The methods help students to determine the primary stress position of the english words quickly and effectively

A. INTRODUCTION
I. THE REASON FOR CHOOSING THE TOPIC
In the trend of globalization today, the importance of English cannot be
denied and ignored because it is widely used everywhere in the world. Along with
the development of technology, medicine, engineering and education ... English
plays a very important role. Besides mother tongue, everybody in the world can
use English to communicate with one another. It is English that helps people
closer, more friendly and understandable. Therefore, this language is going to
become the common language of human.

English is the international language, so we have to learn how to pronounce
each word correctly and have rhythm, intonation from words to speeches. And one
of these problems is “The primary stress position of the words”. Determining the
primary stress position of the words is one of the most difficult parts in
pronunciation whereas it always appears both in communication and in exercises,
tests as well as the national examinations. During the process of teaching at Dong
Tan primary school, I have found the methods which can help students determine
the primary stress position of the words quickly and effectively. And I am writing
into my initiative “THE METHODS HELP STUDENTS TO DETERMINE THE
PRIMARY STRESS POSITION OF THE ENGLISH WORDS QUICKLY AND
EFFECTIVELY”. This is considered to be a reference document, thus I would like

the colleagues to give comments and ideas to my initiative so that I can make it
perfect and practically used in teaching.
II. OBJECTIVES, TASKS AND THE METHODS OF RESEARCHING
1. Objectives of the topic
1.1. For the students
- Determine the objectives, the requirement and the importance of English.
- Understand the methods of determining the primary stress position of the words
quickly, effectively when doing exercises, tests and examinations.
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- Know how to apply the methods of determining the primary stress position of the
words to do exercises, tests and examinations about stress.
- Speak English perfectly with accurate stress.
1.2. For the teacher
- Guides, examines and remarks the students to study the methods of determining
the primary stress position of the words quickly, effectively.
- Follows close to the process of teaching English especially when teaching
students to do exercises, tests, study for getting GCSE, attend to advanced students
examinations or entrance examinations to university.
- Supplies useful knowledge and good experiences for myself in order to improve
the quality of teaching.
2. The tasks of implementing the topic
- Understand the students’ state of skill of doing stress exercises.
- Studying the skill of doing stress exercises.
- Apply the topic to teach English in Dong Tan primary school.
- Compare, collate the result of implementing the topic.
- Remark, have conclusion about the result and effect of the topic.
3. The main methods of studying the subject
I write this topic based on:
+ The method of studying theory.
+ The method of investigating.
+ Comparison, collation and summary of the result, effect of the topic.
4. Studied objects of the topic
- The students of class 8A and 8B : The academic year 2015 -2016.
- Dong Tan secondary school.
III. THE REAL STATE OF PROBLEM RESEARCH
1. The real state
During the process of teaching English at Dong Tan primary school,

having helped students to study for getting GCSE, take part in advanced students
examinations and entrance examinations to universities and colleges. Through
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many years of my own teaching, I realize that most of students are bad at not only
knowledge but also the skill of identifying the primary stress position of the words
when they do exercises, tests, examinations about the stress of the words. With the
primary stress position of words exercises require students to have certain
knowledge, and they have to know and remember the main rules of position of the
primary stress. They may learn them by heart and apply these rules to do exercises
flexibly so that they will get good result.
Many years ago, when taking the national examinations, students had many
difficulties in indentifying the main stress of the words in the test. At that time only
about 30 percent of the students in Dong Tan primary school was able to do this
kind of exercise.
From this consequence, we can see that:
If the teachers pay no attention to innovating the method of teaching and
helping students have the best way to determine the primary stress of the words,
they cannot understand how to do it effectively and quickly. To improve above
consequence as well as help the students of our school to do this kind of this
exercise better and more confidently, I present some methods or called the rules of
determining the primary stress position of the words quickly, effectively. In this
subject I will present some basic rules that students can understand and remember
easily, from that they will be able to apply to do exercises, tests or examinations
effectively.
2. The consequency of the real state:
I applied my topic to teach the students of class 8A in the academic year
2015-2016. Through the fact of teaching, I could hold the real ability of the
students as well as their ways of determining position of stress, and I had practical

solution to support, guide them to do this kind of exercise scientifically and
effectively. For the students, by applying this method they could determine the
position of the primary stress quickly and exactly.
B. SOLUTION
I. THE MEASURES OF IMPLEMENTING

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1. For the teacher:
- Guides the students to study basic knowledge and the rules of position of
the primary stress in the English words.
- Reminds the students to learn the rules of each part of stress by heart.
- Prepares exercises, tests for each part and the synthetic general exercises.
- Has the students practise to analyse, compare and collate.
2. For the students:
- Concentrate on the lessons; understand the rules, the methods to find out
position of the primary stress of the words,
- Know how to apply what they have learnt to do exercises, tests,
examinations, flexibly and effectively.
- Compare, estimate and get out experience by themselves to do exercises,
tests or examinations of stress better.
II.THE METHODS OF ORGANIZING TO IMPLEMENT.
NOTES
- The primary stress of words is marked with a comma ( ‘ ) in front of or above the
syllable containing stress.
- Primary stress of words falls in two or more than two – syllable words and in
syllables containing vowels as a, e, i, o, or, u.
- Primary stress of words never falls in weak syllables containing /ə/
The topic “The methods help students to determine the primary stress of

the English words quickly and effectively” is the methods to determine the
primary stress position of English words which appears in exercises, tests,
examinations quickly, effectively and speaking English more accurately, consists
of three following parts:
1. DEFINITE STRESS
1.1. Stress in suffixes
For the stem words with the following suffixes, stress is on these suffixes:
- ee

refugee /refju’dzi/

- ese

Chinese / tʃai’ni:z/
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- ette

cigarette /sigə’ret/

- esque

picturesque /piktʃə’resk/

- ique

unique /ju:’ni:k/

- oo

bamboo /bæm’bu:/

-ade

lemonade /lemə’neid/

-self

himself /him’self/

-ur

occur /ə’kɜ:/

-dict

predict /pri’dikt/

-ect

effect /i’fekt/

-fer

prefer /prifɜ:/

-mit

commit /kə’mit/

-pel

compel /kəm’pel/

-press

express /ek’pres/

-rupt

corrupt /kərʌpt/

- sist

assist /ə’sist/

-test

detest /di’test/

-tract

attract /ə’trækt/

-vert

avert /ə’vɜ:t/

-vent

prevent /pri’vent/

- aire

millionaire /miliə’neə/

-ain

entertain /entə’tein/ (apply to verbs)
1.2. The words with the following suffixes have stress on the syllables

right in front of these suffixes.
-sion

discussion /dis’kʌʃn/

-tion

foundation /fau’deiʃn/

-ic

economic /i:kə’nɒmik/

-ical

economical /i:kə’nɒmikl/

-ity

familiarity/fæmili’ærəti/

-ial

official /ə’fiʃəl/

-ially

oficially/ə’fiʃəli/
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-tive

suggestive /sə’dʒestiv/

-ative

representative /repri’zentətiv/

-logy

technology /tek’nɒlədʒi/

-ian

librarian /lai’breəriən/

-ance

attendance /ə’tendən/

-ence

independence /indi’pendənt/

-ience

experience /ik’spiəriən/

-ient

efficient /i’fiʃənt/

-iar

familiar /fə’miliə/

-eous

spontaneous /spɒn’teinəs/

-ious

victorious /vik’tɒriəs/

-ory

memory /’meməri/

-cial

financial /fai’næʃl/

-tial

preferential /prefə’renʃl/

-cion

suspicion /sʌs’piʃən/

-xious

anxious /’ænʃiəs/

Except for :

television

/’teliviʒən/

Politics

/’pɒlətiks/

Arabic

/’ærəbik/

Lunantic

/’lu:nətik/

Arithmetic

/ə’ri θmətik/

Cathotic

/’kæθətik/

Rhetoric

/’retərik/

1.3. The words with the following suffixes, stress is on the third syllable
counting from the last syllable of the word.
-ate

consulate /’kɒnsjulit/

-ute

constitute /’kɒnstitju:t/

-ude

institude /’institju:/

-ite

opposite /’ɒpəzit/
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-ary

documentary /dɒkju’mentəri/

-ative

propagative /’prɒpəgeitive/

-fy

beautify

/’bju:tifai/

-ply

multiply

/’mʌltiplai/

-ise

econnomise /i’kɒnəmaiz/

-ize

modernize /’mɒdənize/
2. POSITION OF THE PRIMARY STRESS DEPENDS ON THE

FORMS OF THE: VERBS – NOUNS – ADJECTIVES – ADVERBS.
2.1. Stress in two-syllable words.
2.1.1. Two - syllables words have unequal strength.
- Stress of the most of these words is on the stronger syllables
Ex:
Advice (n)

/əd’vais/

Machine (n)

/mə’ʃi:n/

Mistake (n)

/mis’teik/

answer (n-v)

/ ‘ænsə/

happen (v)

/’hæpən/

amazed (v)

/ə’meizd/

alone (adj – adv)

/ ə’l əʊ/

2.1.2. Two - syllables words have unequal strength.
Position of stress depends on the forms the words.
VERBS:
In this case, stress of most of the words is on the second syllables.
Ex:
begin

/bi’gin/

relax

/re’læks/

maintain

/mein’tein/

NOUNS, ADJECTIVES AND ADVERBS.
Stress is on the first syllable of most of nouns, adjectives and adverbs
Ex:
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hobby (n)

/’hɒbi/

habit (n)

/’hæbit/

luckily (adv)

/’lʌki/

busy (a)

/’bizi/

pretty (a)

/’priti/

2.2. Stress in three - syllable words.
- The rules for verbs
For most three-syllable words, stress is on the last syllable.
Ex:
entertain

/entə’tein/

understand

/ʌndə’stænd/

introduce

/intrə’dju:/

- If the last syllable is weak or short, stress is on the second syllable.
Ex :
develop

/ di’veləp/

determine

/di’tɜ:min/

- Stress is not on the first syllable, except for the definite stress in part
(1.1).
Ex :
concentrate

/’kɒnsentreit/

Modernize

/’mɒdənaiz/

- Rulers for nouns, adjectives, adverbs

+ For most three-syllable nouns, adjectives, adverbs, stress is on the first
syllable.
Ex:
Cinema

/’sinəmə/

Intellect

/’intəlekt/

Government

/‘gʌvmənt/

Difficult

/’difiklt/

Different

/’difərənt/
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+ If the first syllable is a weak, short one, or ended with /əʊ/, the main
stress is on the second syllable
Ex:
Computer

/kəm’pju:tə/

Potato

/pə’teitəʊ/

Disaster

/di’za:stə/

+For three – syllable nouns, adjectives and adverbs, stress is rare on the
third syllable, except for part [1.1].
Ex:
volunteer

/vɒlən’tɪə/

referee

/refə’ri:/

2.3: Stress in words of more than three syllables.
- For more than three syllables words which does not belong to definite
stress,
stress is usually on the third syllable counting from the last syllable.
Ex:
Biology

/bai’ɒlədʒi/

Philosophy

/fi’lɒsəfi/

Manificent

/mæn’nifiksənt/

Trigonometry

/trigə’nɒmətri/

3. OTHER MATTERS OF STRESS
3.1. For two- syllable words which have both noun and verb meanings
- Nouns have stress on the first syllable.
- Verbs have stress on the second syllable.
Ex:
Words
Contrast
Decrease
Export
Insult
Progress

Nouns
/’kɒntra:st/
/’dikri:s/
/’ekspɔ:t/
/’insʌlt/
/’prəʊgres/

Verbs
/kən’tra:st/
/di’kri:s/
/iks’pɔ:t/
/in’sʌlt/
/prə’gres/
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Record

/’rek ɔ:d/

/ri’k ɔ:d/

3.2. The primary stress position of compound nouns.
3.2.1. Most compound nouns have main stress position on the first
syllable.
Ex:
filmmaker

/’filmmeikə/

shorthand

/‘ʃɔ:thænd/

bookshop

/’bʊkʃɒp/

airport

/’eəpɔ:/

dropout

/’drɒpaut/

check-up

/’tʃekʌp/

breakdown

/’breikdau/

3.2.1. But compound verbs combined from a verb and a preposition
have stress on the second syllable.
Ex:
breakdown

/breik’dau/

tryout

/trai’aut/

walkout

/wɔ:lk’aut/

dropout

/drɒp’aut/

check –up

/tʃe’kʌp/

3.3. Affects of suffixes for the position of stress.
3.3.1. The following suffixes neither have stress nor affect to position the
main stress of words.
-able, -age, -al, -en, -ful, -ing, -ed, -ish, -like, -less, -ly, -ment, -ness, -ous, -fy,
-wise, -y
Ex:
ly
ful
ing
ment

Dangerous
Beauty
Engineer
develop

/’deindʒərəs/
/’bju:ti/
/endʒi’nɪə/

/di’veləp/

Dangerously
Beautiful
Engineering
development

/’deindʒərəsli/
/’bju:tifl/
/endʒi’nɪəriŋ/
/di’veləpmənt/
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3.3.2.The suffixes make a change of the position of stress.
- The following suffixes can make a change of the possition of stress in original
words.
al, ary, ity, ion, ic,ial , alism, ian, ious ...
Ex:
-ian
-ity
-al
-ial
-alism
-ion

human
durable
environment
president

experiment
exhibit

/’hju:mən/
/’djurəbl/
/in’vaiərəmənt/
/’prezidənt/
/iks’perimənt/
/ig’zibi/

humanitarian
durability
environmental
presidential
experimentaliasm
exhibition

/hju:m æni’teərɪən/
/djurə’biləti/
/invaiərəmæntəl/
/prezi’denʃl/
/iksperi’mentəlizəm/
/igzi’biʃn/

C. CONCLUSION AND PROPOSAL:
I. THE RESULT OF RESEARCHING
- Through surveying, experimenting, comparing and collating the result that the
students of 8A school year 2015-2016 applied my subject to do exercises, tests and
examinations of stress, I have conclusion that :
1. About the theory:

1.1 For the teacher
- Creates the teaching methods which are suitable for students request.
- Forms and applies the methods, skills of doing exercises on stress to teach the
students flexibly and effectively. From this, I have been improving my quality of
English teaching.
1.2. For the students
- Understand and know how to do exercises, tests, examinations of stress perfectly.
They feel confident and enjoy doing this kind of exercises.
2. About the fact :
- Through result of doing stress exercises, tests and examinations, it can be seen
that the experience and result of the students in doing this kind of this exercise
have been improving much more than they used to be. Because they can
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understand the basic rules of determining the primary stress primary of the words.
Furthermore, they can pronounce English words better and speak English perfectly.
- To have a basic comparison, give out the exact conclusion for the studying
process and applying the topic to teach English in Dong Tan primary school. I
implemented to examine and collate the result of class 8A and 8B, the academic
year 2015 -2016.
+ Class 8A was not applied the above topic.
+ Class 8B was applied the above topic.
Question: Find the word with the stress pattern different from that of the
other three words in each question. (Allowed time: 15 minutes)
1. A. Octorber

B. November

C. December

D.January

2. A. advice

B.beauty

C. picture

D. postcard

3. A. prepare

B. practise

C. prevent

D. provide

4. A. famous

B. curious

C. anxious

D. delicious

5. A. business

B. passion

C. favourite

D. banana

6. A. theatre

B. career

C. cinema

D. gallery

7. A. realize

B. improve

C. possible

D.comfortable

8. A. practical

B. secretary

C. manager

D. immediately

9. A. pioneer

B. destination

C. artificial

D. essential

C. develop

D. encourage

10. A. protection B. separate
The achieved result of two classes:
Class Total Mark 0-4
number %
8A
32
4
12,5
8B
34
5
14,7

Mark 5-6
SL
%
14
43,75
15

44,1

Mark 7-8
SL
%
8
25
8
23,5

Mark 9-10
SL
%
6
18,75
6
17,7

II. PROPOSAL:
Application the topic: “The methods help students to determine the primary
stress position of the English words” has been gaining good result. Because of time
limitation, I do not avoid errors. I would like to receive feedback from my
colleagues, especially teachers who teach English to make my initiatives more
complete and widely applied in the teaching process.
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Principle's signature

Le Thanh Hai

Thanh Hoa city, december 10th 2016
I confirm that this innitiative is written by myself.
Do not copy from any others.
Written by

Mai Thi Thu

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CONTENTS

PAGES

A. INTRODUCTION

1

I. THE REASON OF SELECTING THE TOPIC

1

II. OBJECTIVES, TASKS, OBJECTS,
AND THE METHODS OF RESEARCHING

1

III. THE REAL STATE OF PROBLEM RESEARCH

2

1. The real state

2

2. The consequence of The real state

3

B. SOLUTION

3

I. THE MEASURES OF IMPLEMENTING

3

II. THE METHODS OF ORGANIZING TO IMPLEMENTING.

4

1. Definite stress

4

2. Stress changes to depend on the forms of the words.

7

3. Other matters of stress

10

C.CONCLUSION AND PROPOSAL

12

I. THE RESULT OF RESEARCH

12

II. PROPOSAL

13

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