The teacher presents a list of vocabulary items from the current lesson, employing both correct and incorrect word stress. Learners go back to the list of vocabulary items from step one and, in unison, indicate the correct stress patterns of each word by clapping, emphasizing the stressed syllables with louder claps. New words can be added to the list for continued practice if necessary. In pairs, learners take turns reading a scripted dialogue. As one learner speaks, the other marks the stress patterns on a printed copy.
Learners provide one another with feedback on their production and discrimination.
Learners make oral presentations to the class on topics related to their current lesson. Included in the assessment criteria for the activity are correct production and evidence of self-monitoring of word stress. In addition to careful planning, teachers must be responsive to learners' needs and explore a variety of methods to help learners comprehend pronunciation features. Have learners use kazoos to provide reinforcement of intonation patterns. Have learners stretch rubber bands to illustrate lengths of vowels.