- Hand out the worksheet and draw the students’ attention to Exercise 1. Students listen and write the number of syllables in each word.
- Check the answers as a class. If there are doubts or disagreements about any of the words, say the word yourself and clap or tap out the syllables. Give practice of any words the students find difficult to pronounce correctly. When the -es ending represents a separate syllable, it is pronounced /ɪz/. In the words in this exercise where it doesn’t represent a separate syllable, it is pronounced /z/.
- Ask students to work out when the -es ending represents a separate syllable. After the following sounds: /s/ as in class; /z/ as in confuse; /ʧ/ as in catch; /ʤ/ as in page; /ʃ/ as in brush Note: You could add /Ʒ/, although this is rare at the end of words. Some people pronounce the word garage as /ˈgærɑ:Ʒ/ (rather than /ˈgærɪʤ/), for example. With both sounds, garages has three syllables.
Key: 1. behaves = 2; 2. brushes = 2; 3. catches = 2; 4. causes = 2; 5. classes = 2; 6. confuses = 3; 7. decides = 2; 8. faces = 2; 9. fares = 1; 10. glasses = 2; 11. inches = 2; 12. languages = 3; 13. messages = 3; 14. notices = 3; 15. pages = 2; 16. promises = 3; 17. sales = 1; 18. sentences = 3; 19. services = 3; 20. voices = 2
- Ask the students to listen and repeat each sentence, perhaps using a mixture of choral and individual practice.
- Students practise the sentences in pairs or small groups, paying particular attention to the -es endings, but also to general aspects of pronunciation, linking and rhythm.
Exercise 3 (optional)
- You could ask students to look at the words in Exercise 1 again and orally make sentences using the words. Students could also try to reproduce the sentences which they saw in Exercise 2 or invent their own.