T will introduce herself to the class by telling her name and her date of birth. T will instruct Ss to line up in order of their birthdays, T will guide and support Ss. T will start counting the months students starting from 1st and 2nd etc.. T will ask Ss to sit down and tell them these number are called ordinal number and drills with the Ss. The will explain Ss that these are used when we say dates of our birthdays, christmas, anniversary any dates are pronounced like this.

T will give clear and slow instructions to Ss to complete the excersice. Ss will be asked to match the words with the ordinal numbers. T will give one or two examples and give out the handouts for Ss to start. T will monitor Ss and check if they understood the task, support Ss if needed. T will ask Ss to peer check their answers and come and write the correct word next to the ordinal numbers on the board.

T will show a picture on of winners of a competition on powerpoint and elicit from students what they can see. Students will guess and teacher will ask question to get more ideas from Ss. CCQ what are they doing? Did they win or loose? Who is 1st 2nd and 3rd?. Students will have an idea on the context.

T instruct students that they will listen to audio and will repeat after each number. T will instruct Ss that they do not need to write anything just listen and repeat. T will play audio and pause after each number for students to drill. T will monitor and correct any errors.

T will write first month of the year on the board and ask students what month of the year is January. The will elicit the rest of the months from the students by asking each students the months. T will drill chorally and individually and mark the stress on each word for students to pronounce it accurate and fluent.

T will give instruction on how to order the dates by giving examples on the board and how to divide the year into two by giving few examples like 20-12 or 2012. T will CCQ: can we say 20-12? Do we say third the April or third of April? T will few more examples on the board and elicit the answers from students so they understand the written form of the dates.

For this excercise T will give clear and simple instructions to students. T will put students in pairs and ınstruct students that there are dates written on papers stuck on the walls outside the class, each student will go out one at a time memorize the date and come back tell their partner and write it. T will ICQ: are you going to work together? Are you going to go together? Is one of you going to go and one of you going to write?. At the end of the task T will give out the answer key for students to check their answers. T will ask students to listen to the audio for the correct pronunciation and compare it with their pronunciation. T will play the again if students have difficult with accurate pronunciation.

Students will improve their receptive and productive skills by writing and focusing on listening for specific information. T will instruct Ss that they will listen to dates on the audio and write the dates they hear on the handout. T tells them not to worry if they miss the dates audio can be repeated. T gives hanouts and ICQ are we going to listen and speak? are we going to listen and write? T will give out the hanouts and play the audio and monitor students standing away. T will play audio again if needed. T will elicit answers from the students.

T will put students into pairs, students will sit with their peers and T will start giving instructions about the excersice. T will show the handout and ask Ss to ask each other the questions on the handout and answer each question. T will monitor and feedback any common mistakes before checking the answers with the class.

T will give few examples on important dates in her life eg. birthday, childs birthday, day she moved to İzmir. T will ask students to ask and answer the questions about their special days. T will monitor and support each Ss and note any common mistakes for delayed correction.