Pronunciation Lesson Plan
Classroom Context:
This lesson is written for a low-intermediate class of ESL speakers in an Intensive English
Program. The students attend class 16 hours a week, each class being 4 hours long. The
backgrounds of the students are very diverse, and due to a rolling admissions policy the class
members change every 3 months. Ages range from 18 to 40 and reasons for studying English
vary. Pronunciation is taught once a week for about 60 minutes, and is often done in relation to a
grammar topic being taught and/or specific student needs.
Description of Feature:
The –ed ending is categorized in pronunciation as part of morphology, under the sub-category of
inflectional morphology. Inflectional morphology is defined in Celce-Murcia, Brinton and
Goodwin (2010) as, “the grammatical ending that attaches to words” (p.394). Other inflectional
endings include: -s ending used for plural, present, and possessive, -ing ending used in
progressive tense, and comparative/superlative –er and –est. Inflected endings on words do not
change the meaning of the word like derivational or lexical endings do, but can cause students a
lot of problems if they don’t have similar endings in their L1.
The rules for pronouncing the –ed ending in English are as follows:



/t/ when the base verb ends in an unvoiced consonant. For example, walked, shopped,
laughed. No extra syllable.
/id/ pronounced as an extra syllable when the base verb ends in an unvoiced /t/ or a
voiced/d/. For example, hunted, attended, handed.
/d/ when the base verb ends in a voiced consonant or a vowel. For example, cleaned,
saved, eased. No extra syllable.
This happens as a result of progressive assimilation; when the preceding or conditioning sound
affects the following sound (Celce-Murcia, et al., 2010, p.168). Some speakers (specifically
Brazilian speakers of Portuguese) will insert a schwa to break up the final consonant cluster
created by assimilation, and will often add an extra syllable to the word making it a two syllable
word, (such as verbs ending in /t/ or /d/ like walk and clean) or a three syllable word (such as
handed). This process is called epenthesis (Celce-Murcia, et al., 2010, p. 173).
Other speaker’s will often simply forget to say the –ed ending all together. This is not
necessarily a pronunciation issue, but addressing it can help in making the feature more vivid for
speakers whose L1 doesn’t have past tense inflections.
Rationale:
The difference between /t/ and /d/ endings is not so important at the beginning levels of
acquisition, but adding the extra syllable /id/ or /ǝd/ ,though it doesn’t largely affect
intelligibility, does sound incorrect to native speakers and even some NNS and should therefore
be addressed and practiced before it is fossilized. Addressing the pronunciation of the
inflectional –ed ending can be used to draw attention to vocabulary and grammar issues, thus
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creating the opportunity to use pronunciation in relation to specific grammar points such as
simple past and other past tense verbs which will be used throughout this lesson.
The lesson begins with a very brief discussion of the weekend. As mentioned, this lesson takes
place after a review of the simple past, so the lesson lends itself to more speaking practice, as
well as the introduction of new past tense vocabulary and forms. Most Ss have most likely had
some experience with voiced/unvoiced sounds. This lesson would also be done after covering
simple present and S/V agreement, so the Ss would have practiced the final –s inflection by now.
Since Ss are at a level where they are beginning to be a little more independent and confident in
their language skills, I wanted to create interest in the lesson by allowing Ss the opportunity
during the beginning stages of the lesson to discover the rules on their own. I see this as working
to promote autonomy and increase confidence and motivation.
A brief review of the rules and practice noticing the features of voiced/unvoiced phonemes
follows. Ss get some practice saying the words and noticing the differences in pronunciation as
written on the board and with me as a model. From here we move to a listening task meant to
draw attention to incorrect usage of the past tense. Ss should be able to hear the incorrect
pronunciation and notice where it has been deleted altogether.
After these activities Ss should be ready to practice using their own short sentences. The
controlled memory activity allows them the chance to think about their own word and use it in a
sentence, bust they also have to practicing listening to each other. From here, they can work
together to produce more thoughtful conversation. Finally, they should be prepared to write their
own dialogues and be creative with the language, while hopefully being more aware of their
pronunciation of the –ed ending.
Goals:



To enhance the study of past tense grammar lessons.
To draw attention to the three different pronunciations of the –ed ending.
To correct any errors in production.
Objectives:




Ss will be able to recognize and produce the three –ed inflectional endings correctly to
the best of their ability.
Ss will be able to monitor and correct their own mistakes in pronouncing the endings.
Ss will be able to use the correct pronunciation in daily conversation.
Ss will become aware of the links between grammar and pronunciation.
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Time
Procedure
10 min.
Warm-up: class brainstorm
What did you do last weekend?
Purpose:
 To elicit past tense verbs and draw
attention to the -ed ending.
 To review simple past verbs.
Activity/Procedure:
 Give Ss a few minutes to discuss the
question in small groups.
 As a class ask individual Ss what they did
last weekend.
 As each S answers write the base verb
under the correct column according to the
–ed ending rule.
 When there are a few verbs in each
category (T can add one or two if
necessary so there are enough words in
each column for Ss to see the difference).
Transition: What differences do you notice in
these 3 columns? Think about pronunciation
and the individual sounds we’ve practiced in
the past. (This transitions directly into a
description and analysis of the –ed ending
rules)
Materials and Board
Work
 What did you do
last weekend?
 3 unlabeled
columns drawn on
board
(only the T will
know that each
column represents a
specific
-ed ending sound)
*see list of
recommended
verbs
4
10 min.
Description and Analysis: class review of
voiced/unvoiced sounds and –ed endings.
Purpose:
 To try to have Ss recognize the 3
different
-ed ending pronunciations on their
own.
 To review voiced/unvoiced phonemes
/t/ and /d/.

Activity/Procedure:
 Try to elicit the rules from the Ss
 If Ss are able to determine the rules
great; if not help them out by doing
the voiced /unvoiced exercise below
 finally write the rule above each
column
 Ask Ss to add a few words to each
category.
 Review /t/ and /d/ voiced and unvoiced
stops.
 Have Ss place their fingers on their throats
an

d read the words in the respective columns
chorally, alternating between the /t/ and /d/
lists.
Next move to the /id/ column and have the
students say these words.
Transition: Now that you understand the
differences in pronunciation I want you to
practice listening for errors in a short
passage.


/t/ sound when
based verb ends
with unvoiced
consonant
/d/ sound when
base verb ends with
voiced consonant or
vowel
/id/ extra syllable
when base verb
ends in unvoiced /t/
or voiced /d/
5
15 min.
Listening Discrimination: Listen for errors
and mark past tense verbs with appropriate
sound.
Purpose:
 To be able to recognize when a word is
missing the inflectional past tense ending.
 To be able to recognize when an –ed
ending is mispronounced.
Activity Procedure:
 Have Ss number their papers 1-5.
 T reads the passage and makes mistakes in
the pronunciation.
 Ss write down the mistakes they hear.
 Hand the passage to the Ss.
 Discuss the errors they heard in pairs.
 T reads the passage again, this time the Ss
write the letter of the end sound above
each word.
 Ss read the passage to each other in pairs
(switching at paragraphs) and listen for
errors.
 Have one pair demonstrate and read aloud
to the class.
Transition: We’ve had some practice both
speaking and listening for errors. Now I want
to practice both of these skills combined.
Prepared reading
worksheet
6
10 min.
Controlled Practice: Memory game
What did you do last week?
Purpose:
 To practice both production and listening
skills of the –ed ending.
Activity Procedure:
 Divide Ss into 2 groups (there should be no
less than 8 in a group).
 Hand each S an index card with a base
verb written on it.
 S will then think of a sentence using that
verb in the past tense responding to the
question.
 Ss get in a circle and T will explain that Ss
should hold their cards up so others can see
them. When it is their turn they must say
their sentence and repeat all of the
sentences before theirs.
 Ss will monitor each other but T will also
circulate to listen for correct usage.
 When finished have Ss exchange cards and
reverse the direction of the circle for
further practice.
Transition: Great job! Now let’s try using
some new verbs in casual conversation with
each other. By now you should be able to
catch your mistakes if you make any, but you’ll
again be listening to each other to be sure that
your group members are all pronouncing the
endings correctly. Don’t be afraid to correct
each other!
Prepared index
cards:
call, text, watch, listen,
cook, walk, wait,
carry, remember,
agree
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10 min.
Guided Practice: Answer prepared
questions in groups using specific verbs.
Purpose:
 To use past tense verbs in a less controlled,
more communicative context.
 To begin to use the various forms
naturally, without thinking about the
pronunciation.
 To be able to hear errors in others speech.
Activity Procedure:
 Hand a list of questions to each S.
 Have them work in groups of 3-4
 They will take turns reading the questions
and each S in the group will answer the
question.
 Ss must use the underlined verb in their
answer.
 T will listen to Ss production making sure
of correct usage.
 Follow up by having Ss report on someone
in their group until each verb had been
used.
Transition: Alright, you’ve had a lot of
practice and maybe you’ve learned a few new
verbs, so now you’re going to write your own
conversation with a partner or in groups of
three.
10 min.
Communicative Practice: Write a dialogue
using each –ed ending pronunciation.
Purpose:
 To practice using various verbs with –ed
endings in a variety of communicative
settings.
 To fine tune pronunciation skills
 To use language in Ss own creative way
Activity Procedure:
 Ss will be instructed to use whatever verbs
they want and create a dialogue.
List of
questions/prompts
8


The only rule is they must use each of the
endings at least once. They should be
encouraged to try to use as many as
possible while still making a dialogue that
can be understood.
T will walk around the room to help,
answer any questions, and be sure Ss are
on task.
Transition: Ok everyone, it’s about time to go.
Please make sure you all have a copy of the
dialogue and/or are ready to present it to the
class tomorrow morning. Let’s do a quick
review of what we learned before we go.
5 min.
Review/wrap-up: State the rule for each
word and say it.
Purpose:
 To remind Ss of the rules and the purpose
of the lesson.
words on board:
Activity Procedure:
 point to laughed
 ask Ss to say the word annunciating the
final sound
 ask them why
 repeat with each word
Closing: I’m exhausted….see you all
tomorrow!
laughed, attended,
saved
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Possible words for warm-up/description
/t/
relax
watch
cook
walk
/d/
clean
study
stay
play
/id/
decide
want
start
visit
Reading for Listening activity
*this is also the key
Read and have Ss listen for (5) errors (leave off –ed marker and pronounce –ed ending)
blue= leave off –ed ending red= pronounce with extra syllable
Then read again and have them write the correct sound above the words.
Finally have them read to each other and make sure to pronounce correctly.
Yesterday was so busy! At the office, I worked hard with my team. We developed a new
advertising plan. Our meeting lasted about two hours. I remembered an advertising plan that
worked five years ago, and I suggested we try that again. We needed to get the manager's
approval. We called him on the office phone. He admitted that the idea seemed good, but he
believed we should lower the budget. We reported our numbers to him and talked about the
budget for a long time. Finally, he decided to give us the money we wanted.
On the way home, I stopped at a discount electronics store. I had promised my daughter a new
iPod for her birthday. At the store, I played songs and tested a few different models. I decided to
buy a used one at a discounted price.
When I got home, the kitchen was a mess. At our house, we have agreed to clean up after
ourselves, so I asked around to find out who had cooked last. That person turned out to be my
son. While he washed the dishes, I sat at the kitchen table and talked to him about his
schoolwork. Last year, he tested into an advanced program, and I wanted to see how he was
doing. He seemed happy with it. He started telling me about his classes and what he learned that
day.
Source: adapted from http://www.speakmethod.com/esl_advanced_ed_pronunciation.html
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Prompts for group Guided Practice activity
example:
1. What is a question you asked someone recently?
I asked my friend in NY if I could stay at her place next month.
2. Describe something you explained.
3. Name something you listened to recently.
4. Name something you decided last week.
5. What is a promise you made?
6. Describe how long an event lasted.
7. When is the last time you washed your hands or clothes?
8. Where have you traveled?
9. Name something you started recently.
10. Describe how a friend or relative seemed recently.
11. Write your own!
Source: adapted from http://www.speakmethod.com/esl_advanced_ed_pronunciation.html
References:
Celce-Murcia, M., Brinton, D. M., & Goodwin, J. M. (2010). Teaching pronunciation hardback
with audio cds (2): a course book and reference guide. Cambridge University Press.