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

PART 1: INTRODUCTION 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 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 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 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 ? Scope of the study This study was carried out with eighty 10th students from class called 10B4, 10 B7 at Nong Cong high school The research focuses on whether pictures and worksheets can improve and how it affects these students’ recognition of vowels in pronunciation lessons 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 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 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 themes: You and me, Education, Community, Nature and environment, Recreation, People and places sections were included in one unit namely: Reading, Speaking, Listening, Writing, Language focus It is hoped 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 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 to Unit at upper secondary schools in Vietnam 2.4 Procedures: 2.4.1.Theories of English vowel sounds Unit : 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/ Bin /bɪn/ Fish /fɪʃ/ Him /hɪm/ Gym /gɪm/ Six /sɪks/ Begin /bɪˈɡɪn/ Identify the vowels which are pronounced /ɪ/ “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/ “e” is pronounced /ɪ/ in prefixes like “be”, “de” “re” begin/bɪ’gɪn/ become/bɪ’kʌm/ behave/bɪˈheɪv/ decide/dɪ’saɪd/ dethrone/dɪ’θroun/ renew/rɪ’njuː/ return/rɪˈtɜːrn/ remind/rɪ ˈmaɪnd/ “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/ "ui" phát âm /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 nguyên âm phát âm /i:/) 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/ "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/ "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:/ Note: When"ee" stands before a word ending in "r" , we not pronounce /i:/ but /iə/ For example beer /biə/, cheer /t∫iə/ "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/ "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/ "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/ Cut /kʌt/ Hug /hʌg/ Gun /gʌn/ Some /sʌm/ Dove /dʌv/ Sunny /'sʌni/ Money /'mʌni/ Among /əˈmʌŋ/ Identify the vowels which are pronounced /ʌ/ "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/ "u" thường phát âm /ʌ/ từ có tận 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 phát âm /ʌ/ số trường hợp blood /blʌd/ flood /flʌd/ "ou" thường phát âm /ʌ/ từ có nhóm "ou" với 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/ "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/ laugh/lɑːf/ 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/ "a" is pronounced /e/ many /'menɪ/ anyone /'enɪwʌn/ "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/ "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” phát âm /æ/ 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/ 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/ 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 nguyên âm phát âm /ɒ/) "o" thường phát âm /ɒ/ 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 nguyên âm phát âm /ɔː/) "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/ "o" is pronounced /ɔː in words with or+ consonant 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/ "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)/ "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/ "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/ "o" is pronounced /ʊ/ in certain cases wolf /wʊlf/ woman /'wʊmən/ "oo" is pronounced /ʊ/ in some words book /bʊk/ good /gʊd/ look /lʊk/ cook /kʊk/ foot /fʊt/ wood /wʊd/ "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 "ei" is pronounced /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/ "oo" is pronounced /ʊə/ in one- syllable words ending in "r" poor/pʊə(r)/ moor/mʊə(r)/ boor/bʊə(r)/ spoor/spʊə(r)/ "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 - Check to see if students understand the lesson or make distinguish between the two vowels 16 Practice 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 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 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 |© http://www.englishworksheetsland.com 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 CCSS.RF.2.3 |© http://www.englishworksheetsland PART 3: CONCLUSION 3.1 Discussion of the main findings The s t u d y was carried out with the aim of finding the effects of pictures and worksheets on students’ ability in recognizing vowel sounds at Nong Cong high school It has been revealed from the data analysis that pictures and are effective strategies, which can help students understand and memorize certain endings or ways to pronounce single vowels and diphthongs Repeated exposure to these strategies can be beneficial in assisting the students to increase their pronunciation skills, thus allowing them a more rewarding pronunciation experience 3.1.1 Result of Pretest The forty students participating in this study were given a pronunciation pre-test in order to gather baseline data scores for the start of the research to quantify their pronunciation levels The students were all tested on the same day, one day before the interventions began The results of the initial assessment are shown in Table • Table 1: Initial Student scores • Level • Level • Level • Level • (insufficien • (sufficient) • (proficient • (excellent) t) ) • No • %• N• % • N• %• N• % o o o • • • • • • • • • 26 • • • 15 • • • • 7.5 The data showed that most students’ pronunciation levels were at literal It proved that many of them encountered the problem with decoding the text 3.1 Result of post- test After the four practice pronunciation lessons with pictures and sounds, the students were again given another assessment to determine if there was any growth in their pronunciation For the assessment, the students were first tested at their initial level and were moved up or down in level based on their scores of the test given at their prior level Due to the growth in their pronunciation skills, all students’ levels had to be adjusted accordingly Their post- test scores and the changes in level for each student are presented in Table Table 2: Final Student scores • Level • Level • Level • Level • (insufficie • (sufficient) • (proficient • (excellent) nt) ) • N• % • N• % • N• %• N• % o o o o • 5• 12 • • 40 • • • • 12.5 • • • Obviously, the data illustrated above have shown that the examined teaching strategy, pictures and sounds, can lead to a growth in pronunciation skills of students The data collection instruments used to gather information about the students involved, monitor the progress of the students, and assess the students, both prior to the intervention as well as after its conclusion, have been extremely useful in this research It can be said that using pictures and sounds is a realistic practice to enhance students practicing pronunciation • Based on the data discussed above, it is a satisfactory conclusion that practice with pictures and sounds over the nine pronunciation lessons assisted students with increasing their pronunciation skills The students exposed to the pictures and sounds were able to understand the material more and more as time went on By using the pictures and sounds, the students were able to recognize different vowel sounds, allowing them to concentrate on doing various types of exercises relating to sounds, and apply that pronunciation skill This strategy worked very well for the students that needed to focus on vowels 3.1.3 Learning motivation and interlaced skills Pictures and worksheets, without a doubt, can be used as practical tools for students to recognize effectively different vowel sounds, diphthongs and helps students a lot in doing exercises or tests related to sounds Teachers need to provide such wonderful means for students to recognize vowels before, while, and after • learning They should use different types of exercises in order to help students familiar with the sounds and apply to use it in different tests related to vowels 3.2 Implications for more effective pronunciation lessons Learning vowels sounds has been a concern of a classroom teacher Exploring work in helping to build the pronunciation skills of students is imperative so students can have every opportunity to experience success The students learned how to use pictures and worksheets to get familiar with strange English vowel sounds and then can apply these to different types of exercises related to sounds Moreover, students find that after learning vowel sounds, their pronunciation gets better as they can recognize different ways to pronounce a word thanks to their endings or combinations, most of which they get from pictures and sounds and the theories the teacher shows them from each lesson In conclusion, my attempt to inspire my students in developing pronunciation skill, to a certain extent, is productive Both in class and outside class, the data showed that the students became more focused, and they put more endeavor into practicing pronunciation, this is shown through the improvement in their scores on pronunciation measures Limitations and suggestions for further research First of all, the study is conducted in a small – scale, which focuses on only one source of data known as tests This might be subjective on the side of the informants, so the conductor cannot guarantee the reliability of the information collected Furthermore, the area of the study is only restricted to classroom in the local context of English teaching and learning within a high school where textbook is published by Vietnamese Education Publishing House, thus any application outside the classroom context requires careful thoughts and consideration Hopefully, the above problems could be solved in other studies after this research in the near future With the scope of the study, the recommendations are made for further research Firstly, the study was conducted in teaching reading comprehension, one of four language skills A similar study on other skills at other high school should be carried out Secondly, the material chosen was adapted from old English 10, Education Publishing House and Pearson with a limit number of graphic organizers were explored and applied Many other effective ones are supposed to be optimized to facilitate students, reading comprehension Finally, this study was done with the reading skill Other studies in in other language skills, such as listening, speaking and writing, would bring interesting findings Signature of Principle Thanh Hoa, May15h, 2019 Hereby, I certify that this study is the result of my own experience and has not been submitted by any others Writer Lê Thùy Dung • REFERENCES - English vowel sounds from English Grade 10(Part E: Language focus – pronunciation part from Unit 1- Unit 9) -Using pictures and worksheets from different websites on the Internet(Violet, Tai Lieu,Enlish pronunciation, English123.com, www.kidslearningstation.com, http://www.englishworksheetsland) about vowel sounds The War Between the Vowels and the Consonants Paperback– September 10, 1999by Priscilla Turner (Author), Whitney Turner (Illustrator) VOWELS AND CONSONANTS - Peter Ladefoged (Late of University of California, Los Angeles, USA), Sandra Ferrari Disner (University of Southern California, USA) Pictures books for vowel sounds- Libguide-Duquence Uninversity soundshttp://guides.library.duq.edu/c.php ... of the main findings The s t u d y was carried out with the aim of finding the effects of pictures and worksheets on students’ ability in recognizing vowel sounds at Nong Cong high school It... relating to sounds, and apply that pronunciation skill This strategy worked very well for the students that needed to focus on vowels 3 .1. 3 Learning motivation and interlaced skills Pictures and. .. pronunciation, English1 23.com, www.kidslearningstation.com, http://www.englishworksheetsland) about vowel sounds The War Between the Vowels and the Consonants Paperback– September 10 , 19 99by Priscilla