Learning Morse Code

as a Language
J. A. (Jack) Ritter WØUCE

Version 2.6 – June, 2015

Table of Contents
Section Content Page
I. Introduction 1
II. Learning Morse code 1
III. WØUCE’s Teaching Method 1
IV. Letter Teaching Sequence, English Word Component Sounds 2
V. Teaching, self-learning drills and exercises 10
VI. Elmering Students with Experience 11
VII. Reference Materials 13
VIII. CW Operators Club – CW Academy Classes 14
IX. Teaching and self-practice resources 15
Section I. - Introduction
The purpose of this document is to provide an overview of a unique method for teaching and learning Morse
code. Learning Morse code as a language is a teaching and proficiency improvement method developed by
WØUCE that enables students to send, hear and understand letter combinations, words, phrases and complete
thoughts in Morse code by their unique sound and rhythm versus traditional methods that require memorization
or concentrating on individual letters. This alternative is highly effective as students learn to immediately
recognize and understand Morse simply by sending and listening. There is no need to write or type anything as
students learn to copy by ear and understand Morse code as a language.

The method, tools and references listed herein are also applicable for those who have some degree of
proficiency in using Morse code but want to increase proficiency, speed and overcome problems with receiving
or sending. As with all teaching methods, the degree of success in learning or improving Morse code
proficiency is dependent on the amount of dedication, perseverance and practice students invest in learning.

Section II. – Learn Morse code just as toddlers’ learn English.

Children learn to understand and speak their native language during their first two years of life. During the
second month of life infants start making random sounds then start to babble and by month four to five random
sounds become real words; "mama" and "dada" are typically the first words infants speak as parents typically
repeat these words to off springs. Between years one and two infants repeat and associate single words they as
hear them a quickly migrate to combining short words into two and three-word phrases. Infants learn, retain
and associate word meanings by sound and some may learn as many as many as five or more words a day
especially those who have parents that spend time teaching their child word sounds and associated meanings.

In similar fashion, simple single words are used when training dogs; "sit, stay, wait and outside" are typical of
the first words dogs learn to understand by associating the sound of a complete word with an action or desired
command. With word association training there is little doubt that dogs could learn the command "Sit" in Morse
code as easily as the spoken word.

Section III. WØUCE’s teaching method

The WØUCE teaching method enables students to use Morse code as a language from day one through the end
of a training period which averages eight weeks depending upon the amount of time devoted to learning. The
method starts by teaching students to hear and recognize just three letters T, E & A then immediately progress
to two letter combinations and words, three letter combinations and words and on to short phrases, longer
phrases and complete sentences. Students learn to hear, recognize, understand and retain what is being sent
without need for paper or pencil to write anything down thus they become conversant in Morse code at a faster
pace than other teaching or self-learning methods.

Students start learning at a 20 word per minute minimum speed with standard spacing and the speed which is
increased in small increments. Most students become proficient in receiving and sending Morse code in the 25-
30 wpm range in sixty-days or less. Individual success is based on several requirements:
• Students must have a sincere desire to learn and become proficient in receiving and sending Morse Code
• Students must dedicate themselves to two 30 minute interactive training sessions per week
• Students must commit to at least three ten minute homework practice periods a day, seven days a week
• Students are encouraged to forget and ignore previous learning methods they may have tried

Learning Morse code as a language eliminates the agony of memorization, counting dits or dahs and frustrations
associated with slower Morse code teaching methods. Students learn to receive and send on an interactive basis
just as toddlers learn to converse and therefore immediately use Morse as a language which prevents and
overcomes a number of common problems and frustrations associated with slow speed, letter by letter learning.
Sending and receiving share equal important in this teaching method.

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 WØUCE’s method incorporates all of the elements listed below:
Character component sounds (T) Determine problems, objectives and goals
Character component length (E) Forget prior teaching methods
Character and word spacing (T E) Character speed and spacing by individual
Unique letter sound (A) Unique Letter Sounds
Unique letter rhythm (T E A) Unique Double and Triple Letter Sounds
Unique letter combination sounds and rhythm T, E, A Learning to listen to what is being sent
Unique word sound and rhythm Tea Letter Number Combinations (Callsigns)
Minimum 20 wpm character speed Copying words, phrases and sentences by ear
No extra spacing between letters Copying behind prevents anticipation
Copy only by listening Note taking with pencil and paper
Copy entire word before speaking and sending Using QSO and Contest Logging Programs
Gradually increase speed without telling students Sending techniques: Hand Key, Bug, Keyer
Sending letter sequence One QSO Conversation
Receiving letter sequence One Chasing DX
Double letter combinations Contest exchanges
Three letter words, phrases, QSO Text, Note Taking Overcoming Speed Plateaus

Learning Morse as a language also improves proficiency for those with experience but may have problems to
include what I refer to as “The Dirty Dozen.” Refer to details on Page11.

Section IV. Letter teaching sequence

In order to learn Morse as a language, students must first learn three individual letters however, the letter teaching
sequence used in this teaching method is based on the most common letters by frequency of use in English language:
• Letter Sequence One: T,E,A,O,N,I,R,S
• Letter Sequence Two: H,D,L,U,C
• Letter Sequence Three: M,W,F,Y,P,G,B,V
• Letter Sequence Four: K,J,X,Q,Z
English language letter usage combinations
Most frequently used first letters
T, A, S, O, I, C, W, P, B, F, H, M

Most frequently used last letters

E, T, S, D, N, R, Y, O, F, L, A, G

Double letters by frequency of use

ll, ee, ss, tt, oo, mm, ff, pp, rr ,nn, cc, dd

Most used two letter combinations by frequency of use

th, he, in, er, an, re, on, en, at, es, ed, te, ti, or, st, ar, nd, to, nt, is, of, it, al, as, ha, ng, co, se, me, de
Note: The thirty most frequent digraphs comprise one third of all letter usage

Digraph reversals by frequency of use

er-re, es-se, an-na, it-ti, on-no, en-ne, ot-to, ed-de, st-ts, at-ta, ar-ra, in-ni

Trigraphs by frequency of use

the, and, tio, ati, for, tha, ter, res, ere, con, ted, com, hat, ent, ion, nde, has, ing

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Letter, Group and Word teaching Sequence:

SEGMENT ONE: T E A O N I R S
LETTERS TWO LETTER GROUPS THREE LETTER GROUPS THREE LETTER WORDS
E T A TE AT EA TTA TTE TAA AEE ATT ETA ETT TEA ATE EAT TEE
O OA OE OT EO TO EO AO OO OTA OEO OTO OET OAE OTE TOO TOE OAT ONE
N NT NE NA NO ON AN TN NT NEA NOE NTE NTA NOO NNO NIT NAT NOT NET ONE TEN ANT
EON NON
I IT IA IE IN IO NI OI AI TI TE TEI IAO NOI ION IAE ITO ITA TIO TIN NAT NON EON
R RE RT RA RO RN RI RTE REO ORA RNT RTA RNE RIN RAT RIO EAR ROT
S ST SE SA SO SN SI SR SS RS ES SA SRI SNS SIO STE SES SSE SRN SSO SIN SET SAT SIR SON

SEGMENT TWO: H D L U C
LETTERS TWO LETTER GROUPS THREE LETTER GROUPS THREE LETTER WORDS
H HA HO HN HI HR HS HSR HRI HNO HTA HET HAT HOT HEN HIT HAS HAD HER
HIS HID
D DE DA DO DN DI DR DS DH DET DAO DNA DIR DST DHE DOT DIN DAN DID DUE DON DIT
DOA DOE DEN
L LD LH LS LR LI LN LO LA LT LE LAE LTE LON LRS LHD LLC LOE LED LAD LET LOS LIT LID
U UE UT UA UO UN UI UR US UH ULD UHS URI UNL UOA UET UEI URN USE DUE NUT SUN HUT
UD UL
C CU CL CD CH CS CR CI CN CO CET CAO CNI CRS CHD CUL CCS CAN CAD CUT COT COD CAT
CE CT CA CUD

SEGMENT THREE: M W F Y P G B V
LETTERS TWO LETTER GROUPS THREE LETTER GROUPS THREE LETTER WORDS
M MA MO MN MI MR MS MC MU MCU MUL MDH MSR MIN MNO MAP MIT MOP MAN MAR MAT
ML MS MEA MET
W WE WA WO WN WI WR WS WH WEA WTE WNI WOR WRS WHU WIN WAR WET WON WED WAN
WCD WAD
F FD FH FS FR FI FN FO FA FT FE FWM FCU FLD FHS FRI FNO FTA FAT FOR FIN FUN FID FAR FEE
FEM FLY
Y YE YT YA YO YN YI YR YS YH YFW YMC YUL YDH YSR YIN YES YOR YEN YAP YIP YUP
YD YL YOT YUM YET
P PU PL PD PH PS PR PI PN PO PE PPY PFW PMC PUL PDH HSR PNI PIN PAN PET PAD PIT PUP PIC
PT PA PAE POP PIP
G GI GE GA GO GR GU GF GY GP GEA GAO GNI GRS GLU GIL GUN GAD GET GOT GEM GAD
GG GT GUO GOA GIN
B BE BA BO BI BR BU BB BT BTA BTE BON BIR BSD BLU BET BAT BOP BIN BUS BIG BAG
BHC BGA BOG
V VE VA VI VU VO VE VBG BPY VFP VWM BCU VLA VET VAT VAN VUE VIE VFW
VIN VUI VIA VEG

SEGMENT FOUR: K J X Q Z
LETTERS TWO LETTER GROUPS THREE LETTER GROUPS THREE LETTER WORDS
K KV KB KG KP KY KF KW KM KC KTA KON KIR KSH KDD KLU KOI KIP KAF KEA KID KIF KOS
KU KE KCM KEI
J JK JV JB JG JP JY JF JW JM JC JU JHS JRI JNO JAT JES JOK JUN JUT JAR JET JIB JAB JAG JOE
JL JD JED JIS JAW
X XJ XK XV XB XG XP XY XF XW XCU XLD XHS XRI XNO XAT AXE BOX HEX FAX NIX PIX
XM XE XEX SOX SAX
Q QU QR QV QJ QK QB QG QP QY QXJ QKV QBG QPY QFU QRS QAT QIS QUA QUE
QF QL QSO QTR
Z ZQ ZX ZJ ZK ZV ZB ZG ZP ZY ZF ZCU ZLD ZHS ZRI ZNO ZAT ZEZ ZOO ZAP ZIT ZIP ZAG ZIN ZIG
ZW ZM ZZI BIZ WIZ

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English Language Basics

The English language is composed of two kinds of letters: vowels and consonants. The vowels are a, e, i, o, u
and sometimes y or w. The consonants are: b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, z.

Long vowel: We hear the sound of the letter just as it is when we recite the alphabet.

Examples: A long a is pronounced like the a in the words: make, cake, take, ache.

Short vowel: The sound of the vowel is soft.

Example: A short a is pronounced like the a in the words: mask, task, act, jack, bag.

1. Short-Vowel Rule: When one-syllable words have a vowel in the middle, the vowel usually has a short
sound: Examples: cat, dog, man, hat, mom, dad, got.

If the letter after the vowel is f, l, or s, this letter is often doubled. Examples: staff, ball, pass.

2. Two-Vowels Together: When two vowels are next to each other, the first vowel is usually long (the sound is
the same as the sound of the letter) and the second vowel is silent. Examples: meat, seat, plain, rain, goat, road,
lie, pie.

3. "Vowel-Consonant- e" Pattern: When a short word, or the last syllable of a longer word, ends in this
pattern: vowel--consonant--e, the first vowel is usually long and the e is silent. Examples: place, cake, mice,
vote, mute.

4. Y as a long i: The letter Y makes the long sound of I when it comes at the end of a short word that has no
other vowel. Examples: cry, try, my, fly, by, hi.

5. Y as a long e: When y or ey ends a word in an unaccented syllable, the y has the long sound of e. Examples:
money, honey, many, key, funny.

6. I before E: Write i before e when the sound is long e except after the letter c. Examples: relieve, relief,
reprieve. Notice the change when there is a c preceding the ie: receipt, receive, ceiling, deceive, conceive.

7. E before I: Write e before i when the sound is long a. Examples: weight, freight, reign.

8. Oi or Oy: Use oi in the middle of a word and use oy at the end of a word. Examples: boil, soil, toil, boy, toy.

9. Ou or Ow: Use ou in the middle of a word and use ow at the end of words other than those that end in n or d.
Examples: mouse, house, found, mount, borrow, row, throw, crow.

10. Double Consonants: When b, d, g, m, n, or p appear after a short vowel in a word with two syllables,
double the consonant: b, d, g, m, n, or p. Examples: rabbit, manner, dagger, banner, drummer.

11. The "ch" sound: At the beginning of a word, use "ch." At the end of a word, use "tch." When the "ch"
sound is followed by ure or ion, use t. Examples: choose, champ, watch, catch, picture, rapture.

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English Language Consonant Sounds

A consonant letter usually represents one consonant sound however some consonant letters, for example, c, g, s, can
represent two different consonant sounds. Sending and receiving word examples helps students learn to hear letter
combination sounds and complete words.

Letters Sounds Examples

b [b] baby, best, buy, bring, blind, absent, about, number, labor, robber, tub
[s] center, cellar, cigarette, cinema, agency, notice;
c
[k] cake, come, cucumber, clean, cry, scratch, act, panic
d [d] day, dear, die, door, duty, admire, hidden, lady, kind, ride, ended
f [f] fast, female, five, forest, fund, fry, flight, often, deaf, cuff
[g] game, gap, get, go, gun, great, global, giggle, ago, begin, dog, egg;
g [j] general, gin, giant, agent, suggest, Egypt, energy, huge, manage;
[zh] mirage, garage, beige, rouge
[h] hair, help, history, home, hotel, hunt, behind, inherit;
h
[-] hour, honor, honest, heir, vehicle, Sarah
j [j] jam, Jane, jet, jelly, Jim, jingle, joke, John, June, just
k [k] Kate, kind, kill, kilogram, sky, blanket, break, take, look
l [l] late, let, live, alone, close, slim, please, old, nicely, table, file, all
m [m] make, men, mind, mother, must, my, common, summer, name, form, team
n [n] napkin, never, night, no, nuclear, funny, student, kindness, ton, sun
p [p] paper, person, pick, pour, public, repair, apple, keep, top, crisp
[kw] quality, question, quite, quote, equal, require;
q (qu)
[k] unique, technique, antique, grotesque
r [r] rain, red, rise, brief, grow, scream, truck, arrive, hurry, turn, more, car
[s] send, simple, song, system, street, lost, kiss, release;
s
[z] cause, present, reason, realism, advise, always, is, was
t [t] task, tell, time, tone, tune, hotel, attentive, student, boat, rest
v [v] vast, vein, vivid, voice, even, review, invest, give, move, active
w [w] wall, war, way, west, wind, word, would, swear, swim, twenty, twist
[ks] exercise, exchange, expect, ex-wife, axis, fix, relax;
x [gz] exam, exact, executive, exert, exist, exit, exult;
[z] Xenon, Xerox, xenophobia, xylophone
[z] zero, zoo, horizon, puzzle, crazy, organize, quiz, jazz;
z
[ts] pizza, Mozart, Nazi, waltz

Note 1:
The letter Y can function as a vowel or as a consonant. As a vowel, Y has the vowel sounds [i], [ai]. As a consonant, Y
has the consonant sound [y] (i.e., a semivowel sound), usually at the beginning of the word and only in the syllable before
a vowel.
[i]: baby, hurry, lyrics, mystery;
[ai]: by, try, rely, nylon, type;
[y]: yacht, yard, year, yes, yet, yield, you, young, Yukon.
[i]: baby, hurry, lyrics, mystery;
[ai]: by, try, rely, nylon, type;
[y]: yacht, yard, year, yes, yet, yield, you, young, Yukon.

Note 2: The letter W

The letter W represents the vowel sound [u:] in the diphthongs [au] and [ou]: now, how, owl, brown; low, own, bowl.
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The -s/es ending of nouns and verbs
After the letters s, z, x, ch, tch, ge, dge, sh: [iz]
[s] [z] [iz]
pieces ['pi:siz], roses ['rouziz], prizes
tapes [teips], streets [stri:ts], ribs [ribz], kids [kidz], legs [legz], leaves
['praiziz], boxes ['boksiz], coaches
parks [pa:rks], chiefs [chi:fs], [li:vz], clothes [klouðz], girls, games, cars,
['kouchiz], bridges ['brijiz], dishes
myths [miθs] boys, pies [paiz], cows [kauz], cities ['sitiz]
['dishiz]
(he) robs [robz], reads [ri:dz], digs [digz], (he) kisses ['kisiz], loses ['lu:ziz], relaxes,
(he) grips [grips], writes [raits],
saves [seivz], falls, plans, swims, offers, catches, judges, manages, flashes, washes,
takes [teiks], sniffs [snifs]
plays, cries, goes [gouz], copies ['kopiz] rouges
Pip's [pips], Kate's [keits], Abe's [eibz], Fred's [fredz], Meg's [megz], Chris's ['krisiz], Tess's ['tesiz], Rose's
Mike's [maiks], Jeff's [jefs], Olive's ['olivz], Ben's [benz], Molly's ['moliz], ['rouziz], Liz's ['liziz], Rex's ['reksiz],
Seth's [seθs] Anna's George's ['jo:rjiz]

The -ed ending of verbs

[t] [d] [id]
stopped [stopt], liked [laikt], coughed wanted ['wontid], hated ['heitid],
robbed [robd], saved [seivd], seized [si:zd],
[ko:ft], crossed [cro:st], released counted ['kauntid], started, needed
called [ko:ld], planned, occurred, bathed
[ri'li:st], reached [ri:cht], washed [ni:did], loaded ['loudid], folded,
[beiðd], managed, played, tried, studied
[wosht] added

Consonant combinations
Letters Sounds Examples
[ks] accent, accept, access, eccentric, accident;
cc
[k] accommodate, account, accuse, occur, acclaim
ch chain, check, chief, choose, teacher, much, church;
[ch]
tch kitchen, catch, match, watch, pitch, stretch
ch (Latin, Greek) [k] character, chemical, Chris, archive, mechanic, technical, ache;
ch (French) [sh] champagne, charlatan, chef, chic, machine, cache
ck [k] black, pack, deck, kick, pick, cracker, pocket, rocket
dge [j] bridge, edge, judge, knowledge, budget, badger
[g] ghost, ghastly, Ghana, ghetto;
gh [f] cough, enough, rough, tough, laugh;
[-] though, through, weigh, neighbor, bought, daughter
[g] guard, guess, guest, guide, guitar, dialogue;
gu
[gw] language, linguistics, Guatemala, Nicaragua
[ŋ] king, sing, singer, singing, bang, long, wrong, tongue;
ng
[ŋ]+[g] finger, anger, angry, longer, longest, single
ph [f] phone, photograph, phrase, phenomenon, biography
quality, question, quite, quote, equal, require;
[kw]
qu unique, technique, antique, grotesque
[k]
[s] science, scissors, scene, scent, scythe;
sc
[sk] scan, scandal, scare, score, Scotch, scuba
[sk] school, scholar, scheme, schedule;
sch
[sh] schnauzer, schedule
sh [sh] share, she, shine, shoe, fish, cash, push, punish
[θ] thank, thick, think, thought, thunder, author, breath, bath;
th
[ð] this, that, then, though, father, brother, breathe, bathe
wh [w] what, when, where, which, while, why, whale, wheel, white;
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 [h] who, whom, whose, whole
[ks] exhibition;
xh [ks]+[h] exhumation, exhume, exhale;
[g]+[z] exhaust, exhibit, exhilarate, exhort, exhume, exhale

With silent letters Sounds Examples

bt, pt [t] doubt, debt, subtle; receipt, pterodactyl
kn, gn, pn [n] knee, knife, know; gnome, sign, foreign; pneumonia, pneumatic
mb, lm [m] lamb, climb, bomb, comb, tomb; calm, palm, salmon
ps [s] psalm, pseudonym, psychologist, psychiatrist
rh [r] rhapsody, rhetoric, rheumatism, rhythm, rhyme
wr [r] wrap, wreck, wrestle, wrinkle, wrist, write, wrong

Letters in the suffix Sounds Examples

ti, ci, si, su [sh] nation, patient, special, vicious, pension, Asia, sensual, pressure
si, su [zh] vision, fusion, Asia, usual, visual, measure, pleasure

Phonics Rules
The vowels are "a,e,i,o, and u"; also sometimes "y" & "w". This also includes the diphthongs "oi,oy,ou,ow,au,aw, oo" and
many others.

The consonants are all the other letters which stop or limit the flow of air from the throat in speech. They are:
"b,c,d,f,g,h,j,k,l,m,n,p,qu,r,s,t,v,w,x,y,z,ch,sh,th,ph,wh, ng, and gh".

1. Sometimes rules don't work.

There are many exceptions in English because of the vastness of the language and the many languages from which it has
borrowed. The rules do work however, in the majority of the words.

2. Every syllable in every word must have a vowel.

English is a "vocal" language; Every word must have a vowel.

3. "C" followed by "e, i or y" usually has the soft sound of "s". Examples: "cyst", "central", and "city".

4. "G" followed by "e, i or y" usually has the soft sound of "j". Example: "gem", "gym", and "gist".

5. When 2 consonants are joined together and form one new sound, they are a consonant digraph. They count as one
sound and one letter and are never separated. Examples: "ch,sh,th,ph and wh".

6. When a syllable ends in a consonant and has only one vowel, that vowel is short. Examples: "fat, bed, fish, spot, luck".

7. When a syllable ends in a silent "e", the silent "e" is a signal that the vowel in front of it is long. Examples: "make,
gene, kite, rope, and use".

8. When a syllable has 2 vowels together, the first vowel is usually long and the second is silent. Examples: "pain, eat,
boat, res/cue, say, grow". NOTE: Diphthongs don't follow this rule; In a diphthong, the vowels blend together to create a
single new sound. The diphthongs are: "oi,oy,ou,ow,au,aw, oo" and many others.

9. When a syllable ends in any vowel and is the only vowel, that vowel is usually long. Examples: "pa/per, me, I, o/pen,
u/nit, and my".

10. When a vowel is followed by an "r" in the same syllable, that vowel is "r-controlled". It is not long, nor short.

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"R-controlled "er,ir,and ur" often sound the same (like "er"). Examples: "term, sir, fir, fur, far, for, su/gar, or/der".

Basic Syllable Rules

1. To find the number of syllables:
---count the vowels in the word,
---subtract any silent vowels, (like the silent "e" at the end of a word or the second vowel when two vowels a together in
a syllable)
---subtract one vowel from every diphthong, (diphthongs only count as one vowel sound.)
---the number of vowels sounds left is the same as the number of syllables.
The number of syllables that you hear when you pronounce a word is the same as the number of vowels sounds heard.
For example:
The word "came" has 2 vowels, but the "e" is silent, leaving one vowel sound andone syllable.
The word "outside" has 4 vowels, but the "e" is silent and the "ou" is a diphthong which counts as only one sound, so
this word has only two vowels sounds and therefore, two syllables.

2. Divide between two middle consonants.

Split up words that have two middle consonants. For example:
hap/pen, bas/ket, let/ter, sup/per, din/ner, and Den/nis. The only exceptions are the consonant digraphs. Never split up
consonant digraphs as they really represent only one sound. The exceptions are "th", "sh", "ph", "th", "ch", and "wh".

3. Usually divide before a single middle consonant.

When there is only one syllable, you usually divide in front of it, as in:
"o/pen", "i/tem", "e/vil", and "re/port". The only exceptions are those times when the first syllable has an obvious
short sound, as in "cab/in".

4. Divide before the consonant before an "-le" syllable.

When you have a word that has the old-style spelling in which the "-le" sounds like "-el", divide before the consonant
before the "-le". For example: "a/ble", "fum/ble", "rub/ble" "mum/ble" and "this/tle". The exception is "ckle" words
like "tick/le".

5. Divide off any compound words, prefixes, suffixes and roots which have vowel sounds.
Split off the parts of compound words like "sports/car" and "house/boat". Divide off prefixes such at "un/happy",
"pre/paid", or "re/write". Also divide off suffixes as in the words "farm/er", "teach/er", "hope/less" and "care/ful". In the
word "stop/ping", the suffix is actually "-ping" because this word follows the rule that when you add "-ing" to a word
with one syllable, you double the last consonant and add the "-ing".

Accent Rules:
When a word has more than one syllable, one of the syllables is always a little louder than the others. The syllable with
the louder stress is the accented syllable. It may seem that the placement of accents in words is often random or
accidental, but these are some rules that usually work.

1. Accents are often on the first syllable. Examples: ba'/sic, pro'/gram.

2. In words that have suffixes or prefixes, the accent is usually on the main root word. Examples: box'/es, un/tie'.

3. If de-, re-, ex-, in-,po-, pro-, or a- is the first syllable in a word, it is usually not accented. Examples: de/lay', ex/plore'.

4. Two-vowel letters together in the last syllable of a word often indicates an accented last syllable. Examples: com/plain',
con/ceal'.

5. When there are two like consonant letters within a word, the syllable before the double consonants is usually accented.
Examples: be/gin'/ner, let'/ter.

6. The accent is usually on the syllable before the suffixes -ion, ity, -ic, -ical, -ian, -ial, or -ious, and on the second
syllable before the suffix -ate. Examples: af/fec/ta'/tion, dif/fer/en'/ti/ate.
8
7. In words of three or more syllables, one of the first two syllables is usually accented. Examples: ac'/ci/dent,
de/ter'/mine.

Phonics is a method for teaching reading and writing the English language by developing learners' phonemic awareness—
the ability to hear, identify, and manipulate phonemes in order to teach the correspondence between these sounds and the
spelling patterns (graphemes) that represent them.

The goal of phonics is to enable beginning readers to decode new written words by sounding them out, or in phonics
terms, blending the sound-spelling patterns. Since it focuses on the spoken and written units within words, phonics is a
sub lexical approach and, as a result, is often contrasted with whole language, a word-level-up philosophy for teaching
reading. The same principals apply to learning to hear letter combination sounds, then words and complete thoughts in
Morse code.

Since the turn of the twentieth century phonics has been widely used in primary education and in teaching literacy
throughout the English-speaking world. More specifically synthetic phonics is now the accepted method of teaching
reading in the education systems in the UK and Australia.

Numbers and punctuation teaching sequence

Ø 1 9 2 7 5 6 4 8 3 Period Comma Question Mark Slash

Cut Numbers Used in Morse Code

Full Number 1 2 3 4 5 6 7 8 9 Ø
Cut Numbers (Note 4) A U W V S B G D N T
Cut Numbers common in Ham Radio
Commonly used in Rag Chew QSOs (Note 1) N
Commonly used in DX QSOs (Note 2) N T
Commonly used in Contests (Note 3) A E N T
Note 1 RST 5NN N
Note 2: RST 5NN - Especially by DXpeditions N
Note 3: RST & Serial Numbers A E N T
Note 4: Seldom used in Ham Radio QSOs U W V S B B D

Commonly Used Q Signals and Meaning

QRL Is the frequency busy? The frequency is busy. Please do not interfere.
QRM Interference from other signals.
QRN Interference from natural or man-made static.
QRO Shall I increase power? Increase power.
QRP Shall I decrease power? Decrease power.
QRQ Shall I send faster? Send faster (WPM).
QRS Shall I send more slowly? Send more slowly (__WPM).
QRT Shall I stop sending? Stop sending.
QRU Have you anything more for me? I have nothing more for you.
QRV Are you ready? I am ready.
QRX Standby.
QRZ Who is calling me?
QSB Abbreviation for signal fading.
QSL Received and understood.
QSO Communications between two or more participants.
QST A general call preceding a message addressed to all amateurs.
QSX I am listening on ___ kHz.
QSY Change to transmit on a different frequency (or to ___ kHz).
QTH What is your location? My location is ____.
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 Prosigns and Abbreviations
8 Es Error GA Go Ahead SASE Self-Addressed Stamped Envelope
73 Best Wishes GA Good Afternoon SIG Signal
88 Love and Kisses GE Good Evening SKED Schedule
AA All After GM Good Morning SRI Sorry
AB All Before GND Ground SSB Single Side Band
ABT About HI Laughter STN Station
ADR Address HR Here SVC Service
AGN Again HW How TFC Traffic
ANT Antenna K Invitation to transmit TKS Thanks
AR End of Transmission KN Invitation to transmit specific call TMW Tomorrow
AR N No more to follow LID Poor Operator TKS Thanks
AS Wait MSG Message TNX Thanks (Short for Thank You)
B4 Before N No more to follow TU Thank You
BK Break NIL No More TX Transmitter
BUG Semi-Automatic Key NW Now TXT Test
C Yes OM Old Man UR Your
CFM Confirm OP Operator VY Very
CK Check OT Old Timer WA Word After
CL Clear PBL Preamble WB Word Before
CLD Cleared PDL Paddle WDS Words
CLG Calling PSE Please WKD Worked
CQ CQ - Calling any station PWR Power WUD Would
DLVD Delivered R Roger "Received OK' XCVR Transceiver
DR Dear RCVD Received XMTR Transmitter
DX Foreign Station RCVR Receiver XYL Wife
ES And RIG Radio Station Equipment YL Young Lady
FB Fine Business RX Receive

Section V. Self-improvement drills and exercises:

To overcome problems with sending accuracy and to increase speed, practice the following exercise at least
once a day. Send the sentence “THE QUICK BROWN FOX JUMPS OVER THE LAZY DOGS BACK.” The
sentence contains all 26 letters in the English alphabet. Start at a comfortable sending speed that allows sending
the sentence all the way through without an error and then start increasing speed one, two or three wpm.

If or when a mistake is made follow the rule – Start all over again from the beginning. It won’t take too many
start overs before an individual recognizes a comfort level at a desired sending speed, then increase the speed
bit by bit. Remember the old saying “No Pain, No Gain.”

Beginners and students with experience, but having problems should practice sending and receiving daily drills
which include the following examples:

• Off the top of the head associated items found in stores, homes, garages and other common places:
Bread, Meat, Milk, Cheese – Lamp, Rug, Chair – Ladder, Tire, Rake

• Look around the room: (Send the first thing seen) Window, door, wall, floor

• Associated Word Phrases: Fishing Pole – Ham and Eggs – Nut and Bolt – Hammer and Nail etc.

• Two and three letter phrases: My Dog, Cat and Mouse (Add similar common phrases)

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 • Words that rhyme: See – Fee, My – Try, Hat – Mat, Big – Rig, etc.

• Parts of something: Bicycle – wheels, brake, frame, seat, peddles, handle bars

• Dear Diary: Send and listen to the words and phrases: What I had for breakfast, Lunch, Dinner, what I did
today, yesterday, etc.

• QSO Exchanges: Call DE Call GM UR 599 in NC Name is Bob (Other QSO info)

• QSO Party and Contest Exchanges:

Contesting provides excellent opportunities for student practice with calls and short exchanges. Most every
weekend there is a state QSO party which is usually slower paced than contests:
QSO Party Calendar: http://www.hornucopia.com/contestcal/stateparties.html
CWops Exchanges: Jack 64, Rob 3, Jim 1
DX Contest Exchange Example: 599 NC - Typically sent as 5NN NC

Section VI. Elmering Students with Experience

One thing most all instructors learn while teaching beginners and mentoring operators is what I refer to as “The Dirty
Dozen.” Twelve interrelated problems largely due to improper teaching or self-learning techniques coupled with bad
habits formed during the learning or teaching phase of Morse code training. While not all students have the same
problems, at some point in the learning and proficiency improvement process most all students encounter one or more
problems on the Dirty Dozen list:

1. Anticipating what is being sent: A common problem develops when paper and pencil are used to write or print
each letter as it is sent versus learning to copy complete words by their distinct rhythm and sound by ear.
Example… Letters A N Y written down individually and the person copying is focused on each letter they have
no idea of words or sentence flow. They are not learning to use Morse as a language and are simply copying
individual characters. A N Y, and when the next letter is written, for example, W then A N Y W makes no sense
but the mind’s eye anticipates A N Y W A Y, A N Y W H E R E or A N Y T H I N G. If a different letter than
anticipated follows, focus is diverted and anticipation results. This problem is interrelated to Problems 4, 5, 6, 11
and 12.

Overcoming Anticipation: The most efficient way to overcome anticipation is to learn to recognize complete
words by their unique sound and rhythm while learning to copy by ear and copying behind versus writing down
individual letters in order to start remembering complete thoughts, calls, contest exchanges etc. Practice
recognizing the sound and rhythm of the most common double letter, two and three letter combinations based
upon frequency of usage in the English language helps forming word sounds:

Common double letter combinations: ll, ee, ss, tt, oo, mm, ff, pp, rr ,nn, cc, dd - The thirty most frequent two
letter combinations comprise one third of all letter usage: th, he, in, er, an, re, on, en, at, es, ed, te, ti, or, st, ar,
nd, to, nt, is, of, it, al, as, ha, ng, co, se, me, de - The most common three letter combinations are: the, and, tio,
ati, for, tha, ter, res, ere, con, ted, com, hat, ent, ion, nde, has, ing

2. Attention loss, lack of accuracy: Attention loss is often related to Problem 10 during the learning phase and often
causes frustration. Practice sessions should not exceed thirty minutes in duration. Break up practice sessions in
ten or fifteen minute increments but certainly practice thirty minutes a day, seven days a week. Lack of accuracy
is related to Problems 1, 3, 4, 6, 7 and 10. There is no substitute or better way to learn and improve proficiency
than learning to copy by ear and only take notes versus putting individual characters on paper. Practices learning
the sound of short words then progress to short phrases such as my dog, then add a follow on word to start
building phrases and sentences. Common QSO exchanges are helpful in building confidence to actually get on
the air.

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3. Counting Dits and Dahs: Learning Morse code by counting Dits and Dahs is a terrible habit that is difficult to
break. Counting is typically caused by learning Morse at 5 or 10 words per minute character speed. While some
instructors endorse using the Farnsworth method adding extra space between characters often leads to
unintentional counting.

Experience has confirmed teaching words versus individual letters at 20 wpm character speed with a bit of extra
space between words, for example TEA followed by EAT sent as TEA EAT and progressing three word phrases
is more effective. Eliminate extra spaces between words as quickly as possible in order to learn and use Morse
with normal speed and spacing. Why teach or learn at 5 or 10 wpm when it just as easy to learn at 20 is often an
unanswered question. Counting is directly related to Problems 7, 8, 9 and 12.

4. Dit and Dah Transposition: Transposition is primarily related to learning at slow character speed and tone
frequency being either too low or too high for an individual’s hearing frequency range. The most common
character reversals or transposition are: er-re, es-se, an-na, it-ti, on-no, en-ne, ot-to, ed-de, st-ts, at-ta, ar-ra, in-ni.
Practice copying and sending all ten numbers is a good method for overcoming transposition.

5. Inability to break old habits: The obvious answer to overcoming Problem 5 is to not develop bad habits in the first
place. Bad habits developed in the early learning stage are the most difficult to overcome. The key to breaking
old habits is to focus on exercises, methods and techniques that help overcome or break specific old habits. The
first step is to determine what bad habits individuals have. Counting is most certainly one, writing each character
immediately as it is sent is another. Focus on overcoming the worst bad habit or habits first. To do so, they must
be identified; make a list and a plan then follow the plan.

6. Inability to copy behind: Problem number 6 is directly related with Problem 12. Until students or those with
experience “break the pencil and toss out the paper” and learn to copy entire words by their distinct sound an
rhythm problem 6 will automatically become problem 5, 8, 9 and 10. Set up exercises comprised of short words,
repeated two or three times if necessary and practice retaining words that comprise short phrases: MY RED HAT
– HER OLD CAT – BIG BAD BEN – UR RST 599 – MY RIG IS A K-3 – MY ANT A DIPOLE etc. – Problem
6 leads the list of Bad Habits that must be broken in order to become proficient and use Morse code as a language.

7. Inability to distinguish spaces and timing: Problem 7 is usually related to learning to copy at slow speed and
copying individual letters versus words. With regard to sending, we can tune the bands most any day and hear
what is referred to as “a bad fist” – While an experienced instructor will not encourage using code readers, new
radios such as the Elecraft K-3 can display Morse as it is sent, students can benefit by using a Morse display to
actually see proper character spacing and timing. Watching a display while practicing sending is helpful in
overcoming spacing and timing issues. Proper character and word spacing is shown in the illustration below:

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 8. Increasing speed: With regard to receiving, Problem 8 is directly related to every other problem on the Dirty
Dozen List. Address each problem individually and increasing receiving speed will be easier to achieve.

Most everyone reaches a “plateau” or bump in the road where they seem to be stuck at a certain speed. To
overcome problems with a given plateau or bump in the road simply “jump the bump.” If you are stuck at 20,
increase the speed to 21 or 22 wpm. Jumping the bump by increasing speed even one or two words per minute is
the best way to increase receiving speed proficiency.

9. Lack of confidence: Problem 9 is usually related to “getting on the air” and making QSOs. One way to gain
confidence is to “have QSOs with yourself.” Use a code practice oscillator or key the side tone on a transceiver
without going on the air. Make up a list of QSO exchanges using different call signs, names QTH etc. and
practice. Even if contesting is not something an individual wants to do, they are excellent confidence builders as
the exchanges are short (Other than Sweepstakes) and there are plenty of state QSO parties to take part in.
Practice makes perfect.

10. Mental fatigue: Problem 10 is common in many things and practicing Morse code is no different. Too much too
often is not productive. Don’t practice when tired or just after coming home from a hard day at work. Practice
during relaxation time or early in the morning when you are fresh or whatever time an individual has the true
desire to practice is the best time. Contest or Radio Sport participants are well aware what a toll fatigue can do to
their performance. Don’t overdo it.

11. Memorization versus hearing words: Problem 11 is directly related to problems 1, 2, 3, 4, 6 and 7. Until
individuals develop the ability to recognize complete words by their sound and rhythm, copy behind and use
Morse as a language, problem 11 will remain on the bad habit list. Use techniques and practice copying by ear
and copying behind.

12. Writing or typing each letter as it is heard: Last in alphabetical order but most certainly the number 1 problem
and obstacle standing in the way of becoming proficient in Morse is our worst enemy and by all means the first
bad habit to break. Break the pencil and toss out the writing pad in order to learn to copy by ear and copy behind
should be the number one priority for every beginner or anyone with the desire to improve their skill in using
Morse code. Learn to use it as a language is the rule of thumb to live by.

Section VII. Reference materials

Reference material and tools for Morse code proficiency enhancement are available on WØUCE’s website Morse Code
Page - http://www.w0uce.net/Morsecode.html

Use Morse Song MP-3 Files to help learn or overcome problems in using Morse code as a language with Sequence One
through Four Letters Groups.

Morse Song
There is a direct relationship between music and Morse code thus Morse Song MP-3 files provide an enjoyable Morse
code second language learning experience set to music. The original Morse Code Song created by Andrew Crawford,
VE1VAC, combines the unique sounds of all twenty-six letters of the English language with rhythmic cords which makes
learning Morse simple and enjoyable.

Morse Song Letter Sequence Groups

VE1VAC's original Morse Song has been digitally rearranged and converted to four MP-3 teaching aids and self learning
tools. The MP-3 files are arranged to play letters in sequence as they most frequently appear in English language words.
Morse Song Groups are useful tools for learning to copy, send and also to overcome letter confusion and related learning
problems. Morse Song MP-3 Files are available for download at: http://www.cwops.org/cwa-student-res.html

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Self-learning and interactive teaching
There is no reason to learn Morse code at slow speed and go through the drudgery of having to learn to increase speed.
Beginners are encouraged to learn to send with a hand key before progressing to a bug or electronic keyer. Morse Song
Sequences are an excellent tool to help develop a smooth, rhythmic sending fist by simply listening then sending along
with MP-3 sequence files as they are played.

Beginners will need a hand key and code practice oscillator or transceiver side tone can be keyed. CW Player is a
valuable tool used for practice by simply entering letters, letter groups words, phrases and calls arranged in teaching order.
Instructors and students are encouraged to set the Speed and Farnsworth Speed selections at 20 words per minute with no
extra spacing to start and gradually increase character speed. In this way, Farnsworth does not become a crutch.

Morse Song and Letter Sequence as teaching resources for instructors

Every Morse code instructor has a personal preference for teaching or mentoring others to help overcome problems.
Morse Song and use of the Letters, Groups and Words in the WØUCE method as well as Morse Song MP-3 files can be
incorporated and personalized to complement other methods.

Skype Audio / Video Conferencing

Skype is a free high-quality Internet based audio/video chat and conferencing application that has proven to be an
effective teaching tool for instructors and students. Skype provides a live face-to-face teaching and learning environment
for one-on-one sessions or up to six people in a virtual classroom. Skype is available for PC, Mac, Tablets and
Smartphones. If a computer does not have an internal webcam, an inexpensive USB webcam will provide suitable audio
video capability.

Instructors can send Morse over-the-air and students can reply over-the-air or using Skype. Sending Morse over the audio
portion of Skype provides adequate quality when code practice oscillators and radio side-tone is used. The application
also provides an excellent media for individuals to practice with others if propagation or conditions do not permit on-the-
air sessions or if someone does not have HF capabilities.

When teaching beginners, Skype and Morse Song can be combined by simply using Media Player or another MP-3 device
to play Segment One, Two, Three and Four Morse Song MP-3 files over the audio link.

Real-time audio/video conferencing offers a tremendous advantage for instructors because students can be monitored both
visually and audibly. Student facial expressions and body language often reveal issues or problems that can be
immediately addressed by the instructor. Skype, Morse Song and Morse Translator also enables instructors to teach or
mentor students anywhere in the world over the Internet when propagation precludes establishing or maintaining on-the-
air Morse training sessions. Skype is available for download:
http://www.skype.com/en/

Section VIII CWops Club CW Academy classes

The following items are required in order to participate in a CWops Academy Internet Training Class
1. Reliable broadband Internet service
2. Skype Video Chat Application
3. Webcam
4. Hand Key, Bug or Paddles for use with electronic keyer
5. Code Practice Oscillator or ability to key transceiver sidetone

Online training classes are typically conducted twice per weekly typically on Tuesday and Thursday evenings, students
are also given homework assignments and are required to practice a minimum of 30 minutes per day. Students are
encouraged to get on the air and also conduct Skype QSOs and interactive homework assignment practice sessions.

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Section IX Teaching and self-practice resources:

• CW Operators' Club (CWops) Academy: http://www.cwops.org/cwacademy.html

• CWops Academy Student and Advisor Resources: http://www.cwops.org/cwacademy2.html

• CW Player: http://www.f6dqm.fr/software.htm#cw_player

• AA9PW Morse Code Practice and Online Exam Tool: http://aa9pw.com/morsecode/

• RUFZ Call Sign Pile Up Trainer: Excellent practice tool for Letter/Number combinations and call signs:
http://www.rufzxp.net/

• Morse Translator: Online Java application for translating text to Morse code:
http://morsecode.scphillips.com/jtranslator.html

• Skype: Free Internet Audio Visual Conferencing application: http:// http://www.skype.com/en/

• Zen and the Art of Radio Telegraphy. http://www.qsl.net/ik0ygj/enu/ZART_r20101008m.pdf

• K6RB Beginner (Level I) Teaching Syllabus and other resources: http://www.cwops.org/cwa-student-res.html

• Other Resources: http://www.w0uce.net/Morsecode.html

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