she read the other patients’ X-rays e But she read your lab test results Answer: 1-b, 2-c, 3-d, 4-e, 5-a Activity 4: Fishing game by Hancock [1995] - Give the students a puzzle - Explain that for each of the phrase around the edge of the pond, there is another phrase with the same stress pattern elsewhere The object of the game is to draw straight lines joining these matching pairs of phrases to discover which fish is caught A fish is caught if it is completely surrounded by lines - The eleven stress patterns in the game are:             Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn          C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an 135 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn