Gulshan Gulshan

Nabiyeva Gulshan*13/08/2015* TP 4
Intermediate level


In this lesson, students will get the clarification of 'used to and would' and will be able to use these forms through controlled and semi-controlled practice activities.


Main Aims

  • To provide clarification and practice of used to and would in the context of personal memories

Subsidiary Aims

  • To provide accuracy and fluency speaking practice in an interview in the context of childhood


Lead-in (1-2 minutes) • To arise an interest in new language forms to be presented in the lesson

T will show Emma Bunton's photo on PPT slide, relating the lesson to the previously-read reading text. T will put cut-up sentences on the walls and ask Ss:" Who said them?"

Presentation (3-5 minutes) • To present and clarify the meaning of language form

T will show a 2-colomned table on PPT slide. There will be 4 descriptions in the first colomn. Ss will try to match the cut-up sentences with the description of meaning. Then, T will write some of the model sentences on the board and ask CCQs to elicit the meaning from Ss. Eg; Is it about past or present? Was it only once? Does she do it now?.

Presenting structure (3-5 minutes) • To provide the form of 'used to' and 'would'

T will highlight the positive, negative and question formas of 'used to' and 'would' writing model sentences on the board. In this stage, they will be able to differentiate between 'used to' and 'would', after being told that 'would' is more formal than 'used to' and is mainly used in writing. The contracted form of would will also be highlighted. T will use colored markers to show the forms.

Drilling (2-3 minutes) • To provide Ss with natural pronunciation

T will tell the model sentence and by raising her hands will show the Ss that they have to repeat it. After repeating a couple of times, individual drilling will be done

Controlled paractice (3-5 minutes) • To make sure Ss can make a sentence out of new forms

T will show flash cards to Ss and they will try to make sentences using positive and negative forms of 'used to', 'would', and 'past simple'. Eg; cycle to school- Ss will tell: I used to cycle to school. If necessary T makes clarification on the WB.

Semi-controlled practice (5-8 minutes) • To provide Ss with more engaging accuracy practice

S will be divided into 2 gruops. T will play the role of antiques expert in the year of 3000 and ask Ss the names of different objects that were used in the past. Ss will try to explain to another group why people used to use those items in the 19 or 20 th centuries. WC feedback is provided.

Semi-controlled practice 2 (3-5 minutes) • To provide accuracy practice

Ss individually make the beginning of sentences using forms. Then in pairs they match the beginning and ending of sentences. WC feedback is provided

Freer practice (8-10 minutes) • To provide Ss with more personalized activity

T will distribute worksheets in which Ss will try to make guesses about their partners' childhood. Then, they will work in pairs and interview each-other asking questions such as 'Did you use to like swimming?'. During the activity teacher monitors Ss for both fluency and accuracy errors in order to provide late feedback on the WB. After the activity,one St from each pair will share the most interesting information they have learned about their partner.

Feedback (2-3 minutes) • To provide feedback modelling Ss' errors

T will write strong and weak examples of TL on the WB in order to provide later feedback.

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