Page 33 - ACADEMIC COMMUNICATION TG FORM FIVE

Academic Communication for Advanced Secondary Schools Crafting meaning

(b) Write sample words and guide the students through reading.
(c) Ask students to realise where a loud sound is placed when
articulating a word.
(d) Facilitate students in understanding that the syllable that is
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given the louder sound is what is given stress.
(e) Write words on the board and ask the students to read them
while you are assigning primary stress to the stressed syllables.
(f) Repeat the action in (e) until students master to assign primary
stress on various.
(g) Ask students to articulate a word while you are writing it on a
board and assigning it a primary stress.
(h) Ask students to sit in groups, provide them with a task of
identifying syllables of different words.
(i) Ask students to indicate primary stresses after transcribing the
words in (h) above.

2� Secondary stress
You may use the following procedures for teaching secondary stress:
(a) Guide students through brainstorming the concept of secondary
stress.
(b) Write a sample of words on the board and guide students through
reading them.
(c) Ask students to identify where sound is lowered when
articulating a word.
(d) Help students to understand that the syllable that is given the
low sound is what is given secondary stress.
(e) Write some words on the board and ask the students to read
them while you are assigning secondary stress to the stressed
syllables.
(f) Repeat the action in (e) until students master to assign secondary
stress on various words.
(g) Guide student in articulating words while you are writing and
assigning each word a secondary stress.
(h) Ask students to sit in groups and provide them with the task of
identifying syllables in words given.
(i) Ask students to indicate secondary stress after dividing the
words into their respective syllables.

1616 Teacher’s Guide Form Five

30-Jun-24 11:00:03 AM
TG Academic Communication.indd 16
TG Academic Communication.indd 16 30-Jun-24 11:00:03 AM