USING PICTURES AND WORKSHEETS IN TEACHING VOWEL SOUNDS ENGLISH 10 AT NONG CONG 1 HIGH SCHOOL

PART 1: INTRODUCTION
1. Rationale for the study
English is one of the most popular languages in the world and an
important subject at schools. Seeing its importance in international affiliations,
the Vietnam ministry of Education and Training choose English one of the core
subjects. It is not only the language for tourism, trade, aviation but is also used
in exams.2019 is the fifth year that apply the new method in checking students’
understanding, skills and knowledge through a general exam for those who take
it for graduating purpose and a specific exam for students who want to enter a
certain university. English is still one main subject that students have to take in
both exams. In this new kind of exam, students have to focus on a variety parts
including pronunciation, grammatical points, use of vocabulary, types of
mistakes, sentence combination and reading comprehension. Among a variety
knowledge and skills students have to prepare for the above exams,
pronunciation is one major part. Through classroom observations and real
teaching context, it reveals that students often feel scared when doing
pronunciation part. They find it difficult to learn English vowel and consonant
sounds as it seems strange to them. Therefore, they often fail to do this kind of
exercise. From this fact, as a teacher of English, I myself think it is essential to
find something new to improve my students’ skill in solving this problem so
that they can understand the rules, the cues to recognize the one that is different
from the others effectively, I would like to analyze the topic “Using pictures and
worksheets in teaching vowel sounds English 10th ” at Nong Cong I school.
2. Purpose of the study and research questions
This study is aimed at gaining an insightful look into the application of
worksheets and pictures with a view to improving students , pronunciation skill at
Nong Cong 1 high school.
The aims are specified in two research questions:
2.1. Does the use of worksheets and pictures help to develop the pronunciation
skill for high school students?
2.2. If so, to what extent does the use of worksheets and pictures help students’

recognize vowel sounds ?
3. Scope of the study
This study was carried out with eighty 10th students from class called
10B4, 10 B7 at Nong Cong 1 high school. The research focuses on whether
pictures and worksheets can improve and how it affects these students’
recognition of vowels in pronunciation lessons.
4. Methods of the study
This study using quantitative research method aimed to determine
whether pictures and worksheets are able to enhance students’ pronunciation
skills o r have a positive effect on the ability of students to make sense of
what they learn. The author used data collection instrument to gather
information about the students involved, monitor the progress of the students
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when they used pictures and worksheets throughout the research, and
determine the effectiveness of the pictures and worksheets based on the pretests and post-tests. The pre-tests were necessary to assess the pronunciation
skill the students possessed before the intervention of the strategy and used as a
baseline score. The post-tests were used to determine the effectiveness of
the strategy used by the students during the research process by comparing the
pre-test scores to the ones taken at the end of the six practice pronunciation
lessons.
PART 2: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
2.1.1 Vowel sounds
A vowel is a syllabic speech sound pronounced without any stricture in
the vocal tract[1]. Vowels are one of the two principal classes of speech sounds,
the other being the consonant. Vowels vary in quality, in loudness and also
in quantity (length). They are usually voiced, and are closely involved
in prosodic variation such as tone, intonation and stress.

The word vowel comes from the Latin word vocalis, meaning "vocal" (i.e.
relating to the voice).[2] In English, the word vowel is commonly used to refer
both to vowel sounds and to the written symbols that represent them.[3]
The traditional view of vowel production, reflected for example in the
terminology and presentation of the International Phonetic Alphabet, is one
of articulatory features that determine a vowel's quality as distinguishing it from
other vowels. Daniel Jonesdeveloped the cardinal vowel system to describe
vowels in terms of the features of tongue height (vertical dimension),
tongue backness (horizontal dimension) and roundedness (lip articulation).
These three parameters are indicated in the schematic quadrilateral IPA vowel
diagram on the right. There are additional features of vowel quality, such as
the velum position (nasality), type of vocal fold vibration (phonation), and
tongue root position.
This conception of vowel articulation has been known to be inaccurate
since 1928. Peter Ladefoged has said that "early phoneticians... thought they
were describing the highest point of the tongue, but they were not. They were
actually describing formant frequencies."[9] (See below.) The
IPA Handbook concedes that "the vowel quadrilateral must be regarded as an
abstraction and not a direct mapping of tongue position."[10]
Nonetheless, the concept that vowel qualities are determined primarily by
tongue position and lip rounding continues to be used in pedagogy, as it provides
an intuitive explanation of how vowels are distinguished.
2.1.2. Pictures
Generally speaking, pictures, paintings, and other visuals constitute the
most effective, most plentiful, and least expensive teaching medium. It is also
the medium that is least utilized. There are good school-useful pictures in
abundance, almost anywhere you look. Yet, we as teachers are underutilizing
this eminently useful resource.
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The old saying that a picture is worth a thousand words may or may not be true.
What is true, however, is that one appropriate picture can be a catalyst giving
rise to the production of thousands of words and a multitude of creative and
analytical thoughts.
Used appropriately and sequentially, pictures can not only illustrate a
topic but also can provide the experience base children require in order to profit
from reading and writing and from numerous other learning experiences,
including those associated with vowel sounds.
2.1.3. Worksheets:
The taught lesson can immediately be put in use with the help of
a worksheet. This will enhance the understanding and make it more apt for the
students. After all we learn a language in order to use it. Worksheets would thus
provide with an apt sense of meaning and so the learning will get consolidated.
An exposure to use the learnt things will work as a motivating factor. Exposure
is a very important and crucial thing in Second Language Learning.
Working upon the worksheets functions as a brainstorm for both, learner
and teacher. A learner gets to know whether she has understood the taught things
properly. She is able to raise questions, seek solutions and thereby to be clearer
about it. A teacher, on the other hand, comes to know whether whatever she has
taught has been received in a desired way. If not, she could repeat or revise her
own plan/way to teach the same.
Worksheets break the monotony of lecture mode. They involve students in
an active way. So the interest level goes very high.This makes the atmosphere of
the classroom more motivating, free of learner’s anxiety, and communicative,
which are some very essential things for an SL classroom.
2.2CHAPTER TWO: METHODOLOGY
2.1.1 Setting and Participants
The participants were 40 students (who were divided into two smaller
groups with twenty for each) of 11B4 class from every corner of Nong Cong

district, by this I mean they are both from town and rural areas. Almost of them
are females and they are 16 years old. Most these students are generally at
elementary level. They learned English for at least five years at high school
but this subject was not carefully taken into its consideration. In their
opinion, learning English means learning grammar and structures with common
lexical sources. Therefore, they’ re surprised and confused when they have to
learn new vowels in class and then in the exams. Some students can easily
adapt to the new ways of learning, but most of them face challenges.
2.12. Textbook andpronunciation materials:
The pronunciation lessons used in the study consisted of selected vowels
and consonants from old English Textbook 10 published by Education
Publishing House and Pearson. In the textbook, there are 16 units with diverse
topics related to 6 themes: You and me, Education, Community, Nature and
environment, Recreation, People and places. 5 sections were included in one
unit namely: Reading, Speaking, Listening, Writing, Language focus. It is hoped
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that English teachers will have a better insight into pictures and worksheets and
become confident to integrate these effective tools into their reading classroom
practice. The study was conducted when the participants were in the first
semester when they start to learn basic rules of vowel sounds in textbook of
grade 10. Therefore, the author found that it matched with the objectives of the
learning program and students’ levels of basis.
2.3. Stages of the study
2.3.1 Instructional Procedure
At the beginning of the instruction, I taught my students basic vowel
sounds and then familiarized the students with using pictures and worksheets
how to us e them effectively while learning these lessons. The students wer e
also trained to use different worksheets and pictures for different types of

vowels. The students learned a variety of existing pictures and worksheets.
They used these pictures and worksheets at all the three levels – before
instruction, during instruction and after instruction.
23.2. The Pre-test and Post-test Model
Post-test is measurement of the outcome in both groups after the
experimental groups have received the treatment while pre-tests measure the
student performance prior to the experimental intervention. A pretest was
administered to both experiment and control groups to as certain the standard
of the students in learning vowels. The pre-test scores of both groups were
recorded. The test material was designed based on the scope of the study. It
was made up of different worksheets, which can be classified into 9 types
of vowel questions – (1) making distinction between short /ɪ/ and long /i:/, (2)
making distinction between /ʌ/ and/ɑː/ , (3) making distinction between /e/
and /æ/, (4) making distinction between. /ɒ/ and /ɔː/ , (5) making distinction
between /ʊ/ and /uː/, (6) making distinction between /ə/ and /ɜː/, (7) making
distinction among ‘/eɪ / ɑɪ / and / ɔɪ /, (8)making distinction between /ɑʊ/
and /əʊ/, (9)making distinction among /ɪə/, / eə / and / ʊə / and a summary
exercise to check their recognition of the sounds they have learnt .
Before administering the pre-test, it was important for the researcher to
examine whether the proficiency level of the students in both the experimental
and controlled groups are the same or different. In the first session of the
experiment, a pre-test was given to all the participants in the two groups. The
result of the pre-test proved that th e pronunciation skills of both the groups
were on the same level
2.3.4. Types of worksheets and pictures employed in the study
During my teaching process, pictures and worksheets of each single
vowel and dipthongs will be described. The value of these worksheets and
pictures will be discussed and followed by their application in English vowel
sounds lessons from Unit 1 to Unit 9 at upper secondary schools in Vietnam.
2.4. Procedures:

2.4.1.Theories of English vowel sounds
Unit 1 : vowel /I/ and /I:/
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/I/ is a short vowel sound.
Make your mouth a bit less wide than for /i:/.
Your tongue is a bit further back in your mouth than for /i:/.
It's pronounced /ɪ/.../ɪ/
Bin /bɪn/
Fish /fɪʃ/
Him /hɪm/
Gym /gɪm/
Six /sɪks/
Begin /bɪˈɡɪn/
Identify the vowels which are pronounced /ɪ/
1. “a” is pronounced /ɪ/ with 2- syllable words and ends in "age"
Village/’vɪlɪdʒ/
cottage/’kɔtɪdʒ/ shortage/’ʃɔːtɪdʒ/
baggage/’bægɪdʒ/ courage/’kʌrɪdʒ/ damage/’dæmɪdʒ/
luggage/’lʌgɪdʒ/ message/’mesɪdʒ/ voyage/'vɔɪɪdʒ/
2. “e” is pronounced /ɪ/ in prefixes like “be”, “de” và “re”
begin/bɪ’gɪn/
become/bɪ’kʌm/ behave/bɪˈheɪv/ decide/dɪ’saɪd/
dethrone/dɪ’θroun/
renew/rɪ’njuː/
return/rɪˈtɜːrn/
remind/rɪ
ˈmaɪnd/
3. “i” is pronounced /ɪ/ one syllable word and end in one or two consonants

+ I + consonant
win/wɪn/
miss/mɪs/
ship/ʃɪp/
him/hɪm/
bit/bɪt/
sit/sɪt/
kit/kɪt/
twin/twɪn/
4. "ui" được phát âm là /ɪ/
build/bɪld/
guilt/gɪlt/
guinea/’gɪni/
guitar/gɪ'tɑːr/
quilt/kwɪlt/
quixotic/kwɪk’sɔtɪk/ equivalent/ɪˈkwɪvələnt/
colloquial/kə'ləʊkwɪəl/
/Iː/ is a long vowel sound.
Make your mouth wide, like a smile /iː/
Your tongue touches the sides of your teeth /iː/.
It's pronounced /iː/.../iː/
Sheep /ʃiːp /
See /siː/
Bean /biːn/
Eat /iːt/
Key /kiː/
Agree /əˈɡriː/
Complete /kəmˈpliːt/
Receive /rɪˈsiːv/ Believe /bɪˈliːv/ Vietnamese /vjetnəˈmiːz/
Identify the vowels which are pronounced /i:/ (Nhận biết các nguyên âm

được phát âm là /i:/)
1. e is pronounced i: when it stands in front consonant ending + e and in
words beginning with be, he, she, me…
scene /siːn/
complete /kəm'pliːt/
cede /si:d/ secede /sɪ'si:d/
benzene /'benzi:n/ kerosene /'kerəsi:n/
Vietnamese /vjetnə'mi:z/
2. "ea" is [ronounced /i:/ with words ending in "ea"or "ea" + a consonant.
tea /ti:/
meal /mi:l/
easy /'i:zɪ/
cheap /t∫i:p/
meat /mi:t/
dream/dri:m/
heat /hi:t/
neat /ni:t/
breathe /bri:ð/
creature /'kri:t∫ə/ east /i:st/
3. "ee" is pronounced /i:/
three /θri:/
see /si:/
free /fri:/
heel /hi:l/
screen /skri:n/
cheese /t∫i:z/
agree /ə'gri:/guarantee /gærən'ti:/
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Note: When"ee" stands before a word ending in "r" , we do not pronounce /i:/
but /iə/. For example beer /biə/, cheer /t∫iə/
4. "ei" is pronounced /i:/ in certain cases:
receive /rɪ'si:v/ ceiling /'si:lɪŋ/
receipt /rɪ'si:t/
seize /si:z/
deceive /dɪ'si:v/ seignior /'si:njə/
Note: In some cáes "ei" is pronounced /ei/, /ai/, /eə/ or /e/
eight /eɪt/
height /haɪt/
heir /eə/
heifer /'hefə/
5. "ey" is pronounced /i:/ in certain cases
key /ki:/
Note: "ey" is also pronounced /eɪ/ or /i/ For instance: prey /preɪ/,
obey /o'beɪ/,money /ˈmʌni/
6. "ie" is pronounced /i:/ when it is vowel in the middle of a word
grief /gri:f/
chief /t∫i:f/
believe /bi'li:v/
belief /bi'li:f/
elieve /ri'li:v/
elief /ri'li:f/
grievance /'gri:vəns/grievous /'gri:vəs/
Exeptances:
friend /frend/
cience /'saiəns/

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Unit 2: Vowel /ʌ/ and /a:/
/ʌ/ is a short, relaxed vowel sound.
Open your mouth wide.
Your tongue should rest in the middle of your mouth.
It's pronounced /ʌ/.../ʌ/
Cut /kʌt/
Hug /hʌg/
Gun /gʌn/
Some /sʌm/
Dove /dʌv/
Sunny /'sʌni/
Money /'mʌni/
Among /əˈmʌŋ/
Identify the vowels which are pronounced /ʌ/
1. "o" is pronounced /ʌ/ in one syllable word, and in stressed syllable.
come /kʌm/
some /sʌm/
done /dʌn/
love /lʌv/
does /dʌz/
dove /dʌv/
other /ˈʌð.ə/
among /əˈmʌŋ/
monkey /ˈmʌŋ.ki/ mother /ˈmʌðə/ brother /ˈbrʌðə/ honey /ˈhʌni/
2. "u" thường được phát âm là /ʌ/ đối với những từ có tận cùng bằng u +
phụ âm
but /bʌt/
cup /kʌp/
cult /kʌlt/

dust /dʌst/
gun /gʌn/
skull /skʌl/
smug /smʌg/
In prefixes like un, um
uneasy /ʌnˈiːzɪ/ unhappy /ʌnˈhæpɪ/
unable /ʌnˈeɪbļ/ umbrella /ʌm
ˈbrelə/
umbrage /ˈʌmbrɪdʒ/
umbilicus /ʌm'bɪlɪkəs/
3."oo" thường được phát âm là /ʌ/ trong một số trường hợp như
blood /blʌd/
flood /flʌd/
4. "ou" thường được phát âm là /ʌ/ đối với những từ có nhóm "ou" với một
hay hai phụ âm
country /ˈkʌntri/ couple /'kʌpl/
cousin /'kʌzn/
trouble /'t
rʌbl/
young /jʌŋ/
rough /rʌf/
touch /tʌtʃ/
tough /tʌf/
nourish /ˈnʌrɪʃ/ flourish /ˈflʌrɪʃ/ southern /'sʌðən/ enough /ɪˈnʌf/
/ɑː/ is a long vowel sound.
Open your mouth wide.
Your tongue should rest in the bottom of your mouth.
It's pronounced /ɑː/.../ɑː/
Card /kɑːrd/
Start /stɑːrt/

Bar /bɑːr/
Guard /gɑːrd/
Father /'fɑːðər/
Sharpen /'ʃɑːrpən/ Garden /'gɑːrdən/ Artist /'ɑːrtɪst/
Tomato /təˈmɑːtəʊ/Aunt /ɑːnt
Identify the vowels which are pronounced /ɑː/
1. "a" is pronounced /ɑː/ in certain cases
bar/bɑː/
father/ˈfɑːðə/
start/stɑːt/
hard/hɑːd/
carp/kɑːp/
smart/smɑːt/
"ua" and "au" is also pronounced /ɑː/
guard/gɑːd/
heart/hɑːt/
hearken'hɑːkən/
draught/drɑːft/
aunt/ɑːnt/
laurel/ˈlɔːrəl/
2.

laugh/lɑːf/
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Unit 3: vowel /e/ and /æ/
/e/ is a short and relaxed sound, Open your mouth wide.
It's pronounced /e/.../e/.
Check /tʃek/

Head /hed/
Scent /sent/
Met /met/
Bell /bel/
Member /'membər/
Jealous /'dʒeləs/ Ready /'redi/
Many /'meni/
Identify the vowels which are pronounced /e/
1. "a" is pronounced /e/
many
/'menɪ/
anyone /'enɪwʌn/
2. "e" is pronounced /e/ with one- syllable word that ends in one or more
than one consonants (except for “r”) or in a stressed syllable.
send /send/
debt /det/
them /ðem/
met /met/
get /get
/bed /bed/
bell /bel/
tell /tel/
pen /pen/
scent /sent/
stretch /stretʃ/
member /'mem
bə/
tender /'tendə/
November /nəʊ'vembə/ eleven /ɪ'levən/
extend /isk'tend

/
Exception
her /hɜː/
term /tɜːm/
interpret /ɪn'tɜːprɪt/
3. "ea" is pronounced /e/ in certain cases:
dead /ded/
head /hed/
bread /bred/
ready /'redi/
heavy/'hevɪ/
breath /breθ/
leather /'leðə/
breakfast /'brek
fəst/
steady /'stedi/
jealous 'dʒeləs/
measure /'meʒə/pleasure /'pleʒə/
/æ/ is a short sound, Open your mouth wide.
It's pronounced /æ/....../æ/.
Cat /kæt/
Bag /bæg/
Black /blæk/
Hand /hænd/
Map /mæp/
Candle /ˈkændl/
Narrow /ˈnærəʊ/
Latter /ˈlætər/
Captain /ˈkæptɪn/
Identify the vowels which are pronounced /æ/

“a” được phát âm là /æ/ trong các trường hợp:
1.In a word with one syllable and ends in one ore more than one
consonants.
hat /hæt/
sad /sæd/
fat /fæt/
bank /bæŋk/
map /mæp/ fan /fæn/
slang /slæŋ/
tan /tæn/
rank /ræŋk/ dam /dæm/
thanks /θæŋks/ thatch /θætʃ/
2. In a stressed syllable and stands before two consonants
candle
/'kændl/
captain /'kæptɪn/ baptize /bæpˈtaɪz/
latter
/'lætə(r)]/
mallet
/'mælɪt/ narrow /ˈnærəʊ/
manner
/'mænə(r)]/
calculate /ˈkælkjʊleɪt/unhappy /ʌnˈhæpi/
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Note: In some words, there are two ways of reading according to British English
or American English:
ask /ɑːsk/ / /æsk/ can't kɑːnt/ //kænt/ commander/kə'mɑːndə/ //kə'mændə/
Unit 4: vowel /ɒ/ and //ɔː/

/ɒ/ is a short vowel sound.
To make this sound, round your lips a little.
The front of your tongue is low and towards the back of your mouth.
It's pronounced /ɒ/.../ɒ/.
Dog /dɒg/
Box /bɒks/
Job /dʒɒb/
Cost /kɒst/
Clock /klɒk/
Hobby /'hɒbi/
Coffee /'kɒfi/
Sorry /'sɒri/
Doctor /ˈdɒktə(r)/ Impossible /ɪmˈpɒsəbl/
Examples
shot /ʃɒt/
lock /lɒk/
cot /kɒt/
pot /pɒt/
shock /ʃɒk/
top /tɒp/
box /bɒks/
block /blɒk/
body /ˈbɒdi/
lot /lɒt/
odd /ɒd/
hop /hɒp/
comma /ˈkɒmə/ rob /rɒb/
robbery /ˈrɒbəri/ stop /stɒp/
Identify the vowels which are pronounced /ɒ/ (Nhận biết các nguyên âm
được phát âm là /ɒ/)

"o" thường được phát âm là /ɒ/ trong một số trường hợp
dog /dɒg/
stop /stɒp/
bottle /'bɒtl/
bother /ˈbɒðəʳ/
Long vowel /ɔ:/
/ɔː/ is a long vowel sound.
Put the front of your tongue down
Round your lips.
It’s pronounced /ɔː/ .... /ɔː/
ball /bɔːl/
saw /sɔː/
talk /tɔːk/
short /ʃɔːrt/
door /dɔːr/
water /ˈwɔːtər/
daughter /ˈdɔːtər/ corner /ˈkɔːrnər/
before /bɪˈfɔːr/
autumn /ˈɔːtəm/
Examples
horse /hɔːs/
ball /bɔːl/
four /fɔː(r)/
caught /kɔːt/
cord /kɔːd/
port /pɔːt/
fork /fɔːk/
sport /spɔːt/
short /ʃɔːt/
gore /gɔː(r)/

pour /pɔː(r)/
awful /'ɔːfʊl/
court /kɔːt/
auction /'ɔːkʃn/
pause /pɔːz/
cortisone /ˈkɔːrtəsoʊn/
bought /bɔːt/
or /ɔː(r)/
Identify the vowels which are pronounced /ɔː/ (Nhận biết các nguyên âm
được phát âm là /ɔː/)
1. "a" is pronounced /ɔː/ in one- syllable word ending in "ll"
tall /tɔːl/
call /kɔːl/
small /smɔːl/
fall /fɔːl/
ball /bɔːl/
hall /hɔːl/
wall /wɔːl/
tall /stɔːl/
Ngoại lệ:
shall /ʃæl/
2. "o" is pronounced /ɔː in words with or+ consonant
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born /bɔːn/
corpse /kɔːps/
horn /hɔːn/
lord /lɔːd/
north /nɔːθ/

pork /pɔːk/
sort /sɔːt/
thorn /θɔːn/
adorn /ə'dɔːn/
corner /'kɔːnə/
corpulent /'kɔːpjulənt/
fortify /'fɔːtɪfaɪ/
hormone /'hɔːməʊn/
mordant /'mɔːdənt/ morning /'mɔːnɪŋ/
portable /'pɔːtəbl/
portrait /'pɔːtrət/
3. "au" is pronounced /ɔː/ in certain cases:
fault /fɔːlt/
haunt /hɔːnt/
launch /lɔːntʃ/
audience /'ɔːdiəns/
daughter /'dɔːtə(r)/ naughty /'nɔːtɪ/
laundry /'lɔːndrɪ/
maunder /'mɔːndə(r)/
4. "aw" is pronounced /ɔː/ in words ending in aw or aw+consonant
law /lɔː/
bawl /bɔːl/
dawn /dɔːn/
crawl /krɔːl/
draw /drɔː/
awful /ˈɔːfl/
awkward /'ɔːkwəd/
bawdy /'bɔːdɪ/
tawny /'tɔːnɪ/
mawkish /'mɔːkɪʃ/

5. "oa" is pronounced /ɔː/when it stands in front of "r"
board /bɔːd/
coarse /kɔːs/
soar /sɔː/
hoar /hɔː/
hoarse /hɔːs/
oar /ɔː(r)/
roar /rɔː(r)/
Unit 5: vowel /ʊ/ and /uː/
/ʊ/ is a short vowel sound.
Make your lip a little rounded.
Your tongue is not so far back as for /u: /.
It’s pronounced /ʊ/…/ʊ/
Put /pʊt/
Wolf /wʊlf/
Foot /fʊt/
Good /gʊd/
Sugar /'ʃʊgər/
Woman /'wʊmən/
Cushion /'kʊʃn/
Butcher /'bʊtʃər/
Identify the vowels which are pronounced /ʊ/
1. "o" is pronounced /ʊ/ in certain cases
wolf /wʊlf/
woman /'wʊmən/
2. "oo" is pronounced /ʊ/ in some words
book /bʊk/
good /gʊd/
look /lʊk/
cook /kʊk/

foot /fʊt/
wood /wʊd/
3. "ou" is pronounced /ʊ/ in certain cases :
could /kʊd/
should /ʃʊd/
would /wʊd/

Should /ʃʊd/
Cooker /'kʊkər/

wool /wʊl/
took /tʊk/

Short U

/uː/ is a long vowel sound.
Make a lip into a circle.
Put your tongue up and back.
It's pronounced /uː/...... /uː/
10


Too /tuː/
Food /fuːd/
Soon /suːn/
Route /ruːt/
Flute /fluːt/
Recruit /rɪˈkruːt/ Lunar /ˈluːnər/
Remove /rɪˈmuːv/
Bamboo /bæmˈbuː/

Music /'mjuːzɪk/
Identify the vowels which are pronounced /uː/
1. "o" is pronounced /uː/ in some common words ending in o or o
+consonant.
do /duː/
move /muːv/
lose /luːz/
prove /pruːv/
tomb /tuːm/
remove /rɪ'muːv/
2. "u" is proounced /uː/
blue /bluː/
brute /bruːt/
flute /fluːt/
brutal /'bruːtl/
lunar /ˈluːnə/
salute /səˈluːt/
lunacy /ˈluːnəsɪ/ lunatic /ˈluːnətɪk/
3. "oo" is pronounced /uː/
cool /kuːl/
food fuːd/
too /tuː/
pool /puːl/
goose /guːs/
spoon /spuːn/
tool /tuːl/
tooth /tuːθ/
sooth /suːθ/
soothe /suːð/
booby /'buːbɪ/

booty /'buːtɪ/
bamboo /bæm'buː/boohoo /bu'huː/ cuckoo /'kʊkuː/ googly /'guːglɪ/
4. "ou" được is pronounced / uː/ in certain cases
croup /kruːp/
group /gruːp/
troupe /truːp/
douche /d
uːʃ/
wounded /'wuːndɪd/
croupier /'kruːpɪə/
5. "ui" is pronounced / uː/ in some cases
bruise
/bruːz/
bruit /bruːt/
fruit /fruːt/
juice /dʒuːs/
cruise /kruːz/
cruiser /ˈkruːzə/ recruit /rɪˈkruːt/
Exeptions:
fluid /ˈfluːɪd/
ruin /ˈruːɪn/
Unit 6: Vowel /ə/ and /ɜː/
/ə/ is a short vowel sound.
pen your mouth very slightly and simply.
The lips and tongue are relaxed.
It's pronounced /ə/...../ə/
Ago /əˈɡəʊ/
Open /ˈəʊpən/
Sofa /səʊˈfə/
Around /ə

ˈraʊnd/
Zebra /ˈziːbrə/
Mother /ˈmʌðər/
Picture /ˈpɪktʃər/ Banana /bə
ˈnænə/
1. "a" is pronounced /ə/
banana /bəˈnænə/
sofa /ˈsəʊfə/
apartment /əˈpɑːtmənt/
separate /ˈsepərət/
changeable /ˈtʃeɪndʒəbļ/balance /ˈbæləns/ explanation /ˌekspləˈneɪʃən/
capacity /kəˈpæsəti/
national /ˈnæʃnəl/ magnanimity /ˌmæɡnəˈnɪməti/
2. "e" is pronounced /ə/
answer /ˈænsər/
mother /ˈmʌðə(r)/
silent /ˈsaɪlənt/
open /
ˈəʊpən/
11


prudent /ˈpruːdənt/
generous /ˈdʒenərəs/
different /ˈdɪfərənt/sentence
/ˈsentəns/
3. "o" is pronounced /ə/
atom /ˈætəm/
bosom /ˈbʊzəm/ compare /kəmˈpeə(r)/
control /kənˈtrəʊl/

continue /kənˈtɪnjuː/ freedom /ˈfriːdəm/handsome /
ˈhænsəm/ random /ˈrændəm/
4. "u" is pronounced /ə/
upon /əˈpɒn/
picture /ˈpɪktʃə(r)/ suggest /səˈdʒest/ surprise /sə
ˈpraɪz/
5. "ou" is pronounced /ə/
famous /ˈfeɪməs/ dangerous /ˈdeɪndʒərəs/ anxious /ˈæŋkʃəs/
/ɜː/ is a long vowel sound.
Your mouth and tongue should be relaxed.
It’s pronounced /ɜː/.... /ɜː/.
bird /bɜːrd/
turn /tɜːrn/
first /fɜːrst/
work /wɜːrk/
verb /vɜːrb/
occur /əˈkɜːr/
early /ˈɜːrli/
thirty /ˈθɜːrti/
journey /ˈdʒɜːrni/ worship /ˈwɜːrʃɪp/ curtain /ˈkɜːrtn/
Identify the vowels which are pronounced /ɜː/
1. "o" is pronounced /ɜː/ in certain cases
work /wɜːk/
world /wɜːld/
word /wɜːd/
worse /wɜːs/worship /
'wɜːʃip/
2. "u" is pronounced /ɜː/
burn /bɜːn/
burglar /'bɜːglər/ burly /'bɜːlɪ/curtain /'kɜːtən/

3. "i", "e", "ea" and "ou" is sometimes pronounced /ɜː/ when these sounds
are stressed
bird /bɜːd/
herd /hɜːd/
were /wɜː(r)/
courtesy /ˈkɜːtəsɪ/
girl /gɜːl/
early /ˈɜːli/
search /sɜːtʃ/
sir /sɜː(r)/
Unit 7: vowel /eɪ/, /aɪ/, and /ɔɪ/
/eɪ/ is a long vowel sound.
It starts with /e/ and moves to /ɪ/.
It’s pronounced /eɪ/ ...../eɪ/
Eight/eɪt/
Rain /reɪn/
Plane/pleɪn/
Wait /weɪt/
Later /ˈleɪtər/
Tasty /ˈteɪsti/
Danger /ˈdeɪndʒər/
Explain /ɪk
ˈspleɪn/
Identify the vowels which are pronounced /eɪ/
1. "a" pronounced /eɪ/
+ In one –syllable word ending in a + consonant + e
gate/geɪt/
safe/seɪf/
tape/teɪp/
date/deɪt/

mate/meɪt/
late/leɪt/
lake/leɪk/
cape/keɪp/
mane/meɪn/
fate/feɪt/
12


+ In stressed words ending in "ion" and "ian"
nation/ˈneɪʃən/
translation/trænsˈleɪʃən/
preparation/ˌprepər
ˈeɪʃən/
invasion/ɪnˈveɪʒən/
liberation/ˌlɪbəˈreɪʃən/
Asian/'eɪʒn/
Canadian/kəˈneɪdiən/ Australian/ɒsˈtreɪliən/
Exeptions:
mansion/ˈmænʃən/
companion/kəmˈpænjən/
Italian/ɪ'tæljən/
Librarian/laɪˈbreəriən/ vegetarian/ˌvedʒəˈteriən/
2. "ai" is pronounced /eɪ/ when it stands in front of a consonant except for
"r"
Rain/reɪn/
tail/teɪl/
train/treɪn/
paint/peɪnt/
bail/beɪl/

hail/heɪl/
mail/meɪl/
nail/neɪl/
sail/seɪl/
maid/meɪd/
afraid/əˈfreɪd/
wait/weɪt/
3. "ay" is pronounced /eɪ/ in words ending in "ay"
clay/kleɪ/
day/deɪ/
hay/heɪ/
gay/geɪ/
play/pleɪ/ ray/reɪ/ stay/steɪ/
tray/treɪ/
pay/peɪ/
Exception: quay/kiː/
papaya/pəˈpaɪə/
4. "ea" được phát âm là /eɪ/
great/greɪt/
break/breɪk/
steak/steɪk/ breaker/breɪkə(r)/
5. "ei" thường được phát âm là /eɪ/
eight/eɪt/
weight/weɪt/
deign/deɪn/
freight/freɪt/
beige/beɪʒ/
neighbour/ˈneɪbə(r)/
6. "ey" thường được phát âm là /eɪ/
they/ðeɪ/

prey/preɪ/
grey/greɪ/
obey/əʊˈbeɪ/
/aɪ/ is a long vowel sound.
It starts with /ɑː/ and moves to /ɪ/.
It’s pronounced /aɪ/....../aɪ/.
die /daɪ/
like /laɪk/
why /waɪ/
high /haɪ/
night /naɪt/
fighting /ˈfaɪtɪŋ/ surprise /sərˈpraɪz/childhood /
ˈtʃaɪldhʊd/
Identify the vowels which are pronounced /aɪ
1."i" is pronounced /aɪ/ with one-syllable word ending in i + e
bike/baɪk/
site/saɪt/
kite/kaɪt/
dine/daɪn/
side/saɪd/
tide/taɪd/
like/laɪk/
mine/maɪn/
swine/swaɪn/
twine/twaɪn/
2. "ei" is pronounced /aɪ/ in certain cases
either/ˈaɪðə(r)/
neither/ˈnaɪðə(r)/
height/haɪt/
sleight/slaɪt/

seismic/ˈsaɪzmɪk/
tie/taɪ/
3. "ie" is pronounced /aɪ/ when they are the last vowels in one- syllable
words
die/daɪ/
pie/paɪ/
lie/laɪ/
4. "ui" is pronounced /aɪ/ in words with ui + e
guide/gaɪd/
guile/gaɪl/
guise/gaɪz/
quite/kwaɪt/
13


inquire/ɪnˈkwaɪə(r)/
require/rɪˈkwaɪə(r)/
squire/skwaɪə(r)/
5. "uy" is pronounced /aɪ/
buy/baɪ/
guy/gaɪ/
Unit 8: dipthongs /aʊ/ and /əʊ/
/ɔɪ/ is a long vowel sound.
It starts with /ɒ/ and moves to /ɪ/.
It's pronounced /ɔɪ/...../ɔɪ/.
Toy /tɔɪ/
Boy /bɔɪ/
Coin /kɔɪn/
Voice /vɔɪs/
Choice /tʃɔɪs/

Noisy /'nɔɪzi/
Enjoy /ɪn'dʒɔɪ/
Destroy /dɪˈstrɔɪ/
Employee /ɪm'plɔɪiː/
Appointment /ə'pɔɪntmənt/
Identify the vowels which are pronounced /ɔɪ
"oi" và "oy" is often pronounced /ɔɪ/.
Boy/bɔɪ/
joy/dʒɔɪ/
enjoy/ɪnˈdʒɔɪ/
toy/tɔɪ/
destroy
/dɪˈstrɔɪ/
coin/kɔɪn/
foil/fɔɪl/
toil/tɔɪl/
voice/vɔɪs/ oil /ɔɪl/
boil/bɔɪl/
point /pɔɪnt/
hoist/hɔɪst/
/aʊ/ is a long vowel sound.
It starts with /ɑː/ and moves to /ʊ/
It's pronounced /aʊ/....../aʊ/
How /haʊ/
Now /naʊ/
Loud /laʊd/
Mouse /maʊs/
Sound /saʊnd/
About /əˈbaʊt/
Aloud /əˈlaʊd/

Counting /ˈkaʊtɪŋ/
mountain /ˈmaʊtn/
British Council /ˈbrɪtɪʃ ˈkaʊnsl/
Identify the vowels which are pronounced /aʊ/
1. "ou" is pronounced /aʊ/ trong in words with "ou" with one or two
syllable
found /faʊnd/
cloud/klaʊd/
bound/baʊnd/
doubt/daʊt/
loud/laʊd/
mouth/maʊθ/
plough/plaʊ/
south/saʊθ/
around/əˈraʊnd/ county/ˈkaʊnti/ hound/haʊnd/
fountain/ˈfaʊntn
2. "ow" được phát âm là /aʊ/
tower/taʊə(r)/
power/paʊə(r)/
powder/ˈpaʊdə(r)/ crown/kraʊn/
drown/draʊn/
plow/plaʊ/
brow/braʊ/
fowl/faʊl/
/əʊ/ is a long vowel sound.
It begins with /ə/ and move to /ʊ/.
It's pronounced /əʊ/.../əʊ/
Go /ɡəʊ/
Road /rəʊd/
Old /əʊld/

Boat /bəʊt/
Phone /fəʊn/
Joking /dʒəʊkɪŋ/ Shoulder /ˈʃəʊldər/October /ɒkˈtəʊbər/
Potato /pəˈteɪtəʊ/ Tomorrow /təˈmɔːroʊ/
Identify the vowels which are pronounced /əʊ/
1. "O" is pronounced /əʊ/ when it stands at the end of a word
go/gəʊ/
no/nəʊ/
ago/əˈgəʊ/
mosquito/məˈskiːtəʊ/
potato/pəˈteɪtəʊ/ tomato/təˈmɑːtəʊ/ toe/təʊ/
14


2. "oa" is pronounced /əʊ/ in one – syllable word ending in one or two
consonants.
coat/kəʊt/
road/rəʊd/
coal/kəʊl/
loan/ləʊn/
goat /gəʊt/
moat/məʊt/
soap/səʊp/
coast/kəʊst/
3. "ou" may be pronounced /əʊ/
soul/səʊl/
dough/dəʊ/
mould/məʊld/
shoulder/ˈʃəʊldə(r)/
poultry/ˈpəʊltri/

4. "ow" is pronounced /əʊ/
know/nəʊ/
slow/sləʊ/
widow/ˈwɪdəʊ/
window/ˈwɪndəʊ/
bowl/bəʊl/
grow/grəʊ/
low/ləʊ/
tomorrow/təˈmɒrəʊ/
Unit 9: vowel /ɪə/, /eə/ and /eə/
/ɪə/ is a long vowel sound.
It starts with /ɪ/ and moves to /ə/
It’s pronounced /ɪə/.... /ɪə/.
ear /ɪər/
hear /hɪər/
beer /bɪər/
clear /klɪər/
year /jɪər/
really /ˈrɪəli/
cheerful /ˈtʃɪəfl/ career /kəˈrɪər/
Identify the vowels which are pronounced /ɪə/
1. "ea" is pronounced /ɪə/ in words with ear
tear/tɪə(r)/
clear/klɪə(r)/
blear/blɪə(r)/
real/rɪəl/
spear/spɪə(r)/
fear/fɪə(r)/
smear/smɪə(r)/
weary/ˈwɪəri/

dreary /ˈdrɪəri/
beard/bɪəd/
2. "ee" is pronounced /ɪə/ ehen it stands before "r"
beer/bɪə(r)/
cheer/tʃɪə(r)/
deer/dɪə(r)/
leer/lɪə(r)/
steer/stɪə(r)/
sneer/snɪə(r)/
career /kəˈrɪə(r)/ engineer/ˌendʒɪˈnɪə(r)/
/eə/ is a long vowel sound.
It starts with /e/ and moves to /ə/.
It’s pronounced /eə/...../eə/.
air /eər/
care /keər/
hair /heər/
share /tʃeər/
wear /weər/
airport / ˈeəpɔːt/ barely /ˈbeəli/
upstairs /ʌpˈsteəz/
Identify the vowels which are pronounced /eə/
1. "a" is pronounced /eə/ in one –syllable words ending in "are" or in onesyllable when ‘a’ stands in front of “r”
Bare/beə(r)/
Care/keə(r)/
Dare/deə(r)/
Fare/feə(r)/
Hare/heə(r)/
Rare/reə(r)/
Area/ˈeəriə/
parents/ˈpeərənts/

prepare/prɪˈpeə(r)/ Garish/ˈgeərɪʃ/ various/ˈveəriəs/ sectarian/sekˈteəriən/
librarian/laɪˈbreəriən/ vegetarian/ˌvedʒɪˈteəriən/
invariable/ɪnˈveəriəbl
Exeptions: are/ɑː(r)/ harem/ˈhɑːriːm/
2. "ai" is pronounced /eə/ when it stands before "r"
air/eə(r)/
fair/feə(r)/
hair/heə(r)/
pair/peə(r)/
chair/tʃeə(r)/
laird/leəd/
dairy/ˈdeəri/
fairy/ˈfeəri/
3. "ea" is pronounced /eə/
bear/beə(r)/
pear/peə(r)/
bearish/ˈbeərɪʃ/ wear/weə(r)/
15


4. "ei" is pronounced là /eə/
heir/eə(r)/
their/ðeə(r)/
/ʊə/ is a long vowel sound.
It starts with /ʊ/ and moves to /ə/.
It’s pronounced /ʊə/ ....../ʊə/.
tour /tʊər/
cure /kjʊər/
poor /pʊər/
spoor /spʊər/

doer /dʊər/
truer /trʊər/
sure /ʃʊər/
jury /ˈdʒʊəri/
tourist /ˈtʊərɪst/ tournament /ˈtʊənəmənt/
Identify the vowels which are pronounced /ʊə/
1. "oo" is pronounced /ʊə/ in one- syllable words ending in "r"
poor/pʊə(r)/
moor/mʊə(r)/
boor/bʊə(r)/
spoor/spʊə(r)/
2. "ou" can be pronounced /ʊə/
Tour/tʊə(r)/
Tourist/ˈtʊərɪst/ tournament
2.4.2. Application
-Give definition of each vowel sounds.
-Show some cues and examples to recognize the sounds.
- Discuss the requirements and ask them to do
- Check to see if students understand the lesson or make distinguish between the
two vowels

16


Practice 1
Name: ______________________________________
SHORT I SOUND

Color all of the short i words in the poem with a crayon.

The Dripping Sink
by Lill Pluta

I have a kit to fix the sink
So we can have something to drink.
The sink is dripping, drip, drip, drip.
Mop it up, quick, quick, quick
So you don't slip where it is slick.
Practice 2

DIRECTIONS: Say the name of each picture out loud. Does the word
contain the i (short I) sound or the i: (Long I) sound? Circle each word and
picture that makes the I sound.

17


stripe

Windmill

witch

city

drip

fire

pig

hippo

Indian

18

18


Super Teacher Worksheets

-

www.superteacherworksheets.com

Practice 1
Can You Hear the Long I?
DIRECTIONS: Circle the word in each set that has the long /I:/sound. Write that
word on the line.

equal

settle

net

_______________________

sweat

treat

regret_______________________

dead

relieve

wet _______________________

beg

better

exceed_______________________

bleed

nettle

letter _______________________

never

need

knell _______________________

fetter

bellow

beam _______________________

pedal

reach

ready_______________________

Practice 2:
DIRECTIONS: Circle the word in each pair that has the long /I:/ sound. Write that
word on the line.

even

forget

_______________________

best

beaten

_______________________

Easter

egg

_______________________

sweet

sweat

_______________________

nest

near

_______________________

western

wean

_______________________

CCSS.RF.1.2.A |©

19

19


U
Practice :The Short Sound

Sound /ʌ/

DIRECTIONS: How many short-U sound words can you make by adding
letters to the beginning of each set of letters below? Add as many letters
as you like. Fill in as many as you can.

__un

__up

__ug

__un

__up

__ug

__un

__up

__ug

__un

__up

__ug

__un

__up

__ug

__un

__up

__ug

__un

__up

__ug

20

20


Phonics Worksheet

Long Vowel U Words/ U:/

Practice :

Say the words out loud below and circle the ones that contain a

long vowel U. Remember, the vowel sound is long if you can
hear the letter say its name.

fun

moon

blue

soon

fruit

cube

ruler

suit

pool

glue

sun

sunk

house

music

true

unicorn

prove

under

shoothe

look

ruler

head

toothe

tissue

Long Vowel Worksheet | © Copyright KidsLearningStation.com | www.kidslearningstation.com

Name ______________________

A

Phonics Worksheet
Long Vowel A Words

Say the words out loud below and circle the ones that contain a long vowel A.
Remember, the vowel sound is long if you can hear the letter say its name.

eagle

21

train

cage

21


baby

house

ball

car

game

swing

cake

cat

frame

plate

phone

fan

grape

paint

man

umbrella

apple

plane

snake

money

kite

Name _______________________

I

Phonics Worksheet

Long Vowel I Words

Say the words out loud below and circle the ones that contain a long
vowel I. Remember, the vowel sound is long if you can hear the letter
say its name.

22

twice

grass

bike

sit

hive

plane

pipe

dice

dog

slide

kitten

kite
22


nine

hair

ice

iron

sink

dive

candy

ink

fire

light

tie

sleep

Long Vowel Worksheet | © Copyright KidsLearningStation.com | www.kidslearningstation.com

Fill in the Blank
DIRECTIONS: Fill in the missing letters in each word. Use ow or oi.

p__ __son destr__ __ p__ __ nt

23

Sp__ __l

v__ __ce

__ __ nk

b__ __

ch__ __ ce

Enj__ __

t__ __

j__ __nt

c__ __

Cowb__
__

av__ __d

s__ __l
23


Name _______________________

O

Phonics Worksheet

Long Vowel O Words
Say the words out loud below and circle
the ones that contain a
long vowel O. Remember, the vowel
sound is long if you can hear
the letter say its name.

boa
t
mo
re
rul
er

pok
e
coa
t

r
o dog
b cat
e
oven
g
r said
e
abrush
t
oval
could

brother

iro
n
24

24


or

float

soap

rose

drin
k
over

rug

25

throw

25