WITH SYSTEMATIC GUIDANCE students of average abilities using the newly ubiquitous cassette recorder can now achieve a much greater degree of sophistication in their immediate sensual experience of Chaucer than was possible only a few years ago. I purchased Knapp and Snortum's record album, The Sounds of Chaucer's English, produced by NCTE, when it first appeared in 1967. I especially admired the first side of the first record in the set, Consonants and Vowels, for its evident pedagogical concerns. Here the systematic working through of individual sounds, the pauses for one's own voice to test itself, the immediate followup with the expert's repetition of the specific sound, and the pleasant nonsense sentences designed to hammer home the specific sounds in a linear context, all impressed me greatly. The study pamphlet and script which accompanied the record set, though marred by a few proofreading errors, provided a great deal of practical information in a highly accessible manner. At last the profession had a usable tool with which a student might begin to learn to read Chaucer's Middle English aloud. About three years after the record set appeared I noticed that inexpensive cassette recorders were emerging everywhere, and I soon discovered students were nearly as apt to have access to one of these new tape recorders as they were to have a conventional record player. I then evolved the following set of exercises which are now a central part of my own teaching of Chaucer. First my students record that first side of the first record in the Knapp and Snortum set, which I require them to purchase as a text. Their first completed cassette-taped assignment thus reproduces the professional recording with their own voices inserted in the pause spaces. Generally this assignment takes two to four hours, some of it inevitably spent learning to manipulate the two machines, cassette recorder and record player, together, but most of it spent actively engaged in the process of matching their voices to the record, playing the sound back, and re-doing the assignment until they are satisfied with it. I then spotcheck each of the tapes, listening especially for the more difficult sounds and simply verifying that the assignment has been done conscientiously. If the chief result of this first tape seems to be establishing class morale based on competence (invariably high when they discover how easy it is to pronounce all the individual sounds really quite well), the most interesting work to my mind begins with the subsequent assignments.