SKKN some solutions to help the 12th graders at ham rong high school master the word stress in english

1 INTRODUCTION 1.1 RATIONALE Theoretical basis: English is a subject that has been being innovated at the forefront of high schools The Ministry of Education and Training has developed a plan to improve the quality of foreign language teaching and learning across the country It can be seen that English in particular and foreign languages in general are the focus of interest and strong development In order to innovate and improve the quality of language learning, many synchronous solutions need to be made, first of all, teaching and learning methods must be renewed English is currently being taught in a communication-oriented, student-centered way To be able to communicate in English, students must use both listening and speaking skills well So what must teachers and students to achieve this goal? The problem requires a lot of factors, in which it is important to help students master word stress in English The correct pronunciation of English word stress will help communicate in English more smoothly, avoiding unfortunate misunderstandings in communication Practical basis: From the fact of teaching English for many years, I found that the language knowledge in general and knowledge of English stress in particular are being taught in high school programs only at the level of awareness, imitation and practice , no explanation, no in-depth Students only need to listen and repeat for the correct number of given words The content of English stress is only introduced in the Language focus part of the lessons Unit 3, Unit and Unit of Grade 12 Textbooks repeat However, in exams and exam questions for high school graduation or university and college entrance exams, there is often a question about stress Through studying the results of students' tests, I found that students, especially those in rural areas with less practice conditions, often made mistakes in the stress knowledge In addition, I find that most of the students who speak English not pay attention to the stress of words but only speak evenly, which reduces the effectiveness of using English in communication 1.2 SIGNIFICANCE OF THE INITIATIVE From the theoretical and practical bases mentioned above, I have decided to implement a topic called "Some solutions to help 12th grade students at Ham Rong High School master word stress in English" with the following purposes: Firstly, make students aware of the importance of using correct English word stress, thereby helping them have a sense of stress in training their communication skills - Second, help students speak English correctly, ensure subject knowledge standards, thereby helping students solve the questions about stress knowledge in exams or graduation exams , college and university - Third, this topic can help teachers of foreign languages have a few small suggestions in training students' speaking skills and stress-related homework skills 1.3 OBJECT AND SCOPE OF THE STUDY This topic is researched and implemented with students in grade 12A1 and compared with students of grade 12A7 at Ham Rong High School in the school year 2020-2021, and with consultation with English teachers at the Foreign Language Group, Ham Rong High School, English-teaching colleagues at high schools in Thanh Hoa city 1.4 METHODS OF THE STUDY - The methods used to implement the research are as followed: + Attend the lessons of colleagues + Interview and test to find out the problems + Experimental measures with control comparison + Check the results after the implementation - Time to implement the initiative in the school year 2020-2021 2 CONTENTS 2.1 THEORY BACKGROUND What is stress? In Peter Roach's book "English phonetics and phonology", the stress of a word is pronounced more prominently than the other Stressed syllables have at least four distinct characteristics: - Have a louder volume (loudness) than the other sounds - Have a longer length than the other sounds - There is a higher pitch (pitch) than the other sounds - The vowel of a stressed sound has characteristics different from the characteristics of the other vowels in the same word Usually the above four factors often appear together in an accented sound However, sometimes just one or two factors contribute to the stress of a word The above factors are of different importance, in which pitch and lentgh are the two most important factors, helping listeners easily recognize the stress of a word Stressed sounds are read about a half-way above other sounds and read almost like a stretched sound Why you need to master stress? Stress is an integral part of English Mastering stresses helps learners come closer to their ability to use English fluently and accurately, making the communication process more natural, avoiding unfortunate mistakes and in communication In addition, for high school students, mastering the correct pronunciation of stress also helps them to give the correct answers about stress knowledge in tests and examinations such as semester exams, graduation exams and entrance exams How to learn stress? Like all language knowledge, stress has its own rules Learners can buy books about stress and follow the rules introduced in these books With fixed rules, learners only need to memorize and lots of exercises to master However, the rules have many exceptions, so learners need to pay more attention to these exceptions In addition, learners can learn stress in many different ways such as: learning in communication, learning while listening to the teacher lectures, learning when listening to programs played in English, or by looking up a dictionary And only by regularly practicing can learners master successfully a language on the path of conquering a foreign language 2.2 THE REALITY OF THE STUDY Through surveys of many colleagues and students, and through practical teaching, I find that when students learn English from elementary, junior high school to the end of grade 11 of high school almost not learn about English word stress The teaching and learning instructional materials also not mention this knowledge Most teachers not have the time or pay attention to instruct students on this knowledge Teachers, when correcting mistakes for students, only pay attention to word usage, grammatical errors or incorrect pronunciation, not stress-stress errors Most students have no concept of stress in English pronunciation Students can learn about stress by looking at the Glossary section at the end of a textbook However, many students not watch this part or watch but only notice the meaning of the word without paying attention to the pronunciation or stress of the word Especially, there are a number of teachers who are not aware of the importance of correctly pronouncing English word stress in communication, so they have not focused on training to speak correctly Before doing the research, I have done surveys on students' understanding of stress and the current situation of teaching stress Survey 1: It is a survey on the ability to use English stress of students in grades 12A1 and 12A7 of Ham Rong High School with the same level, with equivalent English learning results in Grade 11 I have given each student a 5-question English stress questionnaire and asked them to it within minutes The words on the questionnaire were selected from unit of the 12th grade English program when the student had finished this lesson The questionnaire is as follows: Choose the word whose stress pattern is different from that of the rest A family B active C discuss D happy A garbage B mischievous C daughter D member A caring B secure C willing D project A secondary B attempt C biologist D obedient A reserved B importance C photograph D decide The results of the number of students correctly completing the number of questions in each class are as follows: No of none correct correct correct correct correct STs correct answers answers answers answers answers answers 12A1 55 4hs 10hs 10hs 10hs 11hs 10hs 7,27% 18,2 % 18,2 % 18,2 % 20% 18,2 % 12A7 55 3hs 10hs 9hs 12hs 10hs 12hs 5,45 % 18,2 % 16,35 % 21,8 % 18,2 % 21,8 % Class From the above results it can be seen that only about 20% of students achieve the average or above with knowledge of stress and more than 20% of students not have any correct answers about stress After the students had finished their answers, I continued to ask some students to pronounce words on the ballot at random As a result, most of the children did not pronounce the word stress correctly, even if they answered all questions on the questionnaire correctly Thus, it can be seen that students' knowledge of stress is relatively weak, still at a vague level Even those who understand the theory are weak in practice Survey 2: I have conducted a survey on teaching status of English language stress knowledge of English teachers at Ham Rong High School After attending some lessons, I noticed that teachers mentioned stress from the time they taught new words, but not focused and infrequent In the Language focus part of Unit 3, Unit and Unit of grade 12 textbook, the teacher only allows students to repeat words in the textbook, without adding exercises or explaining any more about word stress in the language Brother From the above situation, I have taken a number of measures to improve the ability of students to use English stress in grade 12A1 and control in grade 12A7 Students in these classes have similar qualifications The measures are divided into two groups: group one includes measures taken during distributed English lessons and group two includes measures taken during English extracurricular hours 2.3 MEASURES TAKEN TO SOLVE THE PROBLEM 2.3.1 During the English courses a) Measure 1: When teaching new words I always focus on the stress of words by using the stress marks for new words and ask students to write this part in their notebooks When I let students read words, I also pay attention to correct them if I find that they are not reading the correct stress by correctly re-pronounce the word they read wrong and ask them to read it correctly b) Measure 2: When using English, I myself always pay attention to speaking correct stress and intonation to guide and create habits for students to listen correctly In order to this, I always have to practice my speaking skills properly in many ways such as: listening and practicing according to tape, using dictionary to look up words that I am not sure about, listening to broadcast programs in English on television c) Measure 3: This measure is taken in Language focus periods of Unit 3, Unit and Unit Because the time for stress in each Language Focus period is only from 10 to 15 minutes, so there is only enough time for students to listen to tapes and repeat the pronunciation of words Teachers don't have time to explain to students some general rules regarding stress Students only grasp the stresses of words in the textbook So before each Language Focus lesson of Units 3, Unit and Unit 5, I ask the students to preview the “stress” part at home, divide the class into groups of and ask the groups to find more words with similar stress patterns, write them as multiple-choice questions about stress in the sub-chart first Each group prepares questions In class, I proceed to teach stress as follows: - First, let students listen to the tape for the first time to recognize word stress and then ask students to repeat the tape twice - Then check to see if the students have grasped the word stress positions - Next tell students to listen to the part "Practise reading the sentences" and call some students to read it again - Finally, organize groups to exchange sub-boards with each other, doing the exercises on those sub-boards d Measure 4: This is the most important measure of this reserach based on the idiom "Practice makes perfect" Before each lesson, I prepare multiple-choice questions about stress with the requirement “Choose the word whose stress is differently placed from the others” The words selected in these questions are the words that will be used in that class These two questions can be written in advance on the supplementary board, or written on an electronic lecture to show on the projector At the end of each class, I spend 30 seconds to minute for students to answer the two questions and pronounce the words in the two questions The student who correctly answers and pronounces the word stress will receive a report card This card is used to add points for students to tests of 15 minutes, 45 minutes or semester tests in proportion: + votes = point for the 15-minute test + votes = point for the 45-minute test + votes = semester test score This measure is administered during the lessons of the 14 unit lessons and Test Yourself Thus, after each lesson, students will master the stress of words and after the lessons of 14 unit units and Test Yourself, students have been practicing word stress of many words When I take this approach, I realize that students who want to answer correctly and read correctly will have to listen more attentively and have more interest in learning phonetics At the same time, the scorecard has the effect of stimulating students to pay attention to study and actively volunteer to answer questions In addition, it also helps students to improve their scores in a legitimate way and helps teachers evaluate more accurately and objectively with students' abilities The questions for this section are listed in the following table (The following words are taken from text book and homework book for 12 th grade students) Unit Lesson A : Reading 1: A pressure B supportive C possible 2: A caring B household C believe D parents D problem Lesson B : Speaking 1:A.before B.decision C.important D.personal 2:A.family B secret C person D member Lesson C : Listening 1:A.together B dinner C leftover D children 2:A.excited B often C crowded D rarely Lesson D : Writing 1:A.prepare B allow C finish 2:A.permit B different C grandfather D discuss D idea Lesson E : Language Focus 1: A.party B listen C.enjoy 2: A central B expensive C interesting D married D anywhere _ Unit Lesson A : Reading 1:A.traditional B contractual C marriage D.difference 2:A maintain B.physical C majority D reject Lesson B : Speaking 1:A.generation B.happy C.public D grocery 2:A.country B.holiday C.precede D income Lesson C : Listening 1:A.banquet 2.A.envelope B.ceremony B.attend C.exchange D.altar C.ancestor D.schedule Lesson D : Writing 1.A.conical B.picture C.symbol D.Vietnamese 2.A.culture B.attractive C protect D.material Lesson E : Language Focus 1.A.police B.decide 2.A.several B.grateful C arrest C photography D.neighbour D.thousand _ Unit Lesson A :Reading 1:A assistance B.attention C.situation D.attract 2.A.appropriate B.verbal C.signal D.airport Lesson B : Speaking 1.A beautiful B perfect C.today D.terrible 2.A colour B dancer C.really D.American Lesson C : Listening 1.A.marvellous 2.A consider B.argument C.adult B.installed C.attack D.maximum D.regulation Lesson D : Writing 1.A depend B.observe C.Abruptly 2.A action B.apology C.common D.necessary D.difficult Lesson E : Language Focus A.company B.successful 2.A explain B marketing C because C.office D discuss D.visit Test yourself A A education B necessary C parent D languages A gestures B interest C example D movement Unit Lesson A : Reading 1.A.compulsory B.September C.January A.system B environment C.goverment D.curriculum D.February Lesson B : Speaking 1.A.secondary B.primary C.education D.nursery 2.A.examination B.national C.optional D.lower Lesson C : Listening 1.A.methodical B.teacher 2.A behave B.always C.actually D.carefully C.listen D.struggle Lesson D : Writing 1.A.early B.upper 2.A.follow C.formal B suggestion D academic C system D.writing Lesson E : Language Focus 1.A.algebra B.chemistry C.physical D.computing 2.A.typical B.normally C.surprise D medicine Unit Lesson A : Reading 1.A.roommate B.campus 2.A.colleges B.challenge C.graduate D.engineer C.inflation D.library Lesson B : Speaking 1.A.applicant B.entrance C.letter 2.A.application B.certificate C.identity D.result D.require Lesson C : Listening 1.A.proportion B.rural C.majority 2.A.appointment B.international D.tutorial C.agriculture D.university Lesson D : Writing 1.A.tertiary B.undergraduate C.information D.introduction 2.A.supply B.tuition C.provide D.section Lesson E : Language Focus 1.A.mathematics B.geographical 2.A.allow B philosophy C.archeology C.address D.proficiency D.language 10 Unit Lesson A : Reading 1.A stressful 2.A.vacancy B.impression B.experience C.candidate D.concentrate C.position D.enthusiasm Lesson B : Speaking 1.A fascinating 2.A pilot B.customer B.construct C.irrigation C.condition D.waiter D.computer Lesson C : Listening 1.category 2.A.service B.retail C.workforce B.lawyer C.economy D.wholesale D.worker Lesson D : Writing 1.A.accompany 2.A.apply B diploma B.character C.express D.interest C.level D.travel Lesson E : Language Focus 1.A.classroom B.schoolyard C.cowboy D.discover 2.A.several B.recovered C.arrow D.money Test yourself B A qualification B normally C common D possible A discover C computer D independent B intensive Unit Lesson A : Reading 1.A pessimistic B.optimistic 2.A.security B technology C.unexpected C.disappear D.contribute D.invention Lesson B : Speaking 1.A.Chinese 2.A.atmosphere B declare B.prediction C.Standard D.Disease C.science D fatal Lesson C : Listening 1.A.incredible B.eradicated C.fatal D.eternal 2.A.mushroom B.expectancy C.curable D.general Lesson D : Writing 11 1.A.conflict 2.A.together B.harmony B.organize C.desire D.violent C.concern D.employment Lesson E : Language Focus 1.A.across B.butcher C.cancer D.famous 2.A.opposite B.business C.among D.contract Test yourself C A electric B famine C climate A expert B increase C urgent D office D message Unit 10 Lesson A : Reading 1.A extinction 2.A effort B.destroy B species C habitat C.temperature D.depend D.destruction Lesson B : Speaking 1.A.forest 2.A.endangered B.hunting B.tropical C.mountain C.bamboo D illegal D decline Lesson C : Listening 1.A mother B.peaceful 2.A.hunter B.baby C.picture C.attain D.repeat D sociable Lesson D : Writing 1.A.problem B awareness C.polluted D enough B.product C.begin 2.A.condition D.reserve Lesson E : Language Focus 1.A.careful B carrot C canal D.children 2.A.manage B footpath C decide D.Christmas Test yourself D 1.A panda B elephant C continent D decline A numerous B remain C decrease D advanced Unit 11 Lesson A : Reading 12 1.A.television B.different C.subject 2.A.people B.understand C.information D.again D.entertainment Lesson B : Speaking 1.A.quickly 2.A.practise B.conversation C.character B.parent C.enjoy D.following D.moment Lesson C : Listening 1.A reunited B.survive C.unnoticed 2.A.wilderness B.family C.character D.resolve D recommend Lesson D : Writing 1.A.summary B.content 2.A.recently B.correct C conclusion C.result D.title D.partner Lesson E : Language Focus 1.A.machine B.hotel C.district D.sunny 2.A.pleasant B.possible C.prepare D.tourist Unit 12 Lesson A : Reading 1.A commit B.eject C.movement 2.A.period B vertical C.penalty D.award D.interfere Lesson B : Speaking 1.A.individually B.windsurfing C regulator D referee 2.A.appopriate B.adventurous C attack D.dangerous Lesson C : Listening 1.A equipment B.championship 2.A.formal B publicity C.perform C.method D event D national Lesson D : Writing 1.A.example B.position C apart 2.A.exercise B.instruction C.above D.action D.ahead Lesson E : Language Focus 1.A.accident B.supply C handsome 2.A.happen B.exist C.interest D awful D postman 13 Unit 13 Lesson A : Reading 1.A festival B participate C.volleyball D excellent 2.A medal B.composed C.impressive D.prepare Lesson B : Speaking 1.A.athletics B athlete C.swimming 2.A.reason B.result C.final D.football D rival Lesson C : Listening 1.A.competition B.employee 2.A.newspaper C.Vietnamese B.decide C.proposal D.restaurant D compete Lesson D : Writing 1.A.weather B attitude C spectator 2.A.competition B.introduction C.combination D striker D.description Lesson E : Language Focus 1.A.picture B.sentence C.nervous D arrive 2.A improve B.practise C.difficult D.birthday Test yourself E A durability B invention C experience D opposing A integral B beautiful C storage D aquatic Unit 14 Lesson A : Reading 1.A epidemic B.dedicate C victim 2.A adopt B.propose C.federation D.mission D initiate Lesson B : Speaking 1.A development B.possible C.agency D.basic 2.A partner B animal C.poverty D.education 14 Lesson C : Listening 1.A.member B.peaceful C.except D homeless 2.A.establish B agreement C against D.several Lesson D : Writing 1.A suggestion B.biology C research D.mountainous 2.A different B.charity C.improve D.salary Lesson E : Language Focus 1.A.clothes B.minute 2.A explode B recorder C.Japanese D.handbag C.recover D.wildlife Unit 15 Lesson A : Reading 1.A.involvement B.society 2.A.believe B.housework C.politics D control C basis D.advocated Lesson B : Speaking 1.A.husband B.tradition C extent 2.A sympathetic B knowledge C education D.decision D independent Lesson C : Listening 1.A.African 2.A.produce B.average C.collecting B.finish D firewood C typical D farmwork Lesson D : Writing A status B illustrate C number D unequal 2.A children B.entertainment C married D marital Lesson E: Language Focus 1.A holiday B parent C.explain D scissors 2.A.prohibit B.interest C condition D.appropriate Unit 16 Lesson A : Reading 1.A.economic B cooperation C population D transportation 2.A situation B industry C justice D.tourism 15 Lesson B : Speaking 1.A language 2.A leader B religion B total C currency D session C official D capital Lesson C : Listening 1.A.himself 2.A.quarter B.Buddhism B second C.include C exist D.submit D.million Lesson D : Writing 1.A.wonderful 2.A.excellent B.seafood C.famous B.vacation C hotel D.ideal D centre Lesson E : Language focus 1.A.somewhere B.rebuild C.graduate D.danger 2.A merry B invite C.Tuesday D danger Test yourself F A collaboration B communication C international A encourage B preserve C technical D cooperation D proportion In addition to the measures taken during the formal teaching hours, I also conduct a number of activities during the English extracurricular activities 2.3.2 In English extracurricular sessions To help students easily memorize and deepen their knowledge of English stress, I organized an extra-curricular activity for students in grade 12A7 (the experimental class) with the topic "English and Stress" This event will be held at the end of the first semester, when the students have finished their semester exams The extracurricular session is organized as follows: a) Preparation: - The teacher divides the class into groups, each group of 18 students who need to prepare a part of knowledge related to stress and exercises The knowledge content that needs to be prepared includes: + Group 1: Stress in two-syllable words + Group 2: Stress in three-syllable words + Group 3: Stress in more than three-syllable words 16 - The students need to prepare the contents on the supplementary board for easy monitoring - The teacher prepares some simple, easy-to-remember rules about stress to give to students at the end of the session - In addition, the teacher prepares some small gifts to reward the students b) Implementation: The extracurricular session is divided into three parts: theory, exercises and games and implemented within 90 minutes - Theory: I call the representatives of the groups to present the prepared knowledge, the other groups listen and ask questions for the group that has just presented After each group has finished their session, I correct the errors if any and summarize the content - Exercise: Groups take turns to post their homework for other groups to discuss and give answers The group with the fastest and most accurate answers will receive a reward - Game: + The teacher divide the class into teams to play with symbols A, B, C, and D + Prepare chairs with numbers 1,2, 3, These numbers correspond to the stressed syllable position of the word + Let teams draw the order number to play Four teams stood in line, each team in turn send a member to participate in the game + Members of the first team that play a word with or more syllables and team members quickly run to sit in the chair with the number corresponding to the word stress position The person who reads the word and reads the word stress correctly and the person sitting in the correct seat will leave the row + The member of the team with the next number read another word and the members of the remaining teams continue to find the right seat to sit The game continues until the team with all members removed from the row earliest becomes the winner and receives the prize At the end of the game, the teacher hands the students a handout that has some simple and easy to remember stress rules for them to go home to read and more research 17 The content of the handout is as follows: SOME RULES ABOUT ENGLISH WORD STRESS With syllable words: Identify the type word first and remember that most adjectives and nouns are stressed in the first sound and that verbs are emphasized in the second sound Ví dụ: , TEAcher, MUsic, CENtral, comPOSE, preFER However, if the verb ends with one of the sound /∂ /, / i/ /∂u/ press on the first sound For example: ENter, FInish, FOllow, BORrow Or if verbs end with “en”, “el”, “er”, “ish”, “ow”, “y”, press on the first sound For example: HAppen, TRAvel, - Pay attention to noun and verb pairs like: Verb: preSENT, exPORT Noun: PREsent, Export With 3-syllable words: - Stress on the first sound if the second and third sounds contain a short vowel with only one or no consonants Examples: Everything, ANcestor, CInema, LIbrary - Stress on the second sound if it contains a long vowel or a diphthong and the third sound contains a short vowel or the / ∂u / sound For example: toMAto, poTAto, deVElop, deCEMber - Stress on the third sound if it contains a long vowel or a double vowel For example: guaranTEE, enterTAIN, engiNEER Words containing suffix or tail all have rules for finding stress, so it is necessary to memorize the following rules: a Stress immediately before the following tail or suffix: - ia + consonants: meMOrial, influENtial, phySIcian - io + consonants: compeTItion, oPInion - ient, ience: efFIcient, conVEnience - vowel + ous: mysTErious, couRAgeous - ual: indiVIdual - ic, ical: CLASsical, ecoNOmic 18 - ity, ify: uniVERsity, BEAUtify - ive, itive, itude: desTRUCtive, inFInitive, ATtitude - logy, graphy: biOlogy, geOgraphy - ant, ent, ance, ence: CONstant, dePENdent, atTENdance, indePENdence - ular, ure: REgular, adVENture b Stress accents to spacing suffixes or tails after an end-up syllable: - ate: REgulate, conSOlidate - ize: aPOlogize, CRIticize - ary: SEcretary, voCAbulary c Note: when looking up words, you need to look up both pronunciation and stress because the rules still have exceptions and need to memorize and practice regularly For example: aRITHmetic, NAturalize, eleMENtary, TElevision, d Comment: Through the extracurricular session, I noticed that the students are very conscious of preparing the assigned content and most of the content is correct, the teacher does not need to fix much In the homework, they solved relatively well, proving that they have grasped the theory and practice fairly well In the game, the children were very excited to participate and always found the right seats quickly 2.4 THE EFFECTIVENESS OF THE INITIATIVE In order to evaluate the results of the process of implementing the topic and have a comparison, I have tested the ability to find accents and correct pronunciation at the time of the second semester graduation exam review in two classes: grade 12A7 (the class is subject to the topic) and grade 12A1 (the control class) Students work on a 5-question multiple choice questionnaire in minutes Then, I checked the cards and got some students to read out the words on them The students being called could either be students who did all five correctly or students who did not get one correct The results are listed in the following table: Class No of correct correct correct correct correct None 19 STs answers answers answers answers answers 12A1 55 15 27,27% 10 hs 18,2 % hs 10,9 % 17 hs 30,9 % hs 12,7 % correct answer hs 0% 12A7 55 25 hs 45,45 % hs 14,54 % 12 hs 21,8 % 10 hs 18,2% hs % hs % The results showed that nearly twice as many students were correctly doing all five sentences in grade 12A7 than in grade 12A1 No student in class 12A7 did all five wrong answers or had only one correct answer while students in grade 12A1 still had students who did get only correct answer When called to read, the students in grade 12A7 mostly read correctly the sentences they got, proving that they not only grasp the theory but also have good practice ability An English stress ability test sheet has the following contents: Choose the word whose stress pattern is different from that of the rest A petroleum B communicate C university D defend 2.A accelerate B philosopher C penalty D december A important B temperature C wilderness D interest A intonation B environment C integration D epidemic A stability B allow C economy D company CONCLUSIONS AND RECOMMENDATIONS 3.1 CONCLUSIONS According to my subjective assessment, the research has met the following criteria: - In terms of content: the research has focused on theory and implementation associated with one of the current innovation requirements, which is the renewal of content, subject teaching methods and testing and evaluation methods These innovations are consistent with the innovation requirements of the education industry and meet the demands of practical learning and learning to take the test - In terms of meaning: the successful implementation of the research has created a new direction in teaching foreign languages in general and in teaching word stress 20 in particular Those are the principles in teaching and learning foreign languages: learning must go hand-in-hand, learning is to practice regularly and learning must be associated with play to be effective - In terms of efficiency: The process of implementing the research shows that the topic has obtained certain results and is relatively sustainable Teachers can this topic in a relatively easy way, without spending much effort and time This topic can be applied to perform with many different students and in different regions However, it may be unavoidable that there are shortcomings in the implementation process, so the author look forward to receiving valuable comments from colleagues 3.2 LIMITATIONS OF THE INITIATIVE Because of the limitation of time, this study has some limitations It only investigated the current situation of teaching and learrning English word stress in two classes at Ham Rong High School The respondents of the study were limited to the grade 12th students, so the result of the research could not be considered as representative of all students learning English as a foreign language at Ham Rong High School 3.3 RECOMMENDATIONS Although English high school curriculum and textbooks have been carefully compiled and met the need of innovative methods, there are still a number of topics that are still difficult and not close to students' lives, especially are students in rural areas Students not have many opportunities and means to further practice listening skills in general and practice of stress in particular Therefore, the Ministry of Education and Training needs to develop program contents and compile grade 10th and 11th grade programs to help students have more time to practice on this knowledge In addition to many reference books, there should be more disc sets and listening materials and standard stress practice according to English high school program It is necessary to equip schools with adequate facilities and means of teaching foreign languages such as subject classrooms, cassettes, tapes, discs, projectors, recorders, 21 In the next school year, the author have the desire to implement a teaching initiative that will add some language skills into the elective curriculum to enrich the teaching of language skills for students at high schools Above all is that the author has done and learned from the teaching experience However, the topic may not avoid limitations that need to be added Many untouched issues will be interesting topics for further research such as: - A study on errors and error correction to improve students’s speaking skill - Strategies and tecniques for finding errors and correcting errors activities in pronunciation classes for the 10 or 11 grade students at Ham Rong High School I am looking forward to the comments of colleagues to make my initiative more complete! APPROVAL BY THE HEADMASTER Thanh Hoa, May 9th, 2021 OF THE SCHOOL I hereby declare that this study is conducted by myself, if something goes wrong I would be responsible before the law Luu Thi Thanh Tu REFERENCES Sách giáo khoa Tiếng Anh lớp 12 – NXB Giáo dục Sách giáo viên Tiếng Anh lớp 12 – NXB Giáo dục Sách tập Tiếng Anh lớp 12 – NXB Giáo dục “English Phonetics and Phonology” – Peter Roach – Cambrigde University Press “ A Course in Language Teaching” – Penny Ur - Cambrigde University Press Anh ngữ thực hành phát âm nói Tiếng Anh chuẩn - Nguyễn Hữu Quyền – NXB Mũi Cà Mau 22 Pronounce it perfectly in English - Luyện kỹ phát âm Tiếng Anh- Anh Dũng- Thu Thảo ( Dịch giải ) – NXB Giao thông vận tải Speaking English ( Elementary Phonetics ang Phonology ) - Hà Văn Bửu , Hà Thu Hà - NXB Thành phố Hồ Chí Minh 23 ... 12A7 at Ham Rong High School in the school year 2020-2021, and with consultation with English teachers at the Foreign Language Group, Ham Rong High School, English- teaching colleagues at high schools... decided to implement a topic called "Some solutions to help 12th grade students at Ham Rong High School master word stress in English" with the following purposes: Firstly, make students aware of the. .. with the number corresponding to the word stress position The person who reads the word and reads the word stress correctly and the person sitting in the correct seat will leave the row + The