Let's Teach English
 
 
 
 
Let's Teach English Unit 3

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 3: Speaking Skills and Pronunciation

In this lesson, the teacher helps students to overcome specific pronunciation problems. We join the class near the beginning of the unit, as they are talking about photos of different women. They have learned the new words in a previous class.

The teacher uses the learning strategy personalize. This strategy helps learners to relate new concepts to their own experiences. Students personalize as they identify their individual pronunciation challenges. The teacher offers methods to help them correctly pronounce their problem sounds.
Teacher Preparation Video

This episode shows a model of teaching pronunciation.
Let's Teach English Unit 3
Video Transcript

Narrator: This lesson focuses on helping students to overcome specific pronunciation challenges. We join the class near the beginning of the unit, as they are talking about photos of different women. They have heard the new words in a previous class.
 
Teacher: Good morning, class.

Students: Good morning!

Teacher: Let’s look at these pictures of women.

(The teacher points to four pictures of women.)

Teacher: Which one is most like you? Turn to your neighbor and tell her which one and why.

(Students discuss which woman they most look like.)

Teacher: Okay, Jamie, what about you?

Jamie: That one's like me.

(Jaime points to a picture.)

Jamie: She is young and has straight hair. Me too.

Teacher: Thank you. Jamie is personalizing.

(The teacher points to the word “personalize.”)

Teacher: That means thinking about yourself or your own experience. How does this help you learn English?

Maryam: Because I know myself.

Emma: Because I’m important?

Teacher: Yes. To yourself, you are the most important person in the world.

(The teacher laughs with the class.)

Teacher: But really, that helps us remember things, doesn’t it? When something is about us, we care more and we remember it better. In today’s class let’s practice personalizing. Let’s review the words for this lesson with a game.

(The teacher picks up a basket of words.)

Teacher: Who wants to start?

Emma: I do.

Teacher: Great, Emma. Please come up.

(Emma comes up.)

Teacher: Point to a body part. Then choose someone to show us the word.

Emma: (Emma points to an arm on a large poster of a woman.) Maryam?

Maryam: Arm?

(Maryam comes up and takes the word “arm” from the basket and puts it on the poster. Next she points to an eye and calls on Mimi.)

Maryam: Mimi?

Mimi: Eye?

(Mimi comes up and puts the word “eye” on the poster. Next she points to an eyebrow and calls on Julia.)

Mimi: Julia?

Julia: I don’t know.

Mimi: Can anyone help her out?

Maryam: Eyebrow?

Mimi: Yeah.

Teacher: Okay, good. Now let’s practice saying the words . . . Eye.

(Students repeat each word as the teacher points to it.)

Students: Eye.

Teacher: Eyebrow.

Students: Eyebrow.

Teacher: Nose.

Students: Nose.

Teacher: Lips.

Students: Lips.

Teacher: Okay, now let’s talk about difficult sounds. Look at the words here.

(The teacher points to the words on the poster.)

Teacher: Which ones are difficult for you?

Maryam: For this word . . .

(Maryam points to her lips).

Maryam: I say /libz/. Is it right?

Teacher: It’s close.

(The teacher points to the letter “p” in the word “lips” on the poster.)

Teacher: Is this the problem?

Maryam: Yes.

Teacher: I have an idea.

(The teacher holds a feather in her hand.)

Teacher: Hold this in your hand. Say "buh."

Students: Buh.

(The teacher and students repeat “buh” several times.)

Maryam: It didn’t move.

Teacher: Yes. Now, make the "puh" sound so air comes out of your mouth.

Students: Puh.

(The feathers blow away. Everyone laughs.)

Julia: It moves!

Jamie: That’s cool! Lips.

(Jamie’s feather blows away as she says the word “lips.”)

Teacher: Okay! Now, hold your hand here.

Teacher: Say “buh.”

Students: Buh.

Teacher: Buh.

Students: Buh.

Teacher: Do you feel that?

Julia: It moves.

Teacher: Yes! Now say "puh, puh." What do you feel?

Mimi: Puh. It’s different.

Teacher: That’s good. We are personalizing. Try to remember this when you say other words with "puh." Now, are there any other difficult sounds?

Narrator: Summary: The teacher uses the learning strategy personalize. This strategy helps learners to relate new concepts to their own experiences. Students personalize as they identify their individual pronunciation challenges. The teacher offers methods to help them correctly pronounce their problem sounds. Next time, join us for Unit 4. We will teach reading skills.
Transcript Vocabulary

identify (verb) – to find out who someone is or what something is

overcome (verb) – to successfully deal with or gain control of (something difficult)

personalize (verb) – to change or design (something) for a particular person

specific (adjective) – special or particular

© 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?
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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.