in Use CD-ROMs Guide - Cambridge University Press

in Use CD-ROMs GuidePronunciationThis teaching guide offers suggestions for using the English Pronunciation in Use CD-ROMsin the classroom or computer lab and for students’ self-study outside the classroom.It includes the following:Did you know ... ? – an overview of the interactive features.Teaching tips – ways you can use the CD-ROMs for homework assignments, in a computer labor classroom and with a projector or interactive whiteboard.Worksheets – photocopiable worksheets to help students become familiar with the main featuresof the CD-ROMs, to give students extra work on pronunciation, speaking, and vocabulary and toallow students to reflect on their experience with the CD-ROMs.www.cambridge.org/elt/inuse

www.cambridge.org/elt/inuseTeaching tipsThe English Pronunciation in Use CD-ROMs can be used at school, at work,or at home, with stand-alone or networked computers and in conjunction witha projector or on an interactive whiteboard. To reflect this, the tips are taggedwith icons to suggest how and where they can be used: C for computer lab/classroom, H for homework and P for those schools which have a projectoror interactive whiteboard.Before students start to use the CD-ROM, they can work through the Speaking1 and 2 (page 15) and the Get to know your CD-ROM worksheets (page 12).Vowel sounds C PHelp your students use the Phoneme Chart to improve their pronunciation of vowels.HowTip 1• In class, display the Phoneme Chart. Point to the top three rows of the chart, andtell the students that the short vowels are in the top row, the long vowels in thesecond row, and diphthongs in the third row. Click on the three cells in the fourthcolumn where you see the words on/got; born/walk; boy/noisy.• Click on the boy’s head in the cell for / ɒ/ – you will hear a male voice say thesound /ɒ/ and the words on and got. Then click on the girl’s head, and you willhear a female voice doing the same.• Then click on the film strip symbol to see the mouth, tongue, teeth, and theglottis move. The glottis is represented by the little grey oval in the throat, which shakes a bit to indicate that thesound is voiced – all vowels are voiced.• Ask your students what colours each of the three rows have; accept answers ‘green’ and ‘yellow’ for the first and thirdrows, and allow some discussion of what the colour of the second row is – ‘Not quite red’, ‘Not quite pink’, ‘Not quitepurple’ – but agree that it will be ‘red’ or ‘red-ish’.• Now ask the class where the vowel for green is. Is it in the top row? No it is in the second row, it is the same vowel aseat and meet. Click on the male and female heads, and on the film-strip to show how the vowel is produced. Do thesame for the words yellow (both /e/ and /əυ/) and red-ish (both /e/ and /I/).© Cambridge University Press 2009 English Pronunciation in Use CD-ROMs Guide 3

www.cambridge.org/elt/inuseTip 2Vowel sounds team gameC PHelp your students improve their pronunciation of vowels through competitivepractice in hearing and producing the vowel sounds.How• Prepare the class for this game by reminding them of the three colours ofthe top three rows of the Phoneme Chart: ‘green’, ‘red-ish’, and ‘yellow’. Tellthem that there are eight columns; count the number of columns from the leftas you point to each cell in turn on the green (top) line – ‘One, two, three, etc.’• Point to the cell with / ɒ/ and the words on and got, and say ‘This is cell‘green, four’.’ Now point to the cell with /I/ in/swim and ask, ‘What’s thisone?’ Class: ‘That is cell ‘green five’.’• Divide the class into two teams A and B. Get each team to decide which member will go first, second, third, etc.• Then get the first student in team A (A1) to choose a cell at random, e.g. ‘red three’, and then get the first student inteam B (B1) to say the sound, and the words for that cell – ‘/u:/ blue, too’. Check, by clicking on the screen, how wellB1 matches the vowel sound, and look at the video if necessary.• Then get B1 to do the same for A1, and continue through the team.• Lastly, divide the class into pairs of students, A and B, and get them to do the above activity together.Tip 3ConsonantsHHelp your students improve their pronunciation of consonants, and get them torecognise the same sounds in different words.How• In class, show them the Phoneme Chart, and point to the consonants section.Click on the three components (male head, female head, video symbol) ofthe sound /p/ and then ask them which other words in the chart have the /p/sound? They should answer: ‘Apple, cup, chips, page.’• For homework, ask them to search through the Phoneme Chart for wordscontaining the sounds /b/ and /f/ and two other sounds of their ownchoosing. Use the Vocabulary worksheet to help them do this (see page 14).• Students should also find, and add to their lists, six additional words for each sound from outside of the PhonemeChart. They should check the sounds of the words in their dictionaries.• In the next class, ask the students to share the results of their research. Compile a list of words for the phonemicsymbols and have the students update it as they encounter new words.4 English Pronunciation in Use CD-ROMs Guide© Cambridge University Press 2009

www.cambridge.org/elt/inuseFalling Phonemes gameC PHelp your students develop their knowledge of the relationship between sound,symbols, and spellings. The words and falling objects differ: Elementary has fallingsnowballs, Intermediate has falling apples, and Advanced falling leaves. But thestructure of the game is the same.Tip 4How• Go to the Games menu then select Falling Phonemes.• Click start, and show the class how to play the game. Do not worry, to beginwith, about getting the falling objects into the correct position. Show them thespeaker icon on the right hand side, and click it to hear the target word beingpronounced.• Show them the two arrows that can move the falling objects to the left, to the right, and the down arrow that drops thefalling object into position. Note that, as well as clicking with a mouse on the screen, the arrows on the keyboard canmove the falling object around.• Now tell them that it is their responsibility to give you instructions about how to move the falling phonemes.All they have to do is to shout ‘Left’, ‘Right’ or ‘Down’.• Choose one person to click on the speaker every time a new word appears. Choose one other person, or a group ofpeople, in the class to repeat the word aloud every five seconds. Choose one person to write down every word thatappears in the game. Choose one other person to keep count of the number of successful positionings of the fallingobjects. Start the game, and click quickly on the speaker so they can hear the word.• Turn away from the screen, so that you are facing the keyboard, and not the screen. The class shouts instructions toyou to move the falling phonemes left, right, or down – and you do so, using the arrow keys on the keyboard. Do notlook at the screen as each word appears. Much noise should ensue.• After the game is over, review the successes. For homework, get them to play this game for themselves, and reportback in the next class how they did.Dictation C PHelp your students perceive and understand the sounds of English through dictation.HowTip 5• Choose a page (e.g. Elementary 8.1, Intermediate 34.1, Advanced 15.2) whereyou can see some of the words, but not see others; where you can hear therecording, and where the script has some blank spaces.• Before class, click on the upward pointing arrow at the bottom centre of thescreen to show the whiteboard toolbar. You will see a printer symbol. Print off asmany sheets as there are students in the class, and hand out one sheet to eachperson.• Get the students to read the sentences/dialogue to each other in pairs, and askthem what words they would put in the blanks.• Play the recording to them twice. Now get them to discuss in pairs what words they heard, and what words theywould write in the blanks.• Play the recording several times - if there is a slider, drag it backwards and forwards with the mouse to quickly find thetarget words and sentences.• Show the answers and discuss any difficulties the students might have had. Finally, get them to read the sentences atthe same time, and the same speed, and with the same intonation, as the original.© Cambridge University Press 2009 English Pronunciation in Use CD-ROMs Guide 5

www.cambridge.org/elt/inuseTip 6Words and columnsC PHelp your students hear and produce the differences between sounds of English.Example exercises: Elementary 4.1, Intermediate 31.1 (sound after answers) andAdvanced 32.2.How• Find a screen with a list of words, and two or more columns. Click the arrow atthe bottom of the screen to show the whiteboard toolbar. Click the printer, andprint off the worksheet of the screen in its starting state.• Give one worksheet to each pair of students. Tell them that the words differ,and need to be placed into either one or the other column.• When they have finished, invite one member of each pair in turn to come up tothe white board, and to drag one word to the appropriate column. When some– but not all – of the words have been placed in columns, click the Checkanswers button at the bottom of the right hand side of the screen, and you willhave five seconds to see whether or not your answers so far are correct. Youcan do this once only.• When all the words have been put into columns, click on the same button – itis now the Final score button. You will see how many answers are right, andyou will then be able to see the correct answers.• Get the class to correct their worksheets by looking at the whiteboard,projection or screen.• Then re-set the screen by clicking the circular arrow Start again button. Ask each pair to find two words of their own,not ones that have been used in the exercise, that will go in each column. They should use dictionaries to help them.• Now click on the Open whiteboard toolbar arrow, and select the Pen tool, and ask each pair for words to write in eachcolumn. As you write the words up, get the rest of the class to check in their dictionaries if the word matches thecolumn.Tip 7Loggo Word Stress gameHelp your students learn word stress.HowC P• Click on the games tab on the left hand side of the screen, and select Loggoword stress.• Divide the class into two or more teams. Within each team, choose a captain,a note-taker, a timer, a marker, and a controller. The note-taker will write downeach word that comes up on the screen during the team’s turn. The markerwill record whether or not the team got the correct answer for each word.The controller will use the whiteboard/computer controls to select the rightanswers. The timer will keep track of the time. The captain will keep order.• Choose Start, Timed Challenge, and then 2 minutes. You will use the short version todemonstrate how to play the game, and to demonstrate the roles of each person in the teams.• As each word appears, click at least once on the speakers to hear it again, then ask the class to repeat the word, andtell you which syllable to paint with the mouse. Note that in the Advanced version, you may need to paint both yellow,secondary stress, and red, primary stress. When happy with the answer, click Go. Remind the note-taker to make anote of each word, and the marker to record if the answer is correct. Remind the timer that they should call out thetime every thirty seconds.• Now it’s the turn of each team. Each team should use the four-minute version of the game. Ask each captain to checkthat their team is ready, and when they are, send the controller to the front of the class to start the game. When all theteams have had their turn, ask the note-takers and markers for their comments, and write up the words on screen, oron your whiteboard, that the teams got wrong. Get the class to check with dictionaries what the correct word-stressshould be.6 English Pronunciation in Use CD-ROMs Guide© Cambridge University Press 2009

www.cambridge.org/elt/inuseCrosswordsC PHelp your students become familiar with the relationship between sounds andsymbols, and to practise minimal pairs.Tip 8How• Go to a crossword page (e.g. Elementary 3.2, or Intermediate 1.2), and use the‘cheat’ to prepare it (see Tip 10 to learn how to use the ‘cheat’ feature). You willthen see the headphone/listening symbols. Using the CD-ROM’s whiteboardtoolbar to select a printer, print off worksheets of the screen in this non-answerstate – one for each student.• Show the students the list of words that they are going to work with. Point toeach one in turn, and get them to repeat them aloud one by one after you.• Now give them a dictation. Tell them to write the words they hear in the box on the left. Click on the headphonessymbol and listen to the list of words twice through. Do the same for the right hand box.• Get them to check their answers with each other in pairs. And briefly show them the correct answers by clicking onthe Show answers button.• Now ask the students to finish the crosswords above each box of words by writing the symbols in the squares. Theyshould make sure that all the words in the box are represented in the crossword.• Display the answers on the whiteboard/computer by clicking on the Show answers button.• Finally, point to a word in one of the boxes, and to a word in the other box, and get the class to say the words, makingclear the differences between them. Then get them to do the same task in pairs. Remind them that they can use thePhoneme Chart (see Tips 1-3) to revise how to say each sound.Word maps C PHelp your students to learn groups of words with the same sounds.HowTip 9• Pre-teach the pronunciation point of the word map that you want to use(e.g. Intermediate 5.2 or Elementary 4.2), and pre-teach the different ways ofpronouncing the past-tense /d/ sounds.• Tell students that you can only select the squares beside or below othersquares. They should not select squares which lie diagonally to each other.• Tell them what the target feature is that they have to trace through the map.Point to the starting square, and give a very careful pronunciation of the word itcontains, exaggerating the feature (e.g. /d/) that they are going to follow. Thendo the same for the word in the finishing square.• Now tell each pair to trace a route through the word map which follows the words which have the same feature.The first pair to finish should put up their hands. You then invite the pair to the front of the class where they trace theroute on the whiteboard or screen, using the CD-ROM’s whiteboard pen. Check the answers.• To finish, ask the class either to look at the words which were not part of the route, and see if any of them have thesame feature (e.g. /d/ ending); or, using the CD-ROM’s pen tool, get them to write other words with that feature alongthe same route.© Cambridge University Press 2009 English Pronunciation in Use CD-ROMs Guide 7

www.cambridge.org/elt/inuseTip 10Listen and recordC PHelp your students make the most of the listening and recording possibilitiesof the CD-ROM.How• Some exercises only allow you to use all the features of the exercise after you have answered the questions, andreceived your full score. For example, when you have finished the exercise you can only then do some listening andrecording. It is important to know that there is still useful work to be done (listening or recording, or both) after youhave entered the full score. If you want to access the listening and recording functions quickly, without answering thequestions, here’s how to do it.• On the page that you want to work with, click the Check answers button on the bottom right-hand side of the screen.Wait until the count down (from five to zero) finishes, then click the same button once more. You will then see a popupscreen that tells you that you have a zero score on this exercise.• Click the Show answers button on the pop-up field. Now click on the Hide answers button - it’s just to the right of theCheck answers/Final score button. The answers will now be hidden, but the listening and recording features will bevisible (see Tip 8).Tip 11Word grid C P HHelp your students master the relationship between sounds and spelling.How• Go to a word grid screen such as Elementary 5.2 or Intermediate 4.2. You willsee words in symbols down the side, and a grid of letters in the centre of thescreen.• Warning: when you click on the Start again button, the word grid changes andthere is a completely new arrangement of letters on the grid.• Point out the list of words in symbols down the left hand side. Point to eachword in turn, and get the class to repeat it after you.• Explain that they now have to find these words, in ordinary spelling, in thetable. Using the CD-ROM’s whiteboard pen, number each column across the top, and then give a letter to each row.• Choose a word from the list, and say it carefully, and ask the class to tell you where to find the word – ask ‘Does itstart in column 4, row 3?’ Then elicit from them where the word starts – they say ‘The word ‘xxxx’ starts in Column 2,Row 5.’ It is important that they repeat the word correctly, when telling you where to start.• When the students have identified the correct starting place, click on the cell, and drag the mouse over the letters untilyou reach the end of the word, then release the mouse. Do this for a few, but not all the words.• Now hand over the task to the class. Reset the task, by clicking on the Start again button. You will have a new set ofletters in the grid, but the word list will be the same.• Invite a pair of students to the whiteboard or projector screen – between them they will now control the activity,and you will monitor pronunciation. Get one to read the words very carefully (starting from the bottom of the list,working upwards) and the other in charge of the pen/mouse, marking off the words as the class tell them what todo. Remember it is important that suggestions from the class should always be of the form ‘The word ‘xxxx’ starts incolumn Y, row Z!’• As this is in progress, you monitor and check the pronunciation of the words.• For homework, get each student to do the same activity at home, but with a different grid.8 English Pronunciation in Use CD-ROMs Guide© Cambridge University Press 2009

www.cambridge.org/elt/inuseDialogues C P HHelp your students improve their pronunciation in connected speech.HowTip 12• Before the class, print off a copy of the starting state of the screen, (e.g.Elementary 47.1, Intermediate 51.1, Advanced 27.2) and give one to eachstudent.• If you cannot see the listening symbol, or the recording symbol, follow theinstructions in Tip 10. Make sure the answers are hidden before you startthe task.• Get the class to read the words of the dialogues to themselves, and check thatthey understand the vocabulary.• Then play the recording for each part of the exercise by clicking on the headphone symbol, and get the class to dothe task – e.g. finding the stressed words – by circling the words on the dialogue.• Click on Show answers and get each pair to check their answers. Then play each part of the dialogue again, threetimes, getting the class to listen carefully. Then allow each pair time to practise speaking the dialogue, both parts of it,with each other and without listening.• Now tell them they are going to do it at the same time and the same speed as the original. Get each pair to decidewho takes which part, then count down from five before clicking the start button.• Ask pairs to volunteer to perform in front of the class, speaking at the same time and the same speed as the original.Make sure they also produce the exercise target (e.g. stress) correctly.• Now get them to record, on their own computers, both sides of the dialogue.Reviewing homework HHelp your students improve their pronunciation by setting them regular homework.HowTip 13• Set homework by giving students two exercises to do from one unit. Tell themthat they need to do it before the following class (or at a time convenient foryou), and that you want to see printed proof that they have done the task.• This is how they can provide printed proof. They do the task on the computer athome, or in the computer laboratory at school. Then they click on the Progresstab on the left hand side of the screen. They scroll down to the unit that theyhave completed, click on the unit number, and their percentage scores will beshown. They should then click the printer symbol at the bottom of the screen toprint off their score. Ask the students to bring in the piece of paper to you as proof.• Meet students in small groups (three or four) at regular intervals, to check on their progress, and re-do, quickly, theexercises that they say they have done.© Cambridge University Press 2009 English Pronunciation in Use CD-ROMs Guide 9

www.cambridge.org/elt/inuseTip 14Changing vowels sounds (Advanced only)Help your students become more fluent by changing the sounds of wordsin natural speech.C PHow• Go to Advanced 23.1. Prepare the exercise by following the instructions inTip 10 and click on the Hide answers button.• Print this screen in its starting state, one handout for each student.• Click on each listening symbol in turn, and get the students to select S if thesounds remain the same, and D if they sound different. Get students to checktheir answers in pairs, and when they have finished, click Show answers.• Click on each of the words which has a different sound, and get the class to repeat accurately.• Then ask each pair to look up or invent an example sentence which contains one of the words (for example: ‘Couldwe reach a consensus on this matter?’ from Cambridge Advanced Learners Dictionary). Each pair then practisessaying this sentence at different speeds – tell them to practise a slow clear version, and a fast less clear version.• Invite pairs to come in turn up to the whiteboard or screen. Click the Open whiteboard toolbar arrow, and then theText tool. Position the text field in the space above the words on the screen. One of the pair types their chosensentence, in the text field. The other one then clicks on the recording symbol, and records the sample sentence. Theclass listen and decide whether their pronunciation of their chosen word is closer to the slow or the normal version.• Repeat this for several pairs.Tip 15Fast function words (Advanced only)Help your students hear and speak function words fluently.HowC P• Print the exercise ( Advanced 21.2) in its starting state, using the print tool inthe CD-ROM’s whiteboard toolbar. Photocopy one sheet per student.• Point to a word in the brown table at the top of the screen. Give anexaggerated, careful slow pronunciation of that word, and get the class torepeat it. Do it for several words.• Now, divide the class into pairs, A and B, and tell As that they are teachers,and Bs that they are students. Get A to point to words given in the table, andget B to say it slowly and carefully. A: ‘That one.’ B: ‘Another.’ A: ‘Good, welldone. Now that one …’ Then they change roles.• Now a dictation. Tell them that they are going to hear these words spoken at normal speeds, and they have to writethem, one word per space, in the six sentences of the exercise.• Play each sentence three times. Then get the pairs to consult each other on what they have written down.• Then get one person to come to the whiteboard or screen to drag and drop the words from the brown table into thegaps in the first sentence. Get a different person to do the same for the other five sentences.• Check the answers, then try the pronunciation component of the exercise. Get the students to practice the sentencesin their pairs. Then drill them in speaking the sentences at the same time and the same speed as the recordings.Then choose five people to come to the front to record each of the sentences. Make sure that they make the functionwords fast and unclear.10 English Pronunciation in Use CD-ROMs Guide© Cambridge University Press 2009

www.cambridge.org/elt/inuseWorksheet instructionsGet to know your CD-ROMThis orientation worksheet can be completed by studentsas homework or in a computer lab. With students who areless computer literate you might prefer to have them workas a whole class with a computer/projector, or whiteboard.The aim of the worksheet is to familiarize students with themain features of the CD-ROM and get them talking andthinking about how they can best use it as a tool for theirown learning.If students do the worksheet at home, be sure to followup in class with some discussion of the main points andfeatures. You can use the students’ first language asnecessary.Answer Key1. Exercises, Tests, Games, Progress, Glossary, Phoneme Chart;2. Elementary a) 50, Intermediate and Advanced a) 60, b) 2;3. Elementary a) 21, b) 1 & 2, c) 1, d) 2, Intermediate a) 2, b)2, c) 1, d) 1, Advanced a) 1, b) 2, c) 1, d) 2; 4. d; 5. c; 6. d; 7. c;8. b; 9. b; 10. a) Blue, b) father, ago, c) you see tongue, teeth,and lip positions.Speech sounds worksheetsSpeech sounds 1 can be used to help students identifyand work on those speech sounds (e.g. vowels andconsonants) which are problematic for them.Speech sounds 2 can be used with other features ofspeech – covered in the later units of the CD-ROM, such ascontinuous speech, stress and intonation.Favourite words worksheetThis worksheet is closely related to the Phoneme Charton the CD-ROM. It is for students to add their favouritewords. Often students can produce a speech soundaccurately in one word, but not in others. This worksheetis to encourage them to choose words which they cansay well, and to use them as their reference words forindividual speech sounds.Vocabulary worksheetThe Vocabulary worksheet can be used whenever thereare words which are new or unfamiliar to your students.They should write the new word in the left-hand column,then put information about how the word sounds in thesecond column, then either find in a dictionary or inventan example sentence in which the word is used.Speaking worksheetsSpeaking 1 should be done before the Get to knowyour CD-ROM worksheet to find out how and when yourstudents use computers. In addtion to serving as a warmeror introduction, it can give you important information aboutyour students’ access and attitudes to computers.Speaking 2 can be done before the Get to know yourCD-ROM worksheet and again at a later date during thecourse. Giving your students this worksheet at the startof the course should encourage them to reflect on howthe CD-ROM can help them improve their pronunciation.Repeating the task later will show you if their attitudeshave changed and what the students find most usefulabout the CD-ROM.The purpose of these speaking exercises is to collectinformation and test attitudes, so you can translate theminto the student’s first language.Reflection worksheetStudents can use the Reflection worksheet with any of theexercises on the CD-ROM. It will enable them to give youmore detailed feedback on how they are doing and helpyou to know what they need help with. Be sure to collectthese once the students have completed them and, wherepossible, use their feedback to plan review sessions.© Cambridge University Press 2009 English Pronunciation in Use CD-ROMs Guide 11

www.cambridge.org/elt/inuse1Get to know your CD-ROMThis activity will help you to find the different parts of the CD-ROMand see how they can help you.Hold your mouse over the tabs on the left hand side of the window and circle the words that you see as you hover.Dictionary Exercises Activities GamesGlossary Listening Progress VocabularyTests Phoneme Chart Reading Writing2Click on the Exercises tab.a) How many units are there?b) How many exercises are there in each unit?3 ElementaryLook at the A1 exercises.a) How many words are used in exercise 1?b) Which exercise begins with: Drag the words?c) Which exercise uses the words three, sick and coffee?d) Which exercise uses phonemic symbols?IntermediateLook at the A1 exercises.a) Which exercise uses a crossword?b) Which exercise uses the word mate?c) Which exercise uses the words through and threw?d) Which exercise gives you sentences to listen and record?AdvancedLook at the A1 exercises.a) Which exercise uses 10 single words?b) Which exercise uses five pairs of sentences?c) Which exercise has the word ‘Tuesday’ as item 9?d) Which exercise has two items beginning with My?4 Click on the Tests tab. Why is there no test there?a) It’s a mistakeb) My teacher needs to write a test for mec) I need to write a testd) Either myself or my teacher can write a test5Hover over the circles at the bottom of the Testswindow. Hovering over the middle circle will showyou the word Help. What words do you see whenyou hover over the other circle?a) Build new testb) Write new testc) Create new testd) Construct new tests67890Click on the New test button. The screen will change. Hover over the twocircles in the middle of the screen. What words do you see?a) Add test and Delete test c) Add test and Delete chapterb) Add chapter and Delete chapter d) Add unit and Delete unitElementary and IntermediateClick on the Games tab. What are the names of the games?a) Loggo word stress, Loggo Phonemes, Falling Stressesb) Loggo word stress, Loggo sentence stress, Falling Tonesc) Loggo word stress, Loggo sentence stress, Falling Phonemesd) Loggo word stress, Loggo main stress, Falling PhonemesAdvancedClick on the Games tab. What are the names of the games?a) Loggo word stress, Falling Stressesb) Loggo word stress, Falling Tonesc) Loggo word stress, Falling Phonemesd) Loggo word stress, Falling TreesClick on the Progress tab. You will see the percentage score you have goton each of the Exercises sections. What happens when you click on thenames of the sections?a) You see the words: You should work harderb) You see the names of the units in each sectionc) Nothing happensElementary and IntermediateClick on the Glossary tab. What are the first and last words in theGlossary?a) apple and zebra c) auxiliary verb and weak vowelsb) accent and word stress d) consonant and vowelAdvancedClick on the Glossary tab. What are the first and last words in theGlossary?a) apple and zebra c) accent and word stressb) auxiliary verb and vowel d) consonant and vowelClick on the Phoneme Chart tab.a) What colour are the consonants?b) Which two words are given as an example of the /ə/ sound?c) What happens when you click on the film strip for each sound?12 English Pronunciation in Use CD-ROMs Guide© Cambridge University Press 2009PHOTOCOPIABLE

www.cambridge.org/elt/inuseSpeech sounds 1Unit: Target speech sound: Sample words:12345Which words were difficult to say or not clear?Which words do you think you said well?Which words would you like to pronounce better?Did you use the Phoneme Chart to help you?How well did you do? Put a cross on the line.ExcellentNot GoodSpeech sounds 2Record yourself speaking one or more sentences ofconnected speech. Then listen to yourself, and compareyourself to the original. Complete the chart below.Unit:Focus of the unit (e.g. stress, questions):12345Did you run the words together in a natural way?Were you able to match the speed of the original recording?Were you able to match the stress and intonation of the original recording?Were there any words which were difficult to say?How well did you do? Put a cross on the line.ExcellentNot GoodPHOTOCOPIABLEEnglish Pronunciation in Use CD-ROMs Guide 13© Cambridge University Press 2009

www.cambridge.org/elt/inuseFavourite wordsLook at the Phoneme Chart on your CD-ROM – listen to the sounds, and the words given.Now choose your own, different words for each sound, and write them in the boxunderneath the symbol.Vowelsə υ ɒ I i e ɑ u ɔ ieə Iə υə ɔI aI eI əυ aυConsonantsp b f v t d k gθ ð tʃ d s z ʃ m n ŋ h l r w jVocabularyList the new words that you find in each exercise.New word How it sounds Example sentence14 English Pronunciation in Use CD-ROMs Guide© Cambridge University Press 2009PHOTOCOPIABLE

www.cambridge.org/elt/inuseSpeaking 1Interview your partner about their computer learning habits.1How often do you use a computer?2Where can you use a computer?Home Work School/UniversityInternetcaféFriend’shouseLibrary Other Nowhere3Do you like using computers?4Do you use any websites to help you with your English?5Which websites do you use?Speaking 2Interview your partner about how they think a computer can help them to learn English.Computers can help you with your(Tick ✓ yes or no):Writing skillsYESNOSpeaking skillsListening skillsReading skillsPronunciationVocabularyGrammarPHOTOCOPIABLEEnglish Pronunciation in Use CD-ROMs Guide 15© Cambridge University Press 2009

www.cambridge.org/elt/inuseReflectionFill in the table below after you use the CD-ROM and show it to your teacher.Section:Exercise:1How many times did you try this exercise?2What was your first score?3What was your final score?4Which part of the task was the most difficult? Why?5Which sounds did you find most difficult?6Did you use the videos in the Phoneme Chart to help you?7Are you satisfied with your progress after doing this exercise?If yes, what will you do next? If no, what will you do next?16 English Pronunciation in Use CD-ROMs Guide© Cambridge University Press 2009PHOTOCOPIABLEPack ISBN: 978-0-521-99518-4Please order through your usual ELT bookseller. In case of difficulty,contact your local Cambridge University Press office or write to:ELT Marketing, Cambridge University PressThe Edinburgh Building, Cambridge CB2 8RU, UKTel: +44 (0)1223 325922Fax: +44 (0)1223 325984Printed in the United Kingdom ontotally chlorine-free paper containing80% recycled fibres. 2009.