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Struggling with the past tense: Verbal acquisition of -ed forms of verbs
Struggling with the past tense: Verbal acquisition of -ed forms of verbs
By Beth Crumpler
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This is the first in a series of three articles about struggling with past tense -ed and instructional techniques to help. English language learners often struggle with understanding when to use the various past tense pronunciations of the English sounds for ed at the end of regular English verbs. They get confused with when they should use the [d], [d] or [t] sounds. Explicit instruction is important for fluent verbal acquisition of these differing sounds. Instructional methodologies need to be clear and precise in order for students to understand. Part of teaching the ed sounds in a student-friendly manner is by breaking down the exercises and examples that usually have complex linguistic symbols and explanations into examples that use plain English. Students can always learn the complex linguistic symbols later once they have acquired a thorough understanding and a good foundation of verbally using the sounds correctly. Often textbooks and websites have examples of the various ed sounds that include complex descriptions, visuals, examples and recordings. Often these examples contain the linguistic International Phonetic Alphabet (IPA) symbols for the sounds and usages for them. ELLs struggle with understanding the IPA symbols, which hinders fluent acquisition of the sounds.
INDUSTRY PULSE
Have you had students use a recording device to help with pronunciation? 1. Yes 2. No
Below are charts and explanations of when to use the [d], [d] or [t] pronunciations. Included in them are linguistic symbols for instructors and simple plain English explanations of the various sounds for instructional purposes with students.
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Struggling with the past tense: Verbal acquisition of -ed forms of verbs
Voiceless Consonants Instructional note: Voiced consonants happen when the vocal chords don't vibrate. Point to your vocal chords and model a voiceless sound for students. Have them repeat you. Next model a voiced sound, so students can see and hear the difference. Have students either work with a partner or look into a mirror to see their vocal chords not moving for voiceless sounds. Have them practice the various voiceless sounds and words below.
[d] = Use the [d] sound for verbs that end in the voiced consonant sounds, and for all verbs that end in a vowel sound. Note: Only consonant endings are addressed here. Vowel sound endings will be addressed in another article. Voiced Consonants Instructional note: Voiced consonants happen when the vocal chords vibrate. Point to your vocal chords and model a voiced sound for students. Have them repeat you. Next model a voiceless sound, so that students can see and hear the difference. Have students either work with a partner or look into a mirror to see their vocal chords moving for voiced sounds. Have them practice the various voiced sounds and words below.
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Struggling with the past tense: Verbal acquisition of -ed forms of verbs
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