AEE 2515: Finally Fix Your -ate Word Endings in English

Summary

Podcast Summary: All Ears English Podcast

Episode: AEE 2515: Finally Fix Your -ate Word Endings in English
Hosts: Lindsay McMahon & Michelle Kaplan
Date: November 18, 2025

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Episode Overview

This episode delves into a common pronunciation challenge for English learners: words ending with "-ate" that function as both nouns and verbs but are pronounced differently depending on their part of speech. Lindsay and Michelle explore the concept of heteronyms—words that are spelled the same but pronounced differently and mean different things—with a focus on everyday "-ate" examples like "estimate/estimate," "graduate/graduate," and more. The hosts not only explain the patterns but also provide memorable examples, role plays, and practical tips, all while maintaining their signature friendly and supportive tone.

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Key Discussion Points and Insights

1. Introduction to Heteronyms and the Problem

• Definition: Heteronyms are words with the same spelling but different pronunciations and meanings.
• The episode focuses on those ending in "-ate," which change pronunciation depending on whether they are used as nouns or verbs.
• Core Problem: Knowing when to use the "it" sound (noun) vs. the "ate" sound (verb).

2. The General Rule

• Rule:
  • Nouns: Shorter "it" sound (e.g., "estimate," "graduate," "advocate")
  • Verbs: Longer "ate" sound (e.g., "estimate," "graduate," "advocate")
• Quote [05:17]:

  "There’s kind of two ways in English that we can pronounce a T-E at the end of words... It or ate."
  — Lindsay

• This rule is picked up through experience, but patterns are very helpful for learners at intermediate or advanced levels.

3. Practical Examples and Explanations

• Estimate/Estimate

  • Noun: "I need your estimate for the project."
  • Verb: "Can you estimate the cost?"
  • Quote [06:15]:

    "And the verb has the longer sound—eight. Right. So estimate (noun). Estimate (verb)."
    — Michelle

• Graduate/Graduate

  • Noun: "He is a recent college graduate."
  • Verb: "I will graduate next year."
  • Quote [07:18]:

    "Again, that’s the shorter sound, the 'it.' And now let’s move on to the verb—she's going to graduate."
    — Michelle

• Advocate/Advocate

  • Noun: "She’s a fierce advocate for women’s rights."
  • Verb: "We need to advocate for ourselves."
  • Quote [08:30]:

    "I need us all to advocate for what we believe in...the good news here is that the meanings are very interrelated."
    — Lindsay

• Duplicate/Duplicate

  • Noun: "This is a duplicate copy."
  • Verb: "Can you duplicate this form?"
  • Quote [11:04]:

    "...duplicate. It’s the verb—to make a copy..."
    — Michelle

• Delegate/Delegate

  • Noun: "The delegate from New York is here."
  • Verb: "You need to delegate some tasks."
  • The noun refers to a person representing others (such as in voting), the verb is to assign responsibility.
  • Quote [13:32]:

    "If you’re overwhelmed, don’t be shy. Just delegate some tasks."
    — Michelle

• Separate/Separate

  • Verb: "You have to separate the egg whites."
  • Noun/Adj: "These are separate items."
  • Quote [15:19]:

    "I have two separate bags that I use to organize everything for trips."
    — Lindsay

4. Role Play for Contextual Learning

[16:12-17:29]

• Lindsay and Michelle create a lively scenario in a concert line, using as many "-ate" heteronyms as possible in natural conversation.
• Examples used: duplicate (noun), graduated (verb), graduate (noun), advocates (verb), advocate (noun), estimate (noun/verb), delegating (verb).
• Memorable Moment:

  B: "Did you know the lead singer only graduated from high school three years ago?"
  C: "Wow, so young. A recent high school graduate."
  B: "Seriously, I just hope she advocates for herself so she gets paid enough."
  C: "You definitely have to be your own advocate in this business."

5. Tips for Avoiding Mistakes

• Pay attention to context:

  "I think pay attention to context. I think that’s really it. You’re right. I’ve seen native speakers make mistakes when they’re reading things out loud with this too."
  — Lindsay [19:54]

• If you make a mistake:

  "If you say the wrong one, just stop and correct it... Just make it immediately after. No one will notice it happened."
  — Michelle [20:18]

6. Takeaways and Final Thoughts

• Key Point: Nouns usually have the short "it" ending, verbs take the longer "ate" sound. This distinction helps with clarity and more natural speech.
• Encouragement: Mistakes are normal, and even native speakers make them. The emphasis is always on connection, not perfection.
• Recommended Episode: For enhancing small talk, check out episode 2512, "How to Riff in English for Better Small Talk."

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Notable Quotes & Memorable Moments (with Timestamps)

• [02:53] — Lindsay:
  "I think this word heteronym sounds like a Greek god or something to me."

• [05:17] — Lindsay:
  "There’s kind of two ways in English that we can pronounce a T-E at the end of words... It or ate."

• [08:30] — Lindsay:
  "The good news here is the meanings are very interrelated. They're very linked, these two words."

• [13:32] — Michelle:
  "If you're overwhelmed, don't be shy. Just delegate some tasks."

• [19:54] — Lindsay:
  "Pay attention to context. I’ve seen native speakers make mistakes when they're reading things out loud with this too."

• [20:18] — Michelle:
  "If you say the wrong one, let's say you're reading something, just stop and correct it... No one will notice it happened."

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Timestamps for Important Segments

| Timestamp | Segment | |------------|------------------------------------------------------------------------| | 01:17 | Introduction to pronunciation issues and heteronyms | | 02:23 | Explaining heteronym "-ate" pattern | | 04:23 | First example: Estimate (noun/verb) | | 06:15 | Clarifying noun vs. verb pronunciation rule | | 07:32 | Example: Graduate (noun/verb) | | 08:05 | Example: Advocate (noun/verb) | | 10:44 | Example: Duplicate (noun/verb) | | 12:35 | Example: Delegate (noun/verb) | | 14:01 | Example: Separate (verb, noun/adjective) | | 16:12 | Role play: Real-world use of all discussed -ate words | | 17:44 | Detailed breakdown of example role play | | 19:54 | Strategies for right pronunciation—and permission to backtrack | | 21:08 | Episode recommendation: How to riff in English (Ep. 2512) | | 21:43 | Final wrap-up and core takeaways |

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Conclusion & Takeaways

• When facing -ate ending words, remember: nouns get the short "it" sound; verbs get the long "ate" sound.
• Context is your guide—focus on the function in the sentence to decide on pronunciation.
• Don't fear mistakes; even native speakers occasionally mix them up.
• Episode highlights the value of connection, not perfection, and empowers learners to communicate with confidence.

For more practical English learning, remember to subscribe and check out other All Ears English resources!

Transcript

[A]

This is an All Ears English podcast. Episode 2515. Finally fix your ate word endings in English. Welcome to the All Ears English podcast. Downloaded more than 200 million times. Are you feeling stuck with your English? We'll show you how to become fearless and fluent by focusing on connection, not perfection, with your American hosts. Listen, Lindsay McMahon, the English adventurer and Michelle Kaplan, the New York radio girl coming to you from Colorado and New York City, usa. To get real time transcripts right on your phone and create your personalized vocabulary list, try the Allears English app for iOS and Android. Start your seven day free trial at allearsenglish.com forward slapp.

[B]

How do you know when you should say estimate or estimate? Graduate or graduate today? Get the secrets you must know to do this right in English.

[A]

Think about the last time someone leaned in and said, sorry, can you say that again?

[C]

It's frustrating, right?

[A]

You know the word, you said it.

[C]

But the sound wasn't clear.

[A]

That's not a grammar or a vocabulary problem.

[C]

It's a pronunciation problem.

[A]

And it doesn't mean changing who you are or erasing your accent. It means making your English easy to follow and clear every time. Want to see what's getting in your way? Take our two minute quiz to get your English level at allearsenglish.com fluency score. That's allearsenglish.com F L U E N C Y S C O R E.

[C]

Hey, Michelle, how are you today?

[B]

I'm good, Lindsay. Lindsay, could you give me a rough estimate of how many episodes we've recorded this year?

[C]

Oh, wow, Michelle, that's going to be hard to estimate because I can look at our records later.

[B]

Okay, that would be great. Thanks. I'm just curious.

[C]

Yeah, it's. It's a lot, by the way.

[B]

It's a lot. It's a lot. Guys, today we are going to talk about something called heteronyms. And this came up in a recent episode because the word estimate and estimate happened to come up into our conversation, we realized there are many words like this with this a t e ending. So this is really useful, really common, really important. What do you think, Lindsay?

[C]

I do think, and I think this word heteronym sounds like a Greek God or something to me.

[B]

Yeah, it is. That is a nice name, doesn't it?

[C]

It's very strange. But yeah, I mean, this is gonna be great. Our listeners hopefully heard just in the opening we used the word rough estimate and then I used the verb estimate. Right. Hopefully they picked up on that. So that was a little hint for Our listeners today, a little hint.

[B]

So, guys, heteronyms are words with the same spell spelling, but different pronunciation and a different meaning. So there are many different kinds of heteronyms. But again, today, we're going to focus on this special ending, right, the ate ending and how it changes depending on the part of speech. So very useful. Really important to know.

[C]

Really important. And this is one that comes with experience. As we move into the B2, C1 levels and we listen to more English, we just learn this, but we're gonna go through some examples. So we start to learn some chunks here. But, guys, before you go any further, don't forget what we stand for here at Allers English, which is connection, not perfection. We believe that human connection is more important than anything when it comes to learning languages, more important than grammar, vocabulary. So on this show, we show you how to connect even while you're making mistakes, if you make mistakes. And of course, we try to eliminate those mistakes at the same time. So, guys, go ahead and hit that follow button right where you're listening, whether it's on YouTub or whether it's on Apple Podcasts or Spotify or make sure you're subscribed on the [e-mail] app.

[B]

Perfect. Okay, so let's get into this. So let's start because we were already talking about estimate, right? So in the role play, I said a rough estimate, and then you said it's going to be difficult to estimate.

[C]

Yeah.

[B]

What's going on here?

[C]

Oh, my gosh. So we essentially have, you know what? I guess the same word kind of.

[A]

Right.

[C]

It's spelled the same, but it's being used as a noun in your case. Estimate. A rough estimate.

[A]

And in my case, I used it as a verb.

[B]

Yep. So as a noun, it's. So is it spelled the same way or.

[C]

Yeah, it's spelled the same way. Right. That's the tricky part. Yeah.

[B]

Right. So, but what's interesting is that, yeah, the noun is pronounced not with an at sound. It's kind of more like an it. Right. Estimate. Estimate.

[C]

There's kind of two ways in English that we can pronounce a T, e at the end of words. Right, Michelle? And these are the two ways. It or ate.

[B]

Yeah. So with the verb, it's just estimate, just like what it looks like. So let's give some examples. So here we go. I estimate we will increase our sales by 30% next year.

[C]

Right. Or I can give you the number, but it is just. Oh, we're switching over to the noun. Now. Right. So I can give you the number, but it is just an estimate for now. That one is the it. The noun form.

[B]

Right. So exactly. So the first one is I estimate. So that's the verb. The second one is. It's just an estimate is the noun.

[C]

Michelle, are there other words in English that we have to worry about that follow this weird pattern?

[B]

There are tons of them.

[C]

Oh, no.

[B]

So again, let's start by giving kind of this general rule. So the noun has more, like, has that shorter sound.

[C]

Right. The it.

[B]

Right. And the verb has the longer sound. 8. Right. So estimate noun. Estimate verb.

[C]

Right.

[B]

When we say long, the noun is the shorter one. Yeah, right.

[C]

Just so. And just so. When I was a kid, I never really understood, like, short and long vowels. But just so that it's clear for our listeners, estimate. Listen to how we're stretching that out more.

[B]

Eight. Eight.

[C]

Right. We're stretching it out. And so that's why we call it a longer sound. Okay?

[B]

Yes, yes, exactly. So let's see how that works if it's. If our theory is true. Okay, so let's do graduate. Lindsay. What. What's the noun for this?

[C]

Okay, so the noun is the person, right?

[B]

Who.

[C]

Who. Who accomplishes it gets the degree. Right. The graduate. Right. I think there's a movie, the Graduate. Have you seen that? Yes.

[B]

Hoffman.

[C]

Oh, doesn't Hoffman.

[B]

Hoffman. Yes.

[C]

Fantastic. I just saw a movie with him recently. He's still going strong with his acting. It's amazing.

[B]

Yeah, he is. He is incredible. Yeah. So again, that's the shorter sound, the it. And now let's move on to the verb. She's going to graduate. Oh, wait, sorry. Graduate. Is the verb. The atheist.

[C]

Michelle?

[B]

Yes, I'm sorry, Graduate. So I. I was moving on to the example. So let's move on to the examples now. So the first one is with the noun. For me, I can say I am a University of Maryland graduate.

[C]

So, yes, the noun. Right. A person who has graduated. Right. So, for example, she's going to graduate as a verb next year, right? Yes. Okay, so that's one. And there's also another one in the English language. I mean, there are many, but here's one. Advocate. Right? Advocate. Advocate.

[B]

So for the noun, is it shorter? Is it that it. Is it pronounced like that?

[C]

Yeah, that's right. That's right. So it follows the same pattern. So the noun is the short it.

[A]

Advocate, and the verb is the a.

[C]

The longer sound. Advocate.

[B]

Yeah, exactly. So let's do the noun example. She has been a fierce advocate for women's rights over the years. She's inspiring.

[C]

Or I need us all to advocate for what we believe in. We shouldn't be afraid. I mean, the good news here is the meanings are very interrelated. Right? They're. They're very linked, these two words.

[B]

Right, right, right. Exactly. And they. And they all are really. So, you know, you don't have to worry so much. You know, just kind of change it into the noun or verb form in your mind. But it's mostly the pronunciation that we're focusing on.

[C]

You got it.

[A]

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[C]

All right, Michelle, we're back. There are three more that we want to highlight for our listeners. The next one is duplicate and duplicate. Tell us about this.

[B]

Yeah. So the noun form duplicate, so it's spelled A T e, but it's pronounced that short way. Right. It duplicate. So a copy, right?

[C]

Yeah. Basically the same thing. Right. One more of the same thing. So there. This is a duplicate copy if you need it. Right.

[B]

Or duplicate. It's the verb to make a copy. Right. So there's no way to duplicate the feeling I got when traveling in India.

[C]

I'm jealous that you went to India. So jealous. You know, it's sort of that feeling. I think sometimes we try to go back to a certain place and try to have that we went before that. We had an amazing feeling. We try to duplicate how we Felt or replicate even. That's another one actually that would fit into the replicate.

[B]

Very good. Replicate. Replicate. Good, good one.

[A]

But it never works.

[C]

It just never works because you're a different person, you're in a different place in life. Maybe we're traveling with someone different. Has that been your experience or do you. Or have you been able to recreate the same feelings going back to the same place as a travel?

[B]

I mean, I think that it's always different. It's always going to be a little bit different. But I actually think that going back to the same place gives me, makes me feel a similar feeling or kind of brings me back as the expression.

[C]

Yeah, interesting.

[B]

I, I like that feeling.

[C]

I like to go back. Okay. I like. That's how I feel about re. Watching movies. I like to re. Watch the same movies over and over. But I don't like to travel to the same places because I want to see a lot of places. You know what I mean? Right?

[B]

I know, I know. We have. I feel like we're similar in so many ways, but that is one difference. I do like to go back and like. And like really feel like I've spent a lot of time in a place.

[C]

Yeah, yeah, yeah, yeah. Interesting, interesting. Okay, well, all right, what else? Michelle, there's two more for our listeners here. What are they?

[B]

All right. Delegate. So delegate is the noun and delegate is the verb. What is delegate and delegate?

[C]

So delegate.

[D]

Are.

[C]

Isn't. Aren't these the people that are involved with voting, like the voter that they represent voters in the voting system? Yeah, right, right.

[B]

So yeah, it's like somebody representing ye.

[A]

It's weird.

[C]

I mean, we, you wouldn't think we don't have a direct democracy in the U.S. we have, I don't know what the. I guess a constitutional republic, right. Where essentially we have people that represent groups of voters and they go and they place their vote.

[B]

Right.

[C]

But we have the popular vote and then you have the, the electoral vote is what they call it. Yeah.

[B]

So delegate. Delegate. So the delegate from New York is here.

[C]

The delegate from New York is here. Sounds so fancy. And then we have delegate. Right. If you're overwhelmed, don't be shy. Just delegate some tasks.

[B]

So this one is different. Right, because we've been talking about how the meanings are similar, but here it's.

[C]

It makes pretty different. I think it's pretty similar though. I think it's linked because if you think about it's like representation, it's kind of representation, like this person has been delegated to go and be Your delegate to represent.

[B]

True. Okay, okay, okay.

[C]

I like that. Yes.

[A]

I can see the connection. They're not.

[C]

It's not as direct as the others, though.

[B]

I got it. I got it.

[C]

Yeah, you got it. Yeah.

[B]

Let's do one more. So this one is separate. Okay. So you can say separate as. So this is interesting. Well, let's start with the verb to separate. Okay. Separate. I have. I have. Sorry, I lost my spot. We have to separate the egg whites before putting them into the mix.

[C]

Yes, yes. To make them separate. Right. Essentially. So this one separate. The short form could be a noun or it could be an adjective. Right. To make them separate, the adjective form.

[B]

Right.

[C]

Do we have a noun example?

[B]

Yeah.

[C]

So this was interesting.

[B]

So. Right. Yeah. Clothing. Right. When you say, oh, items are separate. Right. What does that mean? A separate.

[C]

Yeah, yeah. So we don't use this as much. It's really just specifically for clothes, isn't it? So these are just. It means the shirt and the pants are not connected. They don't have to go together on a set, right? Yeah, it's not a set. Exactly. So they can even mix and match separates, right? Right. If you're into fashion. Right?

[B]

Yes, exactly. So, yeah, you could say these items are separates, but you still have to pay for them together.

[C]

Nice. And then adjective form. I have two separate bags that I use to organize everything for trips. So two diff. Essentially, two different bags. Right, right, right. Yeah.

[B]

So that's kind of an interesting. A wild card one, because we also have an adjective form that's actually used more than the noun. I would say way more.

[C]

Yeah, I would say so, too. So here's the verb form. We have to separate the eggs. Oh, we said this before, but we'll say it again. The egg whites before putting them into the mix, right? Yes, right.

[B]

So we're dividing them like we're dividing the whites from the yolks.

[C]

Love it. All right, let's mix this up into a role play, because I think it'll become really clear for our listeners if we do that.

[B]

Should we do that? All right, so we're going to use as many as we can.

[C]

All right.

[B]

Here we are, friends, and we're in line to get into a concert.

[C]

Okay, here we go.

[B]

All right. This is gonna be great. Wait, is that my ticket?

[C]

No, this is a duplicate. I accidentally made a copy.

[B]

Oh, okay. Did you know the lead singer only graduated from high school three years ago?

[C]

Wow, so young. A recent high school graduate.

[B]

Seriously, I just hope she advocates for herself so she gets paid enough.

[C]

You definitely have to be your own advocate in this business.

[B]

Right. I wonder how many people will be here.

[C]

Looking at the line, it's hard to give an estimate, but I estimate maybe 300.

[B]

That sounds about right. Oh, gosh, I'm getting work emails now.

[C]

You really need to start delegating your tasks on your. To your team.

[B]

Oh, you're right.

[C]

Nice. So here we used a lot of different forms, and we switched between the long form and then the noun form.

[B]

Yep.

[C]

So let's see what we did here, Michelle, what's the first one?

[B]

Okay, so I said, wait, is that my ticket? And you said, no, this is a duplicate. So what? What's another word you could have said instead of duplicate?

[C]

Just, this is a copy, which I did say. Or this. I guess that's. Those are the only two options.

[B]

Yeah, that's what I would say. Yeah.

[C]

I'm not sure why I'm making copies of what I'm doing here, but sketchy things. Duplicating tickets and trying to sell them on the black market, maybe. I don't know. Let's see.

[B]

I gotta calm down.

[C]

All right. And then you said. Or you said, oh, okay. Did you know the lead singer only graduated from high school three years ago? Right. So here we have the verb form. Graduate. Eight, Right.

[B]

Uhhuh. And then you said, wow, so young. A recent high school graduate. So that's the noun form.

[C]

Good. And then you said, seriously, I just hope she advocates for herself so she can get paid enough. So advocates. That's the verb form.

[B]

And then you said, you definitely have to be your own advocate in this business. Lindsay, what's another time when people say, like, be your own advocate?

[C]

That's a. Yeah, good question, Michelle. Makes me think of health.

[B]

That's what I was thinking. Yep.

[C]

Especially women, because a lot of health research is based on men's bodies. There's like, especially. Or, you know, as women get older, there's not a ton of research out there. So women really have to advocate. Advocate for themselves in terms of health.

[B]

So that's a very common. You'll hear that in when people are talking about health, really. You know, sometimes if. If somebody. A doctor is saying, oh, no, all your tests look fine. If you don't feel well, you have to say, no. Like, this is not right. Or it's so true.

[C]

Doctors, they see so many patients every day, and they just move to the next person. And if you don't stick up for yourself and be your own advocate, something big could get missed, right?

[B]

Yes, exactly. So very common to hear it used like that. And then you said, I said, I wonder how many people will be here. And you said, looking at the line, it's hard to give an estimate. Estimate. But I estimate maybe 300.

[C]

Exactly. So here we used both forms in one sentence. It's hard to get an estimate as the noun, but I estimate as the verb. Maybe 300. Right? Yeah.

[B]

Yep.

[C]

And then the final thing I said, you really need to start delegating your task to your team. So the verb form there. Delegating.

[B]

Delegating.

[C]

Wow. Yeah. Wow. Good episode today. Really important episode for our listeners because essentially you look at the word and it's exactly the same. Right, Right.

[B]

And you know, when you're in the moment when you're reading, you know, especially if maybe you have to read something out loud or in a presentation. Yeah. I mean, Lindsay, any tips for how to quickly make that decision?

[C]

I think pay attention to context. I think that's really it. You're right. I've seen native speakers make mistakes when they're reading things out loud with this too. Yeah, right. True, they do make mistakes, but just being centered, being present and paying attention to exactly what you're reading. So you kind of predict. It's the power of prediction. Open your brain box. Predict what is going to be the form that you're going to use next based on what you're saying. Right? Yeah.

[B]

And again, if you say the wrong one, let's say you're reading something, just stop and correct it. Right. Because again, Lindsay's right. Like I could definitely hear if I was reading something out loud. I could say, oh, no, this is a. This is a duplicate. Oh, duplicate, right.

[C]

Yeah, yeah, yeah.

[B]

That happens all the time. So don't stress about it. If you make a mistake, just try and make that correction. Just make it immediately after. No one will notice it happen.

[C]

Exactly. Don't lose your center. Don't lose the. The connection. Just keep going and make that correction and move on. Michelle, There was another episode that our listeners should check out which is 2512, just a few episodes back. How to riff in English for better small talk. I love this. We had a two part series where we had a WR guest writer from the New York Times. Come on. Aubrey interviewed them. Amazing. Talking about this concept of riffing instead.

[A]

Of typical small talk topics.

[C]

How can we actually make small talk interesting? It's riffing and we want to find out what that is. So go. Don't miss that episode, guys.

[B]

Awesome. So much fun. All right, takeaway from today is, you know what? We already really talked about so much here. But again, think about that I and a, the long and short vowel sounds depending on the context. So we said nouns are generally the short estimate. Verbs are generally longer estimate. And that's, that's what you should walk away from today with. Love it.

[C]

So good. All right, Michelle, thanks for being on the mic today, guys. Hit the follow button if you love the show. And Michelle, I'll see you back here very soon.

[B]

See you later. Bye, guys.

[C]

Okay, bye. Thanks for listening to all ears.

[A]

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This is the story of the One As a custodial supervisor at a high school, he knows that during cold and flu season, germs spread fast. It's why he partners with Grainger to stay fully stocked on the products and supplies he needs, from tissues to disinfectants to floor scrubbers, all so that he can help students, staff and teachers stay healthy and focused. Call 1-800-granger. Click granger.com or just stop by Granger for the ones who get it done.