This teaching guide offers suggestions for using the Grammar in Use CD-ROMs in the classroom or a 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 and your students can use the CD-ROMs in the classroom, in a computer lab or for homework assignments.

Worksheets – photocopiable worksheets to help students become familiar with the main features of the CD-ROMs, to give them opportunities to extend and consolidate the content of the CD-ROMs, and to reflect on their experience with the CD-ROMs.

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in Use CD-ROMs GuideGrammar

Did you know …?

Did you know that all three CD-ROMs allow your students to record themselves and play back their recording at any point, enabling them to compare their voices with hundreds of recordings on the CD-ROMs?Try this: Ask your students to go to any exercise on the CD-ROM and listen to the recordings. Ask them to record themselves reading out the sentences, then compare their recordings with the originals.

Did you know that the CD-ROMs have built-in Glossary and Dictionary tools which allow your students to look up any word in any exercise?Try this: Ask your students to go to any exercise, then hold the Ctrl key and click on a word. A pop-up window will appear containing the definition of the word and more.

Did you know that your students can create their own tests, choosing from different language areas and setting the number of questions for their test?Try this: Ask your students to click on Tests on the main menu, choose one or more language areas and the number of questions they would like, and then click Create Test or Start.

� Grammar in Use CD-ROMs Guide ©CambridgeUniversityPress2008

English Grammar in Use CD-ROM: Dictionary

Essential Grammar in Use CD-ROM: Tests

Did you know that your students can personalise the English Grammar in Use and Advanced Grammar in Use CD-ROMs by making notes as they work through the exercises?Try this: Ask your students to go to any exercise and click on Notepad. A window will open in which they can write any notes they like. This notepad can be accessed from anywhere on the CD-ROM for revision or further note-taking.

Did you know that any exercise can be printed out, either with or without the answers?Try this: Ask your students to go to any exercise. At the bottom they will find a Print icon which will print out just the exercise. To print out the answers first, choose Check, then See Answers, then Print, or if available the Print Answers icon.

Did you know that the Essential Grammar in Use CD-ROM now has a number of games for students and that when new games are available, a button appears on the Games menu to enable you to download the game. These games help students consolidate structures encountered in exercises on the CD-ROM in an entertaining way.Try this: Ask your students to go to the Games section of the CD-ROM. Choose one of the existing games or click on Download new game if available.

Contents

2–3 Did you know…?

Teaching tips4–6 Listening and speaking Tip 1: Peer correction Tip 2: Listen and check Tip 3: Try this at home Tip 4: Dictation Tip 5: Pass it on

6 Grammar Tip 6: From paper to screen Tip 7: Pass the mouse Tip 8: Sentence auction Tip 9: Testing each other

8 Writing Tip 10: Creative writing Tip 11: Writing a letter

9 Games Tip 12: Giving instructions Tip 13: The Race

Worksheets10 Worksheet instructions11 Get to know your CD-ROM13 Speaking 1, 2 and 314 Grammar 1 and 215 Reflection

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Essential Grammar in Use CD-ROM: Games

The Grammar in Use CD-ROMs can be used at school, at work or at home, with stand-alone or networked computers and in conjunction with a projector or on an interactive whiteboard.

To reflect this, the tips are tagged with 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 projector or interactive whiteboard.

Before students start to use the CD-ROMs, they can work through speaking exercises 1 and 2 (page 13) and the relevant ‘Get to know your CD-ROM’ worksheet (pages 11 and 12).

Tip 1: Peer correction

C PHelp your students practise their pronunciation and listening skills using the Record function.

HowIn class, ask all students to complete the same exercise on individual computers. Instead of choosing the correct answer, students read out the full correct answers for all questions in the exercise and record themselves.When all students have finished recording their answers, ask them to change places with their neighbours.Students listen to their neighbour’s recorded answers. Ask them to make notes both of answers they think are incorrect, and of any pronunciation issues they identify.Students give each other feedback. Monitor this phase closely, making notes of any issues relevant to the whole class, and making sure any peer corrections are in fact correct. Students return to their computers.

Alternative 1 (shorter version)Play the correct answers from the CD-ROM one by one to the class. Ask students to listen to their recordings again and to compare their pronunciation with that on the CD-ROM.Highlight any common problems that arose and drill any sounds, words or whole sentences.

Alternative 2 (longer version)Go through the sentences, asking one or two different students to read out the answers to the individual questions. Play back the recorded version on the CD-ROM, and highlight any differences or areas you noticed needed attention during the previous monitoring stage. Ask students to compare the version from the CD-ROM with their own recordings.Highlight any common problems that arose and drill any sounds, words or whole sentences.

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Listening and speaking

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Tip 2: Listen and check

PHelp students improve both a language point and their listening skills by asking them to check their answers to an exercise aurally.

HowAsk students to print out an exercise on a language point you have recently studied in class, and to complete the questions in pairs.With the projector/whiteboard screen turned off, play the correct answers from the CD-ROM. Students listen and check their answers.You can then turn on the projector and show students the correct answers if desired.

Tip 3: Try this at home

H CHelp students improve a language point, promote independent learning skills and encourage them to familiarise themselves with the CD-ROM.

HowElicit the grammar topics that you have recently covered in your class, and ask students to print out an exercise from the CD-ROM, cross out or cover the number, and give it to a partner.Ask students to complete the exercise they have been given for homework.Once students have completed the exercise, they should check their answers by comparing them with the correct ones on the CD-ROM. To do this they will need to find the relevant exercise on the CD-ROM. This ‘treasure hunt’ will help them focus on the language point as well as familiarise themselves with the content of the CD-ROM.Ask students to do the second exercise on the same language point on the CD-ROM, either for homework or in pairs in the classroom/computer lab during the following lesson.

Tip 4: Dictation

C P ( H )Help students practise their listening and writing skills.

HowPlay students the completed sentences of an exercise from a computer with speakers but without displaying the answers on a projector/whiteboard. Students write down the sentences they hear.Ask students to compare their answers with those of a neighbour. Monitor closely during this stage, making note of any common errors to focus on as a whole class.

Alternative 1 – in classEither students view the answers to the exercise on individual computers to check their answers, or you can display them on a projector/whiteboard.Focus their attention on any common errors you noted previously. Highlight possible reasons for the errors, while referring them to the correct version.

Alternative 2 – at homeStudents check their answers at home by comparing them to the correct answers on the CD-ROM. You can either tell students the unit number beforehand or tell them they need to find the correct unit on their own. The latter approach will help them familiarise themselves better with the CD-ROM.In the following lesson, focus their attention on any common errors you noted during the monitoring stage of the first lesson, correct them and highlight possible reasons for the errors.

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Tip 5: Pass it on

C PHelp students practise their listening and speaking skills, especially accurate pronunciation.

HowAsk students to sit in a circle or a line. Give Student A a headset connected to a computer, and play them a full sentence from the CD-ROM. Allow the student to listen to the sentence twice or a maximum of three times.Student A whispers the sentence to Student B, who whispers it to Student C, etc.The last student says aloud the sentence they have heard.Play the original sentence on a computer with speakers or via the projector/whiteboard. You may also want to display the sentence on the projector if available.Compare the original sentence with the final sentence. To what extent are they the same, or similar? Can you and the class trace where and why the sentence changed? This is an excellent exercise to highlight a range of phonological areas such as elision, liaison and homophones, and how they affect comprehension and communication.

Tip 6: From paper to screen – English Grammar in Use / Advanced Grammar in Use

H C PHelp students consolidate a language area while introducing them to the English Grammar in Use / Advanced Grammar in Use CD-ROMs.

HowChoose a language area you have recently been working on. Find the relevant exercise on the CD-ROM, and ask the students to print out the first exercise. Students can complete the exercise in pairs or groups of three, or alone if you set it for homework rather than as a class exercise.Ask the students to complete the exercise in class, or ask them to bring it in having completed it for homework. Load the exercise on a computer connected to the projector, and display it on the screen. Ask students for their answers, and choose the answers most students think are correct on the screen (make sure the Check as I work option is un-ticked)When all questions have been answered, select the Check icon. Students compare the correct answers with their own.Point out the Feedback icon, and explain that this gives them further information on where to find help with the relevant language item. Click it and highlight one or two of the feedback items.

If you are in a computer lab/classroom with computers:Divide students into groups of three and assign each group to a computer.Guide students through finding and loading the second exercise for the language point by demonstrating on your projector how to access the main menu, click on a language point, select a sub-area and then choose Second Exercise.Ask students to complete the exercise and then check their answers. Point out the Feedback icon, and explain that this gives them further information on where to find help with the relevant language item.

Follow-upPhotocopy and distribute the relevant ‘Get to know your CD-ROM’ worksheet on pages 11 & 12. Ask students to complete it either now in class, or after class if they have access to computers and the CD-ROM.

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Grammar

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Tip 7: Pass the mouse

C PHelp your students foster quick thinking skills and teamwork.

HowChoose a language point for which there are two exercises.Divide the class into two teams, A and B.Explain that Team A will complete the first exercise and Team B the second one. Within each team each student completes only one question or gap, then hands the mouse over to the next team-member.

If you have a projector/whiteboard:Team A agree on who goes first, who goes second etc. Start the first set of questions, displaying them on the projector/whiteboard, and time Team A while they complete the exercise. Allow students to make corrections to each other’s questions when it’s their turn, but each correction counts as one turn. Students may also give each other advice verbally. When Team A announces they have finished, make a note of the time taken. Check the team’s answers and make a note of how many mistakes were made.Repeat the procedure for Team B. Announce the team’s time, and again make note of how many mistakes were made.Add 10 seconds to the team’s time for each mistake. Calculate the adjusted time for each team and announce the winner.

To run this activity on two computers simultaneously:Both teams decide on who goes first, who goes second, etc. Set up the first exercise on computer A, and the second exercise on computer B.Count down from 5 to 0, then both teams start their sets of questions at the same time. Allow students to make corrections to each other’s questions when it’s their turn, but each correction counts as one turn. Students may also give each other advice verbally. When each team announces they have finished, make a note of their respective times. When both teams have finished, check their answers and make a note of how many mistakes were made. Add 10 seconds to the team’s time for each mistake.Calculate the adjusted time for each team and announce the winner.

Tip 8: Sentence auction

PHelp students focus on accuracy in a fun but also competitive way.

HowChoose an exercise on the CD-ROM and complete it yourself. Make sure to introduce a number of errors, so that some of the answers are correct but some are not. Make sure not to use the Check answers facility (you may need to un-tick the Check as I work box at the bottom of the activity). Do not yet display the exercise on the projector.Divide the class into two teams and allocate each team £10,000. Announce that you will hold a sentence auction, and that the objective is for each team to buy the most number of correct answers.Display the answers you have chosen on the projector and auction off the sentences one by one.Check the sentences on the CD-ROM and show the correct answers.The team which has bought the most correct sentences is the winner. If both teams have bought the same number of correct sentences, the team with the most money left over is the winner.

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Tip 9: Testing each other

C P HHelp students take control of their own and each other’s learning by having them devise tests for each other.

HowBrainstorm the language points you have recently covered in your lessons. Write them on the blackboard/whiteboard.Divide students into groups of three and seat each group at a computer.Each group devises a test on the CD-ROM covering up to three of the language areas listed on the board. Agree on the number of questions the tests should have and make sure all groups set up their tests with the agreed number of questions.Having set up a test on their computer, each group now moves to one of the other computers and takes the test set up on that computer. While each group may nominate one of its members to answer the questions on behalf of the group, the answers should be discussed by all group members.After completing the test, each group checks its answers. Make a note of any particular problem areas. Write any questions for whole-class discussion on the board, and elicit which is the correct answer and why.

EitherIf you have a projector/whiteboard, run the exercise for the language area that is most problematic on the CD-ROM, and display it on the projector. As a whole class, work through the exercise together, discussing which are the correct answers and why.

OrAsk students to complete the exercise for the language area that is most problematic for homework. They can do this on the CD-ROM if they have access to it at home, or else you can print out the relevant exercise for your students.

Tip 10: Creative writing

H C PHelp students practise their writing skills in an imaginative way while consolidating vocabulary they have recently encountered.

HowOver a period of time encourage students to use the Glossary and Dictionary tools whenever they use the CD-ROMs to look up unfamiliar vocabulary and make a note of them in their Notepad tool. This can be done either at home or on a computer in the computer lab/classroom as they’re working through a CD-ROM.When students have 10 or more items of vocabulary in their Notepad, ask them to write a creative story or dialogue using 6 or more of the lexical items. Ask them to write their stories in a word-processing program or in an e-mail to you. This can be done either as homework or during class time.Display a selection of the stories on the projector in class. You may want to choose the funniest stories, most elaborate ones or those with the fewest mistakes.

Top tipPoint out to learners that they can copy contents from their Notepad into Word, Excel or any other program. If their list of vocabulary becomes too large in Notepad, ask them to copy it into Excel – this also allows them to sort their words alphabetically, and add more information to words such as part of speech, pronunciation and more.

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Writing

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Games (Essential Grammar in Use)

Tip 11: Writing a letter

C HHelp students use conjunctions and prepositions by asking them to write a letter with support from the CD-ROM.

HowTell students they will be writing a letter. Depending on their level, you might ask them to write a letter to their parents describing a recent journey or experience (elementary +), a letter of complaint about a noisy restaurant (intermediate +) or a letter to a fan magazine describing a concert they have recently attended (intermediate +).Ask students to go to the Conjunctions and/or Prepositions section of the CD-ROM. Tell them to choose five conjunctions or prepositions they will use in the letter. Ask them to complete the exercises for the items they have chosen on the CD-ROM first, to help them consolidate their knowledge.Ask students to write the letter either in class or for homework.Collect the letters for feedback, or ask students to correct and comment on each other’s letters.

Tip 12: Giving instructions

C ( H )Help students practise describing activities and giving instructions while introducing them to the Games section of the Essential Grammar in Use CD-ROM.

HowAsk each group of students to work at one computer.Ask half of the groups to familiarise themselves with the Snake Catcher game and the other half with the Punt World Tour game. Each group should read the instructions for its game and play at least two rounds.Ask each group to prepare verbal instructions on how to play its game.Pair groups who have explored different games, and ask each group to describe and instruct the other one how to play its game.Ask each group to play one round of the game that is new to them.

VariationAsk students to explore one of the games for homework and write a description and instructions on how to use it. Students then exchange their instructions with another student who has written about the other game, and follow the instructions either in class or at home.

Tip 13: The race

CEncourage students to focus on speed and accuracy, and help them work as a team.

HowDivide the class into teams. Make sure you have an even number of teams so that each team has an opponent team.Ask the teams to start the Punt World Tour and click Start. Team A chooses Greg and Team B chooses Linda.In their teams, students decide the correct answers. Make students aware that both speed and accuracy are important – incorrect answers will lose them time, but if they don’t answer a question within 10 seconds, it disappears, and the next question appears.Students progress through the game in their respective roles until one team wins.If there is time, a knockout tournament could be organised with the winning teams from the first round going on to play each other.

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Get to know your CD-ROM

The orientation worksheets can be completed by students as homework or in a computer lab. With students who are less familiar with computers, you might prefer to have them work as a whole class with a computer and data projector.

The aim of the worksheets is to familiarise students with the main features of the CD-ROMs and get them talking and thinking about how they can best use them as a tool for their own learning.

If students do the worksheets at home, be sure to follow up in class with some discussion of the main points and features. You can use the students’ first language if necessary.

Answer keyEssential Grammar in Use (page 11)1. b; 2. True; 3. All are correct; 4. Complete all the units in the section with a total of 80% or more; 5. Yes, you can choose as many as you like; 6. Minimum 5, maximum 20; 7. The time limit depends on the number of questions chosen; 8. This screen lists all the exercises you have worked on and your score on those exercises; 9. b) No you can’t. Notes are kept in reference to the individual grammar point; c) Two; 10. By holding the Ctrl button and clicking on any word on the CD-ROM; 11. Two: Snake Catcher and Punt World Tour; 12. Yes it does – the CD-ROM automatically checks for updates if there is an Internet connection available and offers any new games that are available.

English Grammar in Use / Advanced Grammar in Use (page 12)1. English Grammar in Use: c; Advanced Grammar in Use: a; 2. English Grammar in Use: c; Advanced Grammar in Use: a; 3. b; 4. All types of exercises are available on the CD-ROM; 5. a) Clicking Check will give the learner his or her score b) Clicking See Answers will display the correct answers on the main screen c) Clicking Feedback displays the correct answers plus information on which unit of the book to consult for more details on the particular language point; 6. Ticking the As I Work box enables immediate feedback after completing each question. This can be turned off again at any point; 7. Once the See Answers or Feedback icons have been clicked, recordings of all exercises are available; 8. Students click Record to record themselves, and Stop to stop the recording. A Play button then becomes available; they can click that to play back their own recordings; 9. Yes, multiple language areas can be chosen; 10. Minimum 1 question, maximum 25; 11. It shows which units have been worked on, which exercise(s), the score, the date and how long was spent on each exercise; 12. By holding the Ctrl button and clicking on any word on the CD-ROM; 13. Yes. The Notepad keeps all notes made, no matter which part of the CD-ROM the user was working on at the time; 14. Any part of the CD-ROM can be printed out – any exercise (blank or completed), the notepad, glossary entries, tests and the completed records.

Speaking worksheets

Speaking 1 should be done before the relevant ‘Get to know your CD-ROM’ worksheet to find out how and when your students use computers. In addition to serving as a warmer or introduction, it can give you important information about your students’ access and attitudes to computers.

Speaking 2 can be done before the relevant ‘Get to know your CD-ROM’ worksheet and again at a later date during the course. Giving your students this worksheet at the start of the course should encourage them to reflect on how the CD-ROM can help them improve their English. Repeating the task later will show you if their attitudes have changed and what the students find most useful about the CD-ROM.

The purpose of the first two speaking exercises is to collect information and test attitudes, so you can translate them into the students’ first language if necessary.

Speaking 3 can be used with any of the units to help and encourage students to record themselves speaking and to assess their own performance. They should hand the worksheet back to you when they have completed it to enable you to monitor the speaking they do as homework.

Grammar worksheets

Grammar 1 is intended to help students reformulate the language point of a unit in their own words. Encourage them to complete the form for each unit they do, and to come up with their own example sentences. Make sure to check these to ensure the examples are correct.

The purpose and use of Grammar 2 is the same as for Grammar 1 but for units that compare and contrast two related language areas.

Reflection worksheet

Students can use the ‘Reflection’ worksheet with any of the units on the CD-ROM. It will enable them to give you more detailed feedback on how they are doing and assist you in identifying what they need help with. Be sure to collect these once the students have completed them and, where possible, use their feedback to plan review sessions.

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Worksheet instructions

Worksheets

Get to know your CD-ROM: Essential Grammar in Use

This activity will help you to find the different parts of the CD-ROM and see how they can help you.

1. Click on the Exercises icon. How many sections are there on the CD-ROM?

a) 20

b) 21

c) 22

2. In total there are 115 units on the CD-ROM.

True/False

3. What types of activities are there on the CD-ROM? Tick all the ones you can find, and give the unit number of an example for each.

a) gap-fill

b) multiple-choice

c) true/false

d) drag and drop

e) listen and click the correct response

4. What do you have to do if you want to hear the hidden conversation at the end of each section?

5. Click on the Tests icon. Can you choose more than one language area to add to your test?

6. What is the minimum number of questions for a test, and the maximum number?

7. How can you change the time limit for a test?

8. Click on the Progress icon. What does this screen show you?

9. Click on the Grammar Reference icon.

a) Look up point 5, train(s) bus(es) singular and plural. Make a note in the Notes box.

b) Look up point 9, I’m going to… Make a note in the Notes box. Can you see the note you made for point 5?

c) How many lists of irregular verbs are there?

10. Click on the Dictionary icon. How can you look up the meaning of any word on the CD-ROM?

11. Click on the Games icon. How many games are there and what are they called?

12. Does the CD-ROM allow you to download any other games?

13. Ask a partner:

a) Which of these features will you find most useful?

b) How much time each day or week can you spend using the CD-ROM at home?

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Worksheets

Main Heading to go hereGet to know your CD-ROM: English Grammar in Use / Advanced Grammar in Use

This activity will help you to find the different parts of the CD-ROM and see how they can help you.

1. How many sections are there on the CD-ROM?

a) 14

b) 15

c) 16

2. In total, how many units are there on the CD-ROM?

a) 100

b) 121

c) 145

3. How many sets of exercises does each unit have?

a) one

b) two

c) three

4. What types of activities are there on the CD-ROM? Tick all the ones you can find, and give the unit number of an example for each.

a) gap-fill

b) multiple-choice

c) true/false

d) drag and drop

5. Begin an exercise and complete all the questions.

a) What happens when you click the Check icon at the bottom of the screen?

b) After clicking Check, click the See Answers button in the window that appears. What happens when you click See Answers?

c) Now click the Feedback icon at the bottom of the screen. What happens?

6. Click the Next icon to go to the next exercise. Now tick the As I Work box underneath the exercise and complete the exercise. How is this different from before?

7. When an exercise starts, you can listen to two example sentences by clicking on the Loudspeaker icon next to them. How can you hear all the other sentences?

8. How can you record your voice and play it back so you can compare your pronunciation with one of the recordings?

9. Click on the Tests icon. Can you choose more than one language area to add to your test?

10. What is the minimum number of questions for a test, and the maximum number?

11. Click on the Completed icon. What does this screen show you?

12. Click on the Glossary icon. How can you look up the meaning of any word on the CD-ROM?

13. Click on the Notepad icon. Enter some text into the notepad, then close the Notepad window. Now go to a different part of the CD-ROM – a different exercise, or a test. Now click the Notepad icon again. Is your text still there?

14. Which parts of the CD-ROM can be printed out?

15. Ask a partner:

a) Which of these features will you find most useful?

b) How much time each day or week can you spend using the CD-ROM at home?

Worksheets

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Speaking 1

Interview your partner about their computer learning habits.

1. How often do you use a computer?

2. Where can you use a computer?

PHome PWork PSchool/university PInternet café PFriend’s house PLibrary POther PNowhere

3. Do you like using computers?

4. Do you use any websites to help you with your English?

5. Which websites do you use?

Speaking 2

Interview 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 skills PYes PNo speaking skills PYes PNo

listening skills PYes PNo reading skills PYes PNo

grammar PYes PNo Pronunciation PYes PNo

vocabulary PYes PNo

Speaking 3

Record yourself saying the sentences of one of the exercises. Listen to yourself and compare your recording with the originals. Complete the chart below.

Unit:

1. Which words or word combinations were difficult to say or were not clear?

2. Which words or word combinations do you think you said well?

3. Which words or word combinations would you like to be able to pronounce better?

4. Was the voice easy to copy?

5. How well did you do? Put a cross on the line.

Excellent — — — — — — — — — — — — — — — — — Not good

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Worksheets

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Grammar 1

In your own words, record the main language point for each unit.

Unit:

Language point

Use

Example sentence

Grammar 2

In your own words, make notes on comparisons and differences between language points.

Unit:

Language point 1

Language point 2

Differences in use

Example sentences

Reflection

Complete this task after you use the CD-ROM and show it to your teacher.

Unit:

1. How many times did you try these exercises?

2. What was your first score?

3. What was your final score?

4. Which questions were most difficult? Why?

5. Which words/structures were new to you?

6. Did you use the Glossary or Dictionary to help you?

7. What did you learn from these exercises?

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