Spanish Numbers 1–15

Overview

Lesson 5 of 18 in ¡Hola! Spanish Foundations. Students build on greetings and personal information by learning to recognise, pronounce and write numbers 1–15, using listening, repetition, retrieval and short communicative exchanges.

Learning intentions

• WALT understand and recognise the Spanish numbers 1–15.
• WALT pronounce the numbers accurately and confidently.
• WALT write numbers 1–15 from memory.
• WALT use numbers in simple personal-information questions and answers.

Success criteria

• I can recognise all numbers from 1 to 15 when I hear or see them.
• I can say numbers 1–15 with accurate pronunciation.
• I can write the Spanish words for numbers 1–15 accurately.
• I can use a number in a short personal-information exchange.

Curriculum links

• Modern foreign language subject content: listening, speaking, reading and writing in Spanish.
• Languages – key stage 3 aims: developing spontaneous communication and communicating for practical purposes.
• Languages – key stage 3 attainment targets: knowing, applying and understanding language skills and processes.
• Preparation for further study through accurate pronunciation, spelling and retrieval of core vocabulary.

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Open with the number mystery hook and display a visual sequence of numbered football shirts or house numbers with one number missing; students greet a partner, then predict the lesson topic and recall any Spanish greetings or personal-information phrases they know.

2. 5–13 min · Teacher modelling and listening. Use the numbers 1–15 teaching slides alongside Onda 1 M1 Unit 2, pp. 12–13, to introduce the numbers in small groups; students listen, point to the correct numeral and repeat chorally, individually and with gesture cues. Model the most challenging sounds clearly, especially cinco, diez, once, doce, trece, catorce and quince, without requiring students to use English phonetic spellings.

3. 13–22 min · Recognition and pronunciation practice. Play short listening rounds from the course material, pausing for students to show or point to the number they hear; students then practise in mixed-ability pairs, taking turns to say a number while their partner identifies it on a number line. Revisit any commonly confused numbers using repeated listening and whole-class repetition.

4. 22–32 min · Look, Cover, Write, Check. Distribute the numbers 1–15 practice worksheet and guide students through Look, Cover, Write, Check using the numerals and Spanish words from the course pages. Students complete the number grid, cover the Spanish words, write them from memory and check in a different colour, correcting spelling rather than simply copying.

5. 32–40 min · Communicative challenge. Display the personal-information challenge with prompts such as “¿Cuántos años tienes?” and “Tengo ___ años”; students ask and answer with real or invented ages, then complete a quick partner challenge in which one student says a number and the other writes it. Advanced learners add “¿Cuántos años tiene?” and answer spontaneously about a third person.

6. 40–45 min · Plenary and exit check. Finish with the retrieval practice exit ticket slips; students write three Spanish numbers they can recall, translate one number into English, rate their confidence and hand in the slip as they leave. End with a whole-class pronunciation recap of the number most frequently missed.

Resources

• the Spanish numbers and challenge slide deck
• the numbers 1–15 practice worksheet
• Onda 1 M1 Unit 2, pp. 12–13
• Audio or teacher-read listening prompts
• Dyslexia-friendly number line showing numerals alongside Spanish words
• Mini-whiteboards and pens
• the retrieval practice exit ticket slips
• Visual gesture cues for pronunciation and recall

Assessment

• During listening, check whether students point to or write the correct numeral; reteach numbers that are repeatedly confused.
• Circulate during pair practice and the personal-information challenge, checking pronunciation, accurate spelling and willingness to speak.
• Use the exit slips to identify students needing further support with recognition, pronunciation or written recall in the next lesson.

Differentiation

• Provide a dyslexia-friendly reference sheet or number line with clear sans-serif font, generous spacing, numerals alongside Spanish words and minimal visual clutter. Allow students to track each word with a finger while listening.
• Use gesture cues, choral repetition, repeated listening and small vocabulary chunks, for example 1–5, 6–10 and 11–15. Give students additional processing time before individual responses.
• Pair students strategically so that confident speakers model pronunciation without completing the task for their partner. Permit hesitant students to rehearse quietly before speaking and to respond first with a numeral or written answer.
• For additional challenge, remove the number line, dictate numbers in a less predictable order, and require advanced learners to ask and answer personal-information questions spontaneously, including a third person.