/ɪ/ in ship
Short and Long Vowels
Hear and produce selected short and long vowel contrasts in meaningful words, then use the words inside short instructions and messages.
Your goal
By the end of this lesson, you can distinguish and produce a selected vowel contrast.
Progress focus: PRONLIST
Engduo Audio: Licensed voices prepared for this lesson. Audio never starts automatically. Use the transcript after the first listening attempt.
1. Look, listen, and notice
Use the visual and model audio to understand the situation, viewpoint, or communication problem before studying the language.
- listen for vowel length and quality
- identify the word
- produce the contrast
- use it in context
Engduo Audio • Australian English
Transcript — open after listening
I can see a small ship near the green island.
Engduo Audio • Indian English
Transcript — open after listening
Please fill the blue cup, but do not make it full.
How to run Stage 1
Confirm the observable outcome and connect it to one realistic learner need.
2. Build useful language
Choose the phrases that help you complete the task; do not memorise a full script.
/iː/ in sheep
/ʊ/ in full
/uː/ in fool
I heard ___.
Please put ___ beside ___.
How to run Stage 2
Use the visual and first audio or text for meaning before explaining language.
3. Rehearse with support
Practise the decisions, evidence, listening, or language moves that make the final task successful.
- Listen and point to the correct picture.
- Backchain four short phrases containing the target words.
- Record or repeat pairs, then check whether a listener selects the intended picture.
How to run Stage 3
Select only the useful-language items needed for this learner and this task.
4. Complete the communication task
Exchange information, solve a problem, create a text, or reach a decision with a real outcome.
Complete an original treasure-map message where choosing ship or sheep and full or fool changes the picture or instruction.
How to run Stage 4
Run the supported rehearsal without reading every instruction aloud.
5. Perform, receive feedback, and retry
Complete the task with keywords only, receive focused feedback, and repeat the weakest part.
Say eight target words and four short messages in random order until a listener identifies at least ten of twelve correctly.
Retry: Repeat once with clearer meaning, stronger evidence, more accurate listening, or less support.
How to run Stage 5
Run the main task: Complete an original treasure-map message where choosing ship or sheep and full or fool changes the picture or instruction.
Exit check
Complete this without reading a model: Produce two contrasting pairs clearly inside complete phrases.
Success looks like: A listener can identify the intended word from sound and sentence context.
Evidence: speaking · Repeat the weakest part once after one meaning-focused and one language-focused correction at most.
PRON · Pronunciation
2: Remains intelligible with useful sounds, stress, rhythm or intonation.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
LIST · Listening Comprehension
2: Understands and uses the required spoken evidence accurately.
1: Demonstrates the skill after one focused prompt, correction or self-repair.
0: Cannot yet demonstrate the skill clearly enough to complete the stated outcome.
Use these scores after the independent attempt. Record one recurring need in the Engduo app when lesson-result fields become available.
How to run Stage 6
Record focused evidence, give one meaning-focused and one language-focused correction at most, repeat the weakest part, and complete the exit check.
คำอธิบายภาษาไทย — เปิดเมื่อจำเป็นเท่านั้น
เป้าหมายคือสื่อความหมายให้ผู้ฟังแยกคำได้ ไม่บังคับให้เลียนแบบสำเนียงใดสำเนียงหนึ่งทั้งหมด
Teacher guide
30-minute must-do route
- Confirm the observable outcome and connect it to one realistic learner need.
- Use the visual and first audio or text for meaning before explaining language.
- Select only the useful-language items needed for this learner and this task.
- Run the supported rehearsal without reading every instruction aloud.
- Run the main task: Complete an original treasure-map message where choosing ship or sheep and full or fool changes the picture or instruction.
- Record focused evidence, give one meaning-focused and one language-focused correction at most, repeat the weakest part, and complete the exit check.
60-minute extension
- Mix the pairs into a fast information-gap challenge without showing the word list.
- Change the role, information, listener, or constraint so the learner transfers the skill rather than repeating the same answer.
- Compare the first and second performance and record one specific improvement.
Make it easier
Practise one pair with pictures and slow backchaining.
Make it harder
Mix the pairs into a fast information-gap challenge without showing the word list.
Likely difficulty
The learner may change only vowel length, keep the tongue position unchanged, or over-isolate words.
Correction priority
Model one contrast at a time, use visual mouth cues, and test intelligibility in a phrase.
Thai support rule
Keep the Thai panel closed unless examples, visuals, replay, reformulation, and simpler English do not allow progress. Explain only the key distinction, then return to English.
Progress record
Score PRON, LIST from 0–2 and record one recurring need from: vowel-contrast, word-recognition, phrase-intelligibility.
Retry
Give one meaning-focused correction and one language-focused correction at most, then ask for a second attempt with fewer visible prompts.
Continue your learning path
- Council of Europe — CEFR Companion Volume — Supports B1–B2 communication through connected speech, descriptions, evidence-based opinions, goal-oriented co-operation, written interaction, workplace communication, and action-oriented outcomes.
- British Council TeachingEnglish — Minimal pair — Supports contrasting words that differ by one sound and using contextual listening and production practice to improve intelligibility.
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