Rebecca Hughes Rebecca Hughes

LP 1
Elementary level


In this lesson, students will start by having a quick warm up game and review session of their previous lesson about number-related vocabulary. They will then proceed with a writing/speaking exercise to enforce practice of the vocabulary and pronunciation. To summarize, students will have a short reading task about what they have learnt.


Abc The power of numbers handout

Main Aims

  • To provide practice of reading for gist and detail in the context of numbers

Subsidiary Aims

  • To provide review of number-related vocabulary


Warm up/Vocabulary (8-10 minutes) • Students are able to work together in a small group to place numbers in order

I will start by grouping the students in small groups of 3-4. I will give them each a color and then ask them to sit with people who have the same color as them. i will explain to them that I will be handing them 10 pieces of paper with different numbers on them, and they will need to put these numbers in order from highest to lowest on their desk. When the team has finished and all players have agreed they are in the correct order, one team member will run and press the 'green button' on the whiteboard at the front of the classroom. ICQ's - Do all students need to agree on the correct order? (Yes) Will the group jump up and down and scream when they have finished putting all the numbers in order? (No) What will one team member do when they have finished? (Touch green button). I will then give them 10 pieces of paper with numbers written on them, and they will proceed to play the game. At the end, we will review the winning teams answers by asking students if they agree that they are all in the correct order.

Listening (6-8 minutes) • Students can identify numbers by listening

I will have a list of numbers, I will ask students to work individually in the beginning while I say the numbers out loud without showing any text. I will then ask the student to write the number I have said on their piece of paper. I will repeat the number twice, then they will have 5 seconds to write the number down. ICQ's - After I call out the number, what will you do? (Write it down) Will you discuss this with your partner? (No) How long will you have to answer the question? (5 seconds) I will do this for 5 different numbers, then have the students check and compare their answers with their partners. After, I will invite a few students to write their answers on the whiteboard. We can then read over this list on the board and drill over some of the harder number comparisons (13/30, 14/40).

Intro to Reading (6-8 minutes) • For students to use their own initiative and background knowledge to understand lucky/unlucky numbers

Write the numbers 8,3 and 13 in large circles on the board. Ask the students to work in pairs to figure out why I have written these numbers on the board. CCQ's - Are we discussing the numbers written on the board? (Yes) Are we working in groups or pairs? (Pairs) How long will we take? (2 minutes) Give them 1-2 minutes to decide on a few possibilities why I have wrote them. Once the majority has thought of a few reasons, give the hand out of 'the power of numbers' from the textbook. During this time, students should read the handouts and take time to check their reasons against the text.

Speaking (6-8 minutes) • To be able to understand the concept of 'special' numbers

I will start with another grouping exercise, using numbers (if class size is 24, use 1-12 for one half and 1-12 for the second half) I will then ask them to raise their hand in order of their numbers and sit with the person who has the same number as them. I will write on the board 'Are there any special numbers in your country? What are they? Do you have a lucky/unlucky number? What is it?' In pairs they will discuss the questions on the board. They will have 2-3 minutes. After this, we will have a whole class feedback session about what they have learnt from their partners.

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