Some of the pop Turkish singers are very famous and the learners either follow the news about the celebrities or just hear about them from others talking. I will show the picture of singer and ask them to guess her age. I will keep repeating "How old is she?" and then I will elicit her age from the students until we come to the right answer. At this stage I have demonstrated how it should work by modelling and later they will decide about the age of the others. (It's also a good chance for to know whether they know the numbers or not to later on decide where to start from)

At this stage I am going to play the audio material related to the numbers. At the beginning I will ask them not to look at the Handout or I may just deliver it after the listening is done. They will listen and repeat(PRESENTATION). I will later demonstrate the numbers with my fingers so that they can get the "MEANING". Once the meaning is established, I will ask them to look at the numbers (FORM) and then try to see if they can repeat from the handout. PMF. I will drill it so much so that i will know that they have all understood it very well because then otherwise we will have lots of problems for the next stage which is about matching.

1)I will ask the students to match the digits and their written form. I will do the first one as an example and later I will ask them to work in pairs to check. 2)I will play the recording and ask them to listen, check and repeat their answers on the book. 3)For pair-work, students dictate numbers to each other.

Students listen to the recording without looking at the handout. They listen to it again for a second time and afterwards repeat. Enough drilling will be done to make sure that they can distinguish and repeat them correctly. They may repeat it chorally.

They will hear four short conversations in which people talk about the ages. I will ask the students: What can you see? Where are they? What are they saying? I will play the CD. They listen and match conversations to the pictures. Then pair work and checking will be followed. If it does not work, I will play it a second time. I might as well support them by explaining some vocabulary before teaching.

I will play the recording again and ask the students to listen for the "specific" information, i.e. age number.

I would rather adapt a classic approach for teaching this part and clarify the terms by defining them. Again, I would follow the PMF procedure: first the pronunciation of the terms, then meaning, then form.

Students read the sentences while the recording is played. Then they listen and repeat. Later they will work in pairs as well as groups.

My favourite approach is to sum up all that has been taught so far so that students will know what they were taught.