11 [I must stress ... Learner objectives By the end of this lesson, learners will have practised using, and listening for, word stress. Materials One word set, A or B (not cut-up) and two charts per pair One set of cut-up words per team (A or B) Lots of dried beans or counters (these make it more fun than points) Procedure TASK Write a word on the board, eg. possible. Demonstrate how to count the syllables, i.e. the number of vowel sounds: po-ssi-ble". ‘Ask where the stress is and mark this, ie, po-si-ble. Put learners in two teams, A and B (or four teams if you have more than ten), Give each pair in each team one word set and one chart, A or B, according to team. Pairs decide the number of syllables and stress in each word and write them in the appropriate column, Monitor, and get pairs to check with the rest of the team, to ensure they have the same answer. TASK 2 Ask learners to put their completed charts out of sight. Give a cut-up set of words (the same words they have just worked on) to each team, and a blank chart to each pair in each team. Members of the groups take it in turns to dictate their words to the other team, who have to decide on ‘number of syllables and stress, and write them in the appropriate column - itis easier if they do this with accompanying gestures, e.g tap the table for each syllable making a fist for the stressed one. Award a bean for correct pronunciation to first team, and one each for correct identification of syllables and stress to second team. ‘Add up beans and announce winner. Differentiation ~ Put the word sets on card, and cut into syllables for learners to reform. — Allow learners to look at completed chart when dictating words to other group. Extension — Use vocabulary you have been teaching to extend the game. TAK 1 1 oe, °.. ° | A | sunday | hospital] covet | banana entst | holiday | forget important | alvays | ditfcut’ | before | expensive | witer beautiful | July remember 8 ever Trternet | adess [impatient decor | dangerous | complete | potato open saturday | arrive tomorow ‘money interesting. asleep computer ESOL Curriculum Reference: Sc/E3.1a Use stress, intonation, and pronunciation to be understood and to make meaning clear L1/E3.2e Listen for phonological detail * There is much debate about what a syllable is. find that this very basic explanation is the most helpful to learners.I must stress ... A correct hospital winter important beautiful expensive dentist Count the number of syllables in the word, decide where the stress goes, and write it in the appropriate column, e.g. po ssi ble doctor impatient Internet Saturday complete arrive interesting dangerous Count the number of syllables in the word, decide where the stress goes, and write it in the appropriate column, e.g. po ssi bleHi-tech Aim To practise vocabulary of technical equipment and to introduce stress patterns for compound nouns Materials One copy of the sheet per group of four Time 30 minutes Preparation Copy the sheet onto card as above and cut each one into two sets of twelve cards Procedure 1 Divide students into groups of four and into two teams within each group. 2 Hand out a set of 24 cards to each group. Students should place ‘them face down on a surface with the small cards and big cards ‘separate. Make sure students don’t look at the cards. 3 Explain that this is a memory game. The small cards have nouns on and the big cards have definitions — they need to match them. Use one group to illustrate. Ask one team to turn over a small card and read what it says, e.g. laptop. Now ask them to turn over any big card, add the correct relative pronoun and read it out. If the pronoun, is correct and they match, the team keeps the two cards and has another go. If not, they turn the cards back over and the next team. has a go. The winners are the team with the most cards at the end. 4 While students play the game, monitor their work, but don’t answer ‘too many questions about vocabulary (only if it is a word from the definition). 5 As feedback, ask students round the class to read out the nouns and definitions, check answers and clarify any meaning if necessary. As they do this, write the nouns on the board and ask them to mark the stress. All these compound words are stressed on the first syllable except computer programmer, dot.com millionaire. Get the class to practise the pronunciation as a whole. 6 Back in their groups, they should take it in turns to read out one of the definitions and the others should say the noun. While they do this, monitor and check for mistakes and the correct stress patterns. Alternative As part of step 2, ask students round the class to read out the nouns on the small cards. As they do this, write the nouns on the board and ask them to mark the stress. Get the class to practise the pronunciation as a whole. Don't give any help on meanings at this stage. If you follow this procedure, miss out the pronunciation part of step 5. Extension Writing: In pairs, students write definitions of other words connected to technology and then read them out for another pair to guess the words.screensaver computer programmer millionaire cybercafé web designer A place i A person t Something | pe i i ere i you can you can shop i uses a camera i see on your or look for to record films, i videos or television programmes. information on computer screen. P a computer. A computer if i c emall f A person A camera : : writes ms | i i ; enough to put in i progra : you use with for computers. t your computer. your pocket. i A computer i A person ou ie place i has made a lot y i traditional i can take to i i of money from i photographs i different places the Internet. are developed. A place i A place i i A person j people canuse } A ; i you can meet designs material } i computers and people on the { j for the Internet. } send e-mails. t Internet.Pronunciation BE «2022521850055 Matching patterns Target language: changing word stress Activity type: matching When to use: Use this activity after Lesson 9. Time: 20 minutes Preparation: Photocopy and cut up one set of cards for each group of students. Also, photocopy, but do not cut up one worksheet for each student as a written record. Procedure Explain to students that they are going to learn about syllables and word stress. Start by checking that students can identify the number of syllables in words, e.g, able (2), employer (3), interviewer (4) and communicative (5). Explain the convention of using small and large circles (@) to represent stressed and unstressed syllables. Put students into groups of three and give one set of cards to each group. Tell them to match the stress pattems with the pairs of words. NB. If students follow the alphabetical order (A-), they will start with the shorter words and move on to the longer ones, which should make the task easier. As a follow-up, you could give each student one card, Give out an equal number of syllable cards and word cards, ensuring that the cards you distribute match each other. Then ask students to go round and find their partner. Explain that they cannot show other students their cards, but must say the word or the stress pattern. So ifa student has the card with @ +¢ /@* he/she must say 'm looking for da DA da da and DA da and find the student whose words match the stress patterns. Alternatively (perhaps as revision in a subsequent lesson), stronger students could play pelmanism with the cards.Matching patterns application qualifyrts Ces To find a| |a maze by choosing ‘apa ohare patent) aphan (be) popup (Oe) ere (00), moody (Oo), invitation (0000). a Say the words to elicit the stressed syllables and mark the stress patterns (as shown in brackets) above the words. Drill the words. [tongues Word stress. “Then clap the rhythm for one of the words. Students tell you Eick words you're clapping Students then do the same in pairs. Speaking Cos Oe) ‘© Explain that students are going to do an activity to practise word sre. Useafter Ui. e ‘©. Divide students into pairs and give each pair a copy of the first maze. cos ‘© ‘Tell students that they have to find a route from start to finish ‘One copy of the worksheet ct (or folded) through the maze, using squares with the stress pattern 00. They lin alf per pair of students can move horizontally or vertically, but not diagonally. They should take turns to identify the next word, and mark their route as they go along. Answers © Go around listening and helping as necessary. Encourage students core ae to say the words aloud. z © When most pairs have finished, go through the answers with the clas. ne ae ‘© Hand out the second maze and repeat the process. Ths time they improve vegetable follow the Ooo stress pattern. (You may prefer to use this maze in a ager ecarate later lesson, ait is useful to practise word stress on a regular basis.) aderise ; ~~ aa Extension (5 minutes) sffod apne © Play a game of ‘Elephants’ Divide the class into two teams and wnge andar draw a vertical line on the board to divide it in half. og sehtseeng ‘© Ask the two teams to gather around the board. On the left hand ans Frere) side of both halves ofthe board write ELEPHANTS vertically. ie — Choose a stress pattern, ¢.g, Oo, and write it at the top of the board. gee toledy Each team chooses a writer to stand at the board and write a word ‘an geo of that stress pattern beginning with each letter. (The words are ae aie called out by the other members ofthe team.) ‘© The first team to write a word beginning with each letter wins the first round, Repeat with a different stress pattern ‘* Ifyour clas is too large for everybody to gather round the board, students ean work in groups and write their words on a piece of paper instead.FINISH +Poin Minimum level: Game typ Approximate tim Stepping stones stress in two-syliable verbs pre-intermediate a path-finding puzzle for students working individually (or in pairs) 15 minutes Preparation Make a copy of the puzzle for each member of the class. Presentation \Weite the following verbs on the board borrow finish open allow arrive relax Elicit thatthe verbs in the first group have the stress on the first syllable and that the verbs in the second group have the stress on the second syllable. Point out that most two-sylable verbs hhave the stress on the second syllable, Conducting the game 1 Give each student a puzzle. (The game could also be played in pars.) Explain thatthe puzzle shows a river which must be crossed using the stepping stones. Point out that there is ‘only one route across the river. 2 Explain that students may only use a stepping stone if the verb on it has the stress on the frst sylable 8 To cross the river, players are allowed to step from one stone tothe next horizontal, vertically or diagonally, They may also step over a stone to the one beyond. The following diagram illustrates the moves that are allowed 4 To reach the far bank of the river, players may also step over a stone. 5 When students have finished, check the route together. Point out that all the other verbs have the stress on the second syllabe. Drill the pronunciation ofthe two groups of verbs. Key These are the stones you need to use to cross the river: “answer - cancel - copy ~ enter - happen - listen - manage - order - offer ~ suffer ~ wonder - worryHy : BOOPoint: Minimum level Game type: Approximate time: Stress maze word stress patterns pre-intermediate a path-finding puzzle for students working individually (or in pairs) 15 minutes Preparation ‘Make @ copy ofthe maze for each member af te cass. Presentation Write the following words on the board: Germany grandmother restaurant eleven policeman September Elicit that all the words have three syllables. Then elicit that the words in the first group have the stress on the first syllable and that the words in the second group have the stress on the second syllable. Conducting the game 1 Give each student a maze. (The game could also be played by students in pairs.) 2 Explain that the object of the game isto find a path from the entrance in the top left side of the maze to the exit in the bottom right. 3 Draw attention to the stress pattern @ee below the maze and explain that you can only move ‘across a square if it contains a word with this stress pattern. 4 You can move from one square to the next horizontally or vertically but not diagonally, 5 When students have finished, check the route together. Key ‘The Correct route is: hamburger - Saturday - regular - possible - yesterday - passenger - holiday - ‘traveller - telephone - recognise - officer cinema - government - photograph - aeroplane - opposite - hospital e Making your own versions I1you want Dake oe! vrslon othe pune fo use vocabulary fom your course, chose about 20 words with one particular stress pattern and write them on the grid so that they form a Continuous path ent ext Then tthe remaiing sauares wth words with dite stes pateSTUDENT A Word Stress Match the words in your column with the correct word stress pattern. Write the number of the pattern in the column on the right of the word. Check your answers with your partner when you have finished. STUDENT A } PATTERN | STUDENT B alphabet 1 friendly Brazil Y 3 elephant colour Boa 3 animal Saturday 4 exciting welcome 2 enjoy remember 1 problem language a 4 delicious capital afl 3 sausages banana [2 | alien [3 | grandfather medium 3 beautiful computer 2 4 umbrella difficult Bau 4 fantastic furniture 3 visitor result 1 Russian surname 2 Chinese promise : 3 | uniform toothbrush oa 4 discover stadium 3 hamburger telephone 2 escapeWord Stress STUDENT B Match the words in your column with the correct word stress pattern. Write the number of the pattern in the column on the left of the word. Check your answers with your partner when you have finished. STUDENT A | PATTERN | STUDENT B alphabet 3 friendly Brazil 2 ' elephant colour [7 | Ha animal Saturday 3 exciting welcome 1 enjoy remember 4 - problem language 1 2 delicious capital 3 ao fl sausages banana 4 mistake alien 3 grandfather medium 3 | beautiful computer 4 $ umbrella difficult 3 Baa fantastic furniture 3 visitor result 2 Russian sumame 1 Chinese promise 1 ‘ uniform toothbrush 1 ea discover stadium 3 hamburger telephone 3 escapePoint: Minimum level: Game type: Approximate time: Rules 1 The aim of he game isto win more cards than your pra). 2 Divide the cards equally between you. Keep the cards face down ina pile +3 Take turns to turn the cards face up ina pile on the table, making sure that the player cannot see the card belore the others. 4 It you notice thatthe stress pattern ofthe word on a card isthe sae as the word on the card before, you can win all the cards in the pile. To do this, put your hand ‘on the pile quickly and say Snap 5 After you have won the pile, put the cards to one side and begin again taking turns to put cards on te table, Shuttle and deal the cards on the table again when you no longer have any cards in your hands. 6 Tie layer with the most cards ‘when all the cards have been paired oft isthe winner. 7 tyou cannot agree with your pariner(s) about the stress patterns ‘of words, ask the teacher. Stress snap stress patterns in simple nouns pre-intermediate ‘a matching game with cards for two players 25 minutes Preparation Copy and cut out a set of cards for each pair of students in the class. Presentation 4 Wie the folowing words with their stress patterns onthe board: 1° 2 @. 3 4 Ove 5000 right question mistake salary polltion 2 Ask students to suggest other words with the same stress patterns; write these words on the ‘board under the appropriate stress pattern, 8 Read out some of the words from the game and ask students which stress pattern they ‘correspond to. Conducting the game 1 Divide the class into pairs and give each pair a pack of cards. (The game could also be played by students in groups of thre if necessary.) 2 Explain and/or give out the rules. Key te te 3 ese See shit money aloo comtnent plato ball problem shampoo cinema disaster bead tent pola Saturdey computer on moter career paragraph banana shoo ruse =—=—cartoon == eephamt. tomato oi garden adaress——=—maager——tataeco lt = land etc ripn vmbrla tan cour gutar veticl pressor Making your own versions You could make other packs of cards to include vocabulary from your course. You need an ever, number of words for each stress pattern and about the same number of words for each of the stress patterns you decide to include.uooj|eq oodweys rls =e shampoo We at uapieb = ee SUH eo wa as eli) Teh ia hy aa eye itt Wy} Ta-— Jossajoud |} ejjasquin 099eq0} 0}eW0} — hE Ta | eueueg | o}ejod | adie: || safeuew | queydaja = manage elephant ydesBesed quaujju0a paragraph a on aguajap ssauppe uooyes OCT tHe CT ca