Aylin Tekergölü Aylin Tekergölü

High Numbers
Elementary level


In this lesson students learn and practise high numbers in the context of quiz shows. First students are presented the target vocabulary by a guessing game. Then they work on the target vocabulary through controlled practice (multiple choice and gapfilling). After that students do a dictation activity to practise "saying high numbers". Finally in groups, they discuss some quiz questions to find the correct answers.


Main Aims

  • To provide clarification of high numbers in the context of quiz shows

Subsidiary Aims

  • To provide accuracy speaking practice in a dictation and quiz game


Lead-in (4-5 minutes) • To set lesson context and engage students

Greeting students The teacher draws a safe on the board slowly line by line and asks students what it is. Ss try to guess. When they get the right answer teacher asks what we put in it. "Money". CCQs: Do we put small or big amounts of money in it? Big. Teacher drills the words "safe" and writes the word "safe" on the board. Teacher tells Ss that there is a lot of money in the safe and asks them to guess it. If they guess it correctly, they'll win the money. ($1,000,000)

Presentation & Eliciting of Target Vocabulary (5-15 minutes) • To clarify the meaning, form and pronunciation of the target vocabulary

Presentation and Eliciting: Teacher tells Ss that she will give some clues by writing numbers on the board and elicits each number she writes from a different student. As the numbers get bigger, teacher helps by drawing a "+" in the number to indicate "and" and highlights the "-" (hyphen) in each number by telling Ss that it is used for the "tens" when saying numbers. Example: 9 (nine) 9+ 99 = 999 (nine hundred and ninety-nine) 9,999 (nine thousand nine hundred and ninety-nine) 99,999 (ninety-nine thousand nine hundred and ninety-nine) 999,999(nine hundred and ninety-nine thousand nine hundred and ninety-nine) CCQs: Do we use a hyphen between each number? No. Do we use "and" after every number? No. Teacher continues eliciting guesses by saying "more" or "less" until somebody guesses the amount correctly. If they can not guess it teacher shows the following addition: 999,999 + 1 = ? and asks how much the money is. "$1,000,000" Pronunciation and stress: Teacher writes the following numbers on the board 10 100 1,000 10,000 100,000 1,000,000 Teacher then elicits how we say these numbers and concept checks by asking how many zeros there are in each one. Teacher then models and drills each one by highlighting the stress. 10: ten /ten/ 100: one/a hundred /ˈhʌn.drəd/ 1,000: one/a thousand /ˈθaʊ.zənd/ 10,000: ten thousand /ten/ /ˈθaʊ.zənd/ 100,000: one / a hundred thousand /ˈhʌn.drəd/ /ˈθaʊ.zənd/ 1,000,000 : one/a million /ˈmɪl.jən/

Controlled Practice 1-2 (5-10 minutes) • To provide students with controlled practice of the target vocabulary

Practice 1: Teacher pre-teaches "quiz show" by asking ; "What is the name of the programme of Kenan Işık on ATV? Who Wants to Be A Millionaire. What type of program is it? A quiz show. Do you watch other quiz shows in Turkey?" After eliciting the answer, teacher drills and writes the phrase on the board. Then teacher assigns the first task by saying that there are 3 questions from a quiz show in the first exercise. Ss work in pairs and answer the questions. Then they listen to the audio of the "radio quiz" and check their answers. Teacher checks answers whole class. Practice 2: Teacher assigns the second task by saying that there are missing numbers in each one. Ss work alone and write the missing word/ number for each question. When finished, they check in pairs. Teacher monitors and gives delayed feedback.

Free Practice 1-2 (10-15 minutes) • To provide students with free practice of the target vocabulary

Practice 1: Numbers Dictation Teacher assigns the task by saying that Ss first write the numbers in their handout and then listen to their partner and write his/her numbers. Teacher monitors, takes notes and gives delayed feedback. Then teacher gives students the answer key and they check their answers. Practice 2: High Numbers Quiz Teacher tells students they will work in 2 groups and do a quiz by discussing for possible correct answers. Then they will come together and form a big group and discuss their answers. Teacher monitors and takes notes to give delayed feedback. When they finish checking, teacher nominates Ss and asks which they think is the correct answer and provides the correct answer for each question.

Extended Activity: High Numbers Bingo Game • To provide with an opportunity to respond to the target vocabulary and expand on what they've learned

Teacher gives each student a 3x3 bingo grid. Then teacher hands out the bingo chart with big numbers. Teacher tells Ss to work alone and choose nine of the big numbers and write them in their Bingo grids. When Ss finish, teacher tells Ss that she will read numbers in a random order. If they hear a number in their grid, they put a "tick" next to it. When teacher says all the numbers in their grid they say "Bingo!". The student who calls Bingo! has to "read out" each of their numbers for the teacher to check. The student who gets all answers correct wins.

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