Listening: names, numbers and introductions

Listen for the relevant details

• Outcome: find the name, digit or introduction fact requested, then ask for clarification when unsure. Start with be and introductions if the written patterns are new.
• For these tasks, names and numbers matter, but also follow who a detail belongs to and any correction. You may understand the task without every word; do not treat every other word as irrelevant.

• Try before opening the transcript. Replay when useful; there is no required number of listens. Reading help makes this supported reading/listening practice.

Spelling names aloud

• Names can be spelled letter by letter. Ask “How do you spell that?” when you need the spelling; hearing a familiar-sounding name is not a spelling check by itself.
• In clip 2, follow who is speaking. The question asks for the letter sequence, without giving you the speaker’s name first.

Numbers and phone numbers

• This clip gives a digit sequence rather than a large quantity. In this context, “oh” stands for zero; “zero” is also a normal way to say that digit.
• Follow the order and compare a repeat with your first attempt. For your own practice, use an invented digit sequence.

Introducing yourself

• Useful written patterns include I'm …; My name is …; I'm from …; I'm … years old. Keep a person’s name, age and city as separate facts.
• Clip 4 contains several introduction facts. Try the questions before reading the transcript; correct written pattern choices alone do not establish listening ability.

fifteen or fifty?

• In isolation, “fifteen” often has stronger final stress and “fifty” stronger first-syllable stress. In phrases, prominence can shift. Stress alone is not a reliable decoder for every example.
• Listen to the whole word, including the /n/ ending in teen forms, and to its place in the message. Do not guess an age from how plausible it seems for a relative.

Your turn

• Use an imaginary profile and invented digit sequence. Prepare a short English introduction and spell the name aloud if useful; the typed activity below checks written language.
• For recorded production, continue with local recorded introductions. Record, replay and compare there; typing a sentence does not demonstrate spoken fluency.

Keep the ear working

• Tomorrow, try one familiar clip before opening its transcript. Note which name, digit or relationship was uncertain, then check that exact part. A repeated clip is familiar practice, not fresh assessment material.
• Next: word endings or local recorded introductions. Save a useful expression from Daily English for later review.

Transfer: ask instead of guessing

• If the name or number is unclear, ask for spelling, repetition or a slower repeat. The request should identify what needs checking.
• Write the two English requests before revealing the model. This prepares wording for an exchange; it does not certify that a recording was understood.

Confirm the uncertain detail

• Write a confirmation question that leaves the two possible digits open. Check the reply before using a number as a fact.
• Existing recordings remain pending independent pronunciation, intelligibility and transcript-alignment review. These source/scoring checks and written models do not supply that review. Study can be split across sessions; planning time is provisional.

Stress guidance checked 21 October 2026: J. C. Wells on stress shifting in the British Council collection on dictionaries and language learning. Independent recording, language, answer, accessibility and learner reviews remain pending.