Nabiyeva Gulshan*13/08/2015* TP 4
To provide clarification and practice of used to and would in the context of personal memories
To provide accuracy and fluency speaking practice in an interview in the context of childhood
Procedure (30-46 minutes)
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?"
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?.
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.
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
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.
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.
Ss individually make the beginning of sentences using forms. Then in pairs they match the beginning and ending of sentences. WC feedback is provided
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.
T will write strong and weak examples of TL on the WB in order to provide later feedback.