Some tips to pronounce ses and ed effectively

And high school English textbooks have paid much attention to this issue: Besides the skills section also has the pronunciation was compiled in conjunction with the Language Focus gramma

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THANH HOA TRAINING EDUCATION DEPARTMENT

TRIEU SON 5 HIGH SCHOOL

EXPERIENCE INITIATIVES

SOME TIPS TO PRONOUNCE:”-S / ES AND – ED”

EFFECTIVELY

Author: Le Thi Ngoc Ha

Position: Teacher

Experience initiative in the field: English

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TABLE OF CONTENTS

1.1 Reasons for choosing the topic……… 2-3

1 2 Aims of the

researching……… 3

1 3 Object to research this

topic……… 3

1 4 Method to research this topic ……… 3-4

2 MAIN CONTENTS

2.1 Rationale……… 4-8

2 2 The status of learning English in Trieu son high school No5…… 8

2 3 Proplem solving………9 -15

2 4 Research results ……… 15

3 CONCLUSION

3.1 Conclusion……… 16

3 2 Sugession……… 16

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1 INTRODUCTION

1.1 Reasons for choosing the topic.

English becomes the most important language in the world Almost all the people from many different countries around the world use it to communicate The role of English is considered to be very important in the fields of culture economics, education, politics and science Especially, in the international relationship, English speaking ability is very important to be able to participate

in the wider world of work

The speaking skill is measured in terms of the ability to carry out a conversation in the language This reality makes teachers and parents think that speaking ability should be mastered by their students and children Based on the reasons above, in recent years, English language teaching has focused on teach the English language rather than teach about the English language The emphasis is not only on linguistic competence of the language learners but also

on the development of their communicative ability

We say any word that means we are pronouncing it Accurate pronunciation is a must for any foreign language learner because the correct pronunciation is that the listener can understand what the speaker is pronouncing If you mispronounce a word from the other will make the listener misunderstood or not understood And high school English textbooks have paid much attention to this issue: Besides the skills section also has the pronunciation was compiled in conjunction with the Language Focus grammar in order to develop comprehensive skills to students

However, the fact is that teachers do not have standard materials to teach phonetics, so they have to research for their pronunciation And especially on the part of the students: pronunciation, they are not taught in a period that is only an

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integral part of the language focus session In a period that is both grammar and pronunciation Grammar section that grammar just a topic that sometimes two, three themes (example: Unit 1- English 12: Tense revision: past simple; past progressive; present perfect) Therefore, some teachers may have to go very fast

to teach grammar And from this fact I have tried to help children learn through some tips and multiple-choice exercises Instead of remembering the phonemic symbols and pronunciation of words They only need to remember the adjectives that are assigned to the bottom of the word "ed", "s / es"

By doing this, they are easy to remember and look at the quick answer to

this test And this is also the reason why the topic: SOME TIPS TO PRONOUNCE: “-S/ ES AND –ED” EFFECTIVELY is the subject of my

research

1 2 Aims of the researching.

As a teacher who teaches English subjects after many years of teaching, I have learned to learn and apply various teaching techniques and have drawn some experiences for myself Teaches "-S / ES and -ED" pronunciations And when writing this initiative I would like to contribute a small part of my teaching work in general And specifically about teaching pronunciation to students in particular to help them enjoy learning to improve their English and to

do good types multiple choice quiz phonetically: Find words that are pronouned differently those from the rest

1 3 Object to research this topic.

- In my subject I focus only on focusing on the general theoretical issues

of pronounced "-S / ES and -ED" Such as: S / ES and -ED "appear where, rules, how to read them And finally, give the pronunciation tips, the corresponding multiple-choice exercises to reinforce the basic knowledge to help students understand the "ed" and "s" pronunciation rules in English

- Students : 12a2, 12A4, 12A5

1.4 Method to research this topic.

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First of all, I use the knowledge I have learnt at university.

Secondly, I learn many experiences form my colleagues

Moreover, I read many books to get the knowledge of the methods to teach pronuncing With all the knowledge I have collected I use them in teaching my students pronuncing skills After that, I choose methods which are suitabe for

my students I use these methods many times and then they become my own experiences Now I am writing my own experiences in teaching pronuncing skills in this material Experimental and statistical methods (through practical teaching combined with testing and evaluation)

2 MAIN CONTENTS

2.1 Rationale

In the high school English program, part of the pronunciation “ - ed” and “ –s / es” was taught a little in unit 10 (Unit 11, Unit 10), focusing mainly

on Block 11 (Unit: 13,14,15,16) and review in block 12 (unit: 1,2)

- General theory: Last sound reading "s / es”

The final consonant "s" usually appears in Plural nouns and 3rd – singular verb

- There are three ways to pronounce the final consonant “ s / as” as follows:

If the noun or verb

ending is one of the

following sound

Noun or verb stem Noun or verb

added: s or es

pronounced

/s/

pronounced

If the noun or verb

following sound

added: s or es

/z/ - recognize - recognizes

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When the noun or

verb ending with is

the vowel and the

consonant remains

added: s or es

pronounced

/z/

- rob

- cubs

- robs

- live

- caves

- lives

- read

- beds

- reads

- dig

- eggs

- digs

- fill

- hills

- fills

- come

- rooms

- comes

- learn

- pens

- learns

- bring

- rings

- brings /ou/ - potato

- go

- potatoes

- goes

- play

- days

- plays

- wear

- hairs

- wears

- General theory: Last sound reading “ed”

The "ed" appears in the verb with a division rule in the past tense or past participle The pronunciation "ed" as follows:

If the noun or verb Verb The ending verb is pronounced

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following sound

the 'ed'

- wait

- Want

- paint

- Expect

- tarted

- waited

- Wanted

- Painted

- Expected

/id/

/

- Attend

- Add

- Land

- Decide

- Needed

- Attended

- Added

- Landed

- Decided

Some exceptions: Some words ending in-are used as adjectives, the -ed suffix is

pronounced / id /:

- Aged

- Blessed

- Crooked

- Dogged

- Naked

- Learned

- Ragged

- Wicked

- Wretched

- Devervedly

- markedly

- supposedly

- allegedly

- Lớn tuổi

- Thiêng liêng

- Cong

- Gan lì

- Trơ trụt

- Uyên bác

- Rách tả tơi

- Tinh quái

- Khốn khổ

- Xứng đáng

- Đáng chú ý

- Cho là

- Cho rằng

If the noun or verb Verb The ending verb is pronounced

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following sound

the 'ed'

- stop

- help

- Jump

- stepped

- stopped

- helped

- Jumped

/t/

- Laugh

- Stuff

- Coughed

- laughed

- stuffed

- Dance

- Fix

- Sentence

- Missed

- Danced

- Fixed

- Sentenced

- Brush

- Punish

- wish

- Wased

- Brushed

- Punished

- wished

- Watch

- March

- Reach

- Catched

- Watched

- Marched

- Reached

- Cook

- Talk

- Asked

- Cooked

- Talked When the verb is the

end and the remaining

consonants

Verb The ending verb is

the 'ed'

pronounced

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/g/

/v/…

- play

- open

- arrive

- love

- played

- opened

- arrived

- loved

/d/

2 2 The status of learning English in Trieu son high school No5

The students I choose are students 12A2, 12A4, 12A5 These are the three classes that I am teaching directly to study and demonstrate the topic of the past From the time I was assigned to teach these three classes I monitored their learning situation

Recognizing that the majority of students are less interested in phonics because they are afraid to read because their pronunciation of the words

is not standardized and it is difficult to memorize the phonemic symbols for them As for the "ed" part, they do not remember when "ed" pronounced / t /; When to pronounce is / id /; When to pronounce is / d / In general, when they have the word "ed", they either ignore the unread or all the "ed" are pronounced / d / and the words "s / es" are almost pronounced Is / s / Because

of not read, not be pronounced so when the test results are not as expected as follows:

Lớp Sĩ số Giỏi Khá Trung bình Yếu Kém

2 3 Proplem solving

- Some tips to pronounce "-s / es ”

Group 1: "-s / es ” pronounced / t/ if before "-s / es” is the word:

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ends with the

sounds

Often end with

the letters

Assigned word Tôi Thề Không Phạm fáp

Group 2: "-s" pronounced /iz/ if "-s" is the word:

ends with the sounds /z/ /dʒ/ /s/ /∫/ /t∫/

Often end with the letters z ge Ss, x, ce sh ch

Assigned word Zâng Gé Sau xe cé Sháu Chị

Group 3: The case of rest (without memory)

(The teacher should guide students when they choose the "-s" ending in groups, from group 1 to group 3 "

- Some tips to pronounce "-ed"

* Words with the end "-ed": Students remember the following two groups:

Group 1: "-ed" pronounced / id / if before "-ed" verb

ends with the sounds /t/ /d/

Often end with the letters T D

Group 2: "-ed" pronounced /t/ if before the "-ed" verb

ends with the sounds /k/ /p/ /f/ /s/ /∫/ /t∫/ Often end with the

letters

Assigned word Không Phạm fáp Sợ Shẽ Chết

Group 3: The case of rest (without memory)

(The teacher should guide the students when they choose the word "-ed" in groups, from group 1 to group 3 "

multiple choice exercises:

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Exercise 1: Choose the word which has the underlined part pronounced as:

0 /s/ A chores B brothers C shifts

1 /z/ A halves B dates C kits

2 /s/ A speaks B bags C days

3 /s/ A activities B parents C feelings

4 /z/ A hours B projects C takes

5 /z/ A pets B loves C laughs

6 /s/ A photographs B stays C questions

7 /z/ A weekends B basts C months

8 /iz/ A problems B shares C washes

9 /iz/ A physics B watches C nights

10 /iz/ A jobs B joins C sits

FEEDBACK

- group 1 is pronounced / s /

- group 2 is pronounced /iz/

- group 3 is pronounced /z/

0 C- group 1 A and B – group 3

1 A- group 3 B and C – group 1

2 A- group 1 B and C – group 3

3 A- group 1 B and C – group 3

4 A- group 3 B and C – group1

5 B- group 3 A and C – group1

8 C- group 2 A and B – group 3

9 B- group 3 A and C – group1

10 B - group 3 A and C – group 1

Exercise 2: Choose the word whose underlined part is pronounced differently from the other

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1 A skims B works C sits D laughs

FEEDBACK

- group 1 is pronounced / s /

- group 2 is pronounced /iz/

- group 3 is pronounced /z/

1 A - group 3 B, C and D – group 1

2 D- group 3 A, B and C – group 2

3 B - group 1 A, C and D – group 3

5 A - group 1 B, C and D – group 3

6 D - group 2 A, B and C – group 3

7 C - group 3 A, B and D – group 1

Exercise3: Check the correct column according to how the ed- is pronounced:

Talked, missed, naked, called, occurred, wretched, invited, polluted, studied, losed, laughed, markedly, collected, rugged, watched, rented, robbed, devervedly, looked, ended, demanded, washed, started, needed, boiled, enjoyed,

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plugged, named, singed, faxed, followed, filled, robbed, passed, finished, printed, explained, waited, wailed, exceeded, played, stayed, showed, worked, touched

FEEDBACK

called

occurred

enjoyed

plugged

explained

singed

showed

filled

boiled

wailed

played

stayed

followed

Talked touched losed laughed watched robbed washed looked faxed robbed passed finished worked missed

naked invited polluted studied collected exceeded rented ended demanded started needed named printed waited devervedly markedly wretched rugged

Exercise 4: Choose the underlined words has pronouced differntly from the others.

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1 A invited B attended C celebrated D displayed

2 A removed B washed C hoped D missed

3 A passed B naked C stopped D reached

4 A looked B laughed C moved D stepped

5 A wanted B parked C stopped D watched

6 A laughed B passed C suggested D placed

7 A believed B prepared C involved D liked

8 A lifted B lasted C happened D decided

9 A practiced B ranged C washed D touched

10 A collected B changed C formed D viewed

11 A walked B entertained C reached D looked

12 A watched B stopped C pushed D improved

13 A approached B stocked C developed D painted

14 A admired B looked C missed D hoped

15 A played B admired C liked D called

16 A collected B discarded C watched D wanted

17 A placed B practiced C stopped D named

18 A hoped B attracted C added D participated

19 A equipped B delivered C transferred D received

20 A worked B pumped C watched D contented

21 A sponsored B answered C enjoyed D locked

22 A played B traveled C stayed D looked

23 A dived B stopped C cooked D replaced

24 A protected B destroyed C included D needed

25 A stationed B belonged C established D studied

26 A parked B watched C endangered D stopped

27 A missed B raised C played D worked

28 A worked B stopped C forced D Wanted

29 A kissed B helped C agreed D Raised

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30 A confused B missed C cried D washed

FEEDBACK

- group 1 is pronounced : / id /

- group 2 is pronounced : / t /

- group 3 is pronounced : / d /

1 D - group 3 A, B and C – group 1

5 A - group 1 B,C and D – group 2

7 D - group 2 A, B and C – group 3

14 A - group 3 B,C and D – group 2

18 A – group2 B, C and D – group1

19 A – group2 B, C and D – group3

23 A – group3 B, C and D – group 2

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