T gives each student one card containing either a first name or a surname. The six cards make three famous names: Pablo Picasso, Pablo Casals and William Shakespeare. T asks students not to show their cards. Students stand up and find the person whose card completes their name. T checks the three pairs and asks students to sit together.

T shows pictures of Pablo Picasso and Pablo Casals. T asks students what they know about the two people and what they did. T elicits simple vocabulary such as (artist), (painter) and (musician). T tells students that they are going to find out about their lives when they were younger.

T gives students a short adapted extract from the Speakout A2+ reading about Picasso and Casals. T asks students to read quickly and find two things that Picasso or Casals did regularly when they were younger. Students read individually and then compare their answers with their partner. T checks answers briefly with the class.

T displays four sentences from the reading text. Two sentences contain (used to) and two describe single past events. 1. He used to draw at school. 2. He immediately fell in love with the instrument. 3. He used to listen to his father playing the piano. 4. He painted his first painting when he was seven. T asks students to work with their partner and decide which sentences describe a regular habit in the past and which describe a single event. T elicits answers and highlights the two examples with (used to).

T displays the sentence (He used to draw at school.) T asks CCQs: (Is this about the past or the present?) (Did he do it once or regularly?) (Does he do it now?) T elicits: past, regularly, not now. T then highlights the form: Subject + used to + base verb. T elicits the negative form: Subject + didn’t use to + base verb. T checks: (After used to, do we use the base form or past form?) (After didn’t, do we say used or use?) T briefly models the pronunciation of (used to) and asks students to repeat.

T gives students a short gap-fill handout with six sentences. Students complete the sentences using (used to) or (didn’t use to) and the correct form of the verb. Students work individually first. T then asks students to compare their answers with their partner. T conducts whole-class feedback and checks the answers with the students.

T gives each student a handout with four sentence stems. Students complete the sentences with true information about themselves. I used to enjoy __________. I used to go __________. I didn't use to like __________. I didn't use to spend much time __________. T gives students one minute to prepare. Students compare their sentences with their partner and ask one follow-up question. T monitors and provides support where necessary.

T tells students they are going to talk about a hobby they used to have. T displays three questions: 1. What hobby did you use to have? 2. Why did you enjoy it? 3. Do you still do it now? T gives a short model. Students take turns asking and answering the questions with their partner. T monitors and notes examples of good language and errors without interrupting fluency.

T writes two or three anonymised sentences heard during the freer practice on the board. For example: (I used to played football.) (I didn’t used to like tennis.) (Did you used to play basketball?) T asks students to identify and correct the errors. T elicits the correct sentences and briefly reinforces the form: used to + base verb didn’t use to + base verb Did + subject + use to + base verb