The vowel sound /υ/ as in “book”.

· Read the instruction to learn how to make the short sound / υ /.

The whole blade of the tongue is in the back part of the mouth. The back of the tongue is raised towards the soft palate. It is raised higher and towards a more front part of the soft palate than in pronouncing the English / o: /, therefore the sound / υ / is defined as more advanced and more close than /o:/. The tip of the tongue is retracted from the lower teeth. The lips are rounded about the same amount as for / o:/ but the mouth is not so open.

· Listen to the target sound and the words and repeat. Look at the mouth diagrams to help you position your lips, tongue and jaw for the target sound. Transcribe the words.

/ υυ υ /

· Read these words with the sound / υ /. Transcribe them.

Look, good, push, sugar, book, pull, foot, look, should, could, full, wolf, took, bush, cook, put, would, puss, wool, butcher.

· Listen to the sentences and repeat. Read each sentence aloud slowly at first, then as if you were telling it to someone in a natural way.

1) C ou ld you p u t this g oo d W or cester w oo l in the w oo den chest?

2) The b u tcher saw a w o lf l oo king in every n oo k for the fallen r oo k.

3) Our c oo k c ou ldn’t c oo k without l oo king at his c oo kery b oo k.

4) If I c ou ld just get off the h oo k and get rid of my responsibility to c oo k.

5) You c ou ld easily lose your f oo thold in the b u lrushes by the br oo k on the way to the “B u ll and B u sh” pub.

6) If you are preparing a p u dding you must have s u gar and a g oo d c oo kery b oo k.

· Listen and copy the intonation and voice modulation on the CD.

W ou ld you take this b oo k!

C ou ld you leave that h oo k!

Let us walk by f oo t!

That sounds g oo d!

We c ou ld, we w ou ld, we sh ou ld!

· Practice reading the tongue twisters as quickly as you can. Be careful not to mispronounce the target sound / υ /.

1. 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.

2. 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.

· Listen to the tongue twister. Learn it by heart. Practice saying it as quickly as you can. Be careful not to mispronounce the target sound.

How many cookies could a good cook cook

If a good cook could cook cookies?

A good cook could cook as much cookies

As a good cook who could cook cookies.

· Listen to the words with sounds / u:/ and / υ / in contrast and repeat. Look at the mouth diagrams to help you position your lips.

/ υ /	/ u: /	/ υ /	/ u: /
could foot full look put should	clue food fruit loose pool shoes	good wood book took rook soot	glued wound boom true rouge soon

· Listen to the sentences and repeat. Read each sentence aloud slowly at first, then as if you were telling it to someone in a natural way. Mind the highlighted letters.

1) The w ou nded w o lf c ou ldn’t m o ve his f oo t and s oo n fell asleep under the b u sh.

2) W or cester w oo l w ou ld s ui t b eau tifully for my n ew bl ue s ui t.

3) Natural f oo ds contrib u te to a g oo d diet.

4) Behaving l oo sely c ou ld be seen as f oo lish and w ou ldn’t impr o ve your l oo k.

5) G oo d b oo ks u sually f u lfil people’s lives.

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

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

c) Sue knew too few new tunes on the flute.

d) The cook pushed the crooked stick with her foot.

e) The cookies are good.

f) The poor rabbit hit the bushes.

g) Put the book on the wooden table.

h) My ruler is at school too.

i) Chew your food, Ruth.

j) My shoe is in the pool.

k) Does the moon shine into your room?

l) It’s very cool this noon.

· Listen to the dialogues. Intone them. Learn and reproduce, paying attention to the pronunciation of the sounds / u: / and / υ /, intonation and tempo.

Dialogue 1

- Who would he choose?

- He’d choose you.

- He wouldn’t choose me. I’m much too young. He doesn’t think I could do it.

- Well, if he wouldn’t choose you, who would he choose?

- He’d choose Wood. Wood’s very good.

- Mm. Much too good to be true.

Dialogue 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?

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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: /

35) No news is good news.

36) Bad news has wings.

37) That’s where the shoe pinches.

/υ/

a. A good beginning makes a good ending.

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

c. Look before you leap.

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