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

It's pronounced /iː/.../iː/ Key /kiː/ Agree /əˈɡriː/ Complete /kəmˈpliːt/ Receive /rɪˈsiːv/ Believe /bɪˈliːv/ Vietnamese /vjetnəˈmiːz/ Identify the vowels which are pronounced /i:/ Nhận

PART 1: INTRODUCTION

1 Rationale for the study

English is one of the most popular languages in the world and animportant subject at schools Seeing its importance in international affiliations,the Vietnam ministry of Education and Training choose English one of the coresubjects 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 acertain university English is still one main subject that students have to take inboth exams In this new kind of exam, students have to focus on a variety partsincluding pronunciation, grammatical points, use of vocabulary, types ofmistakes, sentence combination and reading comprehension Among a varietyknowledge and skills students have to prepare for the above exams,pronunciation is one major part Through classroom observations and realteaching context, it reveals that students often feel scared when doingpronunciation part They find it difficult to learn English vowel and consonantsounds as it seems strange to them Therefore, they often fail to do this kind ofexercise From this fact, as a teacher of English, I myself think it is essential tofind something new to improve my students’ skill in solving this problem sothat they can understand the rules, the cues to recognize the one that is differentfrom the others effectively, I would like to analyze the topic “Using pictures andworksheets 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 ofworksheets and pictures with a view to improving students, pronunciation skill atNong 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 pronunciationskill 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 called10B4, 10 B7 at Nong Cong 1 high school The research focuses on whetherpictures 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 determinewhether pictures and worksheets are able to enhance students’ pronunciationskills o r have a positive effect on the ability of students to make sense ofwhat they learn The author used data collection instrument to gatherinformation about the students involved, monitor the progress of the students

when they used pictures and worksheets throughout the research, anddetermine the effectiveness of the pictures and worksheets based on the pre-tests and post-tests The pre-tests were necessary to assess the pronunciationskill the students possessed before the intervention of the strategy and used as abaseline score The post-tests were used to determine the effectiveness ofthe strategy used by the students during the research process by comparing thepre-test scores to the ones taken at the end of the six practice pronunciationlessons.

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 theterminology 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 voweldiagram on the right There are additional features of vowel quality, such asthe velum position (nasality), type of vocal fold vibration (phonation), andtongue 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 themost effective, most plentiful, and least expensive teaching medium It is alsothe medium that is least utilized There are good school-useful pictures inabundance, almost anywhere you look Yet, we as teachers are underutilizingthis eminently useful resource

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 givingrise to the production of thousands of words and a multitude of creative andanalytical thoughts.

Used appropriately and sequentially, pictures can not only illustrate atopic but also can provide the experience base children require in order to profitfrom 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 thestudents After all we learn a language in order to use it Worksheets would thusprovide 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, learnerand teacher A learner gets to know whether she has understood the taughtthings properly She is able to raise questions, seek solutions and thereby to beclearer about it A teacher, on the other hand, comes to know whether whatevershe has taught has been received in a desired way If not, she could repeat orrevise 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 smallergroups with twenty for each) of 11B4 class from every corner of Nong Congdistrict, by this I mean they are both from town and rural areas Almost of themare females and they are 16 years old Most these students are generally atelementary level They learned English for at least five years at high schoolbut this subject was not carefully taken into its consideration In theiropinion, learning English means learning grammar and structures with commonlexical sources Therefore, they’ re surprised and confused when they have tolearn new vowels in class and then in the exams Some students can easilyadapt 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 vowelsand consonants from old English Textbook 10 published by EducationPublishing House and Pearson In the textbook, there are 16 units with diversetopics related to 6 themes: You and me, Education, Community, Nature andenvironment, Recreation, People and places 5 sections were included in oneunit namely: Reading, Speaking, Listening, Writing, Language focus It is hoped

that English teachers will have a better insight into pictures and worksheets andbecome confident to integrate these effective tools into their reading classroompractice The study was conducted when the participants were in the firstsemester when they start to learn basic rules of vowel sounds in textbook ofgrade 10 Therefore, the author found that it matched with the objectives of thelearning 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 vowelsounds and then familiarized the students with using pictures and worksheetshow to use them effectively while learning these lessons The students werealso trained to use different worksheets and pictures for different types ofvowels The students learned a variety of existing pictures and worksheets.They used these pictures and worksheets at all the three levels – beforeinstruction, 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 theexperimental groups have received the treatment while pre-tests measure thestudent performance prior to the experimental intervention A pretest wasadministered to both experiment and control groups to as certain the standard

of the students in learning vowels The pre-test scores of both groups wererecorded The test material was designed based on the scope of the study Itwas 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 toexamine whether the proficiency level of the students in both the experimentaland controlled groups are the same or different In the first session of theexperiment, a pre-test was given to all the participants in the two groups Theresult of the pre-test proved that the pronunciation skills of both the groupswere 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 singlevowel and dipthongs will be described The value of these worksheets andpictures will be discussed and followed by their application in English vowelsounds 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:/

/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/

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/roun/ 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

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/

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 /θroun/ri:/ see /si:/ free /fri:/ heel /hi:l/

screen /skri:n/ cheese /t∫i:z/ agree /ə'gri:/ guarantee /gærən'ti:/

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/

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/

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.

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

gun /gʌn/ skull /skʌl/ smug /smʌg/

In prefixes like un, um

uneasy /ʌnˈiːzɪ/ unhappy /ʌnˈhæpɪ/ unable /ʌnˈeɪbļ/ umbrella /ʌm

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/

2 "ua" and "au" is also pronounced /ɑː/

guard/gɑːd/ heart/hɑːt/ hearken'hɑːkən/ laugh/lɑːf/

draught/drɑːft/ aunt/ɑːnt/ laurel/ˈlɔːrəl/

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/

Jealous /'dʒeləs/ Ready /'redi/ Many /'meni/

Identify the vowels which are pronounced /e/

1 "a" is pronounced /e/

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.

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:

heavy/'hevɪ/ breath /breθroun// 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/

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.

map /mæp/ fan /fæn/ slang /slæŋ/ tan /tæn/

rank /ræŋk/ dam /dæm/ thanks /θroun/æŋks/ thatch /θroun/ætʃ/

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/

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/

Clock /klɒk/ Hobby /'hɒbi/ Coffee /'kɒfi/ Sorry /'sɒri/Doctor /ˈdɒktə(r)/ Impossible /ɪmˈpɒsəbl/

Examples

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/

Ngoại lệ:

shall /ʃæl/

2 "o" is pronounced /ɔː in words with or+ consonant

born /bɔːn/ corpse /kɔːps/ horn /hɔːn/ lord /lɔːd/

north /nɔːθroun// pork /pɔːk/ sort /sɔːt/ thorn /θroun/ɔːn/ 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

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/

Good /gʊd/ Sugar /'ʃʊgər/ Woman /'wʊmən/ Cooker /'kʊkər/

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

3 "ou" is pronounced /ʊ/ in certain cases :

could /kʊd/ should /ʃʊd/ would /wʊd/

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/

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.

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/

goose /guːs/ spoon /spuːn/ tool /tuːl/ tooth /tuːθroun//

sooth /suːθroun// 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

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.

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 /ˈəʊ

pən/

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 /ˈθroun/ɜːrti/

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/

+ 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/

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"

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/

/aɪ/ is a long vowel sound.

It starts with /ɑː/ and moves to /ɪ/

It’s pronounced /aɪ/ /aɪ/.

night /naɪt/ fighting /ˈfaɪtɪŋ/ surprise /sərˈpraɪz/childhood /ˈtʃaɪ ldhʊd/

Identify the vowels which are pronounced /aɪ

1."i" is pronounced /aɪ/ with one-syllable word ending in i + e

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

4 "ui" is pronounced /aɪ/ in words with ui + e

guide/gaɪd/ guile/gaɪl/ guise/gaɪz/ quite/kwaɪt/

inquire/ɪnˈkwaɪə(r)/ require/rɪˈkwaɪə(r)/

squire/skwaɪə(r)/

5 "uy" is pronounced /aɪ/

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/

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/

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/maʊθroun// plough/plaʊ/ south/saʊθroun//

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/

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

potato/pəˈteɪtəʊ/ tomato/təˈmɑːtəʊ/ toe/təʊ/

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 one- syllable 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)/