1.

Teaching Stress 1.1. Word Stress Peter Hubbard et al (1983, A Training course for TEFL, 213-217) Primary stress: The syllable is longer, louder and said with more breath effort (1). Unstressed: The syllable is said very quickly, lightly with very little effort (2). Secondary stress: with more effort than (2), less effort than (1). Ex: around ['raund] photographic [,fut'grfik] 1.2. Phrase/ Sentence stress Word normally stressed: Words normally unstressed: (International Express,Unit 5, p50; Unit 9, p91)

-Content words (Nouns, verbs, adjectives, -Grammatical and functional words adverbs) (Jeremy Harmer,The Practice of (Prepositions, auxiliary and modal verbs, English Language Teaching, 2001: 191-192) pronouns, others) -pronounced differently (weak form) in Ex: in the kitchen isolation/ at the end/ beginning of sentences. I give some bananas to John * said weakly -Some words at the end/beginning of the * Vowel sound => schwah // sentence (IE, Unit 5, p50; Unit 9, p91) Ex: Janet comes from Australia. Ex: Who are you writing to? /frm/ /u:/ Have you finished your work? To her, men are unfaithful /hv/ /j/ /jr/ /u:/ 1.3. Special Stress The stress in phrase/sentence changes depending on what we want to say (Jeremy Harmer ,2001: 193-194) Ex: Ill ring you next week. Ill ring you next week (make a call, not come to see you) Ill ring you next week (week, not day, month) In sentences, place stress on different words will change the meaning (IE, Unit 5, p50; Unit 9, p91) Ex: I want two return ticket to London. I want two return ticket to London (two, not other numbers) I want two return ticket to London (return, not one-way) I want two return ticket to London (London, not to somewhere else) 1.4. Techniques to teach Stress Peter Hubbard et al (1983, 213-217) Use Ts voice: The 1st stage: pure imitation, repetition of the teachers model in chorus and individually. => T says the whole phrase; => T isolates and pronounces stressed syllable only; => T says the whole phrase again. Ex: Good morning

 Use Gestures: To indicate the stress pattern T can use some gestures: Thumb the air, make a downward stroke of the hand, punch the palm of the other hand, clap hands, bang the hand against something (desk, board), etc. Use BB: the most valuable aid to make the pronunciation points visual Use BB for the non-text stage (No words seen yet, only listening) and text stage. * Non-text stage: Use symbols to indicate the stress pattern Ex:

* Text stage: For stressed syllable T can use symbols, different colour, underline, capitalize Ex: Good morning

Good morning ( morn with different colour) Good morning Good MORNing NOTE: Together with using gesture or text on BB, T must give spoken form several times. A technique of light exaggeration => avoid over-emphasizing on the stressed syllable (unnatural performances)