The Internet TESL
Journal
Teaching and Practicing Numbers
Natasa Intihar Klancar
natasa.intihar-klancar[at]guest.arnes.si
Introduction
When it comes to teaching new vocabulary, teachers are often puzzled as
to how to present the new items in a way that will appeal to the pupils
and make them learn effectively and at the same time joyfully.
Throughout the years, I have tried several different teaching styles,
techniques and approaches and found out it is almost impossible to find
the perfect way. But what it comes down to in the end is simplicity and
diversity.
In my opinion, there’s nothing more efficient than changing the
activities, mixing and matching various strategies and thus keeping the
learners interested and motivated.
Here’s a short list of various approaches to teaching numbers. I would
like to point out that some of them have worked perfectly with all of
the pupils while some proved of use in some classes and failed in
others. It is all a matter of practice and sooner or later the
“correct” style will have shown itself and will enrich your teaching
and give it some extra flavor we have all been looking for.
Listening to Numbers
Children have an extraordinary ability to memorize the words and
phrases they hear and thus the importance of a proper input is even
greater. The better the input, the better the output. Therefore clear
and accurate presentation of the words’ pronunciation should be
provided for the pupils. Either a teacher may read out the numbers
aloud or another media could be used, such as a CD recording. Each
number should be repeated a few times, allowing the kids to remember
the correct pronunciation.
Repetition of Drills
After the input has been sufficient and each number has been presented
to the pupils a few times, it is time for practice. At the beginning,
it is probably a good idea to involve the whole class in repeating the
numbers. Children work as a group and by taking an active part in
choral repetition and being one of the many involved in this process,
pupils build up their confidence so eventually we may choose pairs of
students to say the numbers and then even individuals. In order to make
this activity a bit more lively, we may try changing the pace and the
volume. Pupils love that and follow accordingly.
Numbers on Flashcards
Frequent repetition practice can become dull so actions should be taken
to keep the class motivated and creative. After making sure the class
is confident naming the numbers, bringing in flashcards is always a
nice option. Illuminated pictures of numbers can be put to use in a
number of ways, the most simple being connected to a very simple
question: “What number can you see?” The pupils first answer together
and later answer individually. I suggest starting with the correct
order (e. g. numbers from 1 to 20), then mixing the flashcards a bit,
slowly uncovering each “hidden” number and making them guess which one
is hidden. Every now and then we also play the which-one-is-missing
game where I hide one of the fleshcards and then the pupils have to
guess which one it is. This game is lots of fun and they never get
tired of it. This is also a nice way to end a lesson.
The Fingers Game
Once acquainted with the numbers, we may try simple calculations. Step
by step various techniques are uncovered and applied. Usually I start
the fingers game by showing them, for example, three fingers and they
have to tell me how many they can see. After playing this for a while,
it is their turn to show me the number of fingers I say. It is best for
the pupils to close their eyes while doing the exercise (thus
preventing them from looking to their neighbor and cheating). Once I
see that no mistakes are made, we start practicing simple calculations.
With their eyes closed they answer my “calculation questions” such as:
“What’s 5 + 5?” Either the solution is shown with fingers or said out
loud. The last part of the game is the one the pupils particularly
like. Namely, they become the teachers and make calculations. Their
peers have to answer them correctly – either by showing fingers again
or by saying out loud the solutions.
In My Bag I've Got...
This is a game of guessing and predicting and it involves so much more
than the knowledge of numbers. We can include a wide array of new
vocabulary items (things such as stationery, toys, and the like). It
can evolve into a memory game where pupils have to remember the items
from the bag and then repeat them – either orally or in writing and/or
drawing. After we have finished discovering the contents of my bag, it
is their turn to talk about their satchels’ contents, which is usually
a very lively activity everybody enjoys. You may be surprised what some
pupils bring to school … The “I’ve got” and “(s)he’s got” structures
can be practiced here as well.
How Many ... Can You See in the Classroom?
Applying the acquired knowledge onto real things from our surrounding
is always a good starting point. Pupils love searching for answers and
finding solutions to different questions. A nice way of making them be
careful and attentive to details is by asking them questions about the
classroom, e. g.: “How many windows can you see?” Then individual
pupils ask the questions, the point being to ask as many different
questions as possible and to use as many different numbers as possible.
Afterwards the game can be continued with their eyes closed – this part
is really lots of fun for the class and they never get tired of it. As
for their homework, I often give them the task of writing about the
things in class, trying to find something for each number up to (for
example) twenty. Checking the homework next time we meet is always
enjoyable, believe me.
Recording of Learner's Speech
Once the numbers have been practiced sufficiently, it might be nice to
record the pupils’ pronunciation. Counting may be recorded in isolation
or a song/a rhyme/a chant on numbers may be learnt by heart and then
performed in front of the class. The recording can be listened to
immediately after the production has taken place and/or at the end of a
school year as a kind of sum-up of what they have learnt. Pupils’
active involvement during the recording process is music to every
teacher’s ears and hearing themselves speak English is a
never-to-be-forgotten experience. A teacher, though, should try to find
rhymes and songs that are easy enough for all the pupils to memorize
for their first contact with a foreign language should be enjoyable,
motivating and rewarding – which sets a great basis for further
development.
Conclusion
There are numerous ways of teaching and practicing numbers in a young
learners’ classroom and the only trick is to find the right balance
between the various approaches and techniques and thus make each lesson
a motivating, aspiring, creative, communicative and enjoyable
experience. There are no rules as to how to mix and match the games and
strategies, but be sure that the pupils’ reactions and the extent of
their active involvement will help you understand what they like, what
they want and (last but not least) what they need in order to learn a
foreign language effectively.
The Internet TESL Journal, Vol. XI, No. 8, August 2005
http://iteslj.org/
http://iteslj.org/Techniques/Klancar-Numbers.html