rena rena

/ upper-intermediate level


Abc colored flashcards
Abc Course book Global upper-intermediate
Abc Gap-Fill handout
Abc Handout
Abc personal image

Main Aims

  • To provide clarification of / used to and getting used to in/ the context of generations

Subsidiary Aims

  • To provide accuracy speaking practice in a conversation using grammar they have learnd in the context of generation


Warmer up (3-5 minutes) • To set lesson context and engage students

The teacher starts her lesson with a warm up. It's going to be a kind of drama. The teacher groups the class into two generations, young and old. The teacher asks for a volunteer to show SS what the activity is.. she is going to act as a mother and the volunteer is going to mirror her. Then the WC will do the same after listening to the instructions. Work in pairs, one is a mirror the other will be doing the actions. Then after they finish they will tell the teacher what their peers are used to doing.

lead in (3-4 minutes) • To set the context and engage the students

The teacher plays an excerpt of a song which includes get used to and gives SS a handout. First SS are going to listen the excerpt without filling the blanks. Then they will be filling in the blanks while listening for the second time. The teacher asks the SS about the singer whether he is comfortable or not with losing his girl friend in order to elicit the meaning of get used to.

Exposure (5-7 minutes) • to spot light on the main aim of the lesson

The teacher projects a picture of her and her mother, She will start saying what her mother is used to doing and what she is used to doing too. As well as she is actions she is getting to used doing to be like her mother since it is cultural in her country to be the same like her mother. Then the teacher will ask SS if they have similar ideas in their culture, and if they can give her an example. After this, SS will be doing the first handout activity. They will fill in the blanks with /old generations or members of generations/.

Highlighting (3-4 minutes) • To draw students' attention to the target language

The teacher will ask SS to give her the structure of getting used to depending on the picture that they will be seeing and she will drill its pronunciation. Then she will give each group flash cards. One group will order the structure and the other one will order the sentence. The teacher checks the answers as a whole class work.

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

The teacher projects the rule from the book to be sure that SS understand the rule. The teacher will draw the line which clarifies the contrast among 'not used to, getting used to and used to.' ............x...............................................x............................................................x................> I'm not used to I'm getting used to I'm used to

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

The teacher gives SS a HO which is a matching one. It's going to be an individual work and then the WC will check it together.

Semi-Controlled Practice (5-7 minutes) • To concept check further and prepare students for free practice

SS will be given another handout. The teacher will give an example about it before starting. Then she will ask SS to answer it individually, Then to check it with their peers. After that they will leave their answers on the table and swap to check each others' answers. It will be checked on the board.

Free Practice (6-8 minutes) • To provide students with free practice of the target language

Each group will be free to choose any sentence which is related to the TL. Then one of them will be acting it for the other group and they have to discover what the other group is getting used to doing or is used to doing.

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