Hooman Hooman

Teaching practice 4
Intermediate level


In this lesson class will learn (or maybe review ) and use grammar of USED TO and use it


Abc Board & Marker
Abc Hand outs from teacher's guide
Abc Listening file & Player

Main Aims

  • Grammar, practicing used to and would for repeated actions or states.

Subsidiary Aims

  • Speaking, telling on anecdote reusing the target language.


Warmer (3-5 minutes) • To have a smooth transitional course from a reading to grammar

As the class will have gone through a reading by the time I start and it is about someone childhood memory kind of related to food and eating I will attach three A4 paper on a 4-part divided board, each piece of paper carries one of descriptions of exercise 1 so they can start to think and talk and after they should write the right number next to each piece of paper.

Eliciting (5-10 minutes) • To get the grammar from students without describing it

I want them to think about my childhood eating habit I will show them picture of a bottle of milk and a pizza so they can connect them to my past and present food and make sentence hopefully using the grammar after wards I will move on to other activities using another picture(projector) to make sure they know the concept.

Main Aim (5-7 minutes) • Describing the form( if necessary), writing the form on the board and introducing would

After drilling a couple of time and emphasizing on silent D at the end of USED , I'm going to write the form on the board and give them the negative form(I will try to elicit this one too),Then I will try to elicit and concept check would . This one probably should be kind of unfamiliar for them so I can connect it to the meaning of used to, in order to solve the problem meanwhile describing the difference is on the table either.

Concept checking (5-6 minutes) • To make sure that everybody is aware of form and use of it

I'm going to give hand outs so they will have 10 sentence to check and try to replace underlined parts with used to and would they are aloud to work with their partners. ICQs Afterward I want them to tell each other if it is the same for them or not.

Semi-free practice (7-8 minutes) • To get the student to use the structure

I will ask them to write 6 different sentences about topics on hand outs and after witting share it with a new partner to see if they were the same or different when they were child.

Working on receptive-related material (6-7 minutes) • To have an integrated practice

I will play the recording once and after that I want them to match questions with the answer they will lesson once again and they can check the answer in groups of three in which later on they can have their last practice

Free practice (6-10 minutes) • To get a feedback over the whole recent lessons

At this point I have already grouped people in three so I'm going to ask them to think about questions in their own life then start telling their friends about their own life. ICQ and lots of monitoring to make sure that everything is on the right track.

Web site designed by: Nikue