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    Teaching Word Stress

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    Nil BİLGİN
    This document describes an activity to teach students about word stress. Students are given words with different numbers of syllables and are asked to identify the stressed syllable in each. They are then divided into groups and given worksheets with words that follow certain stress rules, such as nouns that can also be verbs or words ending in "sion/tion". The groups discuss the rules and share examples with each other. The goal is to make students aware of word stress patterns in English.

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    Download as PDF, TXT or read online from Scribd

    Teaching Word Stress

    Uploaded by

    Nil BİLGİN
    63 views4 pages
    This document describes an activity to teach students about word stress. Students are given words with different numbers of syllables and are asked to identify the stressed syllable in each. They are then divided into groups and given worksheets with words that follow certain stress rules, such as nouns that can also be verbs or words ending in "sion/tion". The groups discuss the rules and share examples with each other. The goal is to make students aware of word stress patterns in English.

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    This document describes an activity to teach students about word stress. Students are given words with different numbers of syllables and are asked to identify the stressed syllable in each. They are then divided into groups and given worksheets with words that follow certain stress rules, such as nouns that can also be verbs or words ending in "sion/tion". The groups discuss the rules and share examples with each other. The goal is to make students aware of word stress patterns in English.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    63 views4 pages

    Teaching Word Stress

    Uploaded by

    Nil BİLGİN
    This document describes an activity to teach students about word stress. Students are given words with different numbers of syllables and are asked to identify the stressed syllable in each. They are then divided into groups and given worksheets with words that follow certain stress rules, such as nouns that can also be verbs or words ending in "sion/tion". The groups discuss the rules and share examples with each other. The goal is to make students aware of word stress patterns in English.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    NEW WAYS

    T EACHING

    Word stress
    Introduction

    In this activity, students explore groups of words and try to deduce a common rule for the
    placement of the stressed syllable in the word. They then practice saying the words and try
    to find other words that follow the rule.

    This activity draws on materials and ideas


    presented by Clark von Heller in his
    presentation ‘Composing music to enhance
    pronunciation.’

    Webinar time reference: 21:20 – 23:40

    Level: B1+ Secondary

    Time: 25 – 30 minutes

    Aim: To make students aware of word stress and some of the ‘rules’ of word stress.

    Preparation:

    Make copies of the four worksheets from the materials section.

    Procedure

    Write up these words on the board: progress – television – artistic – zoology

    Ask students to think about how the words sound.

    Ask the students how many syllables each word has.

    Get their feedback (Answers: progress = 2 – television = 4 – artistic= 3 – zoology=4)


    NEW WAYS
    T EACHING

    See if the students can count the syllables on their fingers as they say the word.

    Now ask them which syllable is loudest in each word.

    Say the words and elicit the answers. (progress = first – television = 3rd – artistic =
    2nd – zoology= 2nd)

    Tell the students that the loudest syllable is the ‘stressed’ syllable, and that knowing
    which syllable is stressed is an important part of pronunciation.

    Now tell the students there are some rules that can help them know where the
    stressed should be.

    Divide the class into four groups and give each group one of the four worksheets.

    Ask them to identify the stressed syllable in each word, and then to try to see what
    the rule is.

    Give the students time to work together.

    Put the students into groups of 4 with one student from each of the groups.

    Ask them to show the other students the words and tell them what they think the
    stress rule is.

    Get some feedback from the groups and clarify the answers.

    Answers:

    Nouns that can be verbs = 1st syllable stressed for noun and 2nd
    syllable stressed for verb.
    Words ending in sion/tion = penultimate syllable is stress
    Word ending in tic = penultimate syllable is stressed
    Words ending in ology = antepenultimate syllable is stressed

    Ask the students to try to think of other words that fit into each of the four groups.

    Get some feedback and get them to share the other words.
    NEW WAYS
    T EACHING

    Answers
    Nous that can be verbs

    1. conduct vs conduct
    2. produce vs produce
    3. export vs export
    4. escort vs escort
    5. object vs object
    6. refund vs refund

    Words ending in sion/tion

    1. attention
    2. relation
    3. obsession
    4. projection
    5. collection
    6. admission
    7. instruction
    8. correction
    9. expression
    10. explosion

    Word ending in tic

    1. romantic
    2. domestic
    3. magnetic
    4. scientific
    5. historic
    6. artistic
    7. dramatic
    8. strategic
    9. dynamic
    10. exotic
    NEW WAYS
    T EACHING

    Words ending in ology

    1. Archaeology
    2. Astrology
    3. Biology
    4. Criminology
    5. Ecology
    6. Musicology
    7. Morphology

    Additional resources

    Teaching pathways: How to teach pronunciation

    Our free course 'Teaching pathways - How to teach pronunciation' helps you
    develop your skills in teaching pronunciation effectively to your students.

    https://www.teachingenglish.org.uk/article/teaching-pathways-how-teach-pronunciation

    What to teach before you teach sounds

    The British Council sponsored the live-streaming of the IATEFL Pronunciation SIG -
    NATECLA London conference 'Accentuate: bringing pronunciation to the fore'.
    Here we have the session given by Piers Messum on 'What to teach before you
    teach sounds'.

    https://www.teachingenglish.org.uk/article/what-teach-you-teach-sounds

    Doing things with sounds: Practical pronunciation activities for your classroom

    This is a series of short videos, Mark Hancock shows you a range of pronuncia-
    tion activities you can use with your students.

    https://www.youtube.com/playlist?list=PLvCfA99qTst_VcAJVRAW4IrZYYWcFC61p

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