II. Listen and repeat.

Look, pull, full, foot.

III. these examples of the sound / υ /.

look	good	push	sugar	book
pull	foot	look	should	could
full	wolf	took	bush	cook
put	would	puss	wool (!)	butcher

I V. Listen to the sound / u: / on its own. Look at the mouth

diagram to see how to make this long vowel sound.

The tongue is in the back part of the mouth. The back of the tongue is raised high in the direction of the soft palate. The soft palate is raised. The tip of the tongue is retracted from the lower teeth. /u:/ is more retracted and close than the English / υ /, the distance between the jaws is narrower. The lips are rounded but not protruded, the opening between the lips is smaller and the degree of rounding is greater than for / υ /.

V. Listen and repeat.

Luke, pool, fool, boot.

VI. Read these examples of the sound /u:/.

fool	shoes	soup	true	moon	do
rude	shoot	crew	group	rule	root
boot	new	to	drew	truth	tool
shoe	lose	who	rouble	threw	move
route	pool	solution	groove	prove	fool (!)

VII. Listen to the sounds / υ / and / u: / in contrast and repeat.

Look-Luke

pull-pool

full-fool

foot-boot

VIII. Read the contrasted sounds/ υ / and / u: /. Transcribe the words.

should – shoed foot - food

could – cooed full - fool

would – wooed took - two

look – Luke book - boot

pull – pool who - hook

IX. Read the following sentences. Mind the right articulation of the sounds / u: / and / υ /.

2. That cook couldn’t cook if she didn’t look at a cook book.

3. Sue knew too few new tunes on the flute.

4. The cook pushed the crooked stick with her foot.

5. The cookies are good.

6. The poor rabbit hit the bushes.

7. Put the book on the wooden table.

8. My ruler is at school too.

9. Chew your food, Ruth.

10. My shoe is in the pool.

11. Does the moon shine into your room?

12. It’s very cool this noon.

X. Listen to the dialogue (Sound Right 29.2). Intone it. Learn and reproduce it, paying attention to the pronunciation of the sounds / u: / and / υ /.

29.2

- We should be there by two.

- Yes, it’s a full moon and the route’s good.

- I’d put the things in the boot.

- The boot’s full.

- What is that fool put in the boot?

- I wouldn’t look if I were you.

- Or should I say – who’s he put in the boot?

XI. Learn the following graphical rules:

• Vowel / u: / is represented in spelling by:

  1. The letter “u” in open syllables (tune)

Note: It sounds /u:/ preceded by “j, r, l” (June, blue)

2. The digraphs “eu” and “ew” - /ju:/ (neutral, few) BUT: Jew, crew, flew

3. “ui” (suit)

4. The digraph “ou” in words of French origin (group, wound)

5. “oo” (moon, root, pool), “you” (you, youth)

Rare Spellings: beauty, queue, who, whom, whose, do, to, too, two

• Vowel / υ / is represented in spelling by:

  1. The diagraph “oo” followed by “k” (book)

  2. The letter “u” after “p, b, f”, sometimes “s” (pull, bull, full; sugar)

Irregular Readings: but, bus, butter

Rare Spellings: could, should, would, bouquet, woman, wolf

XII. Find Ukrainian equivalents to the proverbs and sayings, learn them:

/ u: /

13. No news is good news.

14. Bad news has wings.

15. That’s where the shoe pinches.

/ υ /

1. A good beginning makes a good ending.

2. A good cook never cooks while looking into a cookery book.

3. Look before you leap.

XIII. Learn the following tongue twister and read the text as fast as you can.

How much wood would a woodchuck chuck

If a woodchuck could chuck wood?

He would chuck as much wood as a woodchuck could chuck

If a woodchuck could chuck wood.

Booker Woolsey Cookbook.

Booker Woolsey was a good cook. One day, he took a good look at his full schedule and decided that he could write a good cookbook. He knew that he could, and thought that he should, but he wasn’t sure that he ever would. Once he had made up his mind, he stood up, pulled up a table, took a cushion and put it on a bushel basket of sugar in the kitchen nook. He shook out his writing hand and put his mind to creating a good, good cookbook.