I will start off by telling students the date of my birthday eliciting questions and answers on the whiteboard or a PPT of the questions in ex.1 on specific dates given to us on the worksheet material. I will discuss the dates with the class and get them to write their answers too. They shall then discuss their answers with their groups. While doing so, I will monitor and check for any common mistakes.

In this part the students will be listening to CD 1: Track 44 in ex.1 and comparing answers to the ones in the audio. This will (should) help them acknowledge their mistakes. If they struggle in ordinal numbers I might have to go through them by getting them to say 1st-10th, then 11th-20th making sure they get the logic of it.

I will get a student to ask another student a question and get the other student to answer it using the ones in front of them. I will help with pronunciation if needed. This will allow me to proceed to the next exercise once they have got the hang of telling the dates.

They will take a glance at how dates are said in two different ways and in this exercise students will work in groups to practice saying the dates in two ways, They will be helping each other out and practicing accuracy and fluency while doing so, but before this I will write another date on the board eg. July 3rd. and show, elicit the two ways of saying it. Practicing with the students and maybe drilling. TTT and WC will be sort of taking over, but only for a short while.

Students will listen to the tape of how the Americans say the dates, but before this I will get them to practice saying the years in the American and English way. I will at first elicit the two ways of reading the first year. Then they will discuss in their groups and tell the difference. Then we will move on to practicing saying the years. In this exercise, I will focus on pronunciation and drilling to provide the students accuracy and fluency in saying the years. They shall also work in groups for this task, I will get a chance to monitor the class and check for any mistakes. The less TTT the more student talking.

I will tell the students that they will hear five short conversations and that they will write down the dates they hear. I will go through the first one with them and elicit the date, so they get a clearer understanding. Then I will check the answers with the class, correcting any mistakes.

I will write a date for a national holiday in England, and discuss it. Then I will instruct the students to write down any national holiday dates they know of in their country, in groups they should make a list together. Then I shall ask them to write 3 dates that are important to them. After showing their group, I will ask some to stand up and tell the class an important date for them and the name for it.

I will firstly answer the first two expressions as an example and then make students work in pairs to complete the other time expressions. While they are doing so, I will monitor and check on their answers. Then I will check the answers with the class, and seeing as they are pre-intermediate students, even though I assume they should know this, I might still have to go over some aspects.

I will ask the students in pairs to ask them to answer and ask the questions with the verbs in the list. I will monitor and check for any mistakes and drill if needed. I will also check if they are using the prepositions correctly and if they have understood it from the previous task. I will then, if enough time, elicit from the class the most popular activites in a short feedback session.