Speech Work Pronunciation Practice With shifting stresses

English Language 

Speech Work 

Second Term Lesson Note

Week 10

Primary 6 

Speech Work Pronunciation Practice With shifting stresses

Learning Objectives

By the end of the lesson, pupils should be able to 

1. Identify the syllables that receive emphasis or stress in English words and phrases.
2. Practice placing stress on different syllables within a word or phrase to change its meaning or to make it sound more natural when spoken.
3. Improve overall pronunciation skills by focusing on the placement of stress within words and phrases.
4. Understand the importance of shifting stress in English and how it can affect the meaning of a word or phrase.
5. Listen to and imitate native speakers to improve pronunciation and fluency.
6. Use techniques such as repetition and listening to improve pronunciation skills and accuracy

Entry Behaviour

1. Students can demonstrate their understanding of the importance of stress in English by providing examples of words or phrases that change meaning based on the placement of stress.
2. Students can demonstrate their understanding of how to place stress on different syllables within a word or phrase by correctly stressing words or phrases when speaking or writing.
3. Students can demonstrate their understanding of how to listen to and imitate native speakers by accurately repeating words or phrases with the correct stress placement.
4. Students can demonstrate their understanding of techniques such as repetition and listening by participating in pronunciation exercises and providing feedback on their own progress.
5. Students can demonstrate their understanding of the overall goals of speech work pronunciation practice with shifting stresses by explaining how it can improve pronunciation and fluency

Instructional Materials

1. Audio recordings of native speakers saying words and phrases with different stress patterns.
2. Printed materials such as word lists or passages with highlighted stress patterns.
3. Online resources such as videos, interactive games, or quizzes that focus on stress placement in English words and phrases.
4. A pronunciation dictionary or reference guide that shows the correct stress placement for different words and phrases.
5. A whiteboard or other visual aids to help students see and understand the placement of stress within words and phrases.
6. A variety of exercises and activities that allow students to practice placing stress on different syllables within words and phrases, such as repetition drills or dictation exercises.

Methods of Teaching

• Class Discussion
• Group Discussion
• Asking Questions
• Explanation
• Role Modelling
• Role Delegation

Reference Materials 

• Scheme of Work
• Online Information
• Textbooks
• Workbooks
• 9 Year Basic Education Curriculum

Content 

Speech work pronunciation practice with shifting stresses involves practicing the correct pronunciation of words by focusing on the placement of stress within a word or phrase. This type of pronunciation practice is useful for learning to speak a language more naturally and for improving overall pronunciation skills.

In English, stress is the emphasis or emphasis placed on certain syllables within a word or phrase. This emphasis is often indicated through changes in pitch, volume, and duration. For example, the word “object” is pronounced with the stress on the first syllable, while the word “subject” is pronounced with the stress on the second syllable.

In speech work pronunciation practice with shifting stresses, the focus is on learning to place the stress correctly on different syllables within a word or phrase. This can be done through a variety of techniques, such as repeating words or phrases with the stress on different syllables, or listening to native speakers and imitating their pronunciation.

Shifting the stress within a word or phrase can change its meaning or make it sound more natural when spoken. For example, the word “record” can be pronounced with the stress on the first syllable to refer to a physical object, or with the stress on the second syllable to refer to the act of recording something

Overall, speech work pronunciation practice with shifting stresses is an important aspect of language learning and can help improve overall pronunciation and fluency.

Here is an example of how to use pronunciation practice with shifting stresses for the words and phrases you provided:

1. History – pronounced with the stress on the first syllable (HIS-tuh-ree) Historical – pronounced with the stress on the second syllable (hiss-TOR-i-kuhl)
2. Science – pronounced with the stress on the first syllable (SAI-uhns) Scientific – pronounced with the stress on the second syllable (sahy-uhn-TIF-ik)
3. Electric – pronounced with the stress on the first syllable (ih-LEK-trik) Electrical – pronounced with the stress on the second syllable (ih-LEK-tri-kuhl)
4. Botany – pronounced with the stress on the first syllable (buh-TAN-ee) Botanical – pronounced with the stress on the second syllable (buh-TAN-i-kuhl)

In these examples, the stress placement changes the meaning of the word or phrase. For example, “history” refers to the study of past events, while “historical” refers to something that is connected to or influenced by the past. Similarly, “science” refers to a field of study, while “scientific” refers to something that is based on scientific principles or evidence.

To practice pronunciation with shifting stresses, you could try repeating each word or phrase with the stress placed on different syllables, or try listening to native speakers saying the words and phrases and imitating their pronunciation. You could also try using a dictionary or other reference materials to check the correct stress placement for different words and phrases.

Presentation

1. Begin by introducing the concept of stress in English and why it is important for pronunciation. You could use visual aids such as a whiteboard or handouts to show how the placement of stress within a word or phrase can change its meaning.
2. Introduce the words and phrases you provided as examples of how stress placement can change the meaning of a word or phrase. Write the words and phrases on the board and have students repeat them, stressing different syllables to see how the meaning changes.
3. Provide students with additional examples of words and phrases that have different meanings based on stress placement. Have students practice stressing different syllables and discussing the meaning of the words and phrases.
4. Have students listen to native speakers saying the words and phrases and try to imitate the stress patterns they hear. You could use audio recordings or videos to provide examples of native speaker pronunciation.
5. Encourage students to use dictionaries or other reference materials to check the correct stress placement for different words and phrases. Have students practice saying the words and phrases with the correct stress patterns.
6. To assess student understanding, you could have students write sentences using the words and phrases, making sure to place the stress correctly. You could also have students work in pairs or small groups to practice stress placement and give each other feedback

Evaluation

1. Which syllable in the word “history” receives the stress? a) First syllable (HIS-tuh-ree) b) Second syllable (hi-STOR-ee) c) Third syllable (his-TOR-ee) d) Fourth syllable (hist-OR-ee)
2. Which syllable in the word “historical” receives the stress? a) First syllable (HIS-tuh-ree-kuhl) b) Second syllable (hi-STOR-i-kuhl) c) Third syllable (his-TOR-i-kuhl) d) Fourth syllable (hist-OR-i-kuhl)
3. Which syllable in the word “science” receives the stress? a) First syllable (SAI-uhns) b) Second syllable (sahy-ENCE) c) Third syllable (sci-ENCE) d) Fourth syllable (scie-NCE)
4. Which syllable in the word “scientific” receives the stress? a) First syllable (SAI-uhn-tif-ik) b) Second syllable (sahy-uhn-TIF-ik) c) Third syllable (sci-uhn-TIF-ik) d) Fourth syllable (scie-uhn-TIF-ik)
5. Which syllable in the word “electric” receives the stress? a) First syllable (ih-LEK-trik) b) Second syllable (eh-LEK-trik) c) Third syllable (el-EK-trik) d) Fourth syllable (elec-TRIK)
6. Which syllable in the word “electrical” receives the stress? a) First syllable (ih-LEK-tri-kuhl) b) Second syllable (eh-LEK-tri-kuhl) c) Third syllable (el-EK-tri-kuhl) d) Fourth syllable (elec-TRI-kuhl)
7. Which syllable in the word “botany” receives the stress? a) First syllable (buh-TAN-ee) b) Second syllable (bo-TAN-ee) c) Third syllable (bot-AN-ee) d) Fourth syllable (bota-NEE)
8. Which syllable in the word “botanical” receives the stress? a) First syllable (buh-TAN-i-kuhl) b) Second syllable (bo-TAN-i-kuhl) c) Third syllable (bot-AN-i-kuhl) d) Fourth syllable (bota-NI-kuhl
9. Which word means “pertaining to the study of past events”? a) History b) Historical c) Science d) Scientific
10. Which word means “based on scientific principles or evidence”? a) History b) Historical c) Science

Answers