Page 26 - English for Advanced Secondary Schools Teachers Guide Form Five

English

it by pronouncing the word with correct stress placement. The
stressed syllables are shown as follows with capitalisation and
in bold.
1. exTRAORdinary
FOR ONLINE READING ONLY
2. CORresPONdence
3. UNbeLIEVable
4. acCOMmoDAtion
5. MISunderSTANDing
6. CONtraDICtion
7. neCESsity
8. eXAGgeRAte

Introduce and explain the concept of secondary stress to the
students, as illustrated in the words below that contain a
syllable with secondary stress marked by writing it in SMALL
CAPS. This is also the case in words like hipPopoTAMus,
MULtipliCAtion, and many other long English words. You
need to prepare a separate list of words with secondary
stress and extend the activity introducing them to the
students, who should learn to distinguish secondary stress
from primary stress, which is what they had been working
with Activity 1.3(c). This activity should enable the students
to recognise ‘unstressed’ syllables, syllable with ‘primary’
stress and syllables with secondary stress when they hear
them when words are pronounced. They should be enabled
to also make the three-way distinction when they pronounce
English words.

(d) Reading the given sentences aloud considering both primary
and secondary stress and differences in the meanings of the
words underlined. This activity intends to show how stress
shift can change the meaning of a word. To begin teaching this
activity, ask each student to read silently by varying stress on

Form Five 6 Tanzania Institute of Education (TIE)

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