Unit 9 Word Stress
I. The General Idea of This Period:
This period is based on the theory of “learning by practicing”. It is
designed to help students to learn English syllable and word stress through practicing and explanation. By referring to the text book, students will get some information about syllable and word stress. In addition, their oral abilities will be developed. Student’s accurate pronunciation
consciousness is expected to be enhanced.
II. Teaching Aims:
1. Students are expected to learn syllable and word stress according to the definitions and examples in the textbook
2. After this class, students will know what syllable is and how to utilize the skill to mark the stress of words.
III. Teaching Important Points:
1. Help students have a general ideal about what syllable and word stress is.
2. Learn various ways of syllable and word stress division. IV. Difficult Teaching Points:
1. How to help students learn how divide the syllables in each word.
2. How to help students catch the rule that govern the word stress.
V. Teaching Methods:
1. Practices to help students divide word syllables more accurately.
2. Classification to help students learn word stress distribution rule.
3. Explanations to help students know more about some difficult points.
VI. Teaching Aids:
1. A tape recorder
2. A blackboard
VII. Teaching procedures:
Step 1: Lead-in
1. Review incomplete plosion.
2. Share a sentence with students to motivate students speak English as much as possible.
Progress is the activity of today and the assurance of tomorrow. Step 2: Syllable division
1. Have the students learn some basic concepts.
A. A syllable
1) Definition: A syllable is a unit of organization for a sequence of speech sounds.. For example, the word water is composed of two syllables: wa- and -ter. A syllable is typically made up of a syllable nucleus (most often a vowel) with optional initial and final margins (typically, consonants).
2) Four forms of syllable:
Five vowels: a, e, i, o, u;
Twenty consonants: the rest letters of English;
; a vowel e.g. a /eɪ/, I /aɪ/;
； vowel+consonant e.g.at /ӕt/, on /ɒn /, it /ɪt/;
？ consonant+vowel e.g. me /miː/, go /ɡəʊ/, they / ðeɪ/;
e.g.bed /bed/, head /hed/, smell /smel/.
B. A Word can be classified into four types according to the syllable number of each word, namely, monosyllabic word, disyllabic word, trisyllabic word, and polysyllabic word.
2. The classification of syllable
A: Open(free) syllable: A syllable which ends with a vowel letter is called an open syllable.
1) Absolute open syllable: A a absolute syllable is a syllable that includes a pronouncing consonant letter and a silent vowel letter e. e.g. he /hiː/, go /ɡəʊ/
2) Relative open syllable: A relative syllable is a syllable that ends with a pronouncing vowel letter is called a open syllable. e.g. like /laɪk/, name /neɪm/
B. Closed (checked)syllable: A closed syllable ends with a consonant except r.
e.g. run /rʌn/, fat /fæt/
C. r syllable: r syllable occurs when r appears after a vowel letter. e.g. ar /ɔː/ or /ɑː/, such as car ,warm;
or /ɜː/ or /ɔː/, such as word, lord;
D. Few sonorant consonants: Some sonorant consonants, namely, /l/, /m/, /n/ can also be a syllable when no vowel proceeding it. e.g. bot-tle /'bɒtl/ , sud-den/'sʌdn/
3. Syllable division
A. According to phonemes, some letter combinations only acts as a vowel, and should not be separated.
B. When there is one consonant between the vowels, except r, then the consonant belongs to the latter syllable.
C. When there are two consonants between the vowels, then they belong to each syllable respectively; when the consonant is the combination of letters or make a consonant cluster(two or more than two consonants appear together), then they belongs to the latter syllable.
D. When two vowel letters stand side by side but are not letter combination, then they should be divided into two syllables.
4. Do some exercises on page 116.
A. Divide the syllables of some words in exercise1.
B. Read quickly some pairs of words in exercise2.;
Step 3: Word stress
1. Have students learn basic concepts of word stress..
2. Have the students learn the place where word stresses occurs.
A. Stresses are marked in words that are classified according to the
1) Monosyllabic word
2) Disyllabic word
3) Trisyllabic word
4) Polysyllabic word
B. Stresses are marked according to word formation 1) Change of the part of speech of words.
2) The stress of derivational words.
; Some suffixes that receive no word stress;
； Some suffixes that does receive word stress;
？ Some suffixes that transfer the word stress to the last syllable of the word roof;
？Some suffixes that generally receive no word stress, except in trisyllable and polysyllabic words.
3) The stress of compound words.
; Three different writing forms;
； The stress of compound words;
？ Pay attention to stress difference between compound words and the phrases with the same constituent.
Step 3: Comprehensive exercises
1. Have students read the words in part 2 carefully.
2. Have the students read the sentences in part 2.
1. Finish the exercise 5 after class and imitate the passages of part 2. and prepare for the presentation.
2. Preview the next unit.