Jmarwa,
today = to �day = to day = to DAY
measure = �meas ure = meas ure = MEAS ure
mountain = �moun tain = moun tain = MOUN tain
before = be �fore = be fore = be FORE
hammer = �hamm er = hamm er = HAMM er
A good English Dictionary will show you where the Stress is on a word.
A GAME --- Teachers, please, use it if you wish!
I first explain "syllable", and demonstrate, using students� names --- Ali, Josef, Dianne, Joanne, etc.
I explain and demonstrate "strong" and "weak" syllables, clapping my hands twice, "weak" "strong", and then, "strong" "weak". Or I hit the table with a hard and then a soft object, a coin and my finger, for example, "strong" "weak". I follow with my finger and then the coin, "weak" "strong". Sometimes, I whistle twice with my mouth, two different notes, "high" "low". Then I follow by whistling, "low" "high".
I demonstrate that two-syllable words are either "weak" "strong", or "strong" "weak". We repeat the names of students, or use example words, stressing the "strong" syllable.
When the students understand, I play a game, and later, distribute a worksheet.
I buy 100 plastic seed markers from a Garden Shop, (or make them from Iced Lolly Sticks). They are the 100 mm. arrow labels for sticking into the ground, at each end of a row of seeds planted in the earth. They show where the baby-plants will grow. Here is a picture.
I write on each of the 50, (say), plastic markers, a two-syllable easy word, and give every student 2 markers. There are 2 boxes, or plastic cups, or containers. One is marked "Weak Strong", and has a small and a large black dot. The other is marked "Strong Weak" and has a large and a small black dot. (Sometimes, I use 2 polystyrene ceiling tiles). Students put the marker in the box that they think is correct, (or stick it into the appropriate ceiling tile, where it can be seen). The teacher is beside the boxes, (tiles), ensuring that students understand what they are doing; assisting, explaining, etc.
When the game is finished, the teacher removes some sample words, explains why they are "weak" "strong" OR "strong" "weak", and repeats parts of the lesson, so everyone understands. If the teacher wishes, the Game can have a score, for example, Left of Class versus Right of Class.
The Plastic Seed Markers can be erased and re-used, writing different words.
The Worksheet has 3 columns, and looks like this.
Column 1 has a list of two syllable words, written by the teacher.
Column 2 is marked "Weak Strong", and has a small and a large black dot.
Column 3 is marked "Strong Weak", and has a large and a small black dot.
Students must copy all the words which are in Column 1, into the correct columns, either Column 2, or Column 3.
The first two words, "today" and "measure", are written in the correct columns for the students, as Examples, to demonstrate how the students must do the Exercise.
This is a Comprehension, Reading, and Writing Testing.
WORD Two Syllables | Weak Strong oO | Strong Weak Oo |
today | today | |
measure | | measure |
mountain | | mountain |
before | before | |
hammer | | hammer |
teacher | | |
etc. | | |
I hope that I have helped.
Les
