Анна Карелина Анна Карелина

Grammar: be used to doing
Upper-Intermediate level


In this lesson students will focus on the grammar point: "used to doing"/"get used to doing" in the context of the story and will pracice it through controlled, semi-controlled and freer activities.


Abc Grammar Handouts 1,2,3,4; pictures.

Main Aims

  • To provide practice of "be used to doing"/"get used to doing" in the context of a story about my travel to London; pictures of the famouse TV series' actress.

Subsidiary Aims

  • To develop students fluency speaking skill through discussion and dialogue.


Warmer/Lead-in (5-10 minutes) • To set lesson context and engage students

I will aks students to do ex.1. Handout 1. They will fill in "older generations" or "members of the generation Y". They work individually, check together. I'll elicit the meaning of the target structures. Ask CCQs: 1."Members of the generation Y are not used to standing on their own feet". What does it mean? Are they comfortable with the situation? Are they uncomfortable? Is it easy for them? Can they earn their own money? Are they sure in the future? 2."Older generations are still getting used to sending e-mails" - Is it a process or a complete action? Can they easily send e-mails? Is it still difficult for them to send e-mails? Will it be easier for them in the future? 3."Members of the generation Y are used to multitasking" - what does it mean? Can they do many things at one time? Is it easy for them? Are they comfortable with it? 4."Older generations have had to get used to consumerism" - was it a new situation for them? Have they become comfortable with it? Students complete the rule. We check. I provide another context - my own story about travelling to britain: I’m Russian and I came to London for a month. In Russia people usually drive on the right but in Britain they drive on the left. It was strange and unusual for me because I am not used to driving on the left. I’m not used to driving on the left. (elicit). After a lot of practice, driving on the left became less strange, so: I got used to driving on the left.(elicit) Now it is not a problem for me: I’m used to driving on the left. (elicit)

Exposure (5-8 minutes) • To provide more practice for the target language through a text or situation

I will draw the scheme on the board: "i am not used to doing" -> "I get used to doing " - > "I am used to doing". If I’m used to driving on the left, is it familiar to me? (Yes). Have I done it many times? (Yes). Which form shows a process or a learning stage? (getting used to); Which one shows that the process is complete? (be used to);

Highlighting (5-7 minutes) • To draw students' attention to the target language

I ask students to tell me, what are they used to doing? Ex: "Elena, tell me, what are you used to doing?" - "I'm used to drinking Cola". Does Elena do it often? Has she done it many times? Is she familiar with the taste of Cola? Elicit three examples and write them on the board. Highlight the target structure. Will elicit the target form: "be/get + used to + v - ing". Elicit a couple of more examples and highlight the strusture "she is/isn't used to doing". Will say that the verb to be may be in any Tense.

Clarification (3-5 minutes) • To clarify the meaning, form and pronunciation of the target language

I'll show three pictures: one at a time and put them on the board eliciting from students sentences with the terget structure: "be used to doing"/"get used to doing".

Controlled Practice (5-10 minutes) • To concept check and prepare students for more meaningful practice

1). Exercise 3: rephrase the highlighting sentences using the correct form of "be used to" and "get used to". Check in pairs. Check with the WG. (Compulsory). 2).Text about the girl from India who moved to LOndon - to fill in the gaps with the correct form of "be/get". Check in pars. If they disagree with anypoint we'll check with the whole class. (Optional - only if I have time) 3).Exercise 6. Complete the text with the correct form of "be used to" and "get used to". (Optional - only if I have time).

Semi-Controlled Practice (4-5 minutes) • To concept check further and prepare students for free practice

In pairs: work with a partner of a similar age and complete the sentences about your generation: 1.My generation is used to... 2.We are still getting used to... 3.We haven't got used to... 4.I don't think we'll ever get used to...

Free Practice (8-10 minutes) • To provide students with free practice of the target language

In gropus of 3-4: give students a list of topics which they have to discuss using the target language. When they have discussed the topic, they take another one. I monitor and listen for mistakes. Topics:Adapting to using new technology (computer, mobile, IPad…) Living alone/living with parents Being single / being in a relationship Having children / no children Printing photos and putting them into albums / posting photos in Instagram/vkontakte WG FB (whole group feedback): tell me some interesting facts that you are not used to doing, you are getting used to doing and you are used to doing. Each group gives three sentences.

Error Correction (2-3 minutes) • To draw student's attention to the correct form of the target structures.

I'll write a couple of examples with the mistakes and elicit from students the correct variants. Ex: "I not sed to ironing my collars" Is it ok? Is it correct? What's wrong with it?

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