BIGFOOT STORY – PRACTICE VERBS ENDING -ED

This is an English language lesson about practice of past simple verbs ending in –ed.

There is a lot of confusion among language students when to pronounce the –ed ending.

There are a number of complex rules which most students find difficult to comprehend and learn in their general learning of English.

The simple way to learn past simple –ed verbs is to practice listening to them and speaking them in everyday English.

Make mistakes and learn from those mistakes.

This short story will go a long way towards improving your accuracy in speaking the –ed writing.

This is the Bigfoot story.

On the fourteenth of July 1983, three school friends thinked to make a trip to the forest near their home.

It was a beautiful, sunny Saturday morning.

They wanted to do some fishing and take some photos.

They arrived at the middle of the forest at 7am.

They dropped their fishing gear on the ground, changed their clothes and jumped in the water.  They swimmed in the river.

After swimming, they cast their fishing rods and relaxed.

All morning, they laughed and joked and Ramsey catched a salmon.

At 11.30am, they choosed a place to stop and decided to have lunch.

Nicholas and Bernard collected some firewood and Ramsey gutted the fish.

After Ramsey cooked the fish, the three friends sat down and started to eat.

The fish tasted wonderful.

Suddenly, Nicholas screamed.  He sounded like a cat crying.

Bernard turned around and seed it.

There it was a giant, hairy monster, almost three meters tall.

It looked like a big monkey.

It started to walk over to them and then …….

PLAN OF ACTION

There are a number of approaches to doing this lesson.

I prefer reading the text to the students first who listen to understand what the story is about.

I explain to the students that the lesson is about verbs ending in –ed but I will ask some comprehension checking questions to them as well.

The questions will check their understanding of the vocabulary and their ability to briefly narrate the story themselves in their own words.

I read the story a second time.  I emphasize that some of the –ed verbs are repeated more than once and some are pronounced with the –ed ending while others are not.

I do not tell the students how many –ed verbs there are in the story text.

Nor do I tell the students that there are some –ed verbs in the story text which are incorrect.

While reading the whole text a second time, the students write down as many –ed verbs as they think they hear.

If you are not working with a teacher, then try glancing at the text for a minute, put it aside and do a similar exercise to recall the –ed verbs.

In the classroom, students will be asked how many –ed verbs they wrote down.

A third reading of the text may be necessary to prompt the students to add to the –ed verb list they already and serves to re-inforce their understanding of –ed verbs.

It is quite possible that the students have not identified all of the –ed verbs or be aware that some of the –ed verbs written in the text are incorrect.

A student may also write down verbs or other words which they think are –ed verbs but actually they are not –ed ending verbs at all.

The text should be reviewed with the students and all of the –ed verb endings hihglighted to the student including the incorrect ones.

Only then should the students be alerted to the –ed verb endings which are written incorrectly.

It is a good idea at this stage to make the students aware of which of the –ed verb endings pronounce ED and which one do not.

It is not necessary to explain any rules because the lesson focuses only on the student mastering the pronunciation of the past simple verbs used.

Then comes the reading test of the text by a student in front of the class.

If the student makes a mistake in pronouncing an –ed ending to a verb, he or she must do a correct task such as sitting, standing or squatting, run to the door, hands on the head, something like that.

This process is continued for several students until the class as a whole has grasped and understood the difference in pronouncing –ed verbs.

To finish the lesson, it is challenging for the students to write an ending to the story, of course using the past simple tense or to narrate the story in the text in their own story.

Some students may be able to narrate the story from memory without reading.

 

THE ANSWERS

These are the past simple verbs used in the text which are incorrect

THINK                       (incorrect)        thinked                        (correct)           thought

CATCH                      (incorrect)        catched            (correct)           caught

SWIM                         (incorrect)        swimmed         (correct)           swam

CHOOSE                    (incorrect)        choosed           (correct)           chose

SEE                             (incorrect)        see                   (correct)           saw

 

These are the verbs where the –ed ending IS pronounced.

wanted, decided, collected, tasted, sounded, started, gutted

These are the verbs where the –ed ending IS NOT pronounced.

arrived, dropped, changed, jumped, relaxed, laughed, joked, cooked, screamed, turned, looked

These are the verbs more than once in the text

looked, started

 

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One thought on “BIGFOOT STORY – PRACTICE VERBS ENDING -ED

  1. Pingback: BIGFOOT STORY – PRACTICE VERBS ENDING -ED — Mr. Paul – Essays. Articles. Et Cetera…

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