The very first contact with English. Learners build the alphabet, sounds, numbers and a handful of survival phrases — enough to say who they are and exchange a few words.
Printable one-to-one lesson plan
Cardinal numbers 0–100
Understand and say numbers from 0 to 100 for ages, prices, phone numbers, addresses, quantities, and other everyday information.
Use after the complete A0 sequence, not as a lesson quiz.
Open diagnostic →10–15 minutes optional: Optional tutor-read -teen and -ty listening · Optional no-choice numeral recall · Five-minute next-day number retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Understand and say numbers from 0 to 100 for ages, prices, phone numbers, addresses, quantities, and other everyday information.
What must become clear
Three spellings to watch all lesson: forty (not fourty ), eighty , and ninety . From 21 to 99, use a hyphen when the number is not a whole ten: twenty-one , but twenty .
High-value friction points
- The rent is forty dollars.The number 40 is spelled “forty,” with no “u,” not “fourty.”
- My son is thirteen years old.The cue says 13, so the word is thirteen (-teen), not thirty (30).
- The delivery is at room twenty-eight.Join the tens and ones with a hyphen: twenty-eight.
Protect these lesson moments
- Three quick checks from earlier lessons
- Discovery check: read the numeral, then choose the word
- Listen: -teen or -ty?
- Drill 1: match each numeral to its word
- Drill 2: choose the word for each numeral
Learner production
Your age and theirs: Say your real age, then the age of two people in your family. I am thirty-four. My sister is twenty-nine. My father is sixty-two.
- Fictional phone number: Use a made-up number, not private information. Read 555-0137 one digit at a time: five five five, zero one three seven . Say it again with oh for zero.
- Prices at the store: Point at three things and say the price. This is fifteen dollars. That is forty dollars. The total is fifty-five dollars.
- Room and address numbers: Use real or invented information. I live at number eighteen. My office is in room thirteen.
- Listen and write: Your teacher says a number between 0 and 100. Write the numeral. Then say a number for your teacher to write. Watch the -teen / -ty pairs.
Carry this language into the next session
Retrieve Cardinal numbers 0–100 in one true sentence at the next lesson.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Three quick checks from earlier lessons” express the same core meaning?
- How would you explain this decision in your own words: Three spellings to watch all lesson: forty (not fourty ), eighty , and ninety . From 21 to 99, use a hyphen when the number is not a whole ten: twenty-one , but twenty .
- What needs to change in this repair, and why: The rent is forty dollars.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve Cardinal numbers 0–100 in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Three quick checks from earlier lessons and Discovery check: read the numeral, then choose the word for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Optional tutor-read -teen and -ty listening · Optional no-choice numeral recall · Five-minute next-day number retrieval, then repeat the communication task with a new situation or stricter success criteria.
40–45 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Three quick checks from earlier lessons · Discovery check: read the numeral, then choose the word · Listen: -teen or -ty?.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Three spellings to watch all lesson: forty (not fourty ), eighty , and ninety . From 21 to 99, use a hyphen when the number is not a whole ten: twenty-one , but twenty .
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: The rent is forty dollars. The number 40 is spelled “forty,” with no “u,” not “fourty.”
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three quick checks from earlier lessons · Discovery check: read the numeral, then choose the word · Listen: -teen or -ty? · Drill 1: match each numeral to its word. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Your age and theirs: Say your real age, then the age of two people in your family. I am thirty-four. My sister is twenty-nine. My father is sixty-two.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Cardinal numbers 0–100 in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Optional tutor-read -teen and -ty listening
- Clip 1
Read: room thirteen
Supports: room listen
- Clip 2
Read: thirty dollars
Supports: listen dollars
- Clip 3
Read: fourteen people
Supports: listen people
- Clip 4
Read: bus number forty
Supports: bus number listen
- Clip 5
Read: gate fifteen
Supports: gate listen
- Clip 6
Read: fifty minutes . Repeat once in a different order after the learner checks.
Supports: listen minutes
Delivery and evidence notes
- Read naturally, one chunk at a time: room thirteen; thirty dollars; fourteen people; bus number forty; gate fifteen; fifty minutes . Repeat once in a different order after the learner checks.
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
A0 · Cardinal numbers 0–100
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Three spellings to watch all lesson: forty (not fourty ), eighty , and ninety . From 21 to 99, use a hyphen when the number is not a whole ten: twenty-one , but twenty .
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Understand and say numbers from 0 to 100 for ages, prices, phone numbers, addresses, quantities, and other everyday information.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.