Module 11.1 Assignment Submission: Teaching Word
Stress Changes
Well, first of all, we can start with a basic approach where MHMD is a simple technique
for teaching word stress. Here let's take into account that students whom we are going
to teach word stress are Low Intermediate (B1) students and they have a good enough
understanding of English and it will not be that difficult for them to comprehend the
explanation. So, if I want to clarify the changes for the following words given below I will
use the MHMD method to work on them.
Educate-education: I think I'll first convey to the learners that today's lesson is about
how the stress pattern of a word changes as the term changes. I'll show you how this
works by putting the phonetics next to each word, such as ed/u/cate and ed/u/ca/tion,
and then circling the predominant stress. After the learners have grasped the concept of
the lesson and its goal. Then I'll start working on them with the MHMD approach.
Because of their level, I'll prepare a short statement that includes the phrase "I would
like all parents to educate their daughters because education is important for everyone”.
First and foremost, I automatically pronounce this statement. Then I speak the words
educate and education by themselves, emphasizing the last sounds. Then I
automatically utter the statement a second time. Also, I can pick up the words, write
them on the board, and say them again and again by emphasizing stress on them. And
I can ask students to repeat the words individually or in a group with the correct stress
on them. Another suggested drill would be to have a student walk up to the board and
circle the emphasized section of the word to test understanding.
Real: reality : realistic: I can write a statement on the board where I write these three
words with different colored markers by underlining them. While reading the statement I
put stress on these three words where necessary and ask them to pay attention to
where I emphasized the stress. And of course, for B1 students it will not be that difficult
to get the point easily. For example: “ We can see the real face of our friends when we
need them, and the reality is that the friend in need is a friend indeed, so let's be
realistic”. While I say these words they can easily get highly stressed words and put the
right stress where appropriate.
1
Stress Changes
Well, first of all, we can start with a basic approach where MHMD is a simple technique
for teaching word stress. Here let's take into account that students whom we are going
to teach word stress are Low Intermediate (B1) students and they have a good enough
understanding of English and it will not be that difficult for them to comprehend the
explanation. So, if I want to clarify the changes for the following words given below I will
use the MHMD method to work on them.
Educate-education: I think I'll first convey to the learners that today's lesson is about
how the stress pattern of a word changes as the term changes. I'll show you how this
works by putting the phonetics next to each word, such as ed/u/cate and ed/u/ca/tion,
and then circling the predominant stress. After the learners have grasped the concept of
the lesson and its goal. Then I'll start working on them with the MHMD approach.
Because of their level, I'll prepare a short statement that includes the phrase "I would
like all parents to educate their daughters because education is important for everyone”.
First and foremost, I automatically pronounce this statement. Then I speak the words
educate and education by themselves, emphasizing the last sounds. Then I
automatically utter the statement a second time. Also, I can pick up the words, write
them on the board, and say them again and again by emphasizing stress on them. And
I can ask students to repeat the words individually or in a group with the correct stress
on them. Another suggested drill would be to have a student walk up to the board and
circle the emphasized section of the word to test understanding.
Real: reality : realistic: I can write a statement on the board where I write these three
words with different colored markers by underlining them. While reading the statement I
put stress on these three words where necessary and ask them to pay attention to
where I emphasized the stress. And of course, for B1 students it will not be that difficult
to get the point easily. For example: “ We can see the real face of our friends when we
need them, and the reality is that the friend in need is a friend indeed, so let's be
realistic”. While I say these words they can easily get highly stressed words and put the
right stress where appropriate.
1
