I use the big circle - small circle (O o) method. Use a clear easy-to-see way of marking stress on the board and on handouts for students. Build students' confidence by drawing their attention to the tendencies and patterns in word stress that do exist. Try to use a variety of approaches: helping students to engage with English in different ways will help them in their goal to become more proficient users of the language. Some learners love to learn about the 'technical' side of language, while others like to 'feel' or 'see' the language more, hearing the music of word stress or seeing the shapes of the words. These will help to raise the students' awareness of word stress and its importance. You can use the same questions with your students that I have used in this article. Ask if there are similar cases of differences in word stress in their own language - this will heighten awareness and interest. If words like these come up in class, point them out to students. These differences are noted in good learner dictionaries. O O o o Caribbean aluminum (American English) O o O o Caribbean aluminium (British English) There are some recognised differences in word stress which depend on the variety of English being used, for example: Patterns can usually be found, for example: Students can be alarmed when they meet words which are similar but have different stress patterns:Ī useful thing you can do is to help students see connections with other word families. The verb has stress on the second syllableįairly equally balanced but with stronger stress The noun has stress on the first syllable
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