© Marsha Chan
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1. Prepare a list of polysyllabic words within
the learners' vocabulary range. Include words of two, three, four and five
syllables, as appropriate. For example:
apple banana avocado strawberry cauliflower
2. Mark the words to indicate the stressed syllable.
For example:
ápple banána
avocádo
stráwberry cáuliflower
or
APple baNAna avoCAdo STRAWberry CAUliflower
or
ápple banána
avocádo stráwberry cáuliflower
or
apple
banana avocado strawberry cauliflower
etc.
3. Explain that a stressed syllable is longer,
clearer, stronger and often higher in pitch than and unstressed syllable.
4. Pronounce each word on the list, exaggerating
the stressed syllable slightly.
5. Sit on a chair. Model the stress stretch. Pronounce
each word again, this time rising to a full standing position on the stressed
syllable and returning to a sitting position on the unstressed syllables
in a synchronic fashion.
6. Have students (freed of books, pens or other
encumbrances) pronounce each word, rising to a standing position on the
stressed syllable and returning to a sitting position on the unstressed
syllables. Let them do the stress stretch first with you and then without
your lead.
During subsequent lessons, when students encounter
difficulty pronouncing polysyllabic words with proper stress, have them
do a stress stretch as they pronounce the target words.
Caveats and Options:
As students do the stress stretch, have them observe each other. Remind
them to synchronize their upward and downward motions with their vocalized
stress pattern of each word. For example, they should avoid stretching their
bodies but not their vowels in stressed syllables.
Have more advanced speakers perform the stress stretch with phrases and
sentences in paragraphs.
As an option, have students open their eyes wide
on each stressed syllable.
If students don't have chairs, have them rise from a crouching position.
I developed the stress stretch to complement and
amplify other techniques for indicating stressed syllables to learners of
English. While used with learners of all language proficiencies, I have
found it particularly beneficial for the fluent speaker whose stress and
rhythm patterns are ingrown and in need of a dramatic force for change.
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Publications and Videotapes on pronunciation by Marsha Chan:
1. Phrase by Phrase: Pronunciation in American English, 1987, Marsha
Chan. Englewood Cliffs, NJ: Prentice Hall Regents, Inc. Textbook and set
of four 90-minute audiotapes.
2. Phrase by Phrase Pronunciation Videotapes, 1996, Marsha Chan.
Sunnyvale, CA: Sunburst Media. To accompany the aforementioned textbook.
3. Stress Stretch, in New Ways in Teaching Speaking, 1994, Kathleen
Bailey, Editor. Alexandria, VA: Teachers of English to Speakers of Other
Languages, Inc. (TESOL)
4. Using Your Hands to Teach Pronunciation , 1987, a videotape production
for teacher training which has been demonstrated to teachers at several
TESOL conventions, at state conferences, and at teacher training workshops,
demonstrates other pronunciation teaching techniques and is available from
the author.
To Marsha Chan's Presentations
Mission College
3000 Mission College Blvd.
Santa Clara, CA 95054-1897
(408) 988-2200
This paper was first written in 1993. The webpage was
most recently updated on December 3,
1997.
Send questions and comments about this site to: marsha_chan@wvmccd.cc.ca.us