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Go: JHS GrammarNumber Listen 

SUBMITTED BY: Patrick Bickford

 

EDITED BY: まだ

GRAMMAR: Numbers

 

DATE ADDED: Jun 22, 2010

 

    Small Classes (1-15 Students)ÒLarge Classes (16-39 Students)ÓHuge Classes (40+ Students)ÔBad/Misbehaved ClassesÕHandicapped ClassesÖ

  ListeningéListeningë

15-30 min.

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BRIEF OUTLINE: Practices listening and writing the spelling of various numbers while filling out a four-part worksheet.

 

MATERIALS NEEDED:

 

DETAILED EXPLANATION:

  1. Hand out the worksheet and have the students write their name/class on it.
  2. The Worksheet:
    • PART 1: The teacher simply says nine various numbers ranging between 0-100 and the students write them.
    • PART 2: There are four characters. The students listen to the teacher give four basic self-introductions. They must listen to the age of character and write the spelling of the number. For example, "My name is Tom. I am 10 years old." The students would write "ten" on the line under Tom's picture. NOTE: I don't say the characters' self-intros in order from left to right. I mix them up. This forces the students to listen to the entire self-intro, rather than isolating the self-intro and listening just for the number.
    • PART 3:
      • This section simply consists of saying various phone numbers you have prechosen and the students have to write them down.
      • Before I start the phone number section, I give a short explanation on "dashes" located in phone numbers. I simply tell them that while saying the word "dash" is not incorrect, simply 'pausing' between a group of numbers represents a non-verbal dash. So, whenever I 'pause', the students must write a dash. This explanation doesn't require top-level Japanese ability. My explanation went like this:
        • ALT: What's this? (pointing to a dash I wrote on the chalkboard)
        • CLASS: Dash!
        • ALT: "Dash", that's right!
        • <underneath the dash I write, "stop!">
        • ALT: No, "dash". Only 'stop'. For example, "45...<pause>...6789." Okay?
        • CLASS: OK!
      • Also, the phone number section includes both "日本/USA". Feel free to change "USA" to whatever country you come from. I included non-Japanese phone numbers because I wanted to show the students how other countries groups numbers in regards to phone numbers.
    • PART 4:
      • This area consists of giving the class nine math problems in English and the students must solve them. For problems 8 & 9, you might think about making them a little more difficult, possibly making the answers workout to 'negative answers'.
      • Before I start this activity, I teach the students the following math symbols: plus, minus, times and divided by.
  3. After all four parts are completed, go back through the entire worksheet to check the answers. For Part 4, I have the students shout out the answers in English as a class. This ends the activity with the students being energetic. It worked well for my class.

 

VARIATIONS:

  • For Part 1, one of my JTEs had her students actually spell out the numbers "1-9" on the lines, instead of choosing various numbers and the students writing them.

 

TEACHING SUGGESTIONS:

  • This activity is best used after an initial introduction to numbers and a little number practice.
  • This activity suprisingly captured the attention of my bad students.

 

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This page was last modified on Thursday, March 29, 2012 03:23:59 PM