3.1 Practise recognizing and saying the
numbers 1 to 100 pages 19-26
3.2 Focused practice of numbers page 26
3.3 Reinforcement of the key phrases from unit 3
pages 24-27
3.1
|
Objectives |
Recognizing and saying the numbers 1 to 100. |
Materials |
Dice, grids etc. |
1 Ask learners to select six lottery numbers between 1 and 49. Call out 7 random numbers which they check off against their ‘lottery tickets’ then ask learners to tell the person next to them which numbers they had chosen (given the odds, no-one is likely to win!)
2 In pairs, learners throw two dice and say the number formed by the two numbers thrown and the sum, e.g. four and six give 46 and 64. Added up, they make 10.
3 Learners each write a list of ten numbers between 10 and 99 in figures. Working with a partner, they read their list out and their partner notes them down in figures. They then change roles. Finally the two lists are compared and any discrepancies sorted out.
4 In groups of five or six, learners play bingo. Each draws a grid 4x3 and fills with random numbers between 1 and 100. One student per group calls out numbers which the others cross off their grid as they hear them.
It is not suggested that all these activities are used one after the other. Numbers need constant revision and these activities are useful ‘fillers’.
3:2 |
Objectives |
Focused practice of numbers, giving and understanding telephone numbers in Greek. |
Materials |
none |
1 Establish with the group that if any of them would prefer not to make their home telephone number known they should simply make one up.
2 Ask learners to prepare by working out how to say their home telephone numbers in two digit numbers as is the practice in Greece.
3 Teach the following additional words and questions:
4 Ask the class to circulate, asking for and giving their telephone numbers, and making a note of the ones they are given.
5 You can check the numbers by inviting each person in turn to give his/her telephone number to the rest of the class.
To encourage ‘bonding’, and if appropriate, you can collate the group’s telephone numbers, distribute them to all the group members and then suggest that learners contact each other if they are unsure of things like homework, class times, vocabulary etc., to chat about the lesson or even to moan about the tutor!
3:3 |
Objectives |
Reinforcement of the key phrases from Unit 3. |
Materials
|
Set of ‘snap’ cards, one for each learner, all containing similar information but ensuring that only one other card has identical information. |
1 Demonstrate the following conversation:
2 Explain that the aim is to find the one other person in the group with exactly the same family then encourage your learners to circulate and find that person using the conversation.
3 At the end of the activity pairs introduce each other to the rest of the group.
Unit 2 activities | What is Talk Greek? | Unit 4 activities