2.2: Pronunciation
- Page ID
- 179050
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Focus I: Vowels
Note: This recording includes Focus I.
In English, there are five vowel letters which have many sounds. The most typical pronunciations are long vowel sounds and short vowel sounds.
1. Directions: Listen to the long vowel sounds: A E I O U. Listen to the short vowel sounds: A E I O U
2. Directions: Listen and repeat the long vowel sounds in the following words.
| A | E | I | O | U | ||||||
|---|---|---|---|---|---|---|---|---|---|---|
| rain | jeans | rice | snow | mute | ||||||
| paint | eat | five | coat | cute | ||||||
| cake | three | life | boat | mule |
3. Directions: Listen and repeat the short vowel sounds in the following words:
| A | E | I | O | U |
|---|---|---|---|---|
| pants | pen | six | long | up |
| man | egg | in | blond | cut |
| map | bed | fish | off | bug |
Focus II: Vowel Rules
Note: This recording includes Focus II and Practice II.
When there are two vowel letters in a one syllable word, the first vowel is typically pronounced with its long vowel sound. The second vowel is silent.
Example: coat pine note
When there is one vowel in a one syllable word, it is typically pronounced with its short vowel sound.
Example: cot pin not
Practice II
Directions: Listen to each sentence and circle the word in bold that you hear.
- What does pant / paint mean?
- I have a warm coat / cot.
- I need shorts / shots.
- Be careful! You might fall / fail.
- How do you spell rain / ran?
- I love your cute skirt / skort.
Practice II: Partner Activity I
Directions: Follow the directions below to practice long and short vowels.
Student A: Say one word from each pair of words
Student B: Ask which word was said.
Student A: Answer and spell the word you said.
Go through all of the words. Then switch roles.
Example: Study the example.
Student A: coat
Student B: Did you say “coat” or “cot”?
Student A: I said “coat.” c-o-a-t
- coat cot
- fell feel
- rain ran
- cut cute
- tall tail
- bed bead
- paint pant
- kite kit
- hop hope
- mutt mute
Practice II: Partner Activity II
Directions: Find a new partner. Write a list of one-syllable vocabulary words you have learned so far. Say each word and decide if it has a long vowel sound or a short vowel sound.
Example: map - short vowel sound
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