SKKN USING SOME METHODS TO HELP STUDENTS MASTER ENGLISH WORD STRESS AT HIGH SCHOOL

Using some methods to help students master English word stress at high school Index Page PART ONE INTRODUCTION I Reason for choosing the theme II Tasks of the research III Limitation of the research IV Aims of the research V Methods of the research PART TWO SOLUTION I Basis of theory II Basis of practice III Content IV Methods used to encourage students’ word stress study 19 PART THREE RESULTS 21 PART FOUR CONCLUSIONS 22 Using some methods to help students master English word stress at high school PART ONE: INTRODUCTION I Reason for choosing the theme Nowadays English has become an international language because it is widely used in many parts of the world In the tendency of integration of the global economy, English is one of the effective communicative tools for everybody The role of English is considered to be very important in the fields of sports, tourism, economics, politics, science, culture, and education Especially, Vietnam’s official membership of WTO opened a new door for integrating into the world economy, and more and more people want to learn English for communicating with foreign partners, tourism, study tours, etc Thanks to the innovation of ways in teaching English, English lessons are taught with four skills (speaking, reading, listening, writing) and grammar in one unit Moreover, there exists three stages – Pre - while – post - teaching in one lesson This really helps students improve their skills beside the grammar exercises to pass the exams When teaching vocabulary in the stage Pre - to the 11 th non – major English students at High Schools I found out that word stress is very important and it also help students pronounce correctly But students don’t usually pay attention to this part, maybe they find it confusing to understand and there are many words belonging to the exceptional cases Therefore I decided to carry out the small research to find out how to help the students understand the word stress Based on the results of this research, some changes and improvements could be applied in the lessons and the exams, and some appropriate strategies needed to be designed with the hope that students will work more effectively in a writing lesson Hopefully that the results of this study would be shared with any colleagues who had the same problem or anyone who is interested in this study II – Tasks of the research To implement research projects, I must perform the following tasks 1- Look at the documents in word stress 2- Prepare the lessons and teaching experiment carefully 3- Attend the colleagues’ lectures, exchange, learn from experience Using some methods to help students master English word stress at high school 4- Check and evaluate the results of all students’ understanding to adjust, complement suitably III- Limitation of the research English grade 11 in general education IV- Aims of the research From the theoretical and practical basis, I decided to a topic called "Using some methods to help students master English word stress" The purpose of this research is: Firstly, it makes students aware of the importance of using correct English accent, which will help them to have a sense of stress in their communication skills Secondly, it helps students speak English correctly, ensuring the standard of knowledge, thereby the small research helps students solve the question of sound knowledge in tests or tests and college Thirdly, this research can help teachers teach foreign languages with a few small tips in practicing speaking skills for students V- Methods of the research - Using the rule of word tress and learn the exceptional word stress to apply to pronounce exactly - Materials PART TWO: SOLUTION I Basis of theory - Students find it difficult to learn by heart word stress rigidly, so they easily forget them - Too many rules to learn for word stress identification - Students don’t often focus on this part - This only accounts for a small rate in the exam mark II Basis of practice Advantages English is a subject that has been made innovative leading in the high school The Ministry of Education and Training has developed plans to improve the quality of teaching and learning foreign languages throughout the country We can see English in particular and foreign languages in general are focally interested and thrivied To renovate and improve the quality of learning foreign languages need more synchronous solutions that first need to innovate teaching methods and learning English is currently taught in a communicative and learner-centered way In order to communicate in English, students must use two listening and speaking skills well This involves a number of factors, in which it is important to help students master the English word stress Proper pronunciation of Using some methods to help students master English word stress at high school English words will make communication in English more convenient, avoid misunderstandings in communication Disadvantages Through surveys of many colleagues and students, and at the same time in teaching practice, I found that students when learning English at junior high school hardly learned about English word stress Most teachers not have the time or pay attention to instruct students about this problem Teachers, when correcting mistakes, only pay attention to the use of words, grammatical errors or incorrect pronunciation, not to stress Most students not have the concept of accent stress when pronouncing English Students may know about stress when seeing the Glossary at the end of the textbook However, many students not watch this part or watch it but only notice the meaning of the word without paying attention to the pronunciation or stress of the word Especially some teachers are not aware of the importance of correct English pronunciation in communication, so they not train to properly pronounce the syllables III Content I have tried combining the simplified tips for students and only mentioned what is basic In this research, I give the easiest rules accompanying the example words in the specific lessons in the text book 11,12 In order to instruct the students about the stress, I present the following steps What is stress? In Peter Roach's book "English phonetics and phonology", the stress of a word is pronounced stronger than the others Stressed syllables have at least four distinct characteristics: - They have greater loudness than in the rest of the syllables - Longer lengths than in the rest - Higher pitch than in the remaining sounds The vowel of stressed sound has a quality that is different from that of the other vowels in the same word Normally, the four elements usually appear together in a well-known accent However, sometimes only one or two factors also make a word stress The factors are not the same, in which pitch and length are the two most important factors, making it easy for the listener to recognize the stress of a word The accented syllable is pronounced stronger than the other syllables, and the syllable is almost prolonged Why you need to master the stress? Using some methods to help students master English word stress at high school Stress is an integral part of English Understanding accent helps learners move closer to the ability to use English fluently, make the communication process more natural, avoid misunderstandings and communication errors In addition, for high school students, proficiency in correct phonics will also help them to correctly address the questions about sound stress in tests, usual exams or University entrance exams… How to learn stress? Like all linguistic knowledge, stress also has its own rules Learners can buy books on stress and learn the rules in them With fixed rules, learners only need to memorize and many exercises However, there are the exceptions Learners need to pay more attention to these exceptions In addition, learners can learn the stress in a variety of ways: learning in the process of communication, learning when listening to lecturers, learning to listen to programs broadcast in English, or by looking up dictionaries And just practice and practice regularly to help people learn successfully on the road to conquer language Teacher’s improvement: To help students know how to find the accent correctly is a difficult and diverse issue Not only require the students to focus, persevering, hard to accumulate knowledge, master rules but also to remember some irregular words during the training course to make a good experience Throughout the years of teaching, I have found that there are no published materials available, some of which have been sporadic in recent years Therefore, with the accumulation of practical experience, tracking the teaching progress, I would like to present some experiences as follows: As we all know, in English a word with two or more syllables has a stress, but English does not have a fixed rule as some other language Where is the stress of a word with many syllables? There are also some words with the same syllables but the accents of them are different Those words in the course of study should be remembered In the actual teaching process, I also found out the basic rules are as follows: a - Two syllable words: Most two syllable nouns and adjectives have accent on the first syllable Eg: weekend (n)/ˈwiːkend/ Exception: seaside (n)/ˈsiːsaɪd/ success (n) /səkˈses/ village (n) /ˈvɪlɪdʒ/ award (n)/əˈwɔːrd/ famous (a)/ˈfeɪməs/ polite (a) /pəˈlaɪt/ modern (a)/ˈmɒdn/ advice (n) /ədˈvaɪs/ Using some methods to help students master English word stress at high school clever (a)/ˈklevə(r)/ machine (n) /məˈʃiːn/ mistake (n) /mɪˈsteɪk/ alone (a) /əˈloʊn/ Most two syllable verbs and prepositions have stress on the second syllable Eg: arrange (v) /əˈreɪndʒ/ Throughout (prep) /θruːˈaʊt/ Advise (v) /ədˈvaɪz/ Amuse (v) /əˈmjuːz/ Attract (v) /əˈtrækt/ Decide (v) /dɪˈsaɪd/ About (prep) /əˈbaʊt/ Destroy (v) /dɪˈstrɔɪ/ Succeed (v) /səkˈsiːd/ Exception: The verbs with the endings /ə/, /i/, /əʊ/ have accent on the first syllable Visit (v) /ˈvɪzɪt/ Finish (v) /ˈfɪnɪʃ/ Travel (v) /ˈtrævl/ Punish (v) /ˈpʌnɪʃ/ Enter (v) /ˈentər/ Follow (v) /ˈfɒləʊ/ Answer (v) /ˈænsər/ Open (v) /ˈoʊpən/ Some words are both nouns and nouns Nouns have accent on the first syllable, while the accent of verbs is on the second syllable (note that there are some verbs and nouns pronounced different sounds) NOUNS Record Present /\rekʔ:d/ /\preznt/ VERBS /ri\kʔ:d/ /pri\zent/ Using some methods to help students master English word stress at high school Progress /ˈprɑːɡres/ Produce /\prʔdju:s/ Increase /\inkri:s/ Contrast /\kʔntrast/ Desert /\dezət/ Export /\ekspʔ:t/ Import /\impʔ:t/ Object /\ʔbdʒikt/ Protest /\prəʊtest/ Suspect /\sʌspekt/ Insult /\insʌlt/ rebel /\rebl/ b - or more syllable words /ˈprəɡres/ /prə\dju:s/ /in\kri:s/ /kən\tra:st/ /di\zɜ:t/ /ik\spʔ:t/ /im\pʔ:t/ /ʔb\dʒekt/ /prə\test/ /sə\spekt/ /in\sʌlt/ /ri\bel/ + Accent often falls into the third syllable from the end up Eg: communicate /kəˈmjuːnɪkeɪt/ Family /ˈfæməli/ Cinema /ˈsɪnəmə/ Character /ˈkærəktər/ Internet /ˈɪntərnet/ Democracy /dɪˈmɑːkrəsi/ + But the syllable verbs with the endings /ə/, /i/, /əʊ/ have accent on the 2nd syllable Eg: develop (v) /dɪˈveləp/ C – Words with the endings ade, ental, ese, esque, ette, ee, eer, entary, ique, oo, oon have stress on itself Eg: lemonade /ˌleməˈneɪd/ Accidental /ˌæksɪˈdentl/ Supplementary /ˌsʌplɪˈmentri/ Bamboo /ˌbæmˈbuː/ Employee /ɪmˈplɔɪiː/ Agree /əˈɡriː/ Engineer /ˌendʒɪˈnɪr/ Unique /juˈniːk/ Using some methods to help students master English word stress at high school Picturesque /ˌpɪktʃəˈresk/ Vietnamese /viːˌetnəˈmiːz/ Cigarette /ˈsɪɡəret/ Typhoon /taɪˈfuːn/ D – Words with the endings –ic, -ical, -ish, -id, -ian, -itive, -ual,-al, -ial, - tion, -sion, -ious, -eous, -ience, -iar, -ive, itude have main accent on the front syllable of these endings Eg: economic /ˌekəˈnɑːmɪk/ Exception: Television /ˈtelɪvɪʒn/ Economical /ˌekəˈnɑːmɪkl/ Foolish /ˈfuːlɪʃ/ Stupid /ˈstuːpɪd/ Physician /fɪˈzɪʃn/ Infinitive /ɪnˈfɪnətɪv/ Refusal /rɪˈfjuːzl/ Confidential /ˌkɑːnfɪˈdenʃl/ Individual /ˌɪndɪˈvɪdʒuəl/ Suggestion /səɡˈdʒestʃən/ Conclusion /kənˈkluːʒn/ Delicious /dɪˈlɪʃəs/ Courageous /kəˈreɪdʒəs/ Experience /ɪkˈspɪriəns/ Familiar /fəˈmɪliər/ Active /ˈæktɪv/ Attitude /ˈætɪtuːd/ E The words with prefixes or suffixes, the main accent of the words usually falls into the original syllable Common prefixes: A; AB; ABS; AC; AD; AD; AS; ANTI Using some methods to help students master English word stress at high school - again /ə\geɪn/ - abnormal /æb\nɔːml/ - abstain /əb\steɪn/ - across /ə\krɔːs/ - adventure /əd\vent∫ə/ - antisocial /æntɪ\sou∫əl/ - asure /ə\∫uə/ Be - Because /bɪˈkɔːz/ Become /bɪˈkʌm/ - Before /bɪ\fɔ:s/ Befriend /bɪˈfrend/ CO, COM, CON, COL, COR - Cohere /kəʊ\hiə/ - Combine /kəm\baɪn/ - Conversation /kənvə\sei∫n/ - Collaborate /kəˈlæbəreɪt/ - Correct /kə\rekt/ De, Di, Dis - deliver /di\livə/ - divorce /dɪˈvɔːrs/ - disclose /dis\klouz/ EX, EC, EN, EU - expel /eks\pel/ - ecstasy /eks\təsi/ - entrap /in\træp/ - euphonny /\ju:fəni/ For, Fore - forgive /fɔ:\gi:v/ - forsee /fɔ:\si:/ IM, IN, IL, IR Using some methods to help students master English word stress at high school - important /im\pɔ:tənt/ - inject /ɪnˈdʒekt/ - illiterate /i\litərət/ - irresolute /i\rezəlu:t/ MIS - mistake /mis\teik/ - misdeed /mis\did/ Out, Oc - outstanding /out\stændi/ - occur /əˈkɜːr/ PER, PRE, PRO, POST - Perfect /pə\fekt/ - Predict /pri\dikt/ - Produce /prə\dju:s/ - Postcript /\poʊstkript/ - Postage /ˈpoʊstɪdʒ/ RE - Renew /ri\nju:/ - Reduce /ri\dju:s/ SUB, SUC, SUG, SUP, SUR - Submerge /səb\mɜ:dz/ - Successor /sək\sesə/ - Suggest /sə\dzest/ - Supper /\sΛpə/ - Surrender /sə\rendə/ TRI - Trichina /tri\kainə/ - trichoma /Tri\komə/ 10 Using some methods to help students master English word stress at high school UN, UP - unhappy /Λn\hæpi/ unlock /Λn\lɒk/ - upright /\Λprait/ - upstairs /Λp\stæəz/ With - Withdraw /wið\drɔ:/ - withhold /wɪðˈhoʊld/ Inter - interchange /int\t∫eind3/ - interstate /int∂\steit/ - interact /int∂\rækt/ TRANS - Transport /ˈtrænspɔːrt/ - Transfer /træns\fə/ - Transmis /træns\mis/ - Transform / træns\fɔ:rm/ Common suffixes: Suffixes of nouns: - ar, er, or, ist, ier, iam, ant: - ISM - Hood - Ful - Ship, ity, ce, ness, th, al, ance, ing, ion, ment: - ESS: (Eg: poet  poetess) ar  to beg  beggar er  to work  worker or  to invent  inventor ist  to type typist; 11 Using some methods to help students master English word stress at high school ier  to glaze  glazier ant  to assist  assistant a V + ent  to preside  president al  to arrive  arrival ance  to perform  performance: ing  tobuild  building ion  to invent  invention ment  to move  movement ist: art  artist ian: music  musician (politician/ physician…) b N + Ful: hand  handful Hood: child  childhood Let: book  booklet Ship: leader  leadership c Adj + ist: national  nationalist Ian: electric  electrician Ism: national  nationalism Ity: rapid  rapidity Ce: important  importance Different  difference Ness: quick  quickness Th: true  truth Suffixes of verbs: a adj + en: Black(adj)  to blacken Fy: Pure(adj)  to Purify 12 Using some methods to help students master English word stress at high school ize(s): modern(adj)to modernize en: b N + Fy: length(n)  to lengthen beauty (n)  to beautify Ize/ise: standard(n)  to standarlize Suffixes of adjectives: Ous, y ful less en ern ish teen able al, ar, ive, ic, ical Ward some ese ty like ly th ing fold ed ous  dangerous y  windy ful  hopeful en  wooden ern  southern/ Northern… al  National ar  polar ic  atomic a N + ical  political ly  weekly / homely / fatherly Ish  childish Ward  Seaward Some  quarrelsome 13 Using some methods to help students master English word stress at high school ese  Vietnamese like  manlike ive: b V + ed: to posses  possessive (adj) to learn  learned (adj) ing: to surprise  surprising (adj) Able: to perish:  perishable (adj) c Adj + ish: black  blackish/ yellowish… ty: Seventy Fold: Seven fold Th: seventh Teen: seventeen d Adv + ward:  Backward Suffixes of adverbs a) adj + ly: Slowly b) adv + wards: upwards E - Many rhetorical words have the Greek suffixes: - Archy, Archist, cracy, graphy, grapher, logy, logist, meter, metry, nomy, nomer, nomist, pathy, phony, phonist, their accent falls on the front syllable of it Eg: monarchy /ˈmɑːnərki/ Monarchist /ˈmɑːnərkɪst/ Democracy /dɪˈmɑːkrəsi/ Photography /fəˈtɑːɡrəfi/ Photographer /fəˈtɑːɡrəfər/ Geology /dʒiˈɑːlədʒi/ Geologist /dʒiˈɑːlədʒɪst/ Note: In a special case, one word consists of many rules, and we choose the last rule 14 Using some methods to help students master English word stress at high school For example: electicity: in this word the rule "IC" and rule "ITY" The "ITY" at the end have priority right so the accent is in syllable before “ITY” Electricity /ɪˌlekˈtrɪsəti/ F Proper nouns The proper nouns have stress on the 1st syllable Peter /ˈpiːtər/ Michael /ˈmaikl/ Jackson /ˈdʒæksən/ Robert /'rɔbət/ Chaplin /ˈtʃɑːln/ G Numbers + Words with the ending “teen”, stress falls on this ending Eg: Thirteen /ˌθɜːrˈtiːn/ Fourteen /ˌfɔːrˈtiːn/ Fifteen /ˌfɪfˈtiːn/ Sixteen /ˌsɪksˈtiːn/ + Words with the ending “ty”, stress falls on the 1st syllable Eg: Thirty /ˈθɜːrti/ Forty /ˈfɔːrti/ Fifty /ˈfɪfti/ Sixty /ˈsɪksti/ H Compound word + Compound nouns: stress falls on the 1st syllable - N + N  Compound N Raincoat /ˈreɪnkoʊt/ Airport /ˈerpɔːrt/ Teacup /ˈtiːkʌp/ Dishwasher /ˈdɪʃwɑːʃər/ 15 Using some methods to help students master English word stress at high school Filmmaker /ˈfɪlm meɪkər/ - Adj + N  Compound.N blackbird /ˈblækbɜːrd/ greenhouse /ˈɡriːnhaʊs/ - Ving + N  compound.N Readinglamp /ˈriːdɪŋ læmp/ Fishingrod /ˈfɪʃɪŋrɑːd/ + Compound verbs: stress falls on the 2nd syllable Eg: Understand /ˌʌndərˈstænd/, overflow /ˌoʊvərˈfloʊ/, outlive/ˌaʊtˈlɪv/ + Compound adjectives - Compound adjectives have form: adj /adv + PP  comp adj  stress falls on the 2nd syllable Eg: bad-tempered /ˌbæd ˈtempərd/ Well-done /ˌwel ˈdʌn/ Well-dressed /ˌwel ˈdrest/ short-sighted /ˌʃɔːrt ˈsaɪtɪd/ old-fashioned /ˌoʊld ˈfæʃnd/ - Compound adjectives have form: N /Ving + adj  Comp- adj  stress falls on the 1st syllable Eg: homesick /ˈhoʊmsɪk/, airsick /ˈersɪk/, lightning-fast /ˈlaɪtnifæst/ Exception: duty-free /ˌduːti ˈfriː/, Snow-white /ˌsnoʊ ˈwaɪt/ * Some tips for special practice - A very important experience is that in the quiz, if all four A, B, C, D accents are dropped in the same syllable, we choose the word containing the most numbers of syllables For example: A luggage B civil C necessary D iceberg Answer key: C 16 Using some methods to help students master English word stress at high school - Using exclusive method Eg: A equality B difficulty C Simplicity D discovery Look at A and C with the ending "ity" as indicated above the accent falls on the front syllable of this ending For option D, its root is “cover” and prefix is "dis" and suffix is “y”, so the word stress is also in syllable Surely the answer chosen by the exclusion method is B (accent) Answer key: B - The option-group experience for finding the outgroup option Eg: A probability B reason C technological D entertainment We see (A) with the ending "ity" and (C) with the ending “ical”, so the accents are on the 3rd rhyme Option (B) is a syllable noun, stress is on the st syllable Now option (D) “entertaiment” sure its stress must belong to the group with A and C Answer key: B Through analyzing situations presented through some illustrated examples above, to help them easy to remember, easy to master knowledge when looking for accents I draw some general points as follows: See which words belong to which noun, adjective, or verb (from two or more syllables) Observe the word structure (the original or the word is formed by the prefix or suffix for the two syllables) Understand the general principle of finding the accents of two syllables and remembering exceptions Understand the law of soundness for rhymes from three or more syllables Note that prefixes and suffixes not change the primary accents of the original word (prefixes / suffixes) Understand some nouns, verbs with special accents (commonly used words) Learn how to find accents for double words (noun, adjective, double verb) In a rhyme word with many laws appearing, the accent mark must precede the last syllable Words with the same accent, when choosing the answer, we also preferred to choose the most syllable words 10 Apply good method of exclusion, group to find the right accent 17 Using some methods to help students master English word stress at high school IV Methods used to encourage students’ word stress study Method When teaching new words, I always focus on the stress of the words by using stress mark for the new words and asking students to write the transcript in their notebooks As students read the words, I also notice the students’ pronunciation - if they are not pronounced that word correctly they will have to read it again correctly after me Method When speak English, I always pay attention to the correct pronunciation and intonation to guide and give students the habit of listening correctly To this, I always have to practice my speaking skill in a variety of ways, such as listening and practicing on tape, using Oxford dictionaries to look up words I'm not sure, listening to the broadcast, songs or watching films in English on TV or radio, chatting voice with foreigners on the internet Method This is the most important method of this topic based on the saying "Practice makes perfect" Before each lesson I prepare two sets of stress test questions with the requirement "Choose the word stressed differently from the other words" The words chosen in these two questions are words that will be used during that lesson These two questions can be written in advance at the sub-board, or on an electronic lecture to show on the projector At the end of each lesson, I spend 30 seconds to minute for students to answer those two questions and pronounce the words in those two questions Students who have the correct answer and pronounce correctly the accent of the words will receive a vote This vote is used to add points to the student's 15-minute, 45- minute or one-semester examination + votes = test point of 15 minutes + votes = test point 45 minutes + votes = point semester exam Unit 9, grade 11 Reading 1: A equipped B advanced 2: A parcel B speedy C competitive C secure D courteous D airmail 18 Using some methods to help students master English word stress at high school Speaking 1: A document B install C notify D spacious 2: A transfer B notify C recipient D subscribe 1: A register B commune C capacity D telephone 2: A communal B digital C upgrade D reduce 1: A prepare B allow C finish D discuss 2: A attitude B arrogant C expand D pickpocket 1:A spacious B punctual C patient D design 2: A release B pacifist C hospital D shoplifter 1: A endangered B endanger C pollute D species 2: A estimate B panda C cheetah D extinction 1: A consequence B species C respect D animal 2: A killing B extinct C survive D prohibit 1: A approximately B maintenance C vehicle D currently 2: A devastating B devastation C interference D preservation A conical B picture C symbol D Vietnamese A gratitude B grateful C abundant D coastal A service B decide C accident D beautiful A computer B woman C married D meeting Listening Writing Language Focus Unit 10, grade 11 Reading Speaking Listening Writing Language Focus 19 Using some methods to help students master English word stress at high school PART THREE: RESULTS  At that time the word stress weren’t taught Choose the word whose stress pattern is different from that of the rest A envelop B album C usually D accompany A admire B regular C mountain D corner A hobby B oversea C collect D myself A uncertain B technical C attention D attraction A psychology B cosmonaut C accident D national Answer key: D class 11B4 quantity 38 A A correct 4 B A correct correct correct 1correct No answers answers answers answers answer correct 0st 0% st 12sts 18sts 8sts answer 0st 0% 31.6 % 47.4 % 21 % 0% sudent choose correct answers (0%) sudent choose correct answers (0%) 12 students choose correct answers (31,6%) 18 students choose correct answers (47,4%) students choose correct answer (21%)  At that time the word stress were taught Choose the word whose stress pattern is different from that of the rest A caring B secure C willing D project A family B active C discuss D happy A garbage B mischievous C daughter D member A reserved B importance C photograph D decide A secondary B attempt C biologist D obedient 20 Using some methods to help students master English word stress at high school Answer key: B C B quantity correct correct correct correct 1correct cl answers 11B4 38 C answers answers A answers No answer correct 13sts sts 6sts 6sts 4sts answer st 34.2 % 23.7 % 15.8% 15.8 % 10.5 % 0% 13 students choose the correct answers (34.2%) students choose the correct answers (23,7%) students choose the correct answers (15.8%) students choose the correct answers (15,8%) students choose the correct answers (10,5%) PART FOUR CONCLUSION This methodology is about how to stimulate students to learn English word accent actively, positively and effectively through basic principles and exceptions Personally, I have wondered if it is regarded as the perfect and effective methodology, therefore, I would like teachers to contribute your sincere ideas so that I will have perfect and suitable methods of teaching English in accordance with the education reform of Thanhhoa education and training and Ministry of Education and Training Thank you very much! CONFIRMATION OF THE Trieu son, May, 20th, 2021 21 Using some methods to help students master English word stress at high school HEADMASTER I swear this is my study, don’t copy other people’s content The writer Nguyễn Thị Hồng Lê 22 Using some methods to help students master English word stress at high school References “English Phonetics and Phonology” – Peter Roach – Cambrigde University Press “ A Course in Language Teaching” – Penny Ur - Cambrigde University Press English textbook 11, 12 Pronounce it perfectly in English - - Anh Dung- Thu Thao IELT word stress Some materials of the writers: Vu Mai Phuong, Kieu Trang, … 23 ... factors, in which it is important to help students master the English word stress Proper pronunciation of Using some methods to help students master English word stress at high school English words... need to master the stress? Using some methods to help students master English word stress at high school Stress is an integral part of English Understanding accent helps learners move closer to. .. Focus 19 Using some methods to help students master English word stress at high school PART THREE: RESULTS  At that time the word stress weren’t taught Choose the word whose stress pattern is