Some tips to pronounce ses and ed effectively

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

SCHOOL YEAR: 2016 - 2017
1


TABLE OF CONTENTS
1. INTRODUCTION

page

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. ………………………………………… 34
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

2


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.
4


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 Noun or verb stem

Noun

ending is one of the

added: s or es

following sound.
/t/
/θ/
/k/
/p/
/f/
If the noun or verb

-sit
- month
- book
- stop
- roof
Noun or verb stem

ending is one of the

or

sits
-months
- books
- stops
- roofs

Noun or

/s/
verb

added: s or es

following sound.
/z/
/dʒ/
/s/

verb pronounced

pronounced
- recognize
- age
- bus

- recognizes
- ages
- busses

5


/∫/
/t∫/

- dish

- watch

- dishes
- watches

When the noun or Noun or verb stem

Noun

or

verb ending with is

added: s or es

/iz/
verb pronounced

the vowel and the
consonant remains
/b/

- cub

- cubs

/v/

- rob
- cave

- robs
- caves

/d/

- live
- bed

- lives
- beds

/g/

- read
- egg

- reads
- eggs

/l/

- dig
- hill

- digs
- hills

/m/

- fill
- room

- fills
- rooms

/n/

- come
- pen

- comes
- pens

/η/

- learn
- ring

- learns
- rings

/ou/

- bring
- potato

- brings
- potatoes

/lei/

- go
- day

- goes
- days

/e/

- play
- hair

- plays
- hairs

- wear

- wears

/z/

- 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
6

ending is one of the
following sound.
/t/

/d/

the 'ed'
- Start

- tarted

- wait

- waited

- Want

- Wanted

- paint

- Painted

- Expect
- need

- Expected
- Needed

- Attend

- Attended

- Add

- Added

- Land

- Landed

- Decide

- Decided

/id/

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

- Lớn tuổi

- Blessed

- Thiêng liêng

- Crooked

- Cong

- Dogged

- Gan lì

- Naked

- Trơ trụt

- Learned

- Uyên bác

- Ragged

- Rách tả tơi

- Wicked

- Tinh quái

- Wretched

- Khốn khổ

- Devervedly

- Xứng đáng

- markedly

- Đáng chú ý

- supposedly

- Cho là

- allegedly

- Cho rằng

If the noun or verb Verb

The ending verb is pronounced
7


ending is one of the
following sound.
/p/

/f/

/s/

/∫/

/t∫/

/k/

the 'ed'
- step

- stepped

- stop

- stopped

- help

- helped

- Jump
- Cough

- Jumped
- Coughed

- Laugh

- laughed

- Stuff
- Miss

- stuffed

- Missed

- Dance

- Danced

- Fix

- Fixed

- Sentence
- Wash

- Sentenced
- Wased

- Brush

- Brushed

- Punish

- Punished

- wish
- Catch

- wished
- Catched

- Watch

- Watched

- March

- Marched

- Reach
- Ask

- Reached
- Asked

- Cook

- Cooked

- Talk

- Talked

/t/

/t/

When the verb is the Verb

The ending verb is pronounced

end and the remaining

the 'ed'

consonants

8


/b/

- play

- played

/g/

- open

- opened

- arrive

- arrived

- love

- loved

/v/….

/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

12a2

38

0

1

5

10

22

12a4

44

0

1

4

9

30

12a5

48

0

1

4

13

40

2. 3. Proplem solving
- Some tips to pronounce "-s / es ”
Group 1: "-s / es ” pronounced / t/ if before "-s / es” is the word:
9


ends with the

/t/

/θ/

/k/

/p/

/f/

sounds
Often end with

T

Th

K

P

f/gh

Tôi

Thề

Không

Phạm

fáp

the letters
Assigned word

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

Sháu

Chị

Assigned word
Zâng
Gé

Sau xe cé
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

Assigned word

dê

tái

Group 2: "-ed" pronounced /t/ if before the "-ed" verb
ends with the sounds /k/
Often end with the K

/p/
P

/f/
f/gh

/s/
Ss,x,ce

/∫/
Sh

/t∫/
Ch

letters
Assigned word

Phạm

fáp

Sợ

Shẽ

Chết

Không

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:

10


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

6. A- group 1

B and C – group3

7. A- group 3

B 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.
11


1. A. skims

B. works

C. sits

D. laughs

2. A. fixes

B. pushes

C. misses

D. goes

3. A. cries

B. buzzes

C. studies

D. supplies

4. A. holds

B. notes

C. replies

D. sings

5. A. keeps

B. gives

C. cleans

D. prepares

6. A. runs

B. fills

C. draws

D. catches

7. A. drops

B. kicks

C. sees

D. hopes

8. A. types

B. knocks

C. changes

D. wants

9. A. drinks

B. rides

C. travels

D. leaves

10. A. calls

B. glasses

C. smiles

D. learns

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

4. 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
8. C - group 2
9. A - group 1
10. B - group 2

A, B and D – group 1
A, B and D – group 1
B, C and D – group 3
A, C and D – group 3

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,

12


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

/d/

/t/

/ id /

FEEDBACK
/d/
called

/t/
Talked

/ id /
naked

occurred

touched

invited

enjoyed

losed

polluted

plugged

laughed

studied

explained

watched

collected

singed

robbed

exceeded

showed

washed

rented

filled

looked

ended

boiled

faxed

demanded

wailed

robbed

started

played

passed

needed

stayed

finished

named

followed

worked

printed

missed

waited
devervedly
markedly
wretched

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

13


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

20. A. worked

B. pumped

C. transferred

D. received

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

2. A - group 3

B, C and D – group 2

3. B - group 1

A, C and D – group 2

4. C - group 3

A, B and D – group 2

5. A - group 1

B,C and D – group 2

6. C - group 1

A, B and D – group 2

7. D - group 2

A, B and C – group 3

8. C - group 3

A, B and D – group 1

9. B - group 3

A, C and D – group 2

10. A - group 1

B, C and D – group 3

11. B - group 3

A, C and D – group 2

12. D - group 3

A, B and C – group 2

13. D - group 1

A, B and C – group 2

14. A - group 3

B,C and D – group 2

15. C - group 2

A, B and D – group 3

16. C - group 2

A, B and D – group 1

17. D - group 3

A, B and C – group 2

18. A – group2

B, C and D – group1

19. A – group2

B, C and D – group3

20. D - group 1

A, B and C – group 2

21. D - group 2

A, B and C – group 3

22. D - group 2

A, B and C – group 3

23. A – group3

B, C and D – group 2

24. B - group 3

A, C and D – group 1
15


25. C - group 2

A, B and D – group 3

26. C - group 3

A, B and D – group 2

27. C - group 3

A, B and D – group 2

28. D - group 1

A, B and C – group 2

29. C - group 3

A, B and D – group 2

30. C - group 3

A, B and D – group 2

2. 4. Research results
Through the lessons, student polls and comparisons before using some
tips. Classes become more active, students actively participate in practice and
absorb better, making the test less error. Most of the children love to read and
learn English with the test results as follows:
Lớp

Sĩ số

Giỏi

Khá

Trung bình

Yếu

Kém

12a2

38

28

5

5

0

0

12a4

44

30

10

4

0

0

0

0

12a5
48
37
5
6
3. CONCLUSION AND SUGGESSTION
3. 1. Conclusion

Thinking, teaching pronunciation have difficult issue in teaching general
English , so the teacher should present the lesson and uses various techniques to manage
the class more lively and enjoyable. Some tips to prounce the "-ed" and "-s" that I
have boldly put out. Pronunciation is always an integral part of the language
focus sessions, so the teacher can be said in front of the class or gives handouts
to students..
3. 2. Suggesstion
I hope that this researching will benefit teachers and learners in
teaching and learning English. However, this researching may include some
mistakes and limitation. This is unavoidable because of the limitation of our
knowledge, time and materials for my studying.
16


I look forward to receiving and commenting from my teachers to improve my

professional skills in teaching. And I also hope that in the meetings the teachers
should exchange teaching experience, discuss more expertise.
REFERENCES:
- Sách giáo khoa tiếng anh 10
- Sách giáo khoa tiếng anh 12
- Sách giáo khoa tiếng anh 11
- Exercise 1,3,4: lý thuyết và bài tập về cách đọc đuôi: ed/s/es - Thư
viện đề thi - Violet
- Exercise 2: Bài tập trắc nghiệm về cách phát âm ed và s/ esSlideShare.

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