5.3 Extending skills
LANGUAGE NOTE Stress in multisyllable words In English, speakers emphasize the stressed syllable in a multisyllable word. Sometimes listeners may not even hear the unstressed syllables. Vowels often change to schwa or a reduced form in unstressed syllables. Therefore, it is essential that students can recognize key words from the stressed syllable alone when they hear them in context.
Explain that this task is of the same kind as the activity in Lesson 3.3. T ey will hear only the stressed syllable of each word. In each group of three words, they need to number the words in the order that their stressed syllables are spoken.
Set for individual work and pairwork checking. 5.3_C
First, students can read each group of words and decide which syllable they expect to hear for each word. You could give them the larger copy of the exercise on the PDF provided.
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Play the recording, pausing after group 1 to check that students have understood the task. Feed back, perhaps playing the recording again for each word before checking.
Play the rest of the recording. You could pause after each group or even repeat it twice, depending on how diffi cult students fi nd the task.
T ere is no need to feed back at this stage – students will check their answers and have a chance to revise them in Exercise D.
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1. /æs/ /æn/ /tɪs/ 2. /rɪs/ /saɪn/ /kred/ 3. /əʊ/
/tɪk/ /sem/ 4. /raɪ/ /ses/ /stræt/
D Set for individual work and pairwork checking.
Students should make a mark on each word with a pencil or highlighter where they think the stress is. (T ey may already have done this to complete Exercise C.)
Explain that they will now hear the stressed syllables again, but this time with the whole word as well.
T ey should check their answers to Exercise C and see whether they’ve marked each stress in the correct place, amending as necessary.
1. /æs/ /æn/ /tɪs/
2. /rɪs/
3. /əʊ/ /tɪk/
/sem/
4. /raɪ/ /ses/
/stræt/ E
Explain to students that this exercise will give them another chance to focus on some typical signpost language used in lectures.
SKILLS BANK 5.1 Identifying signpost language in a lecture
Set for pairwork. Tell students they should try to think of a word for each of the blank spaces. T ey could refer again to Skills Bank 5.1 in order to identify some suitable phrases, though they will need to read the extracts carefully to identify the likely sense.
'aspect 'analyze
an'ticipate
/saɪn/ a'ssignment /kred/
'overview par'ticular 'seminar va'riety
suc'cessful 'strategy
characte'ristics in'credibly
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Play the recording. 5.3_D
Feed back visually. You could use the PDF provided. Model the stress and pronunciation of each word. You may want to drill the students in the pronunciation or have them work in pairs using the recording to guide their practice.
VOCABULARY BANK 3.1 Identifying stress within words
Remind students that Vocabulary Bank 3.1 provides more detail on pronunciation.
Answers 1. analyze 2, anticipate 3, aspect 1 2. assignment 2, characteristics 1, incredibly 3 3. overview 1, particular 2, seminar 3 4. strategy 3, successful 2, variety 1
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