Appetizer 2-1 / CARDINAL NUMBERS / Day 1 of 3
GENERAL AIMS
- To see what the students know and show them how they can test & help each other
- To increase the students’ confidence in remembering, pronouncing and spelling the numbers 1 – 10 well.
STEP SUMMARY
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A |
Introduction to numbers |
Initial oral practice |
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B |
Teacher/Student |
Practice, taking turns |
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C |
Spelling |
Matching & dictation |
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D |
Further Practice |
More ideas |
RECOMMENDED LEVELS
Beginner
ACTIVITY TIME
10-15 minutes
MATERIALS
Handouts for students:
HO1 numbers 1-10
HO2 numbers 1-10 (in words)
SPECIAL NOTES
– Note 1
– Note 2
Quickpage
Class Plan
PART A: INTRODUCTION TO NUMBERS 1 TO 10
| A | STEP 1 | INTRODUCTION ORAL MODELLING NUMBERS 1-10 | |
| a) | Go to a student and indicate that you want him/her to say “one” by showing one finger. (To provide a clear model, you can say it and indicate that you wish the student to repeat it.) | ||
| b) | Go to the next student and elicit the number two in the same way. | ||
| c) | -optional- Before proceeding to Student #3, ask students 1 & 2 to repeat their numbers, correcting or modelling the pronunciation if needed. This would be helpful if many of the students find it difficult. | ||
| d) | Ask successive students to continue until #10. If more than 10 students, repeat the process for the remaining students until everyone has had a turn. If fewer than 10 students, they continue until ten is reached. |
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| e) | FOLLOW-UP: Say “one”, have the class repeat it and write ‘one’ on the board. Continue until “ten”. (You could use the audio below if you like.) | ||
NUMBERS 1 TO 10 – APPAUD5
Students listen to and repeat the numbers
| A | STEP 2 | INTRODUCTION ORAL PRACTICE NUMBERS 1-10 | |
| a) | Place the students into groups of 3 (or 4) | ||
| b) | Student#1 says “one”, Student #2 says “two”, Student #3 says “three”, Student #1 says “four” etc but they don’t stop. When Student #1 says “ten”, Student #2 continues by starting the next sequence, saying “one”, and so on. Allow them to go through it several times and listen for difficulties.
Address any pronunciation difficulties individually as you monitor each group. |
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| c) | -optional- At the end, model the 10 numbers again and have the class repeat them. Address the difficulties the class has as well as pointing out what they are doing well (using smiles, nodding of head, thumb up, etc). | ||
| d) | In the same groups, students take turns as before, saying the sequence of numbers, but now counting backwards. (Student#1 says, “ten”, Student#2 says “nine”, etc.) | ||
PART B: TEACHER / STUDENT
| B | 1 STEP | TEACHER / STUDENT ROLES NUMBERS 1-10 | |
| a) | Place students into pairs and give each group a handout (HO1). Tell them not to write in the handout. | ||
| b) | Go to one group but speak addressing the class. | ||
| c) | Randomly point to one of the ten numbers and ask Student#1 to say it. Then randomly point to a different number and ask Student#2 to say it. Do this several times (for only Students#1 & 2) until each student has said 3 or 4 numbers. | ||
| d) | Now have Student#1 take on the role of teacher, randomly pointing to one of the ten numbers and asking the other student to name them. You simply watch and guide if necessary. | ||
| e) | When it is clear for everyone what the expectations are, have all the groups begin with one student being the teacher for a short time. Make sure that they frequently change roles, after every 6 or 8 numbers. | ||
| f) | Continue until everyone has had at least one turn as teacher. | ||
PART C: SPELLING
| C | STEP 1 | SPELLING MATCHING NUMBERS TO WORDS NUMBERS 1-10 | |
| a) | Place the students into pairs. (Same pairs as they were in before is fine. There is no particular need to change partners at this point.) Give each pair a set of cards with the numbers individually spelled out. (HO2: You have to cut the boxes so each pair will have 10 different cards.) | ||
| b) | Tell them to work together &/or in turns to place the appropriate cards below the numbers in HO1. Monitor their progress and confirm all groups have completed the task. This is to check if and how well some individuals know the spelling, at least enough to identify the words associated with the numbers. Help those who need it and if many are lost, go to the board and show the whole class the spelling of the word below the number. | ||
| c) | Go to a pair and model with one student: You say, “One. O – N – E. One.” Student#2 says, “Two. T-W-O. Two.” Then continue with ‘three’ etc. If you’re not sure if they understand the instructions, have a different pair model what you want (both students interact, taking turns as they count and spell their respective numbers, you watch) before having all pairs get on with the task. | ||
| d) | Monitor their progress, focussing on the pronunciation of letters and numbers. | ||
| e) | -optional- Randomly ask the students to spell different numbers.
“Joanna, how do you spell eight?” “E-I-G-H-T” “Good. Sergi,…” Note: If this is the second class you’re going over the numbers or if your group is a bright one, you may want to write on the board: “How do you spell ‘six’?” “s-i-x” and the ‘teacher’ can ask the student the full question rather than just saying the number. |
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| f) | If the words are not already written on the board (maybe you spelled them out in step b if it was necessary), do so now. Have the students repeat after you, saying the number, then its spelling, from 1 to 10. | ||
| g) | Erase the written words from the board. | ||
| C | STEP 2 | SPELLING TEACHER-STUDENT DICTATION NUMBERS 1-10 | |
| a) | Place the students into new groups of pairs. | ||
| b) | Student#1 says all ten numbers to Student#2. | ||
| c) | After all 10 numbers are spoken, Student#1 goes over the spelling and indicates which words are wrong. Student#2 tries to correct the spelling and if it’s difficult, the teacher (Student#1) helps. | ||
| d) | Students switch roles.
-optional- This time the ‘teacher’ says the dictated numbers in random order. |
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PART D: FURTHER PRACTICE
| D | 1 STEP | FURTHER PRACTICE A FEW MORE IDEAS NUMBERS 1-10 | |
| The following can be used in the same or future classes: | |||
| 1 | Phone numbers
Have the students mingle and get each other’s phone numbers. (They can invent their numbers if they want.) |
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| 2 | Slap Jack card game
●Place students into pairs & give each pair a deck of cards with the figure cards (Jack, Queen & King) taken out. (If there are many students, you could split the decks even further, giving one pair of students only hearts & diamonds, another group spades & clubs, etc.) |
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| 3 | Guess my number — written
In pairs. One student writes down a number between 1 and 10. The other student has to guess (say) the number in three tries or less. The first student has to say “higher” or “lower” if the other didn’t guess it correctly. Students alternate being the guesser and the one who writes down the number. |
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| 4 | Guess my number — fingers
Same as #3 except one student puts both hands behind his/her back. S/He extends one, a few or all her/his fingers and the other student has to guess. This is a bit more fun because people have to place their trust in another (the other could cheat and change the number of fingers). |
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