Caroline Kouma Caroline Kouma

Teaching Practice 1 (Numbers and Listening)
Elementary level


Abc Number cards
Abc "Number plates from around the world" and exercise HO
Abc Listening 1.06 and 1.07
Abc Back-up Number prompts

Main Aims

  • To provide practice of listening for specific detail.

Subsidiary Aims

  • To review and practice numbers from 0 to 10.


Warmer (1-2 minutes) • To review names I have forgotten and engage the students in the lesson.

Walk to the front of the classroom to get the students' attention and signal class has started. Introduce myself once again and ask a few students whose names I may have forgotten, "Hello, _____. How are you today?" After a few students have answered, allow the students 1-2 minutes to greet those around them and ask how they are doing.

Lead-in (5-7 minutes) • To set the lesson context and review numbers.

Silently write the number "one" on the WB. Ask students, "What is this?" Once they have successfully answered, write "one" under "1" and follow the same process with "two" and "three." From "four" to "nine," elicit each successive number from the students using gestures and write them in order on the WB as they say them aloud, finishing by putting the number "zero" at the beginning of the sequence. Once 0-9 have all been written on the WB, say each number aloud and have students repeat to check pronunciation. Next, demonstrate ex. 1 by writing the number "6" on the whiteboard with the scrambled letters. Ask the students, "What's wrong here?" Once they figure out how to unscramble the letters and understand the exercise, give them the folded HO (with the ex.1 side up), first instructing them NOT to unfold the HO. Put students into pairs and give them 3-5 minutes to complete the exercise. While students finish the exercise and after monitoring their work, write the rest of the numbers on the WB. When the allotted time is finished, ask volunteers to come to the WB and write one of the correct answers to check work.

Lead-in (4-7 minutes) • The set the context of the lesson and provide students practice with the sequence of numbers.

Demonstrate ex. 2 through modeling: Hold up a number card and ask one student, "what number is this?" When they have answered, say the number before and after this number. Next, give the number card to the student and gesture that they should do the same. Put the students in pairs and give each pair two number cards. Instruct them to do as demonstrated.

Pre-listening (5-7 minutes) • To set the context of the listening activity.

Ask students to open their folded HOs. Ask the students, "What are these?" "When might you need to use these?" Then point to the first number and ask, "What country is this from?" Put the students into pairs to guess the country of each license plate. After 2-3 minutes, bring attention back to front of the classroom and check answers with WC.

Listening (6-10 minutes) • To provide the students with practice in Gist Listening.

Tell the students they will hear 2 conversations. Write on the WB, "Where are they?" / "How many people are there?" Ask the students to answer these questions. Use ICQ to ensure understanding. Play recording for the students only once and have them check answers with partners before WC feedback.

Listening (10-12 minutes) • To provide the students with practice in Listening for Detail.

Tell the students they will hear the same conversations, but this time, they should listen only for the number plate. Ask them to write the numbers/letters they hear. Have them check answers in PW before listening a second time to check the group answers. *If students seem able to handle something more challenging or you need to fill time, add more questions. (What kind of car do they have? What are their names?) Use your discretion based on the students' level of comprehension as to whether to play the recording again to answer the additional questions or just provide the ALL questions up front.

Post-Listening (3-8 minutes) • To provide the students practice in speaking within the context of the previous listening exercise.

Put the students into groups of 4 to do ex. 3 on p. 8. Have them speak within their group to answer the questions, "Do you have a car? What is the number plate?" At the end of the exercise, ask the whole class, "How many people have cars?" Ask 1 or 2 students to share their number plates. If there is still time, bring the activity to a close by asking, "How many people want a car?" and "How many people don't want a car?" to allow some students to speak in front of the group.

Back-up Activity 1 (5-7 minutes) • To practice correctly saying and understanding numbers and to wind down the lesson.

Number telephone: Separate the students into three groups and put each group into a line facing the WB. Explain that you will show the student at the back of the line a number sequence (4 or 5 digits, depending on the capabilities of the students) that he/she must whisper to the student in front of him/her to be passed up the line to the person in front. Once the person in front has heard the number, he/she must write that number on the WB. The first team to write the number will receive a point. Students should not have a problem with the instructions for this activity as they did a similar game in the previous lesson.

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