Words with the ew sound: Words containing ew | Words that contain ew

Words with EW

A list of all EW words with their Scrabble and Words with Friends points. You can also find a list of all words that start with EW. Also commonly searched for are words that end in EW. Try our five letter words with EW page if you’re playing Wordle-like games or use the New York Times Wordle Solver for finding the NYT Wordle daily answer.

15 Letter Words

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gewurztraminers₃₄preinterviewing₂₉blameworthiness₂₈housewifeliness₂₆teletypewriters₂₄

14 Letter Words

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gewurztraminer₃₃newspaperwoman₃₁newspaperwomen₃₁committeewoman₃₀committeewomen₃₀freewheelingly₂₉lukewarmnesses₂₇newfangledness₂₇microbreweries₂₆preinterviewed₂₆praiseworthily₂₅reinterviewing₂₅bewilderedness₂₄newsworthiness₂₄teletypewriter₂₃braillewriters₂₂renewabilities₂₂shrewishnesses₂₂noteworthiness₂₁

13 Letter Words

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overbejeweled₃₄newsmagazines₃₂horsewhipping₂₉microbrewings₂₈bewilderingly₂₇firewatchings₂₇horsewhippers₂₆middleweights₂₆whitewashings₂₆bewilderments₂₅cheesewrights₂₅housewarmings₂₅eyewateringly₂₄newsgathering₂₄preinterviews₂₄needleworkers₂₃housewiferies₂₂reinterviewed₂₂braillewriter₂₁newsgatherers₂₁

12 Letter Words

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prizewinning₃₂newsmagazine₃₁bewitchingly₂₉cabbageworms₂₉prizewinners₂₉spacewalking₂₉corkscrewing₂₈bewitchments₂₇microbrewing₂₇cracklewares₂₆firewatching₂₆horsewhipped₂₆microbrewery₂₆newspaperman₂₆newspapermen₂₆racewalkings₂₆servicewoman₂₆servicewomen₂₆spacewalkers₂₆cringeworthy₂₅

11 Letter Words

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bejewelling₃₁bronzewings₃₀cakewalking₂₉jewelfishes₂₉cabbageworm₂₈prizewinner₂₈candlewicks₂₇screwcapped₂₇bewitchment₂₆cakewalkers₂₆homewrecker₂₆prewrapping₂₆spacewalked₂₆thumbscrews₂₆blameworthy₂₅corkscrewed₂₅crackleware₂₅crewelworks₂₅firewalking₂₅flightcrews₂₅

10 Letter Words

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jewelboxes₃₃jackscrews₃₂bejeweling₂₉bronzewing₂₉bejewelled₂₈breezeways₂₇bubblewrap₂₇jewelweeds₂₇cakewalked₂₆candlewick₂₆bewrapping₂₅cakewalker₂₅lukewarmly₂₅thumbscrew₂₅bewitching₂₄crewelwork₂₄flightcrew₂₄kiddiewink₂₄makeweight₂₄newsweekly₂₄

9 Letter Words

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jackscrew₃₁jewelfish₂₇jewellike₂₇bejeweled₂₆breezeway₂₆jewelling₂₆jewelweed₂₆jewfishes₂₆skewbacks₂₆jewellery₂₅cakewalks₂₄cavewoman₂₃cavewomen₂₃crewnecks₂₃cycleways₂₃jewellers₂₃spacewalk₂₃viewgraph₂₃bewigging₂₂bewrapped₂₂

8 Letter Words

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jewelbox₃₁skewback₂₅bejewels₂₄jeweling₂₄cakewalk₂₃jewelled₂₃crewneck₂₂cycleway₂₂dewaxing₂₂jeweller₂₂makework₂₂brewpubs₂₁capework₂₁chewinks₂₁feverfew₂₁jewelers₂₁newshawk₂₁pipework₂₁rewaxing₂₁bikeways₂₀

7 Letter Words

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jewfish₂₄bejewel₂₃jewelry₂₂jeweled₂₁brewpub₂₀chewink₂₀flyblew₂₀jeweler₂₀bikeway₁₉dewaxed₁₉bewitch₁₈chewing₁₈dewaxes₁₈dewclaw₁₈fitchew₁₈misknew₁₈newmown₁₈purview₁₈rewaxed₁₈brewski₁₇

6 Letter Words

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jewels₁₉curfew₁₆gewgaw₁₆kewpie₁₆beweep₁₅bewept₁₅beworm₁₅bewrap₁₅chewed₁₅mewing₁₅nephew₁₅upgrew₁₅bewigs₁₄bewray₁₄cashew₁₄chewer₁₄clewed₁₄curlew₁₄dewlap₁₄eschew₁₄

5 Letter Words

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jewel₁₈dewax₁₆chewy₁₅rewax₁₅bewdy₁₄viewy₁₄bewig₁₃chews₁₃unmew₁₃whews₁₃askew₁₂bedew₁₂clews₁₂flews₁₂krewe₁₂mewed₁₂mewls₁₂newbs₁₂newly₁₂plews₁₂

4 Letter Words

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chew₁₂kewl₁₂knew₁₂phew₁₂whew₁₂blew₁₁clew₁₁flew₁₁mewl₁₁newb₁₁plew₁₁skew₁₁view₁₁brew₁₀crew₁₀dewy₁₀hewn₁₀mews₁₀pews₁₀smew₁₀

3 Letter Words

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eww₉few₉mew₉pew₉hew₈yew₈dew₇new₇ewe₆sew₆tew₆

2 Letter Words

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bleu, blew, blue, boo, brew, chew, cl.

..

Pure Rhymes
– 433 rhymes

Words that have identical vowel-based rhyme sounds in the tonic syllable. Moreover, that tonic syllable must start with a different consonantal sound.

bleu

blew

blue

boo

brew

chew

clue

coo

coup

coups

crew

cue

deux

dew

do

doo

drew

du

due

ewe

few

flew

flu

flue

foo

fu

glew

glue

goo

grew

gu

gue

hew

hewe

hoo

hu

hue

knew

ku

leu

lew

lieu

loo

lu

lue

mew

mu

new

nu

ooh

ou

pew

phew

plew

poo

pooh

pu

q

qu

que

queue

rew

roux

rue

screw

shoe

shoo

skew

slew

soo

spew

stew

strew

sue

tew

tew

thew

threw

through

thru

to

too

trew

true

tu

tue

two

u

view

whew

who

woo

xu

yew

you

yu

yue

zoo

accrue

adieu

ado

anew

askew

bamboo

canoe

construe

debut

ensue

eschew

fondue

imbue

into

kazoo

liou

outdo

outgrew

perdue

pursue

redo

renew

review

revue

ru

shampoo

su

subdue

taboo

tattoo

tatu

undo

undue

unglue

untrue

vu

wahoo

withdrew

kung fu

ballyhoo

hitherto

kangaroo

misconstrue

overdo

overdue

overthrew

fu manchu

bienvenue

hullabaloo

Babu

Baku

Ballou

Bellew

Cebu

Chengdu

Choo

Chou

Chu

Crewe

DFW

Depardieu

Depew

Depue

Dru

Fitzhugh

GNU

Hsu

Hugh

Jammu

Jew

Joo

Ju

Kalamazoo

Katmandu

Kew

Koo

Kwangju

Kyu

Larue

Ledoux

Lemieux

Liu

Lou

Loux

Marcoux

McGrew

McHugh

Moo

Peru

Phu

Prew

Pru

Prue

Pugh

Purdue

Ratu

Schou

Schuh

Shu

Shue

Sioux

Stu

Suu

Theroux

Timbuktu

Urdu

Wu

Yoo

ZANU

rope Into

I’m telling you

I tell you

That will do

I love u

• rope Into
• black and blue
• bolt from the blue
• feeling blue
• go blue
• out of the blue
• true blue
• home brew
• paddle one’s own canoe
• paddle your own canoe
• bite off more than one can chew
• bite off more than you can chew
• more than one can chew
• section crew
• That will do
• derring do
• fail to do
• feel free to do
• how do you do
• make do
• no can do
• to do
• well to do
• become due
• give one’s due
• give the devil his due
• a few
• not a few
• kung fu
• yoo hoo
• blow into
• break into
• bump into
• burst into
• come into
• cut into
• dip into
• drop into
• get into
• go into
• light into
• look into
• nose into
• pitch into
• plow into
• plug into
• read into
• run into
• sail into
• see into
• sink one’s teeth into
• step into
• stick one’s nose into
• swear into
• talk into
• tear into
• tie into
• wade into
• work into
• bran new
• as an old shoe
• comfortable as an old shoe
• common as an old shoe
• saddle shoe
• be in a stew
• break through
• carry through
• come through
• fall through
• follow through
• get through
• go through
• leaf through
• plow through
• pull through
• put through
• run through
• see through
• sit through
• squeak through
• through and through
• thumb through
• wade through
• about to
• according to
• add up to
• amount to
• answer to
• as to
• be itching to
• be on to
• be out to
• beat to
• bring to
• build up to
• come to
• come up to
• did use to
• do justice to
• due to
• dying to
• equal to
• extend one’s sympathy to
• eye to
• face up to
• fall to
• for to
• from to
• get around to
• get down to
• get next to
• get through to
• get to
• get used to
• give birth to
• give credence to
• give free rein to
• give it to
• give oneself up to
• give place to
• give rise to
• give the lie to
• give thought to
• given to
• go to
• going to
• hand it to
• hang on to
• have got to
• heart goes out to
• heave to
• hold a stick to
• hold to
• in regard to
• inclined to
• just coming up to
• lay oneself open to
• lay to
• lead to
• leak to
• lean to
• lend an ear to
• lend color to
• lend itself to
• lend oneself to
• lie to
• live up to
• look forward to
• look to
• look up to
• mind to
• next to
• not have the heart to
• one’s hat is off to
• partial to
• party to
• pay court to
• pay lip service to
• pay one’s respect to
• play up to
• put a stop to
• put up to
• relative to
• rise to
• room to
• rub up to
• run to
• set fire to
• set one’s hand to
• set to
• shine up to
• so as to
• stand up to
• subject to
• take a dislike to
• take a fancy to
• take a liking to
• take a shine to
• take exception to
• take kindly to
• take off one’s hat to
• take to
• thanks to
• turn a deaf ear to
• turn one’s hand to
• turn to
• used to
• when it comes to
• wise up to
• with an eye to
• with reference to
• with regard to
• with relation to
• with respect to
• eat one’s cake and have it too
• have one’s cake and eat it too
• have your cake and eat it too
• none too
• you can’t have cake and the topping, too
• ring true
• in two
• one two
• tell a thing or two
• thing or two
• I love u
• bird’s eye view
• in view
• point of view
• worm’s eye view
• who is who
• pitch woo
• I tell you
• I’m telling you
• ain’t got nothing on you
• all right for you
• for you
• i’ve got a bone to pick with you
• mind you
• says you
• thank you
• that’s for you

End Rhymes
– 230 rhymes


Words that have a pure rhyme on their last syllable only.

Kourou

Hutu

Mobutu

Honolulu

Kwazulu

Lulu

Zulu

«Go Pro» to see the next 24 end rhyme sets.

Click here to «Go Pro»

Near Rhymes
– 1068 rhymes


Words that «almost» rhyme on the vowel-based rhyme sound of the stressed syllable like: be/eat or maybe/shapely.

boobs

cubes

tubes

Lube’s

• down the tubes

hooch

pooch

cooch

smooch

Bueche

Gooch

smooth

soothe

Boothe

• take the rough with the smooth

«Go Pro» to see the next 41 near rhyme sets.

Click here to «Go Pro»

Mosaic Rhymes


Rhymes made up of more than one word. For instance, «jealous» and «tell us» or «shaky» and «make me.»

One-syllable words do not have mosaic rhymes.

How To Teach Long U Words

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Last up in my series of long vowel sounds, I’m sharing tips and tricks to teach long u words! Because there are two ways to pronounce long u, it is the most complex of long vowel sounds to teach. I’m going to break down each of the eight ways to spell the long u sound, and the best activities to help you teach long u words to your students.

Looking for a long u word list? You can download the list pictured by signing up below. If you don’t see the signup form, click here.

Two Sounds For Long U!

Yes, long u can make 2 different sounds! I know I didn’t learn that in school but it’s true. Let’s look at an example below.

Say tube and cube. Notice how u in tube makes more of an /oo/ sound while in cube it sounds more like /y/ /oo/. Those are the two different long u sounds.

There is some confusion and discussion over whether the /y/ /oo/ sound is a diphthong (2 vowels making 2 sounds together, like oi/oy). Truly, it doesn’t matter what it’s called as long as you teach students how to read and spell them correctly.

Now let’s go over the different ways to spell these sounds.

Eight Ways To Spell Long U

The long u sound can be represented by 8 different spelling patterns:

1. u – music
2. u_e – mule
3. ue – rescue
4. eu – feud
5. ew – few
6. oo – food
7. ou – soup
8. ui – fruit

The majority of these are vowel teams, so students should already know the open, silent e, and vowel team syllables. Students should also be able to find the base word, as some of these rules apply to the base word even if it has a suffix.

Spelling Generalizations for Long U

U alone

At the end of an open syllable, u makes the long u sound (says its name) and this is one of the most common ways of spelling the long u sound. Some examples include pupil, tulip, and student. It can make either the /oo/ or the /y/ /oo/ sound. Students must understand how to split words into syllables and know what open syllables are.

U_E Spelling Pattern

The u silent e spelling pattern is also common, but much less than u alone. This one is usually in the middle of a base word. Examples include cute, rule, and fume. It can make either the /oo/ or the /y/ /oo/ sound. Of course, students should be confident with the magic e syllable.

EW Vowel Team

Much less common is the ew spelling of the long u sound in the middle or end of a base word. This is another one that can make both long u sounds. Examples include few and dew.

UE Vowel Team

UE usually spells the long u sound at the end of a word following a consonant sound. Examples include due and cue. As you can see it can make both long u sounds. This is not used very often.

OO and OU Vowel Teams

These two are also pretty common, but the oo spelling is the most common.

OO can be in any part of the word while ou making the long u sound is usually in the middle of a word.

EU Vowel Team

Long u spelled eu is pretty rare. Examples include feud and Europe. This one always makes the /yoo/ sound.

UI Vowel Team

The long u spelling of ui is also not very common. There are some common words like fruit and juice with this spelling, but not many other words use this spelling pattern for the long u sound. This one only makes the /oo/ sound.

Tips For Teaching Long U Words

How to teach the difference between /y/ /oo/ and /oo/

There isn’t really a rule for when the u says /oo/ or /y/ /oo/. They both have to be explicitly taught.

I got this idea from the Phonics & Spelling Through Grapheme Mapping book. Use the words mew and moo, with a picture of a cat for mew and a picture of a cow for moo.

Say this: “Say mew. Now, say mew without /m/.” Answer: /y/ /oo/

Then do the same with moo.

Say this: “Say moo. Now, say moo without /m/.” Answer: /oo/

Students should be able to clearly hear the difference in the sounds when doing this activity. You can use the picture of the cat and cow to help guide students on the correct pronunciation, although most won’t need this.

When students are sounding out words and they don’t know which sound to go with, tell them to try both and see which sounds right.

Syllabication & Sounding Out Words

Remember that students should always split unknown words into syllables as they try to sound them out.

Students should first break the word into its syllables, and try to eliminate some spelling options. So for example, if they are trying to spell the word human, they should know it won’t be with ew because that spelling option is usually at the end of a base word. If they still ask, you can cue them with something like ‘it’s the end of a syllable so what do you think can go there?’ Guide them in choosing the correct spelling pattern.

You can also use the guide words approach, where you choose one guide word for each spelling pattern to use as the reference. So for ew, you can use the word few. Then you can cue by saying, “u like in few“.

Also, because there are multiple options expect students to get them wrong sometimes, and tell them this! It’s ok if they make mistakes as long as it’s another valid spelling option and not something that doesn’t follow any rules. Through repeated exposure and practice they will eventually internalize the correct spelling pattern for words.

Lots of practice and repeated exposure are the names of the game with the long u sound. Do a variety of activities repeating the words as many times as you can.

Long U Activities & Lesson Ideas

Phoneme Grapheme Mapping – This is a great activity that really isolates the phonograms for students to practice. You can get the Phonics & Spelling Through Grapheme Mapping book and follow the long u lesson, or use my long u word list to do the same activity using sound boxes. See below for an example.

Create short stories to help anchor the spelling patterns. – Group similar words together and create a short story using them to help students remember them For example, with oo, you could say ‘The pool was too cool so we ate our food’ or something like that. Draw a picture or create your own poster with images of words with this spelling pattern and put it up in your room.

SOS – If you don’t already know what Simultaneous Oral Spelling is, then check out this post here. I love this multisensory spelling method for practicing spelling. And you can do this whole class or one on one making it really easy to use in any setting.

Dictation – This is another fantastic activity but I would do this after you have spent some time on long u because it is harder for some students. Also when dictating words, give students a clue about the spelling such as telling them it’s a vowel team or open syllable. I often dictate words that all have the same spelling pattern to avoid these problems.

Sorting – Sorting is always a good idea when you have multiple options for spelling. You can play matching games like memory, just sort them into piles/columns, or create any game that requires sorting by spelling pattern. This builds phonemic awareness so it’s always a good activity for all students.

You can also sort by color coding the vowel team or spelling pattern in the words. I took the list from the SOS activity, then had my student highlight each vowel team in a specific color to more visually show the groups.

I include 3 different sorting activities for the long u sound in my Long U Worksheets & Activities set.

Picture cue cards – Create visual graphics of tricky words, homophones, and homographs. These picture cues really help students remember which pattern to use. I suggest you make these using index cards and keep them in a baggie or box for reference. See an example below (it’s for a long o sound but you get the idea).

Games – Of course, I always include games because it’s just so easy to add a stack of flashcards to any game and make it educational! Use an easy to play board game where students need to pick up a card on their turn and add a task like reading the word aloud and sorting it, or asking another player to spell it, or even something as simple as having them air write the word after reading it aloud. Or print off a teacher-made game from my Long U Word Work set.

I typically use the printable board game pictured below (which you can get for free in my library after joining my email list). I create a stack of long u words flashcards and play, having students pick up a card and read it aloud then write it on their turn.

Constant Review – Remember to keep these spelling patterns in constant review after they are learned, so they are not forgotten. Using a sound wall or phonogram drills are great ways to do this without it taking up a lot of time.

Check out my Long U Word Work Worksheets & Activities resource in my TPT store for ready to use long u activities, reference sheets and posters, and printable worksheets.

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Letter «u» at the beginning of a word. Fixing the rules for designating sounds [y], [o] and [a] with letters. Letter learned letters

Keywords:

Russian language,
EMC «Primary school of the XXI century»,
The letter u at the beginning of the word

Objectives: to teach to navigate in the sound structure of the word, to conduct a sound analysis of the word: to develop phonemic hearing; develop a sense of mutual support.

Lesson progress

Organizational moment. Greeting

Invented by someone simply and wisely
At a meeting, say hello:
— Good morning!
— Good morning — to the sun and birds!
— Good morning to smiling faces!
And everyone becomes kind, trusting.
Let the good morning last until the evening!

Rhythmic part. Psychological attitude (moving in a circle, holding hands)

Quiet, quiet, very quiet
We’ll all go around in circles.
Quiet, quiet, very quiet
We’ll sit down together.
We will sit very quietly
Maybe an hour, maybe two.
We will speak quietly
Very quiet words (finger to lips).

Review of what has been learned

1. The game «Recognize the sound»

— Put 3 chips in front of you — red, green and blue.

— I will name the sound, and when you hear it, you will repeat it and determine if there is an obstruction in your mouth. If there is, then this is … ( consonant ). Then you need to decide whether it is hard or soft, and pick up the corresponding chip. If a solid consonant, then … ( blue ). If a soft consonant, then … ( green ). And if there is no obstruction in the mouth when pronouncing a sound, then this is … ( vowel ).

[p, p’, a, y, o, c’, c, d, g’, s, e, a, s’, s,]

2. Make the word BOW from chips

— Replace the vowel with a letter. Which? ( y )

— I will remove the letter from and put and . will the word change? ( bow hatch )

— Will the layout change? Change.

— What conclusion can be drawn?

3. Definition of sound [th] in words

— Clap your hands 1 time if you hear the sound [th] in a word.

Fox, husky, player, face, washbasin, nightingale, bus, trolleybus, kite, tea.

— Does it happen that the sound [th] at the beginning of a word? In what, for example?

Work on the topic of the lesson. Textbook work, p. 46-47.

— Arrange all the studied letters denoting vowel sounds after the blue and green chips; name the letters denoting vowel sounds that are written after a solid consonant; name the letters denoting vowel sounds that are written after a soft consonant.

The teacher puts blue and green chips one under the other on the typesetting canvas.

— Put in the appropriate line all the learned letters denoting vowel sounds.

— Close your eyes. (The teacher at this time rearranges the letters a and i .)

— Open your eyes. You have to say what has changed. (You have rearranged the letters a and i . )

— Correct. (The student swaps the letters.)

— Close your eyes (swap the letters to and to ).

— Open your eyes. What changed? (You swapped the letters for and for .)

— Correct. (The student swaps the letters, puts them in their places.)

— Close your eyes (swap chips), open your eyes. What changed? (You have swapped the chips (puts them in their places.)

— Tell me, which of these letters can represent two sounds? What sounds do they represent?

Sound analysis of the words yula, jung. [y’] and [y]

Guess the riddle

Lone Ivashka — painted shirt.
Sing and dance a master, but there is no way to stand.
(Yula)

— «Read» the word «yula» by pointing with a pointer according to the sound composition of the word.

— Say the word «yula» so that the first sound is clearly audible. Name it. ([y’])

— Determine what sound it is and what color chip to designate? (Consonant, voiced, soft, green chip. )

— Say the word «yula» so that the second sound is clearly audible. Name it. ([y])

— Determine what sound and what chip to designate it. (vowel, red chip.)

— Say the word «yula» so that the third sound is clearly audible. Name it. ([l])

— Determine what sound it is. (Consonant, voiced, hard, blue chip.)

— Name its soft pair. ([l’])

— Find the fourth sound in the word «yula». (A vowel, a red chip.)

— If the sound [y’] and the sound [y] are nearby in a word, then what do you think, what letter should be indicated? (Sounds [y’], [y] at the beginning of a word are denoted by the letter y.)

— Replace the chips denoting the sounds [y’], [y] with the letter y .

— Determine the number of sounds and letters in the word «yula». To do this, once again “read” the word according to the scheme.

Live sounds game.

• What other letters at the very beginning of a word make 2 sounds?
• For example.

Reading a poem.

— Who is a cabin boy? Find the answer in the poem. ( Junga — future sailor. )

— What did the cabin boy bring from distant countries?

— How many fish are in the bag?

— How did you know?

— Perform a sound-letter analysis of the word «junga».

— There are two models of words on the board: “yula” and “junga”.

— What identical sounds are there in silent word schemes? ([y’], [y], [a].)

— What letter denotes the sound [a] in these words? (Letter and .)

Differentiated work.

• Reading children receive cards with texts.
• Non-reading children work with the teacher.

Work in the copybook «Recipe No. 1»

Fixing the spelling of the letter y.

• Write Yu Yu.
• Write the correct letter in the words top and skirt.
• Write down the suggested combinations of letters.
• Find a given group of letters.
• Run additional tasks on a blank line.

Writing learned letters. Entering missing letters based on sound models of words.

• Conduct a sound analysis of the words onion, hatch, turkey; fill in the missing letters.
• Write the letters a, o, e, y, i, u on the desired line: if the letter is written after hard consonants, write it after the blue square; if the letter is written after a soft consonant, write it after the green square.
• Conduct a sound analysis of the words maple, beak, clown; fill in the missing letters.
• Write the studied letters twice on a clean line, Yu, U, Yo, O, A, I, I, a, o.

Lesson summary

Our lesson has ended.
And we summarize.

• What did you learn at the lesson? What did you learn about the letter and ?
• Name the vowels that are written after a solid consonant.
• Name the vowels that are written after a soft consonant.

Farewell

May they live here with us
Our good deeds,
And let the bad ones leave,
We drive them out of the yard.

«Differentiation of letters U-U» in grade 1

Purpose: to consolidate children’s knowledge about the letters U-U, about their use in syllables and words.

Tasks:

– to teach children to differentiate hard and soft consonants before the vowel letters U-Yu in syllables and words;

— develop phonemic perception, language analysis and synthesis skills;

— to teach the correlation of sounds with symbols and letters.

Equipment: pencils, pens, notebooks, subject pictures, cards with letters.

Course of the lesson

1. Organizational moment

Speech therapist: All the guys stood up straight,

They raised their eyes at me,

Sit together, do not yawn!

Answer during the lesson!

2. Repetition of the material covered on the topic «Vowels»

Speech therapist: What letters of vowels did we repeat in the last lesson?

Speech therapist: Which vowel letters form pairs? Why?

TASK 1

Speech therapist: Guys, look at the blackboard. What do you see? (children answer). You need to compose and write down words with letters A / Z

A M L I

A V L I

A R D I

A GR I

A V LI I

TASK 2

Speech therapist: On your desks there are sheets with task No. 2. Insert the missing letters A / Z and write in the sentences the words that make sense. Choose a title for this story.

________________________________

Paul. .. n… share your dresses. On the first one, some booths blossomed. On the second floor … nke blossomed … a carnation …. On the third half … nke bloomed rum … shki. Quarter … I was half … nka … sleepy … on bells.

TASK 3

Speech therapist: Circle the letters of the 2nd row vowels in red (children go to the blackboard one by one).

MOLE, BUSH, HATCH, TABLE, POPPY, BEAK, TURNIP, STRAP.

3. Differentiation of letters U-Yu in syllables and words

Speech therapist: Now I will read you the poem «At the lesson»

Listen carefully!

In class

In class I count

I draw and read

I quietly raise my hand,

If asked, I answer.

Speech therapist: Now answer with words from the poem. What am I doing in class? (Children raise their hands and say the words).

Answers: (read, draw, count, answer, raise).

Speech therapist: What letter is written at the end of each word? (Yu)

Speech therapist: Today the topic of our lesson is “Letters U-Yu”

Speech therapist: Remember the poem about the letter U:

“The letter U is two long ears”

Speech therapist: Do you know the poem about the letter Yu? Listen.

So that «O» does not roll away —

I will nail it firmly to the post.

Oh, look what happened:

It turned out … the letter «U»

Speech therapist: Read the words. Compare them in meaning and spelling.

LUK-LUK (Children answer)

Speech therapist: Read and then write down these sentences, inserting the word LUK or LUK instead of dots.

Dad ate (…). The balls fell into (…).

Speech therapist: Remember when the letter Yu stands for one sound, and when — two?

(If the letter Yu is at the beginning of a word, it means two sounds; if after a consonant letter, it means the sound [y]).

Speech therapist: How to pronounce the sound [y]? (The lips are rounded and extended into a tube, the exhaled air does not meet obstacles, the sound is sung, stretched).

Speech therapist: What does the letter U indicate when it comes after a consonant letter? (What a solid consonant). Children give examples.

Speech therapist: What does the letter Yu indicate when it comes after a consonant letter? (That the consonant is soft). Children give examples.

TASK 1

Speech therapist: Listen to the syllables and raise the corresponding letter of the vowel.

MJ, LU, MU, DU, KU, GYU, LU, DYu.

TASK 2

Game exercise «On the contrary»

Speech therapist: Let’s play! If I name a syllable with a hard consonant sound, then you are with a soft consonant similar to it.

MU-…(MU), LU-…, KU-…, DU-…, VU-…, GU-…, NU-…

Speech therapist: What did you do to make the consonant sound soft? (Replaced the letter Y with the letter Yu) — the children answer.

4. Physical education

The deer has a big house,

(hands at the top of the head, showing horns)

He looks out of his window.

(showing the window with hands)

Bunny running across the field,

(jumping in place)

There is a knock on his door!

knock-knock open the door,

(imitation of a knock on the door)

there is an evil hunter in the forest,

bunny-bunny run in my paw.

(we stretch out our hands with an open palm)

Speech therapist: Guys, guess the riddle, who is it about?

Grab it! I’ll swallow it!

Clicks his teeth… (pike)

Speech therapist: What is the rule in this word?

(We write Chu-schu with the letter y).

ASSIGNMENT 3

Speech therapist: Children, look at the blackboard! Here are words that do not have one letter each. Read it, write it down in a notebook and insert the letter Y or Y instead of dots. .

Speech therapist: Guys, you have a crossword in front of you. You need to guess it. The correct answers are entered in the cells.

Wears his house.

Poultry.

Boy’s name.

Swivel baby toy.

Green vegetable growing in the garden.

Prickly houseplant.

This is worn by girls.

Answers: duck, snail, Jura, spinning top, cucumber, cactus, skirt.

6. Summing up the lesson

Speech therapist: Guys, remember what letters we learned to distinguish today?

Children answer: (Letters «u» and «u»).

Speech therapist: Which vowel u or u is written after a soft consonant? («YU»).

Speech therapist: And what after a hard consonant? (“U”)

Speech therapist: How does the consonant before the letter “U” sound? (soft).

Speech therapist: How does the consonant before the letter «U» sound? (firmly).

7. Evaluation of your achievements in the lesson

Speech therapist: Now the guys will have to evaluate themselves for their work in the lesson. Draw and color a traffic light. If all the tasks were completed correctly, turn on the green light, if there were minor difficulties, turn on the yellow light, and if it was very difficult, turn on the red light.

Sounds uː, ʊ, ʊǝ — examples, pronunciation, tongue twisters

We continue the phonetic rubric, the slogan of which is: English sounds are not equal to Russian ones. To learn the correct pronunciation, we have developed a recipe: we take a “bunch” of similar sounds, compare them with each other and with their Russian counterparts. Then we practice pronunciation and literally “train” the speech apparatus to the correct position with the help of several dozen example words and tongue twisters.

A line from a famous song will help to fix the result, which will cut into the auditory memory and will not let you forget the sound!

Today we will take sounds similar to the Russian sound |у| is a long diphthongoid |uː|, short |ʊ| and the diphthong |ʊǝ|.

Long sound |uː| – round but not stick out

Pronounced in words goose, too, rule , etc. This sound is very similar to ours, but there are two main differences:

1. English | uː | is a diphthongoid. That is, this is one sound, but we hear in it the “overtone” of the second sound (also | u |, but deeper), because the tongue and lips slightly change their position during pronunciation: the tongue moves back and up in the oral cavity. The lips are visibly rounded at the beginning and become even more rounded as the tongue moves.

2. To speak English | uː | lips are rounded, but not protruding forward. To see the difference, compare the two pictures. At the first, Russian-speaking singer Keti Topuria pronounces the word « at I fly» in the song of the same name. In the second picture, the English-speaking presenter from the previous video says one of the example words.

Think you can see the difference? 🙂

As a bonus, I’ll tell you about one more important point: in combination | ju: |, which may remind you of the sounds of our letter «yu» (as in the word « yu la» ) — the preceding vowel is not softened! For example, in the words f ew, n ew, t une — we first pronounce the hard consonant and only then raise the middle back of the tongue to the hard palate for | | ju: |.

Got it? Did you catch the differences? We begin to work out the correct position on a set of words.

goose |ɡuːs|

who |huː|

through |θruː|

few |fjuː|

group |ɡruːp|

move |muːv|

you |juː|

threw |θruː|

yew |juː|

too |tuː|

tool|tuːl|

tooth |tuːθ|

cool |kuːl |

rule |ruːl |

school |skuːl |

use |juːz|

tune |tjuːn|

fool |fuːl |

soon |suːn|

new |njuː|

do |duː|

two |tuː|

view |vjuː|

blue |bluː|

Now we complicate the task: we pronounce tongue twisters. Long sound | u: | It was allocated in them with fat:

• A SCH OO L’Men U Sually InCl U des d S OU P, N OO Dles and ST EW 9000 UI 9000 UI 000 . A u niversity’s men u u sually incl u des g oo se, c u cumbers, mushr oo ms and fr ui t j ui ce.
• A C U TE B EAU TY SAL OO N U Sually U SES PERF U ME, SHAMP OO and T OO Thypaste PROD U CED in the US.
• J U DY’s R OO M HAS A B EAU TIFUL VI EW of A P OO L, L U Cy’s R OO M HAS AU TIFUL VI EW OF RA R and ins.

And “the icing on the cake” is the promised line from the song. For sound | u: | The singing of the song “Here i Am” Brian Adams:

IT’S A N EW World, It’s A N EW Start
Its Alive with

ew plan
I’ve been waiting for y ou

Beep |ʊ| — mix u, o, s

Pronounced in the words look, good, book , etc. It also differs significantly from Russian | at |. Firstly, the position of the tongue: it is not tense, pulled back, but not very far (in the Russian version, the tongue is pulled back further). The back of the tongue rises to the front of the soft palate not so high — up to half the distance.

The second important difference is the position of the lips: they don’t round as much. In fact, the lips need to be rounded, as for our | o |, but the mouth is not open so wide. The lips hardly protrude.

Let’s start the practice with words. Take the desired position of the mouth — and get to work!

could |kʊd|

full |fʊl |

foot |fʊt|

pull |pʊl|

should |ʃʊd|

look |lʊk|

put |pʊt|

good |ɡʊd|

took |tʊk|

book |bʊk|

hook |hʊk|

crook |krʊk|

brook |brʊk|

cook |kʊk|

took |tʊk|

bull|bʊl|

hood |hʊd|

would |wʊd|

wool |wʊl |

push |pʊʃ|

puss |pʊs|

soot |sʊt|

woman | ˈwʊmən|

sugar | ˈʃʊɡə ^r |

The next step — tongue twisters with sound | ʊ |.

• A G OO D-L OO King W O Man C OO KS C OO Kies with Gar and G OO Seberry From A G OO OO Kb oo k.
• G OO D F U Llers Are G OO D At F U Lening W OO L, G OO OO KS Are G OO D AT Co KING C C OO oo kies, g oo d b oo kmen are g oo d at f oo tnoting b oo ks. C ou ld g oo d b oo ksellers be g oo d at b oo king b oo ks?
• A c oo k’s b OO Kshelf is F U LL of C OO KB OO KS, A B OO Kman’s B OO KCASE IS F U LL of G OO D B OO KS.

And the last thing is the song. For this sound, I propose to dwell on the song of the singer La’Porsha Renae — «Good Woman».

You got a g oo d g oo d g oo d g oo d w0032
Cuz i’m a Real G OO D G OO D G OO D Good W O MAN (Woman)
BUT EVEN G D Women Go Bad When THEY THEY THEY THEY THEY ThROROUGH what you p u t me through

|ʊǝ| What is a diphthong?

Pronounced in words pure, sec u rity, tour et al . Let’s start the conversation with what a diphthong is in principle. This is a combination of two vowels that are in one syllable . That is, when pronouncing this sound, the position of the vocal apparatus changes , but at the same time you pronounce these “two sounds” together, without dividing them into syllables (as you divide, for example, in the Russian word p oe t — where «to» and «et» are two separate syllables).

Do not confuse diphthong and diphthong oid (like the long |u: | we talked about above). In diphthong and the “overtone of the second sound” is similar in quality to the main sound, and in diphthong the two components of the sound are very different from each other.

In a diphthong, one part is a syllable-forming core (strong sound), and the second is a weak, muffled sound (I would say “sound echo”).

In our today’s diphthong | ʊǝ | syllable-forming element is the sound | ʊ | (we just learned how to pronounce it). The second weak element is the “seam” sound, which we talked about in another article. Only within this diphthong does it become even more faceless and unexpressed.

I must say right away that this diphthong in English is not so frequent. Moreover, in some words in modern English it is replaced by either the sound | ɔ: |, or simply on | ʊ | (especially in American English), or into 2 syllables: long sound | u: | + | ə |. Read more here.

But still, I suggest you practice its pronunciation. First, do the following: say the word look |lʊk| several times (just in case, follow the link and speak along with the voice acting). Now, without changing the position for the sound | ʊ |, say the word lure |lʊə ^r |. Ready!

Next, we proceed to practice in other words. I repeat: there are not many of them.

tour |tʊə ^r |

pure |pjʊə ^r |

cure |kjʊər|

lure |lʊə ^r |

during | ˈdjʊərɪŋ|

security |sɪˈkjʊərəti |

endure |ɪnˈdjʊə ^r |

furious | ˈfjʊəriəs|

furry | ˈfjʊəri |

impure |ɪmˈpjʊə ^r |

manicure | ˈmænɪkjʊə ^r |

neuron | njʊərɒn|

spurious | ˈspjʊəriəs|

Let’s not skip a step with tongue twisters:

• I’ll s ure ly speak fl ue ntly after a t ou r to Eu rope.
• The j u ry got f u rious and m ur ed the p oo r p u ritan.
• The M Oor S Havy Always L URA D SIR C UR IE, BUT D U Ring HIS T OU R TO THE M OO OO R SIR C UR UR UR UR UR UR UR UR UR ie was cr ue lly removed from his b ureau for truancy.

In conclusion — a song. I settled on «Pure Love» by Ronnie Milsap (word pure ).

Pure love, baby it’s pure love
Milk and honey and Captain Krunch and you in the morning

Let’s sum it up: analogues of Russian |у|

1. Long tone | u: | unlike ours, it is diphthongoid (the speech apparatus slightly changes its position during pronunciation): the tongue moves back and up in the oral cavity.