Documente Academic
Documente Profesional
Documente Cultură
A practical guide
Ruth Shemesh
Sheila Waller
PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE
The Pitt Building, Trumpington Street, Cambridge, United Kingdom
This book is in copyright, which normally means that no reproduction of any part may
take place without the written permission of Cambridge University Press. The copying
of certain parts of it by individual teachers for use within their classrooms, however, is
permitted without such formality. To aid identification, pages which are copiable by the
teacher without further permission are identified by a separate copyright notice:
© Cambridge University Press 2000.
A catalogue record for this book is available from the British Library
Thanks vii
Introduction 1
1 Vowel sounds 9
1.1 Short vowel sounds 9
1.2 Short and long vowels – a comparison 21
v
Contents
vi
1 Vowel sounds
9
Vowel sounds
10
Vowel sounds
* Advanced
The following are a number of listening exercises that use the same list
of words and are aimed at strengthening the students’ perception of
the five short vowel sounds. You could either write the list on the
board or photocopy it and hand out to each student.
1 Dictate one word from each line. Ask the students to underline the
word they hear.
2 Another way you might like to consider is to read out all the words
from each line, but at random. Students number the words in the
order they hear them. For example, (line 5), the words are read out
in the order of chop, chip and chap. The students would write their
answer like this:
2 3 1
chip chap chop
3 Students work in pairs, taking turns reading out one word from
each line. The partner must identify the word by pointing to it on
the page.
4 Taking turns, one student dictates a word and the partner writes it
down, without looking at the list.
You might like to ask the students:
• What difficulties did you have when doing these exercises?
• What was easier for you?
• Which sound/letter did you have most difficulty with?
11
Vowel sounds
A Beginners
1 What am I?
Circle the word that is the name of the picture. Do at least six.
12
Vowel sounds
b a m
1
r e d __ __ __
d o k
2
b u x __ __ __
f i t
3
p a n __ __ __
p e g
4
d o q __ __ __
t i n
5
k e d __ __ __
r a s
6
b u c __ __ __
z o n
7
s u b __ __ __
sh e p
8
ch i f __ __ __ __
pr a g
9
fr o j __ __ __ __
f u nd
10
d i sh __ __ __ __
13
Vowel sounds
3 Vowel trivia
Read the definition, then choose a suitable vowel to complete the
word, which matches the definition. Can you do at least 14?
A E I O U
3 r __ d a colour 13 s __ x a number
B Intermediate
1 Triangular words
In each triangle, write a three-letter word that is an answer to its
clue. Write each letter of the word in the corners of the triangle.
Make sure the word is written in the triangle with the same
number as its clue. Words can be written either clockwise or
counterclockwise. Where the corners of the triangles meet, the
letters are the same. To help you start, the answer is given for clue
five. Solve at least 15.
14
Vowel sounds
2 3
T T
T
4 5 6
G G O O
G O
7 8 9 10
11 12 13 14 15
16 17 18 19 20 21
Clues
1 Not a woman 11 Past of ‘do’
2 10 12 It becomes a flower
3 Turn it on for water 13 One of many bones
4 Precious stone 14 A can
5 Received 15 It blows air
6 Policeman 16 To tear
7 Earth and water 17 A colour
8 It covers the floor 18 Place to sleep in
9 To go bad 19 Quickly in and out of water
10 A lion, for example 20 Used for frying
21 Not thin
15
Vowel sounds
1 + set = _ _ _ _ _ _
2 + mill = _ _ _ _ _ _ _ _
3 + stick = _ _ _ _ _ _ _ _ _
4 + club = _ _ _ _ _ _ _
5 + stick = _ _ _ _ _ _ _ _
6 + = _ nth _ ll
7 + = s _ ndb _ x
16
Vowel sounds
8 + = h _ ndb _ g
9 + = b _ db _ g
10 + = n _ tsh _ ll
11 + = _ i _ _ _ e _
12 pad + = _ _ _ _ _ _ _
13 pig + = _ _ _ _ _ _
14 dish + = _ _ _ _ _ _ _ _ _
15 hot + = _ _ _ _ _ _
17
Vowel sounds
C Advanced
1 Vowel inserts
Read the definition to complete each word with its correct ‘short’
vowels.
8 A competition c_nt_st
9 A serviette n_pk_n
15 To live in _nh_b_t
18
Vowel sounds
2 Compound words
Choose a word from A and find its partner in B in order to make
a compound word which matches its definition below. Find at
least seven.
A B
pen man
lap frog
grand stick
whip pal
back
hang slap
top pit
jet cock
lash
lag
hunch bull stand
Definitions
1 A portable computer ....................................................
19
Vowel sounds
Answers
A1
1 cat 2 big 3 bed 4 pen 5 bat 6 hot 7 cup 8 dog 9 truck
A2
1 bed 2 box 3 fat 4 dog 5 ten 6 bus 7 sun 8 ship 9 frog
10 fish
A3
1 pig 2 map 3 red 4 hand 5 man 6 lips 7 fox 8 ten
9 golf 10 run 11 duck 12 hot 13 six 14 wet 15 neck
16 bad 17 dress 18 cup 19 disc 20 doll
B1 M
1
N A
N A
2 3
E T T P
E T P
4 5 6
M G G O O C
M G O C
7 8 9 10
D U U R R T T A
D U R T A
11 12 13 14 15
I D D B B I I N N F
I D B I N F
16 17 18 19 20 21
P R R E E D D P P A A T
B2
1 sunset 2 windmill 3 drumstick 4 fanclub 5 lipstick
6 anthill 7 sandbox 8 handbag 9 bedbug 10 nutshell
11 fishnet 12 padlock 13 pigpen 14 dishcloth 15 hotdog
C1
1 bandit 2 problem 3 sandwich 4 pumpkin 5 triplets
6 sandal 7 trumpet 8 contest 9 napkin 10 dentist
11 invented 12 satanic 13 Mississippi 14 misconduct
15 inhabit
C2
1 laptop 2 hangman 3 grandstand 4 hunchback 5 slapstick
6 jetlag 7 penpal 8 whiplash 9 bullfrog 10 cockpit
20
Vowel sounds
Lesson plan
Note:
Recognizing the difference between short and long vowels is difficult,
especially when you must make a connection between the sound and
the letter(s).
The exercises in this unit provide an opportunity for students of all
abilities to strengthen their ability to differentiate between short and
long vowel sounds on the first level: listening differentiation.
1 WRITE ON THE BOARD: Draw the following table with only the
headings.
1 2 3
vowel short long
sound sound
a mad made
e red read
i win wine
o hop hope
u cut cute
2 ELICIT the five vowels and write them in column 1, reviewing orally
their short sounds in words such as cat, bed, big, hot and cup.
Then fill in the minimal pairs as shown in columns 2 and 3. (In
these minimal pairs, the consonants remain the same but the vowel
sound differs.) It is a good idea to stress the difference in the vowel
sounds for each pair. Note: In the long vowel sound, the vowel says
its name.
3 PRACTISE the different sounds with a short listening comprehension.
Read one of each pair of words and ask the students to identify
which word they hear and write it down.
4 PAIR PRACTICE: Students can ‘test’ each other on the same list of
words. One student reads a word and the partner has to say
whether the vowel is long or short.
21
Vowel sounds
22
Vowel sounds
4 Write the following sets of words on the board for the students to
copy. Working individually, students say each word quietly to
themselves. If the vowel sound is short, they write SH above the
vowel letter(s). If the vowel sound is long, they write L.
man jeep main line
red stand hope Jack
job night week my
day prize high boat
stone great wine sad
name coke print joke
mule rose buy cup
pet type weight twin
23
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