Lesson 2 · Lesson guide
Numbers and spelling
Welcome back, my dear student!
In Lesson 1 you learned the letters. Today we add the numbers from 0 to 1000, and we put letters and numbers together to spell words, names and phone numbers, just like in real life and in the IELTS exam.
The hardest part of this lesson is 13 and 30. Many students lose IELTS points right there! So I made a special chapter for it. Listen carefully and say every number out loud.
Let’s count together,Your teacher
Your browser has no English voice, so the listen buttons are hidden. Everything is written on the page.
What we’ll learn today
- 0–1000numbers
- 7pairs like 13 / 30
- “double”for two same letters
- 15minutes with this guide
By the end of this lesson, you will
- say and write every number from 0 to 1000
- hear the difference between 13 and 30, 14 and 40 … 19 and 90
- build big numbers: 47 = forty-seven, 365 = three hundred and sixty-five
- spell words out loud, with “double” for two same letters
- say a phone number the way English speakers do
A note from your teacher
Numbers are everywhere: prices, ages, phone numbers, bus numbers. Learn them well once, and you will use them every day.
Four things I want you to understand
Read each card, then listen to the examples.
Idea 1
0 to 12 are special words
Each of these numbers has its own word, so you simply learn them by heart. Be careful with eleven and twelve: they don’t look like “one” and “two” at all.
- 0 zero(nol)
- 3 three(uch)
- 8 eight(sakkiz)
- 11 eleven(oʻn bir)
- 12 twelve(oʻn ikki)
Idea 2
-teen and -ty
13 to 19 end in -teen: thirteen, fourteen. 20, 30 … 90 end in -ty: twenty, thirty. They sound alike, so listen to the end of the word.
- 13 thirteen(oʻn uch)
- 30 thirty(oʻttiz)
- 17 seventeen(oʻn yetti)
- 70 seventy(yetmish)
Idea 3
Big numbers: tens + ones
For 21 to 99, say the tens, then the ones, and write a hyphen (-) between them. 47 is “forty” + “seven” = forty-seven. And 100 is “one hundred”.
- 21 twenty-one(yigirma bir)
- 47 forty-seven(qirq yetti)
- 99 ninety-nine(toʻqson toʻqqiz)
- 100 one hundred(yuz)
Idea 4
Spelling: say “double”
When two same letters are together, English speakers say “double”: book is B, double O, K. We do the same with numbers: 55 in a phone number is “double five”.
- book: B, double O, K(kitob: B, ikkita O, K)
- hello: H, E, double L, O(salom: H, E, ikkita L, O)
- 55: double five(55: ikkita besh)
Idea 5
Hundreds and a thousand
Say the hundreds, then and, then the rest: 365 is three hundred and sixty-five. After a number, “hundred” never takes -s: two hundred, not “two hundreds”. And 1000 is one thousand.
- 200 two hundred(ikki yuz)
- 115 one hundred and fifteen(bir yuz oʻn besh)
- 365
- 1000 one thousand(ming)
Idea 6
Room, bus and flight numbers
Numbers that are names (a room, a bus, a flight) are often said digit by digit, with “oh” for 0: room 214 is “two-one-four”, bus 101 is “one-oh-one”.
- room 214(214-xona)
- bus 101(101-avtobus)
- flight 307(307-reys)
Remember!
From 21 to 99 we write a hyphen: twenty-one, forty-seven, ninety-nine.
Listen and repeat after me
Tap a number: you hear it, see how it is spelled and, for 13 to 19 and 30 to 90, the number it is easy to confuse with. Start with 0–20, then the tens, then 0–100, then the hundreds up to 1000. You can also type any number from 0 to 1000 and hear it.
A note from your teacher
Play 0–20 three times and count along with the voice. By the third time you won’t need to look!
How English numbers are built
English numbers follow a few simple patterns. Once you see them, 100 numbers become easy.
Learn by heart
0 to 12: each one has its own word.
- 0(nol)
- 1(bir)
- 2(ikki)
- 3(uch)
- 4(toʻrt)
- 5(besh)
- 6(olti)
- 7(yetti)
- 8(sakkiz)
- 9(toʻqqiz)
- 10(oʻn)
- 11(oʻn bir)
- 12(oʻn ikki)
Number + teen
13 to 19: the end is long and strong.
- 13(oʻn uch)
- 14(oʻn toʻrt)
- 15(oʻn besh)
- 16(oʻn olti)
- 17(oʻn yetti)
- 18(oʻn sakkiz)
- 19(oʻn toʻqqiz)
Number + ty
20 to 90: the start is strong.
- 20(yigirma)
- 30(oʻttiz)
- 40(qirq)
- 50(ellik)
- 60(oltmish)
- 70(yetmish)
- 80(sakson)
- 90(toʻqson)
Tens + ones
21 to 99: tens, hyphen, ones.
- 21(yigirma bir)
- 34(oʻttiz toʻrt)
- 47(qirq yetti)
- 58(ellik sakkiz)
- 63(oltmish uch)
- 99(toʻqson toʻqqiz)
Hundreds
A number + hundred, with no -s.
- 100(yuz)
- 200(ikki yuz)
- 300
- 500
- 900
Hundred and …
The hundreds, “and”, then the rest.
- 101
- 115
- 250
- 365
- 999
One thousand
Say “one thousand” (or “a thousand”).
- 1000
A note from your teacher
Notice: thir-teen, fif-teen. Three and five change a little when they become -teen and -ty. That’s why they are tricky to spell.
13 or 30? Numbers that are easy to confuse
These pairs sound almost the same, especially in a fast recording. Tap the numbers to compare them, read my tip, then press Test me: you hear one number and tap which one it was.
13 or 30?
“thirteen” and “thirty” start the same way.
How to tell them apart thir-TEEN: the end is long and strong. THIR-ty: the start is strong and the end is short.
14 or 40?
“fourteen” and “forty” start with the same sound.
How to tell them apart Listen to the end: a long “teeeen” or a short “ty”. And spelling: fourteen keeps the U, forty does not.
15 or 50?
“fifteen” and “fifty” both start with “fif”.
How to tell them apart Not “fiveteen” or “fivety”! Five changes to fif in both.
16, 60, 17 or 70?
Two more pairs with the same problem.
How to tell them apart Clap on the strong part: six-TEEN (clap at the end), SIX-ty (clap at the start).
18, 80, 19 or 90?
The last two pairs, and the hardest to hear quickly.
How to tell them apart Not sure? It’s fine to ask: “Is that one-eight or eight-zero?”
115 or 150?
The same trap hides inside big numbers too.
How to tell them apart Listen to the end, after “hundred and”: fif-TEEN or FIF-ty?
Remember!
-TEEN: strong at the end. -TY numbers: strong at the start. Listen to the end of the word!
Numbers and spelling in real life
Listen to each phrase and repeat it. Then practise with a friend: ask for their age and phone number.
How do you spell “book”?
(“Book” soʻzini qanday harflaysiz?)
Ask this about any new word.
B, double O, K.
(B, ikkita O, K.)
Two same letters together: say “double”.
How old are you? I’m fifteen.
(Necha yoshdasiz? Oʻn beshdaman.)
Say your age with “I’m”.
What’s your phone number?
(Telefon raqamingiz qanday?)
A very common question, also in IELTS Listening Part 1.
It’s oh-seven-one, double five, three-nine.
(Raqamim: 071-55-39.)
In phone numbers, 0 is often “oh”, and two same digits are “double”.
This book has three hundred pages.
(Bu kitob uch yuz betdan iborat.)
Hundred, not hundreds, after a number.
Is that fifteen or fifty?
(Bu oʻn beshmi yoki ellikmi?)
Check numbers that sound alike.
Sorry, can you say that more slowly, please?
(Kechirasiz, sekinroq ayta olasizmi?)
It is always OK to ask!
Listen to a real conversation
Dilnoza joins a sports club. Press Play all and follow the text. Then practise it with a friend, using your own name and number.
- Receptionist
Hi! What’s your name, please?(Salom! Ismingiz nima?)
- Student
Dilnoza Rahimova.(Dilnoza Rahimova.)
- Receptionist
How do you spell your surname?(Familiyangizni qanday harflaysiz?)
- Student
R-A-H-I-M-O-V-A.
- Receptionist
Thanks. And how old are you?(Rahmat. Necha yoshdasiz?)
- Student
I’m nineteen.(Men oʻn toʻqqiz yoshdaman.)
- Receptionist
Nineteen or ninety?(Oʻn toʻqqizmi yoki toʻqsonmi?)
- Student
Nineteen! One-nine.(Oʻn toʻqqiz! Bir-toʻqqiz.)
- Receptionist
And your phone number?(Telefon raqamingiz-chi?)
- Student
It’s oh-nine-eight, double seven, four-three-one.(Raqamim: 098-77-431.)
IELTS tip: Listening Part 1 often tests numbers: phone numbers, ages, prices and dates. Write them as digits (19, not nineteen) and check -teen and -ty carefully.
A note from your teacher
Did you notice? Even native speakers check “nineteen or ninety?”. So it’s perfectly fine for you to ask too.
Spelling mistakes I see every day
When students write numbers as words, these are the mistakes I correct most. Listen to the right spelling and look at the word carefully.
Not: fourtyWrite: forty(qirq)
Four keeps its U, but forty loses it: four, fourteen, forty.
Not: nintyWrite: ninety(toʻqson)
Nine keeps its E: nine, nineteen, ninety.
Not: twelfWrite: twelve(oʻn ikki)
Twelve ends in -ve, like “five”.
Not: fiveteenWrite: fifteen(oʻn besh)
Five changes to fif: fifteen, fifty.
Not: fivetyWrite: fifty(ellik)
The same change: five → fifty.
Not: eigthWrite: eight(sakkiz)
E-I-G-H-T: the GH is silent, but you must write it.
Not: ninteenWrite: nineteen(oʻn toʻqqiz)
Keep the E of nine: nine-teen.
Not: threeteenWrite: thirteen(oʻn uch)
Three changes to thir: thirteen, thirty.
Not: two hundredsWrite: two hundred(ikki yuz)
After a number, hundred never takes -s: two hundred, five hundred.
Not: one hundred thirtyWrite: one hundred and thirty(bir yuz oʻttiz)
In British English we say and after the hundred.
Not: thousendWrite: thousand(ming)
T-H-O-U-S-A-N-D: with an A, like “sand”.
Can you answer my questions?
Think of the answer first, then open the card. No peeking!
What number is “forty-seven”?
How do you write 13 and 30 in words?
Which is right: “fourty” or “forty”?
Where is the strong part in “fifteen”?
How do you spell “book” out loud?
Someone says “double three”. What do you write?
How do people often say 0 in a phone number?
What comes after ninety-nine?
How do you say 365?
“Two hundreds” or “two hundred”?
A note from your teacher
All correct? Wonderful, you are ready. A few wrong? No problem: go back to that chapter, then try again.
For teachers using this lesson
If you teach this lesson in a classroom, here is how I run it in about 45 minutes.
Class plan45 min
- 5 minWarm up
Count around the class from 1 to 20. Then count back from 20 to 1.
- 8 minPresent the numbers
Use the chart: 0–20, the tens, then the hundreds up to 1000. Students call out numbers and you type them in the chart.
- 7 min13 or 30?
Do “Test me” with the whole class: students show the number on their fingers or write it on mini whiteboards.
- 5 minSpelling with “double”
Spell five words from the board (book, hello, apple, green, ball). Students write them down.
- 5 minPhone numbers in pairs
Students invent a phone number and dictate it to a partner, using “oh” and “double”.
- 12 minExercises: Parts 1 to 4
Open the Exercises tab. Play together on the projector, or students play on their phones.
- 3 minCheck and homework
Ask three “Check yourself” questions. Homework: Part 5 and Part 6 (Final Boss).
Now it’s your turn!
Six short parts with games, each a little harder than the one before. Take your time, and if you make a mistake, that’s fine: that’s how we learn. I believe in you!
— Your teacher