skoolz
/skulz/
schools is pronounced skoolz (/skulz/). Schools is the plural of school, referring to institutions of learning or to a group or category of people or things grouped by common characteristics. In everyday speech, it also appears in phrases like “schools of fish” or “private schools.” The word typically functions as a noun in plural form, though it can also serve as a verb meaning “to educate.” The pronunciation features a final /-z/ plural suffix and a vowel sound that is not overtly stressed beyond the first syllable in most contexts.
Schools is the plural of school, referring to institutions of learning or to a group or category of people or things grouped by common characteristics. In everyday speech, it also appears in phrases like “schools of fish” or “private schools.” The word typically functions as a noun in plural form, though it can also serve as a verb meaning “to educate.” The pronunciation features a final /-z/ plural suffix and a vowel sound that is not overtly stressed beyond the first syllable in most contexts.
- Common Mistake 1: Splitting the word into three syllables by inserting a schwa between /uː/ and /l/, producing /skuː-əlz/. Fix: keep /uː/ as a single long vowel and glide quickly into /lz/ without a vowel break. - Common Mistake 2: Mispronouncing the final /z/ as /s/ or voiceless; ensure voicing: your vocal cords should vibrate for the /z/ at the end, especially in careful speech or before vowels in connected speech. - Common Mistake 3: Over-articulating the /l/ or making it too dark; keep a light, relaxed /l/ so the transition to /z/ stays smooth. - Correction tips: practice with minimal pairs like /skuːlz/ versus /skuːl/ plus z; record, listen for continuous vowel, and slowly increase speed while maintaining voicing on /z/.
"The schools in this district will open next Monday."
"Several schools of fish swam past the reef."
"She attended three different schools before moving abroad."
Pronounce it as /skuːlz/ in US/UK/AU. The first syllable has a long /uː/ vowel, as in ‘school,’ followed by the voiced /lz/ blend where the final /s/ of the plural becomes /z/ due to voice assimilation with the root’s final consonant cluster. Keep the /l/ light but clear, and avoid a double-syllable stress; the emphasis is on the first (and only) primary syllable. If you’re thinking of a three-syllable count, you may be over-enunciating; run it fast as one syllable after gliding into the /l/.
Common mistakes include pronouncing /skjuːlz/ with a separate /ju/ (like ‘skew-lz’) or failing to vocalize the final /z/ clearly. Another error is turning the long /uː/ into a shorter /u/ as in ‘scoop,’ or adding an extra syllable by dividing the cluster as /skʊlz/ with an off-glide. Correct by keeping the /uː/ as a sustained vowel, ensuring the /l/ and the /z/ fuse smoothly, and ending with a crisp /z/ sound rather than a voiceless /s/.
In US/UK/AU, the core /skuːlz/ is consistent: long /uː/ and a voiced final /z/. Accent differences might be subtle in vowel duration or rhoticity; Australians may slightly reduce the vowel length in fast speech, but the /z/ remains voiced. In most accents, the /l/ is light and the /z/ is not devoiced. Differences arise in connected speech: Americans may voice the /z/ more clearly, Brits may compress it slightly, and Australians might reduce preceding vowel length before voicing in rapid delivery.
The challenge lies in the consonant cluster -s plus the final voiced /z/ after /l/. Some speakers insert an extra vowel or mispronounce the /l/ as a vowel before the /z/, producing /skuˈəlz/ or /skjuslz/. Maintaining the clean /l/ and switching directly into the /z/ without an extra vowel keeps the word natural. Also, avoiding a flapped or guttural /l/ and ensuring the vowel remains steady across fast speech helps.
Think of it as two tight sounds: first a pure /uː/ in the first syllable, then a crisp /lz/ cluster. Practice with the image of saying ‘school’ immediately followed by a voiced /z/: /skuːlz/. Avoid adding an extra syllable by stopping the /uː/ too long and watch for the /l/ being a clear, quick touch before the /z/.
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- US: Keep rhoticity neutral; /uː/ is tense and can approach [u] in rapid speech. Make the /l/ light and the /z/ strongly voiced. - UK: Slightly shorter /uː/; ensure non-rhoticity doesn’t affect the final /z/. The /z/ remains voiced; follow fast connecting speech rules. - AU: Similar to US but may have a more centralized vowel before /z/ in rapid speech; maintain the long /uː/ and clearly voiced /z/ to avoid /s/ noise. - IPA references: US /skuːlz/, UK /skuːlz/, AU /skuːlz/; focus on vowel length and the contrast between /l/ and /z/. - Tips: keep mouth relatively neutral; avoid rounding or spreading the lips excessively; practice with slow to fast tempo to maintain voicing.
The word schools derives from the Old English s c h o l, which is related to the German Schule and the Dutch school. The root is Proto-Germanic skulō, connected to the Proto-Indo-European stem skō- meaning ‘to draw, to pull,’ later extending to the sense of a place where one learns or is trained. In Old English, scōl (school) referred to a place of instruction or the body of students. By Middle English, plural forms like scholnes and scholeren appeared, evolving toward the modern plural schools. The plural uptake likely reflects multiple “houses of learning” or “schools” as distinct institutions, and the sense broadened to include more general uses such as “schools of thought” and non-institutional groupings. The term’s usage as a verb in modern English (to school someone) emerged later, meaning to educate or to drill; this is less frequent than the noun usage but still common in contexts like sports coaching or intellectual training. First known use in Old English literature appears around the 9th–11th centuries in texts that mention places of instruction, with the plural form becoming standardized in Early Modern English as educational systems diversified and expanded.
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💡 These words have similar meanings to "schools" and can often be used interchangeably.
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Words that rhyme with "schools"
-ols sounds
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