Canan Cavus Canan Cavus

Teaching Practice 2
Beginner, A1 level


In this lesson Ss will improve their knowledge on numbers and will gain the ability to use the functional language about asking / answering about people’s and things age. Ss will learn the pronunciation and spelling of the numbers. This lesson will start with a matching exercise including flash cards of some names of things and people, and some numbers related to them. After that, I will ask them to write three numbers between 21 and 101 that are important for them, and to speak about them. Then, Ss will listen and repeat some numbers on their hand outs, then do a matching exercise. After that Ss a few listening exercises and match the pictures with the conversations and fill the info gap about them. Finally, Ss will be given a questionnaire about age of people and things, and will try to fill the information missing. If we have enough time, we will play a numbers game with number cards to practice the pronunciation of numbers.


Abc Course book Handout
Abc Flash Cards (people names and numbers)
Abc Numbers Handouts
Abc Questionnaire

Main Aims

  • Functional language for asking/answering about ages, numbers 21-101.

Subsidiary Aims

  • Listening and speaking about numbers, about ages of people and things.


Warm - Up (4-5 minutes) • to introduce numbers 21 - 101

I will put some flash cards with names of some people and some things and flash cards with numbers on the board, and will ask them to match the numbers with the people or things in pairs.

Activity with numbers (4-5 minutes) • to check what they know about numbers

I will distribute work sheet with numbers on them and ask them to write the numbers, to test their knowledge on numbers before teaching them. After they finish, I will ask some of them to come up to the board and write the answers and then do a whole class feedback.

Vocabulary (5-6 minutes) • To study the spelling and pronunciation of numbers 21 – 101

I will distribute the handouts to students to listen and repeat the numbers written on the paper. And then I will ask them to match the numbers with the words, and after a peer correction, then I will play the track to listen and repeat them as a whole class.

Pronunciation (4-5 minutes) • To make students differentiate between the pronunciations of certain numbers such as 13 – 30, 14 -40, etc.

We will listen to differentiate the difference between the pronunciation of the numbers written on the work sheet, and I will focus on the stressed letter and drill the pronunciation from the students, first as a whole class, and then individually. Then we will listen again the numbers and repeat them. Again, I will ask students to read the numbers written in part pronunciation 3 and I will ask them to repeat those numbers first chorally then individually.

Pre – Listening (2-3 minutes) • To create a link to the listening track

Before starting the listening, I will ask questions about the pictures related to the listening. I will ask them ‘What do you see?’ in order to make them generate ideas about the pictures.

Listening (8-9 minutes) • to introduce the functional language on asking and answering about age of people and things

I will ask them to listen carefully and match the pictures with the conversations they will listen. Then I will ask them to do a pair check, and elicit the answers quickly. Then I will distribute them the second pages of the hand outs, and ask them to read the sentences, and then to fill the gaps in the sentences while listening the same track. After that I will read the first piece of information under Language note on page 33 and elicit the others from the students

Functional Language (3-4 minutes) • to introduce and practice the functional language on asking and answering about people`s and things` age

Students will listen the sentences and questions written under Functional language part 1, and will repeat it to practice the functional language. Then they will look at the pictures below and see the difference, and then we will listen about them.

Controlled speaking practice (9-10 minutes) • To make them use the functional language

I will distribute a questionnaire to students to complete the information by working with their partners. They won’t show their paper to their partners, and will complete the information missing about them, and will try to guess the information about their partners. After finishing the questionnaire, they will ask questions to check their answers about their partners if they are correct.

Web site designed by: Nikue