4 syllables: ap, pro, pri, ates. Stress on pro.
uh-PROH-pree-ayts
/əˈpɹoʊpɹiˌeɪts/
appropriates is pronounced uh-PROH-pree-ayts (/əˈpɹoʊpɹiˌeɪts/). It has four syllables (ap-pro-pri-ates), with the stress on "pro". Appropriates is a verb meaning to take something for oneself, typically without permission, or to set aside resources for a specific purpose. In context, it can also describe actions that assign or allocate something for a particular use. The form appropriates (third-person singular) is used in present tense sentences and aligns with formal or written registers.
Appropriates is a verb meaning to take something for oneself, typically without permission, or to set aside resources for a specific purpose. In context, it can also describe actions that assign or allocate something for a particular use. The form appropriates (third-person singular) is used in present tense sentences and aligns with formal or written registers.
- 5 Common Mistakes: • You may pronounce the second syllable as /pra/ instead of involving /əˈpraɪ/; correct by isolating syllables and practicing /æprə/ then /praɪ/ in sequence. • The stress pattern may shift to the second or third syllable; fix by counting syllables and clapping to the cadence: /æ-prə-PRY-eits/ with primary stress on the second syllable in everyday speech; practice with slow tempo then accelerate. • Ending /eɪts/ may turn into /eɪt/ or /eɪts/ lacking aspiration; ensure you release the /t/ clearly before the /s/. Practice with a voice recorder and emphasize the final /ts/ by a quick burst.
"The company appropriates funds for emergency relief in the new policy."
"Certain coins are appropriated by the museum for the exhibit display."
"He appropriates somebody else’s ideas and presents them as his own."
Pronounce as /ˈæprəˌpraɪ.eɪts/ for UK and US in broad terms, with US tending to stronger /roʊ/ in the second syllable: /əˈproʊ.priˌeɪts/ depending on speaker. Stress pattern is primary on the first syllable with a secondary emphasis on the third syllable (in practice you hear a slight rise into the second segment). Start with the initial vowel as a lax æ, then a light /prə/ sequence, then /praɪ/ and finally /eɪts/. Mouth: begin with a relaxed open-front vowel, roll quickly through /p/ and /r/, keep the tongue at the alveolar ridge for /ɹ/ and /t s/ at the end.
Common errors include: 1) Misplacing the stress, leading to a wrong emphasis on the second or later syllable; 2) Slurring the /praɪ/ into /praɪ/ with a reduced /ə/ sound turning into /ɪ/ or /ə/ in the second syllable; 3) Pronouncing the ending as /s/ instead of /ts/ or not fully voicing the final /t/ before /s/. Correction tips: practice the /æprə/ sequence slowly, enforce the clear /praɪ/ for the third syllable, and finish with a crisp /ts/ by releasing a small burst after /t/.
In US English, the second syllable is often reduced to /ə/ and the /praɪ/ is distinct, with a clear /ɔ/ before the final /ts/ in some dialects. UK English emphasizes /æ/ in the first syllable and a slightly lighter /ɔ/ or /ə/ in the middle, with a more clipped final /ts/. Australian English tends to centre vowels more and may blend the /ə/ into a weaker schwa, producing /ˈæprəˌpraɪ.eɪts/ with less vowel height in the first syllable. Across all variants, the /pr/ cluster remains tightly connected. IPA references: US /ˌæprəˈpraɪ.eɪts/ or /ˈæprəˌpraɪ.eɪts/, UK /ˈæprəˌpraɪ.eɪts/, AU /ˌæprəˈpraɪˌeɪts/.
The difficulty stems from the multi-syllable stress pattern, the two adjacent /pr/ clusters, and the final /-eɪts/ ending, which can cause English learners to misplace syllable stress or merge /praɪ/ with adjacent vowels. The sequence /əprə/ can also cause schwa insertions that flatten the rhythm if not carefully articulated. Practicing with a model will help you hear the primary stress and maintain crisp consonants in the middle and end.
A unique feature is the double consonant-like cluster after the vowel in the second half: /praɪ.eɪts/. The /praɪ/ sequence is a diphthong blend that can challenge learners to switch from the /pr/ onset to the /ɪ/ or /eɪ/ transitions smoothly. Ensuring the /t/ is released with a brief voiceless /s/ at the end helps maintain a clear end sound—avoid trailing off into a soft /z/ or /s/.
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- In US you typically hear a stronger /oʊ/ in the second syllable, with clear /praɪ/ cluster; in UK the middle vowel remains tighter and the final /ts/ is crisper; in AU, vowels are more centralized and the /ə/ in /əˈpraɪ/ can be weaker. IPA references: US /əˈproʊpriˌeɪts/, UK /ˈæprəˌpraɪˈeɪts/, AU /ˌæprəˈpraɪˌeɪts/.
Appropriate comes from the Latin appropriare, meaning to take to oneself, which itself is composed of ad- 'toward' + proprius 'one’s own' (related to property). The late Latin form appropriare appeared in legal contexts to describe the taking or setting aside of property or funds for a particular use. In English, appropriation first appeared with a sense of “the act of taking or setting apart for a particular use” in the 15th-16th centuries, often tied to legal or financial contexts. Over time, the verb form appropriate shifted through French influence into English, yielding appropriates as the third-person singular and the noun form appropriation. By the 19th and 20th centuries, appropriation gained broader linguistic usage across politics, culture, and everyday speech, sometimes carrying negative connotations related to misuse or misallocation of resources or ideas. The word now commonly appears in formal, bureaucratic, and academic writing as well as in general discourse, keeping the core idea of transferring ownership or allocation for a specified purpose while sometimes implying improper or unauthorized action. First known use can be traced to legal dictionaries and parliamentary records in the 16th century as the concept of allocating resources became more standardized in governance and property law.
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Words that rhyme with "appropriates"
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