Bade Selcuk Bade Selcuk

Teaching Practice 6
Upper-intermediate level


In this lesson, students learn about the difference between 'used to', 'be used to' and 'get used to' based on listening activities about sleeping problems. The lesson starts with listening activities. This is followed by grammar focus and practices. Finally, there are some pronunciation and stress practices.


Main Aims

  • To provide review of 'used to' for past habits and clarification of 'be used to' and 'get used to'

Subsidiary Aims

  • To provide listening audios for gist and for detail in the context of sleep, and practice rhythm and linkings.


Lead-in (3-4 minutes) • to set the context by watching a video and discussion

Let Ss watch the video, ask questions while they are watching like "do you think the mother can sleep well? Why?" Ask them to talk in pairs whether they have ever had sleeping problems or not and why. Elicit the anwers.

Pre-Listening : vocabulary (3-4 minutes) • to pre-teach the vocabulary needed for completing the task

Tell students that they listen to some audios, but beforehand, they need some vocabulary. Ask Ss whether they know the words 'blinds, jet lag, haul' or not, if not clarify the meanings and write on the board, drill the words.

While-Listening (7-10 minutes) • listening for details

Show Ss the handout, say that they'll listen to three people who have problems sleeping. Ask them to listen and take notes on their HOs what their problem is and what has caused it. Let Ss listen to the first speaker, check with their partners and listen again. Do the same thing for the other two speakers. Then elicit the answers orally

Post-Listening (4-5 minutes) • to practice the listening context

Ask students to complete part c on their HO. Ss'll walk around find different three people, ask the questions and write their friend's name and answer. Give Ss 2 minutes for the activity, then elicit the answers.

Grammar Focus (3-4 minutes) • to draw students' attention to the target language by highlighting

Ask students to complete part 2-a. Ss'll match the highlighted phrases in sentences to their meaning. Give them one minute to complete the task, let them do pair check. Then elicit the answers and write on the board.

Grammar Clarification (6-8 minutes) • to find out the grammar rules

Ask Ss to look at the box on their HO, listen to the audio and read the clarifications in the boxes on the front and back page. After they read individually, ask CCQs (written on the the grammar analysis), elicit the rules and write on the board.

Grammar Practice (7-9 minutes) • to practice the target language

Ask students to read the sentences in part a (back page of HO), decide the sentence is right or wrong, and if wrong, correct the sentence. Re-arrange the pairs and ask them to work in pairs. When completed, ask them to check with the pair next to them. Elicit the answers and show on the board. Then ask them to complete part b with the target language with their partners. Then show the answers on the board.

Pronunciation Focus (4-5 minutes) • to focus on the rhythm and linkings

Ask students to look at the "pronunciation" part. First, they'll listen to the all sentences and find out what do the signs mean. In the second listening, pause after each sentence and ask Ss repeat the sentence with rhythm and linkings. They can say the sentences twice if needed.

Listening - controlled practice (5-6 minutes) • to listen and write the sentences

Tell Ss that they'll listen to three sentences and ask them to write them. And remind that they'll listen twice. While listening, pause after each sentence and let them write. After the first listening, ask them to check with their partners, then let them listen again. Then elicit the sentences.

Speaking (3-4 minutes) • to ask for and give more information about sleeping

Re-arrange the pairs. Ask them to do part d; talk to their partners, ask for and give information about the questions on their HO. Then, licit the answers.

If time permits • reading text about sleeping

Ss read the text and discuss about it. If time doesn't permit, I can give as an extra reading, because there some interesting informations about sleep.

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