Some tips to pronounce: ”-S / es 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
TABLE OF CONTENTS
1. INTRODUCTION	 page
. 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 solving9 -15
 2. 4. Research results ...15
3. CONCLUSION
 3.1. Conclusion..16
 3. 2. Sugession...16
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 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.
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
/t/
-sit
sits
/s/
pronounced
/θ/
- month
-months
/k/
- book
- books
/p/
- stop
- stops
/f/
- roof
- roofs
If the noun or verb ending is one of the following sound.
Noun or verb stem
Noun or verb added: s or es
/z/
- recognize
- recognizes
/iz/
/dʒ/
- age
- ages
/s/
- bus
- busses
/∫/
- dish
- dishes
/t∫/
- watch
- watches
When the noun or verb ending with is the vowel and the consonant remains
Noun or verb stem
Noun or verb added: s or es
pronounced
/z/
/b/
- cub
- rob
- cubs
- robs
/v/
- cave
- live
- caves
- lives
/d/
- bed
- read
- beds
- reads
/g/
- egg
- dig
- eggs
- digs
/l/
- hill
- fill
- hills
- fills
/m/
- room
- come
- rooms
- comes
/n/
- pen
- learn
- pens
- learns
/η/
- ring
- bring
- rings
- brings
/ou/
- potato
- go
- potatoes
- goes
/lei/
- day
- play
- days
- plays
/e/
- hair
- 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 ending is one of the following sound.
Verb
The ending verb is the 'ed'
pronounced
/t/
- Start
- wait
- Want
- paint
- Expect
- tarted
- waited
- Wanted
- Painted
- Expected
/id/
/
/d/
- need
- 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 ending is one of the following sound.
Verb
The ending verb is the 'ed'
pronounced
/p/
step
- stop
help
Jump
stepped
- stopped
helped
Jumped
/t/
/t/
/f/
Cough
Laugh
Stuff
Coughed
laughed
stuffed
/s/
Miss
Dance
Fix
Sentence
Missed
Danced
Fixed
Sentenced
/∫/
Wash
Brush
Punish
wish
Wased
Brushed
Punished
 - wished
/t∫/
Catch
Watch
March
Reach
Catched
Watched
Marched
Reached
/k/
Ask
Cook
Talk
Asked
- Cooked
- Talked
When the verb is the end and the remaining consonants
Verb
The ending verb is the 'ed'
pronounced
/b/
/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
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:
ends with the sounds
/t/
/θ/
/k/
/p/
/f/
Often end with the letters
T
Th
K
P
f/gh
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
Assigned word
tái
dê
Group 2: "-ed" pronounced /t/ if before the "-ed" verb
ends with the sounds
/k/
/p/
/f/
/s/
/∫/
/t∫/
Often end with the letters
K
P
f/gh
Ss,x,ce
Sh
Ch
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:
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. 
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	A, B and D – group 1
8. C - group 2	A, B and D – group 1
9. A - group 1	B, C and D – group 3
10. B - group 2	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, plugged, named, singed, faxed, followed, filled, robbed, passed, finished, printed, explained, waited, wailed, exceeded, played, stayed, showed, worked, touched.
/ d /
/ t /
/ id /
FEEDBACK
/ d /
/ t /
/ id /
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.
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
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
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
12a5
48
37
5
6
0
0
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.
 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/ es- SlideShare.
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