Divide the class into pairs. Partner A gets a printout of the pre-industrial scene; Partner B gets the post-industrial/present scene. Ss must not look at each other's papers. Ask ss to describe their pictures to their partners and find 5 differences. T can use a few model sentences if necessary. ( In my picture, there is..., In the picture people work....) Nominate some ss to get a few answers. Do not elaborate further

Tell SS it is the same town in both pictures. Get some answers. Turn to the corresponding slide and highlight the changes in the town due to the Industrial Revolution After ss get a final look at both pictures, turn to the next slide and only show the pre-industrial town. Beneath the picture, there are three sentences. People used to travel by horse. CCQ: Do people travel by horse today? (No) The air used to be clean. CCQ: Is the air clean now? (no) They didn't use to live in tall apartments. CCQ: Do many people live in tall apartments these days? (yes) Go to the next slide(post-industrial/present picture) Again 3 sentences underneath the pic. People didn’t use to work in factories before the Industrial Revolution. CCQ: Do some people work in factories today? (yes) Farmers used to have primitive (simpler) tools for farming CCQ: what do farmers use nowadays. (More advanced tools like trucks) The city used to be much greener. CCQ: Is then city as green as it was before IR (no)

Teacher nominates a couple students and explicitly asks about the function of the structure used to. Suggested questions: In what situations do we use used to? Can we always talk about the past with used to. After getting some answers, teacher goes to the next slide where ss see: used to + verb (base form) past habits and past states. D as the last letter of the word used should be color coded to show the difference when forming sentences in the negative and interrogative forms. Lastly, it might be a good time to drill pronunciation: used to, use to, did you use to. Don’t give any immediate corrective feedback as ss will have a chance to self or peer correct in the following exercises.

Ask ss to turn to worksheet 1 and do exercise A. ICQ: what activity are we doing now?(A) ICQ: Are we doing exercise B? (No) Ss do the exercises alone, but check each other’s answer. T asks if there are any discrepancies in their answers. If there are any, t should let them try to figure out themselves (give no more than 30 seconds)) Lastly, project the answers on the board.

Ask ss to move on to exercise B. No ICQ is necessary because exercise b is the only activity left on the worksheet. Students discuss the answers in pairs. Ask if ss have any questions. Reveal the answers.

As the last practice, t hands out “Find someone who” worksheet Ss go around the classroom and interact and fill in the worksheet. Monitor closely as as should be using the structures Did you use to play in a sports team in high school? No short answers Get some info from some ss about their friends. Teacher gives immediate feedback if there are any problems with pronunciation, function or form.