Some experiences in helping students grade 12th determine the stress position of the english words,easy,quickly, effectively’’

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING DUONG DINH NGHE HIGH SCHOOL EXPERIENCE INITIATIVE Some experiences in helping students grade 12th determine the stress position of the English words,easy,quickly, effectively’’ The author: Nguyen Thi Lien Job position: Teacher – group leader Experience initiative belongs to English Subject THANH HOA – 2018 CONTENTS PAGES A INTRODUCTION I THE REASON OF SELECTING THE TOPIC II OBJECTIVES, TASKS, OBJECTS, AND THE METHODS OF RESEARCHING 1 Objectives of the topic The tasks of implementing the topic The main methods of studying the subject Studied objects of the topic III THE REAL STATE OF PROBLEM RESEARCH The real state 2 The result of the above real state B SOLUTION I THE MEASURES OF IMPLEMENTING II THE METHODS OF ORGANIZING TO IMPLEMENT Definite stress Position of the primary stress depends on the forms of the Verbs- Nouns- Adjectives –Adverbs Other matters of stress C CONCLUSION 10 I THE RESULT OF RESEARCHING 10 II PROPOSAL 11 D REFERENCES A INTRODUCTION I THE REASON OF SELECTING THE TOPIC: As far as we know English is widely used all over the world not only in communication but also in many other aspects such as culture, politics, economy, commerce, tourism and so on Along with mother tongue, everybody in the world can use English to communicate with one another It is English that helps people closer, more friendly and understandable Therefore, this language is going to become the common language of human English is the international language, so we have to learn how to pronounce each word correctly and have rhythm, intonation from words to speeches, and one of these problems is “The primary stress position of the words” Determining the primary stress position of the words is one of the most difficult parts in pronunciation whereas it always appears both in communication and in exercises, tests as well as the national examinations During the process of teaching at Duong Dinh Nghe high school, I have found the methods which can help students determine the primary stress position of the words quickly and effectively I am writing into my initiative ‘Some experiences in helping students grade 12th determine the stress position of the English words, easy , quickly, effectively’’ This is considered to be a reference document, thus I would like the colleagues to give comments and ideas to my initiative so that I can make it perfect and used in real teaching II.OBJECTIVES,TASKS, OBJECTS AND THE METHODS OF RESEARCHING Objectives of the topic a For the students - Determine the objectives, the requirement and the importance of English - Understand the methods of determining the primary stress position of the words quickly, effectively when doing exercises, tests and examinations - Know how to apply the methods of determining the primary stress position of the words to exercises, tests and examinations about stress - Speak English perfectly with accurate stress b For the teachers - Guide, examine and remark the students to study the methods of determining the primary stress position of the words quickly, effectively - Follow close to the process of teaching English especially when teaching students to exercises, tests, study for getting GCSE, attend to advanced students examinations or entrance examinations to university - Supply useful knowledge and good experiences for myself in order to improve the quality of teaching The tasks of implementing the topic - Understand the students’ state of doing stress exercises - Studying the skill of doing stress exercises - Apply the topic to teach English at Duong Dinh Nghe high school - Compare, collate the result of implementing the topic - Remark, have conclusion about the result and effect of the topic The main methods of studying the subject I write this topic based on: + The method of studying theory + The method of investigating + Apply the topic to real teaching Englíh at Duong Dinh Nghe high school + Comparison, collation and summary of the result, effect of the topic Studied objects of the topic - The students of class 12A4 and 12A7 of Duong Dinh Nghe high school The academic year 2015 2016, 2016-2017,2017-2018, in years III THE REAL STATE OF PROBLEM RESEARCH The real state: During the process of teaching English at Duong Dinh Nghe high school, having taught students to study for getting GCSE, take part in advanced students examinations and entrance examinations to universities and colleges Through many years of my own teaching, I realize that most of students are bad at not only knowledge but also the skill of identifying the primary stress position of the words when they exercises, tests, examinations With the primary stress position of words exercises require students to have certain knowledge, and they have to know and remember the main rules of position of the primary stress of words They may learn them by heart and apply these rules to exercises flexibly so that they will get good result Many years ago, when taking the national examinations, students had many difficulties in identifying the main stress of the words in the test At that time only about 30 percent of the students in Duong dinh nghe high school was able to this kind of exercise From this consequence, we can see that: If the teachers pay no attention to innovating the methods of teaching and helping students have the best ways to determine the primary stress position of the words, they cannot understand how to it quickly, effectively To improve above consequence as well as help the students of our school to this kind of this exercise better and more confidently, I present some methods or called the rules of determining the primary stress position of the words quickly, effectively In this subject I will present some basic rules that students can understand and remember easily, from that they will be able to apply to exercises, tests or examinations successfully The result of the above real state: I applied my topic to teach years from school year 2015-2016, 2016-2017, 2017-2018 for students of class 12A4,12A7 Through the fact of teaching, I could hold the real ability of the students as well as their ways of determining position of stress of words, and I had practical solution to guide them to this kind of exercise scientifically and effectively For the students, by applying these methods, they could determine the position of the primary stress quickly and exactly B SOLUTION I THE MEASURES OF IMPLEMENTING For the teachers: - Guide the students to study basic knowledge and the rules of position of the primary stress in the English words - Remind the students to learn the rules of each part of stress by heart - Prepare exercises, tests for each part and the synthetic general exercises - Have the students practice to analyze, compare and collate For the students: - Concentrate on the lessons; understand the rules, the methods to find out position of the primary stress of the words, - Know how to apply what they have learnt to exercises, tests, examinations, flexibly and effectively - Compare, estimate and get out experience for themselves to exercises, tests or examinations about stress well II THE METHODS OF ORGANIZING TO IMPLEMENT NOTES - The primary stress of words is marked with a comma (’) in front of or above the syllable containing stress - Primary stress of words falls in two or more than two – syllable words and in syllables containing vowels as a, e, i, o, or, u - Primary stress of words never falls in weak syllables containing /ə/ The topic ‘Some experiences in helping students grade 12th determine the stress position of the English words, easy , quickly, effectively’’ is the methods to determine the primary stress position of English words which appears in exercises, tests, examinations quickly, effectively and speaking English more accurately, I divide into three parts: DEFINITE STRESS 1.1 Stress in suffixes For the stem words with the following suffixes, stress is on these suffixes: -ee employee /implɔɪ’i:/ -eer volunteer /vɒlʌt’ɪə/ -ese Chinese / tʃai’ni:z/ -ette cigarette /sigə’ret/ -esque picturesque /piktʃə’resk/ -ique unique /ju:’ni:k/ -oo bamboo /bæm’bu:/ -ade lemonade /lemə’neid/ -self himself /him’self/ -ur occur /ə’kɜ:/ -dict predict /pri’dikt/ -ect effect /i’fekt/ -fer prefer /prifɜ:/ -mit commit /kə’mit/ -pel compel /kəm’pel/ -press express /ek’pres/ -rupt corrupt /kərʌpt/ - sist assist /ə’sist/ -test detest /di’test/ -tract attract /ə’trækt/ -vert avert /ə’vɜ:t/ -vent prevent /pri’vent/ aire millionaire /miliə’neə/ -ain entertain /entə’tein/ (apply to verbs) 1.2 The words with the following suffixes have stress on the syllables right in front of these suffixes discussion /dis’kʌʃn/ -sion -tion -ic -ical -ity -ial -ially -tive -logy -ian -ance -ence -ience -ient -iar -eous -ious -ory -cial -tial -cion -xious Except for : foundation /fau’deiʃn/ economic /i:kə’nɒmik/ economical /i:kə’nɒmikl/ familiarity/fæmili’ærəti/ official /ə’fiʃəl/ oficially/ə’fiʃəli/ suggestive /sə’dʒestiv/ technology /tek’nɒlədʒi/ librarian /lai’breəriən/ attendance /ə’tendən/ independence /indi’pendənt/ experience /ik’spiəriən/ efficient /i’fiʃənt/ familiar /fə’miliə/ spontaneous /spɒn’teinəs/ victorious /vik’tɒriəs/ memory /’meməri/ financial /fai’næʃl/ preferential /prefə’renʃl/ suspicion /sʌs’piʃən/ anxious /’ænʃiəs/ television /’teliviʒən/ Politics /’pɒlətiks/ Arabic /’ærəbik/ Lunantic /’lu:nətik/ Arithmetic /ə’ri θmətik/ Catholic /’kæθətik/ Rhetoric /’retərik/ 1.3 The words with the following suffixes, stress is on the third syllable counting from the last syllable of the word -ate consulate /’kɒnsjulit/ -ute constitute /’kɒnstitju:t/ -ude institude /’institju:/ -ite opposite /’ɒpəzit/ -ary documentary /dɒkju’mentəri/ -ative propagative /’prɒpəgeitive/ -fy beautify /’bju:tifai/ -ply multiply /’mʌltiplai/ -ise econnomise /i’kɒnəmaiz/ -ize modernize /’mɒdənize/ POSITION OF THE PRIMARY STRESS DEPENDS ON THE FORMS OF THE: VERBS – NOUNS – ADJECTIVES – ADVERBS 2.1 Stress in two-syllable words 2.1.1 Two - syllables words have unequal strength - Stress of the most of these words is on the stronger syllables Ex: Advice (n) /əd’vais/ Machine (n) /mə’ʃi:n/ Mistake (n) /mis’teik/ answer (n-v) / ‘ænsə/ happen (v) /’hæpən/ amazed (v) /ə’meizd/ alone (adj – adv) / ə’l əʊ/ 2.1.2 Two - syllables words have unequal strength Position of stress depends on the forms the words VERBS: In this case, stress of most of the words is on the second syllables Note: Ex: begin /bi’gin/ relax /re’læks/ maintain /mein’tein/ NOUNS, ADJECTIVES AND ADVERBS Stress is on the first syllable of most of nouns, adjectives and adverbs Ex: hobby (n) /’hɒbi/ habit (n) /’hæbit/ luckily (adv) /’lʌki/ busy (a) /’bizi/ pretty (a) /’priti/ 2.2 Stress in three - syllable words - The rules for verbs For most three-syllable words, stress is on the last syllable Ex: entertain /entə’tein/ understand /ʌndə’stænd/ introduce /intrə’dju:/ - If the last syllable is weak or short, stress is on the second syllable Ex : develop / di’veləp/ determine /di’tɜ:min/ - Stress is not on the first syllable, except for the definite stress in part (1.1) Ex : concentrate /’kɒnsentreit/ Modernize /’mɒdənaiz/ - Rulers for nouns, adjectives, adverbs + For most three-syllable nouns, adjectives, adverbs, stress is on the first syllable Ex: Cinema /’sinəmə/ Intellect /’intəlekt/ Government /‘gʌvmənt/ Difficult /’difiklt/ Different /’difərənt/ + If the first syllable is a weak, short one, or ended with /əʊ/, the main stress is on the second syllable Ex: Computer /kəm’pju:tə/ Potato /pə’teitəʊ/ Disaster /di’za:stə/ +For three – syllable nouns, adjectives and adverbs, stress is rare on the third syllable, except for part [1.1] Ex: volunteer /vɒlən’tɪə/ referee /refə’ri:/ 2.3: Stress in words of more than three syllables - For more than three syllables words which does not belong to definite stress, stress is usually on the third syllable counting from the last syllable Ex: Biology /bai’ɒlədʒi/ Philosophy /fi’lɒsəfi/ Magnificent /mæn’nifiksənt/ Trigonometry /trigə’nɒmətri/ OTHER MATTERS OF STRESS 3.1 For two- syllable words which have both noun and verb meanings - Nouns have stress on the first syllable - Verbs have stress on the second syllable Ex: Words Nouns Verbs Contrast /’kɒntra:st/ /kən’tra:st/ Decrease /’dikri:s/ /di’kri:s/ Export /’ekspɔ:t/ /iks’pɔ:t/ Insult /’insʌlt/ /in’sʌlt/ Progress /’prəʊgres/ /prə’gres/ Record /’rek ɔ:d/ /ri’k ɔ:d/ 3.2 The primary stress position of compound nouns 3.2.1 Most compound nouns have main stress position on the first syllable Ex: filmmaker /’filmmeikə/ shorthand /‘ʃɔ:thænd/ bookshop /’bʊkʃɒp/ airport /’eəpɔ:/ dropout /’drɒpaut/ check-up /’tʃekʌp/ breakdown /’breikdau/ 10 3.2.1 But compound verbs combined from a verb and a preposition have stress on the second syllable Ex: breakdown /breik’dau/ tryout /trai’aut/ walkout /wɔ:lk’aut/ dropout /drɒp’aut/ check –up /tʃe’kʌp/ 3.3 Affects of suffixes for the position of stress 3.3.1 The following suffixes neither have stress nor affect to position the main stress of words -able, -age, , -en, -ful, -ing, -ed, -ish, -like, -less, -ly, -ment, -ness, -ous, -fy, -wise, -y Ex: Ly Dangerous /’deindʒərəs/ dangerously /’deindʒərəsli/ Ful Beauty /’bju:ti/ beautiful /’bju:tifl/ Ing Engineer /endʒi’nɪə/ engineering /endʒi’nɪəriŋ/ ment Develop /di’veləp/ development /di’veləpmənt/ 3.3.2.The suffixes make a change of the position of stress - The following suffixes can make a change of the position of stress in original words al, ary, ity, ion, ic,ial , alism, ian, ious Ex: -ian Human /’hju:mən/ humanitarian /hju:m æni’teərɪən/ -ity Durable /’djurəbl/ durability /djurə’biləti/ environmental /invaiərə’mæntəl/ presidential /prezi’denʃl/ -al Environment /in’vaiərəmənt/ -ial President /’prezidənt/ -alism experiment /iks’perimənt/ -ion Exhibit /ig’zibi/ experimentaliasm /iksperi’mentəlizəm/ exhibition 11 /igzi’biʃn/ C CONCLUSION AND PROPOSAL I THE RESULT OF RESEARCHING - Through surveying, experimenting, comparing and collating the result that the students of 12A4,7 after academic year 2015->2018 I applied my subject to exercises, tests and examinations of stress, I have conclusion that : About the theory: 1.1 For the teacher - Creates the teaching methods which are suitable for students request - Forms and applies the methods, skills of doing exercises on stress to teach the students flexibly and effectively From this, I have been improving my quality of English teaching 1.2 For the students - Understand and know how to exercises, tests, examinations of stress perfectly They feel confident and enjoy doing this kind of exercises About the fact : - Through result of doing stress exercises, tests and examinations, it can be seen that the experience and result of the students in doing this kind of this exercise have been improving much more than they used to be Because they can understand the basic rules of determining the primary stress primary of the words Furthermore, they can pronoun ce English words better and speak English perfectly - To have a basic comparison, give out the exact conclusion for the studying process and applying the topic to teach English in Duong Dinh Nghe high school I implemented to examine and collate the result of class 12A4,7 with 12A9 the academic year 2017 -2018 + Class 12A9 was not applied the above topic + Class 12A4,7 was applied the above topic TEST 15’ Question: Find the word with the stress pattern different from that of the other three words in each question (Allowed time: 15 minutes) A tertiary B participant C discourage D successful A construction B miserable C obstinate D improvement A enjoyable B comparison C magical D successful A entertainment B observation C education D prediction 12 A business B passion C favourite D banana A precious B extreme C security D apologize A desperate B influence C suggestion D definite A practical B secretary C manager D immediately A pioneer B destination C artificial D essential 10 A diplomatic B disappear C memorial D presidential The achieved result of two classes: Class Total Mark 0-4 Mark 5-6 Mark 7-8 Mark 9-10 number % SL % SL % SL % 12A4 40 12 30% 20 50% 15% 5% 12A7 37 19% 10 27% 12 32,4% 21,6% 12A9 31 19 61,2% 25,8% 13% 0% II PROPOSAL: Application the topic‘Some experiences in helping students grade 12th determine the stress position of the English words, easy , quickly, effectively’’ has been gaining good result However, I myself have not discovered its limitation yet, I would like to get the comments and advice from the colleagues, especially from the English teachers so that my topic will be more completed and widely used in teaching English for students in high school Thanh Hóa, ngày 06 tháng 05 năm 2018 XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Tôi xin cam đoan SKKN viết ứng dụng vào dạy thực tế trường THPT Dương Đình Nghệ không chép nội dung người khác (Ký ghi rõ họ tên) Nguyễn Thị Liên 13 REFERENCES Xuân Bá , Quang Minh Luyện phát âm đánh dấu trọng âm Bùi mỹ Duyên , Luyện tốc độ giải nhanh tập đánh dấu trọng âm Đặng Ngọc Viễn, The Oxford English-Vietnamese Dictionary, 4.Baker, A (2001) Ship or sheep – An intermediate course Cambridge: Cambridge University Press 5.Baker, A (2006) Tree or three - An elementary pronunciation course Cambridge: Cambridge University Press 14 6.Dalton, D (1997) Some techniques for teaching pronunciation Retrieved 20 Febrary, 2009 from http://iteslj.org/Techniques/Dalton-Pronunciation.html 7.English Computerized Learning Inc Pronunciation Power (Software) 8.Fraser, H (2001) Teaching pronunciation: A handbook for teachers and trainers New Southwales Department of Education and Training 9.Kenworthy, J (1988) Teaching English pronunciation London: Longman 10.http://lopngoaingu.com/english-GT/phatam/ 11 Ths Tạ Thị Thanh Hiền.Ths Bùi Thúy Hồng.Chinh phục đề thi tốt nghiệp 12.Lê Đình Quốc Bảo-M.A Tài liệu luyện thi trắc nghiệm tiếng anh12 – phần ngữ pháp 13 TheWindy Hoàn thiện kỹ phát âm đánh dấu trọng âm Tiếng anh 14 Lưu Hoằng Trí- Tổng ơn tập kiến thức ngữ pháp 15 Lưu Hoằng Trí – Bộ đề th Tốt nghiệp THPT quốc gia 15 ... determine the primary stress position of the words quickly and effectively I am writing into my initiative ? ?Some experiences in helping students grade 12th determine the stress position of the English. .. PROPOSAL: Application the topic? ?Some experiences in helping students grade 12th determine the stress position of the English words, easy , quickly, effectively’’ has been gaining good result However,... and in syllables containing vowels as a, e, i, o, or, u - Primary stress of words never falls in weak syllables containing /ə/ The topic ? ?Some experiences in helping students grade 12th determine