Teacher shows a calender to the students asks "What is this?" -a calender "What can you see on a calender?" -days, weeks, months, years. Teacher tries to elicit the word 'date' from the students and asks "What's the date today?" She asks the students to work in pairs and try to say the date today.

Teacher shows the picture of a finish line and tries to elicit the first three ordinal numbers from the students. She asks "How many people are there in the picture?" -five "What are they doing?" -They're competing in a running race. "Who wins the race?" Next, teacher shows students the handout in her hand and says "Write the correct word next to the ordinal numbers on your own." Teacher monitors the students and when they finish the activity, she asks them to listen and repeat the ordinals. She plays the track (Track 34).

Teacher sticks some cards on the board. There are ordinals on one side and the words on the other side. She demonstrates first and matches a word with an ordinal number. Then she asks students to do the other matchings on the board. After the activity, she makes them focus on some ordinals such as 'thirteenth & thirtieth'. Teacher shows the Bingo cards in her hand to the students and says "Now, we're going to play Bingo Game! I'll give each of you a card. There are ordinal numbers on them. When I say a number, put a cross on this number if you have it on your card. The person who puts crosses on all numbers first will be the winner and say Bingo." She makes a demo and delivers the Bingo cards to the students. She draws the numbers one by one and calls them out or makes students call them out until all numbers finish or one student says Bingo!

Teacher asks "What month are we in?" -July. Teacher makes the students say the months first in order and then randomly asking "Which is the first month?" -January "Which is the fifth month?" -May

Teacher writes the numbers such as 1, 10, 100, 1000, 10000,100000 on the board. She asks the students to work in pairs and practise saying these numbers with their partners. She monitors the students while they are practising and gives feedback after they finish practising. Then, she asks them to work in pairs again and say more numbers by looking at the numbers on the cards she is going to give them. She gives them a few cards with numbers on them and monitors again to give feedback.

Teacher writes the date of today on the board and asks "What is this?" -Date of today. She asks "How do we say the date?" and models saying "It's the second of July /July the second, two thousand and fourteen" and writes the words for it on the board. She highlights 'the', 'of', 'and'. She sticks more cards with different dates and makes a few more examples. She also asks the students to focus on saying the years.

Teacher shows the cards in her hand and says "There are some dates here on the cards. Now you're going to choose one date and don't show it to your partners. Try to say these dates to each other. While your partners are saying the dates, listen to your friends and write the dates." Then she asks them to check the date their partners have written.

Teacher shows the cards in her hand and says "There are some questions here. You are going to ask them to your partners and write the dates they say." She monitors asking and answering the first question, "When's your birthday?" "the twenty-third of June" Teacher monitors them while they're making conversations and gives feedback.

Teacher writes a date on the board and says "It's an important date for me. Why is it important? Because it is my best friend's birthday." Now teacher asks each student to write three important dates for them. She says "Write at least three important dates for you. Firstly, try to say the dates on your own and think why they are important. Then make conversation with your partners." While they are speaking with their partners, teacher monitors and gives feedback.