Let's Teach English
 
 
 
 
Let's Teach English Unit 2

The Let’s Teach English video series offers free online training for English language educators worldwide. It is based on the Women Teaching Women English text for adult, beginning level learners. Voice of America and the University of Oregon are partners on this project.
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Unit 2: Listening and Cooperative Learning

In this lesson, the teacher prepares students to listen to a recording and respond. She uses the learning strategy focus. By asking a question before playing the recording, she helps students to listen for a purpose.

Then, she organizes a cooperative learning activity using cards that describe roles. The students work together to create and practice a conversation about food. The purpose of cooperative learning is for each student to play a different, but equally meaningful, role in achieving one overall goal.

Giving students cooperative roles also helps ensure that everyone does an equal part in group work.
Teacher Preparation Video

This episode shows a model of teaching listening skills and using cooperative learning methods.

 
Let's Teach English Unit 2
Video Transcript

Narrator: In this lesson, the teacher prepares students to listen to a recording and respond. She uses the learning strategy focus. By asking a specific question before playing the recording, she helps students to listen with a purpose.
 
Teacher: Good morning, class.

Students: Good morning.

Teacher: In this lesson, the women talk with Samar about her grandchildren. Do you
remember the word from Unit 1 for three babies at one time?

Mimi: Triple?

Jamie: Triplets!

Teacher: Right. Today, we hear Nadine, Dima, and Samar talking again. When we
listen carefully, we sometimes listen for only one or two things. We call that focusing. Today, we want to know how Samar feels. Let’s focus for a feeling word.

(The teacher plays a recording of Conversation Part 1.)

Nadine: How are you, Samar?

Dima: Congratulations! Are you happy about the triplets?

Samar: I am very happy!

Nadine: Three grandchildren! I am happy too!

Dima: You are very lucky! Samar, is your birthday next week?

Samar: Yes, it is.

Dima: Let’s have a party!

Teacher: Okay. How does Samar feel?

Julia: Samar is very happy.

Teacher: Good job on focusing. Now you know that she's happy.

Teacher: Okay, next I want you to listen for the names of foods. What foods will they cook for the party?

(The teacher plays a recording of Conversation Part 2.)

Nadine: Who can we invite?

Samar: All our family and friends.

Nadine: What food do you like?

Samar: I like pizza, fries, and chicken wings.

Dima: What is pizza?

Samar: It is a kind of bread from Italy. It has cheese on top. It is delicious.

Nadine: Let’s have the party here at my house.

Teacher: Okay, what foods will they cook for the party?

Maryam: Pizza, fries, and . . .

Julia: Chicken wings!

Teacher: That’s right. Now, look at the conversation. You will make something like this in your groups.

(The teacher puts up a poster of the dialogue between the women.)

Teacher: Work with your group to write a conversation about food. Each group has a leader, a writer, and speaker.

(The teacher gives each group role cards.)

Narrator: Cooperative learning. In their cooperative learning groups, students create a conversation. In groups of four, students can choose from these roles. The writer puts the group’s ideas on paper. The checker looks up spellings or meanings of words, asks questions, and watches the time. The leader starts the group on the assignment, and makes sure everyone helps and understands. The speaker introduces the group’s conversation and contributes to group work.

Teacher: You will have ten minutes to write and practice your conversation. Then, I
will ask you to read it for the class.

(Students work together to write their conversations.)

(Time passes.)

Teacher: Two minutes left.

(More time passes.)

Teacher: That’s ten minutes. Now, who is ready to read?

(One student group raises their hands.)

Teacher: Please come up.

(The students stand up and go to the front of the room.)

Mimi: This is about my birthday party. We talk about Mexican food.

Teacher: Okay. Class, listen and focus. What foods do they talk about?

Mimi: Tomorrow is my birthday. Let’s have a party!

Jamie: Yes! I like parties. Where can we have it?

Mimi: At my house.

Julia: What food do you like?

Mimi: I like nachos, enchiladas, and churros.

Jamie: What are churros?

Julia: They are fried bread with sugar.

Jamie: That sounds delicious!

Teacher: Okay, what is one food they talk about?

Maryam: Churros?

Teacher: Good.

Emma: Nachos?

Teacher: Yes, great use of focus and listening for the names of the foods.

Narrator: Summary: Students work in cooperative learning groups to create and practice a conversation in English. The purpose of cooperative learning is for each student to play a different part in achieving one overall goal. This also helps ensure that everyone does an equal part in group work. Next time, join us for Unit 3. We will teach speaking skills.
Transcript Vocabulary

cooperative (adjective) – involving two or more people or groups working together
to do something

ensure (verb) – to make (something) sure, certain, or safe

focus (verb) – to cause (something, such as attention) to be directed at something
specific

© 2017 University of Oregon and Voice of America. This work is based on the Women Teaching Women English materials produced by the University of Oregon American English Institute under U.S. Department of State Federal Assistance Award S-LE200-10-GR-050, issued by the U.S. Embassy Beirut.
 
Grammar Tips
Can You Catch These Native Speaker Mistakes?
(Beginner - Listening)

An audio lesson to help with your understanding of common mistakes. The English is spoken at 75% of normal speed. Click here to visit the lesson page with the written script for this audio program.
Commonly Confused Words: Part One
(Beginner - Listening, reading)

A video lesson to help with your understanding of commonly confused words.
The English is spoken at 75% of normal speed.
Click here to visit the lesson page.
Commonly Confused Words: Part One
(Beginner - Listening)

An audio lesson to help with your understanding of commonly confused words. The English is spoken at 75% of normal speed. Click here to visit the lesson page with the written script for this audio program.
Commonly Confused Words: Part Two
(Beginner - Listening, reading)

A video lesson to help with your understanding of commonly confused words.
The English is spoken at 75% of normal speed.
Click here to visit the lesson page.
Commonly Confused Words: Part Two
(Beginner - Listening)

An audio lesson to help with your understanding of commonly confused words. The English is spoken at 75% of normal speed. Click here to visit the lesson page with the written script for this audio program.