Daryl Peel Daryl Peel

I used to do that job but I'm not used to doing this!
Intermediate level


Students take the role of different jobs and talk about what they used to do, what they are not used to and what they are used to doing in their new jobs. This lesson focuses on helping students to understand the different usage of the phrase "I used to" vs. "I am used to"


Main Aims

  • To provide clarification of "used to" vs. "am used to" in the context of jobs

Subsidiary Aims

  • To provide fluency speaking practice in a conversation and asking questions in the context of jobs


Warmer/Lead-in (4-6 minutes) • To set lesson context and engage students

On the board create two columns. In the right column write the header "English Teacher" in the left column write the header of a job you used to have. Put students into groups of 4 and give them time to think of activities you do in each of these jobs as well as things that you might find easy and hard to do in each job. After students have had time to discuss, answers can be put on the board.

Highlighting (10-15 minutes) • To draw students' attention to the target language

Ask students which job came first. answer = previous job Ask students if you still do this job. answer = no write one example of an activity you used to do in you previous job. Highlight the structure of "used to + V1" in positive, negative and question forms. Students create sentences using the grammar for the information on the board. Ask students which activities are the same in each column (note: you should try to get at least 2-3 activities the same in each job in the previous activity) Ask students if you are ok doing the same activity in the new job "English Teacher". answer = yes Give an example using "to be + used to + -ing" Students create one or two more sentences using information on the board. Ensure that students fully understand the difference in meaning between the two pieces of grammar.

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Give students worksheet.1 In groups the students complete the worksheet using full sentences. Groups swap sentences after completion.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Students individually think about their previous school life (high school) and their hometown and write at least 3 sentences stating what they used to do, what they are not used to doing, what they are used to doing. Share with the class

Free Practice (10-20 minutes) • To provide students with free practice of the target language

In groups students think of two jobs, an old job and a new job. They create sentences that do not give the titles of the jobs or make it too easy to understand what the jobs are. The group chooses one student from their group to come to the front of the class. The other groups ask questions (using the grammar form) to get information and work out what the students old job was and what their new job is. (e.g. I used to be a lawyer, now I'm a pirate)

Web site designed by: Nikue