2 syllables: for, gets. Stress on gets.
fur-GETS
/fɚˈɡɛts/
forgets is pronounced fur-GETS (/fɚˈɡɛts/). It has two syllables (for-gets), with the stress on "gets". Forgetful is a common adjective; however, forgets is the third-person singular present tense of forget. In typical usage, forgets denotes someone or something failing to recall or retain a memory in a single, habitual moment. The form appears in speech and writing to describe routine memory lapses by a subject (he/she/it) in the present tense.
Forgetful is a common adjective; however, forgets is the third-person singular present tense of forget. In typical usage, forgets denotes someone or something failing to recall or retain a memory in a single, habitual moment. The form appears in speech and writing to describe routine memory lapses by a subject (he/she/it) in the present tense.
"She forgets her keys nearly every day."
"The machine forgets its settings when powered off, which is annoying."
"If he forgets the date, remind him gently."
Pronounce as /fɔːrˈɡɛts/ in US and UK; AU follows similar pattern. Start with the /f/ as in ‘fog,’ then a long back rounded /ɔː/ in the first syllable, move to r-colored /r/ and stressed second syllable /ˈɡɛts/ with a hard /g/ and final /ts/. The main stress is on the second syllable: for-GETS.
Common errors: 1) Flattening the vowel to a short /ɔ/ or /ɒ/ causing ‘fӧrgets’ feel; aim for a long /ɔː/. 2) Slurring the /r/ in non-rhotic accents or misplacing it, which can blur the /r/ before /ɡ/; keep a light r-color on the /ɔːr/ sequence. 3) Incorrectly pronouncing the final /ts/ as /t/ or /s/; practice crisp /ts/ with a quick release. 4) Stress misplacement—placing it on the first syllable instead of the second.
US: /fɚˈɡɛts/ with rhotic /ɚ/ in the first syllable; UK: /ˈfɔːˌɡɛts/ with non-rhotic /r/ (linking may reduce r) and a clearer long /ɔː/. AU: /fɔːˈɡɛts/ similar to UK but with broader vowel quality and more rounded mouth shape; the vowel can be more centralized in some speakers. The main differences: rhoticity, vowel length, and influence of surrounding consonants; the second syllable stress remains strong across all three.
The challenges include the //ɔː/ vowel length in the first syllable and the /r/0/ɹ combination followed by a hard /ɡ/ before the final /ts/. In fast speech, the /ɡ/ and /t/ can blend, and the final /ts/ cluster can reduce, giving a ‘fɔːɡets’ sound. Also, non-native speakers often misplace the primary stress, and may flatten the /ɔː/, causing confusion with similar words.
Unique to this form is the final /ts/ consonant cluster, which requires a crisp affricate release that differs from simpler endings like /s/ or /z/. Additionally, the second-syllable stress is key: for-GETS, not FOR-gets, so you shine on the second syllable with a clear /ɛ/ vowel in /gɛts/.
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US: rhotic /ɹ/ is felt in the first syllable; use /ɚ/ or /ɹ/ depending on speed; UK: non-rhotic typically; AU: varying rhotics; aim to keep the second syllable crisp and ensure /ɛ/ as in bed; vowels can shift toward /e/ in some Australian speech. IPA references help: US /fɚˈɡɛts/, UK /ˈfɔːˌɡɛts/, AU /fɔːˈɡɛts/.
Forget derives from Old English forgietan, comprising for- (completely) + geetan (to grasp, hold); the sense evolved from “to lose the memory of” to “fail to remember.” The modern form forgets appears with the third-person singular -s in early Middle English. The verb undergoes a regular inflection: forget (base), forgets (3sg present). The noun forgetfulness shares the same root meaning, extended to absence of memory. By the 17th century, forget had broadened to mean “to fail to recall” in various contexts, including temporary lapse and intentional disregard. The impersonal construction “to forget” as a mental action likewise influenced related phrases such as “forget about it.” The evolution includes shifts in spelling, pronunciation, and the semantic field from memory loss to everyday lapse. First known uses appear in legal, theological, and poetic texts, reflecting human concern with memory fidelity and accountability. Modern usage solidified in everyday English, with cognitive and digital-age connotations of forgetting information or tasks, especially in auxiliary verb constructions and habitual contexts.
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Words that rhyme with "forgets"
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