Show ss a picture of the calendar of July. Ask ss: "What's the date today"? and "What's the date tomorrow"? Elicit the correct form "Today is the eighteenth of July", "Tomorrow is the nineteenth of July". T will then choose other dates with significant ordinal numbers (first, second, third, twelfth, twentieth, twenty-first, thirtieth) and elicit their correct form.

T gives ss handouts of Task 1 (the correct words are missing from the handouts). Demonstrate the task by writing one of the correct answers on the whiteboard. SS try to write (in pairs) the correct word for each ordinal number. If SS aren't making progress, T gives them small help cards containing all words, which transforms the task into a matching activity. Display the answer keys on the smart board.

T writes a few ordinal numbers from task 1 on the whiteboard. T asks ss if they noticed something similar. T highlights the "st", "nd", "rd" and "th".

Elicit the meaning of the ordinal numbers "Do we use these numbers to count?" "Do we use them in dates?" Drill the pronunciation of ordinal numbers. Write an example to clarify the form of ordinal numbers.

T will gives ss handouts of Task 2, which contains two choices for each date. T demonstrates the task using the first date. SS will then listen to the audio file and circle the right answer for each date. SS will then check their answers in pairs. Monitor the pairs closely and correct when appropriate. Display the answer keys on the smartboard.

T demonstrates task 3 by playing the audio file briefly and writing the first date. SS will then listen to the audio file and write the dates that they hear. If ss are having difficulties, T gives them help sheets which contain two choices for each date. T plays the audio file again, ss only have to pick the right answer this time (instead of writing it). SS will then check their answers in pairs. Monitor the pairs closely and correct when appropriate. Display the answer keys on the smartboard.

Demonstrate the speaking task with one of the ss. (Ask the ss one of the questions and have them ask the T another question from the list.) Give the ss the prompts card (each card contains five questions), the questions must be different between each pair of ss to avoid repetition. The ss work in pairs by asking each other questions from the prompt cards. The T monitors the discussion and notes some of the mistakes made by the students. T asks ss about they've practiced through the lesson, writes down some good language as well as sentences which require correction.