59 -:'get sound /ur/ a First practise the sound /u/ (see page 36). Listen and repeat. b Put your tongue up and back a little more to make the long target sound /ur/. Listen and repeat. c Listenandrepeatboth sounds together. /u/ is short. /ur/ is long. I '"'nimal pairs lut l boot - , :n full of good food. - >uch beautiful puddings! - 3ur too much sugar - . hrad a huge serving of chocolate mousse with stewed fruit. - "" trad the blueberry souffld andthe rhubarb strudel. - .' "ir€6 very foolish. I had servings of gooseberry fool. - -'!hat a fool you are! (Note:pol has two meanings: I a stupid person; 2 mousse, souffl6, strudel and fool are desserts) 'd u4 ffi 't6 d*lr i *;=l'/' i%i ( -'-\ PUILt €_*_ rhf> !l 4v Sound I Sound 2 lul lu'^l look Luke Look, a new moon! Luke, a new moon! could cooed The bird could. The bird cooed. would wooed 'He would, Julie, He wooed Julie at the full mooni at the full moon. (Note: proolhas two meanings: I evidence that something is true; 2 foolproof - made so that it can't be damaged, even by a fool) Pull The sign said 'Pull'. full This isn't really full proof. Pool The sign said 'Pool'. fool This isn't really foolproof. 40 uNlr | | /ulr boor Minimal pair words 8'rr d List€fl and repeat the words. t rr' b You will hear five words from each minimal pair. For each word write I for /u/ (sound 1) or 2 for lw,l (sound 2). EXAMPLE Pair l: 2,2, ).,2, I Minimal pair sentences Iilr c Listen to the minimal pair sentences. tut, d Listen to five of the sentences and write I for /u/ (sound l) or 2 for lu;l (sound 2). sr e Listen to the strong and weak stresses in: oOoooo a foolproof compllter. Then listen and underline the strong stresses in: OooO waterproof boots oOoOo a wind-proof jacket OooOo childproof containers oOooO an ovenproof dish oOooO a waterproof coat oOooO a bullet-proof vest. rk, f Tick the words a) or b) that you hear in the sentences. r a) look I b) Luke tr 2 a) full I b) fool 3 a) pull I b) pool - 4 a) fullish tr b) foolish ! 5 a) would E b) wooed I 5 Dialogue fl a First practise the sound /ur/ in some of the words and phrases from the \- dialogue. Read the words aloud or visit the website to practise. who school soup threw unit rudeness rudest student continue computer chewing gum excuse me good afternoon it was you! n; b Listen to the dialogue, paying attention to the target sound. Then read the dialogue and guess which words are strongly stressed. The number in brackets tells you how many strong stresses there are in that line. The first line has been done. sz c Listen to the dialogue again and underline the strong stresses. Check your answers. UNIT ll /ur/ boot ffi -re two rudest students in the school MlSs LUKE: (l) Cood afterngen girls. GIRLS: (2) Cood afternoon, Miss Luke. MISS LUKE: (a) This afternoon we're going to learn how to cook soup. (5) Turn on your computers and look at unit twenty-two. LUCY: (2) Excuse me, Miss Luke. MISS LUKE: (l) Yes, Lucy? LUCY; (2) There's some chewing gum on your shoe. MISS LUKE: (5) Who threw their chewing gum on the floor? Was it you, Lucy? LUCY: (2) No, Miss Luke. lt was Susan. MISS LUKE: (l) Who? LUCY: (2) Susan Duke. SUSAN: (3) lt wasn't me, stupid. lt was Julie. JULIE: (1) lt was you! SUSAN: (8) lt wasn't me! My mouth's full of chewing gum. Loo( Miss Luke! JULiE: ( ) Stop pulling my hair, Susan. lt was youl SUSAN: (l) YOU! JULIE: (1) YOU! MISS LUKE: (11) Excuse me! lf you two continue with this rudeness, you can stay after school instead of going to the pool. { Sentence stress na a Listen to this conversation. Notice how the strongly stressed words are LOUDer, and the weakly stressed words are said very quiddy. A: Excuse me. B: Yes? A: Could you tell me where I can get some (1) shoelaces? B: Yes. There's a shop next to the (2) supermarket that sells vsry good (l) shoelaces. l'm going there too. b use the words below to make more conversations like the one in 4a. Trv to say the unstressed syllables quickly. I shoelaces herbal shampoo toothpaste tools football boots tuna chewing gum fresh fruit juice 2 supermarket swimmingpool computer shop newspaper stand school 5 Spelling Look back over this unit at words with the target sound, and write what you noticed about how to spell the sound /u:/. /*3 lst^l girl - {l my co- rkers have started er walking :o rr-ork er very early in the morning. - 'lh. -{nd do yoz walk to rk? ' -:'get sound /sr/ * a First practise the sound /crl (see page 33). Listen and repeat. '-r-t' b Put your tongue forward and up a little more to make the target sound /sll. Listen and repeat. c c Listen and repeat both ofthese long sounds together: lctl and lstl . : ',iinimal pairs A ': # ft Sound I Sound 2 lctl lsl four fur She's got four. She's got fur. torn turn It's a torn sign. lt's a turn sign. uvarm wolm I wouldn't like warm soup. I wouldn't like worm soup. walker workel He's a fast walker. He's a fast worker. mal pair words "rua a Listen and repeat the words. rrrrr b You will hear five words from each minimal pair. For each word write I for lcll (sound L') or 2 for lstl (sound 2). EXAMPLE Pair l: 1,2,I,1,2 ,"f"t\ V' -51 rt *a _- si fenq*9 3i< g ,+*t #,ru 44 UN|T 12 l':;l girl Minimal pair sentences trr ra C Listen to the minimal pair sentences. nr ru d Listen to four of the sentences and write 1 for lctl (sound l) or 2 for lstl (sound 2). Blla e sentence stress Listen to the minimal pair sentences again and underline the sentence stress (on page 43). EXAMPLE I wouldn't like warm soup. Minimal pairs B Sound I Sound 2 lel ls'^l ten turn The sign says ten. The sign says turn. Ben burn Look at it, Ben. Look at it burn. bed bird It's a colourful bed. lt's a colourful bird. west wolst It's the west wind. lt's the worst wind. Minimal pair words Errd a Listen and repeat the words. Hl;l b You will hear five words from each minimal pair. For each word write l for /e/ (sound l) or 2 for lsl (sound 2). EXAMPLE Pair I: 2,2,2,I, I Minimal pair sentences BlJa c Listen to the minimal pair sentences. nreu d Listen to four of the sentences and write I for /e/ (sound 1) or 2 for ls.^l (sound 2). Bt.ra e Sentence stress Listen to the minimal pair sentences again and underline the sentence stress (above). EXAMPLE It's the west wind. 6) f A h ,H w L/r vil t Y. ',4 L R UN|T 12 lstl g,irl 45 'Q et - 'nal pairs C :i u .b tl Sound I Sound 2 I'tl l3ll fun fern Fabulous fun! Fabulous fern! bun burn Look at that bun. Look at that burn. w '6\ ti -qJl G H 5- # ,Si .[t bud bird That's a tiny little bud. That's a tiny little bird. -O ll girl $ There's a gull on the b :h. ih.,.', a girl on the beach. - nal pair words a Listen and repeat the words. b You will hear five words from each minimal pair. For each word write I for /,r/ (sound l) or 2 for ls.^l (sound 2). EXAMPLE Pair 1: 1,2,1,2,I - "ral pair sentences c Listen to the minimal pair sentences. d Listen to four of the sentences and write I for /n/ (sound l) or 2 for lll (sound 2). e Sentence stress Listen to the minimal pair sentences again and underline the sentence stress (above). EXAMPLE Fabulous fun! f Tick the words a) or b) that you hear in the sentences: t a)bed I b) bud I c) bird I 2 a) Ben's tl b) buns f c) burns tr 3 a)ward tr b) word I 4 a) walk I b) work I 5 a) short tr b) shirt I 6a)or I b)er I i I alogue o'' a First practise the sound /srl in words from the dialogue below. Read the words aloud or visit the website to practise. were weren't nurse worst world shirts hurts thirstv Thursday dirty Sir Herbert Colonel Burton b Listen to the dialogue, paying attention to the rarget sound. . boor Minimal pair words 8& apos;rr d List€fl and repeat the words. t rr' b You will hear five words from each minimal pair. For each word write I for /u/ (sound 1) or 2 for. worst wind. Minimal pair words Errd a Listen and repeat the words. Hl;l b You will hear five words from each minimal pair. For each word write l for /e/ (sound l) or 2 for. fast worker. mal pair words "rua a Listen and repeat the words. rrrrr b You will hear five words from each minimal pair. For each word write I for lcll (sound L') or