How does it Sound?

Maeghan Bowman

PROCEDURE:

1. Start by making a worksheet that has 3 columns labeled ‘id’, ‘d’, and ‘t’. Include lines in the columns for students to write on.　In a box at the bottom of the worksheet write past tense vocabulary that end in –ed from their books. Make sure the words with similar ending sounds are not grouped together to make it more challenging

2. Next explain to the class that although all of the words end in –ed when written, they can sound different. There are three different sounds an –ed ending past tense verb can make: ‘id’, ‘d’, ‘t’. Read the words in the box aloud to the class. Give one example for each sound. Have the students try to complete the worksheet individually or in small groups, depending on their confidence level

3. Walk around the class observing the students worksheets and listening for their pronunciation of the words. (Many students do start to read the words aloud to themselves.) If you hear something mispronounced, or see that one of their answers on the worksheet is incorrect, point to the word and pronounce the word aloud for them. Have the student repeat the pronunciation back to you. They usually hear their mistake and will correct it on their paper.

4. Then go over the worksheet as a class. Draw the columns with labels on the board. Read each word in the box aloud and ask your students which column the word belongs in. (My 3rd year students will just shout out the answers with a little encouragement. I have my 2nd grade students do this activity in groups since I often have to call on someone for an answer and they are far less confident in their abilities.)

5. When all the words are in the correct columns on the board (and students have adjusted their worksheets), I read each column of words aloud and have the students repeat.

NOTES:

• My students seem to get really confused if there aren’t the same number of words in each column. So, if you use 5 ‘id’ words, make sure to use 5 ‘d’ and ‘t’ words too

• If there is confusion among the students as to which column a word should be placed in, I pronounce the word with all the ending sounds. They can usually hear the correct pronunciation. Example: I use say the word ‘planned’ as ‘plan-d’, ‘plan-id’, and ‘plan-t’. (When I say ‘plan-t’, I point to a plant in the classroom so they can see the connection between the pronunciation of a word and the difference in meaning)

• For 3rd year students I sometimes include a couple –ed ending past tense verbs that are not in the book. (Recently I used the word ‘tasted’ because it tied in well with my previous assignment. I find that if I include words they do not know they focus on the pronunciation more easily)