T greets SS and reviews past lessons. T fills a large bag with items (e.g. calendar, small umbrella, glasses, shorts, and a mobile phone). T shows the bag to SS and shake it to rattle the objects inside. T begins to pull out different objects and elicits their names.

T hands a calendar to every student and asks SS to point out their birthdays or the Christmas. T points to the days row at the top of each month. T then introduces the days of the week and writes the words on the board one at a time. T prints a flashcard for each month and personalize something that happens during that month, for example a celebration or a change in the season. T shuffled the flashcards, spread them on the floor and asks SS to put them in the correct order. T can sing the Month chant to help SS.

T asks SS to focus on the days of the week in their books. T tells SS that they are going to listen to a track. T plays the recording, SS listen and practice. Alternatively, T models and drills the days of the week by himself. T points out that Wednesday is two syllables not three and the stress on each day is on the first syllable. T then asks SS to focus on the months box and points out that months always start with a capital letter. T highlights that we use "in" with months; In January, In March. T plays the recording, SS listen and practice. T models and drills the months.

T writes on the board the days of the week starting with Sunday until Saturday. Then T asks SS "Today is...…." , tomorrow will be …………… and yesterday was...………… T teaches and drills "today, tomorrow, weekend and yesterday" T clarifies the days and tells SS that they go to school on Sunday and Monday. You study English on Tuesday. T uses several examples to give SS the concept of these days. T models and drills the days of the week. T points out that the stress on the first syllable of each day. 'Sunday 'Monday 'Tuesday 'Wednesday 'Thursday 'Friday 'Saturday After teaching the days of the week, T writes the months of the year on the board. T points out that months always start with capital letters. We often use the preposition "in" with months. T asks CCQS to clarify the meaning of the months. " What is the first month? It's January. "What is the second month? It's February T drills and stresses on months that students often find hard to pronounce are January February June July and August. T adds some abbreviations for months: Jan, Feb, Apr, Aug, Sep, Oct, Nov, Dec. These abbreviations are on calendars and timetables. T points out that May, June and July are not usually abbreviated.

T gives SS an activity to do on their own. T chests the activity and gives clear instructions. SS shall answer two activities together, the first one is about days of the week. The second one is about months of the year. SS will look at the words below and fill in gaps with the right word. SS do the exercise on their own first, then check in pairs. T checks the answers with the class.

T gives SS a handout activity to do. T models the first sentence and asks SS to do the rest of the activity. SS in this activity have to write something about themselves. SS do the exercise on their own first. Then each student will read his sentences to another student. T gives feedback.

SS work in pairs to re order the pictures and write a short story depending on these pictures. T monitors and gives help if needed. T gives feedback.