sinem koroglu sinem koroglu

TP 8
Intermediate. level


In this lesson, there will be grammar clarification of used to/would grammar in the context of past actions/habits. The lead-in starts with students thinking about the target language to contrast before and after pictures. Grammar clarification is provided to show meaning and form. Additional exercises are undertaken to ensure Ss understand and practise the target language. For example, Ss complete fill in the gaps grammar exercise, ss write their past habits on paper and practise their fluency by asking questions in pairs.


Main Aims

  • To provide clarification on used to and would within the context of past actions.

Subsidiary Aims

  • To provide speaking fluency about past actions.


Lead-in. (5-6 minutes) • To create interest in the grammar point.

Greet the class. Show before/after pictures of people and their past actions. "Describe the past action?". "Describe the future action?". Elicit answers from the class. Put Ss in pairs and get them to describe the pictures and the past actions.Get FB. Praise Ss.

Grammar clarification. (8-10 minutes) • To clarify the meaning of used to and would.

Use slides to show the grammar sentences. Get Ss to discuss the sentences try to find out the differences. Show meaning and form. Elicit answers from Ss. Ask, "When do we use used to?" "When do we use would?" "What is the difference?". "What is a past habit?" "What is a past state?". Show example sentences such as, "I used to live in Chicago, when I was a kid." Ask, "Is this a past action or state?". Elicit answers. Show 4/5 sentences with missing grammar and get Ss to elicit the correct answers using used to or would. Praise Ss.

Grammar Exercise 1. (6-7 minutes) • To provide grammar practice.

HO contains sentences and Ss complete the missing grammar rules for used to and would. Ss complete the exercise, then check in pairs. Monitor and help where necessary. Ask Ss to write answers on the board, check with the class.

Semi-controlled Grammar Exercise. (8-10 minutes) • Ss practise the form and accuracy of grammar.

Ss practise the target language and write 2 truths and 2 lies about themselves on strips of paper and write past habits. Show own past habits/states on the board for example, "I used to go swimming every sunday at 9am." "I used to cereal for dinner" "I would visit my friends house and we would gossip for hours". Collect it and put it in a plastic wallet. Then Ss can work in small groups- mix up the sentences and they take it in turns to pull them out and guess who wrote them and if they are true or false. Get FB if time permits.

Speaking fluency activity. (7-8 minutes) • To provide controlled speaking practise.

Give Ss a minute or so to think about their lives in the past and now – what things have changed. Then Ss work in pairs/groups and tell each other – encourage them to ask questions and find out if they have anything in common. Do this for a few minutes then give HO questions for further speaking practise. Monitor effectively and help if needed. Focus on the target language to make sure Ss are using them correctly. Take notes for error correction. Get W/C FB of past actions. (If time permits change pairs around).

Error correction. (3-4 minutes) • To provide Ss with delayed error correction.

Write misused grammar and lexis on board from the previous activity, also show examples of good grammar use. Ask, "What is incorrect in the sentence?" "What is the correct grammar for this sentence?". Elicit answers from Ss. Correct any pronunciation errors. Praise good work.

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