To provide clarification and practice of present and past habits and states: "usually and used to" in the context of relationships
To provide specific information in the context of relationships
Procedure (39-51 minutes)
Show Ss a photo and the following question : "How did you meet your partner or best friend?" (Just using TTT to minumum, use your gesture for pointing out that Ss will work in pairs)
Tell Ss to listen to four people talking. Ask them to find "where they met their partner". Tell them that they can write small notes. Deliver HO1. Feedback: After listening, ask them to work in pairs to find out the right answer. Give them answer keys
Give Ss MPF-HO2. Fold this paper in advance so as to divide the paper into 2 equal parts. There will be meaning and form on one side of the paper while there will be pronunciation part on the other side. So the students will concentrate on each one seperately instead of being exposured by all new information together. Before delivering it, give instructions: "Look at the sample sentences and fill the definition the words “used to”- “usually”." (They will look at the first part of it; that is meaning) Monitor Ss on task and if all the answers of them are correct, go on with form of the target language. If there is a confliction or common error, first have them do peer-check in pairs and then highlight it on WB and ask Ss the reason to help them find out the correct answer. Ask Ss to unfold the paper . "Look at the sentences and fill in the blanks. Monitor Ss on task and if all the answers of them are correct, go on with form of the target language. If there is a confliction or common error, first have them do peer-check in pairs and then highlight it on WB and ask Ss the reason to help them find out the correct answer. Ask Ss to look at back side of the paper. "Mark the sound linkage in the sentence" In case they may not understand what the sound linkage is, write these on WB by highlighting them with arrows. Get out ( getout ) Put on ( puton ) Come out ( cumout) Give instructions: "how can we pronounce them ? not seperately. So now find words that we pronounce together" . Feedback: Give FB in a same way as meaning and pronunciation.
Give out HO3 to Ss. Tell them work in pairs. Monitor them while they are on task. Do hot error correction. If -time activity: Give Ss HO4. Tell them to fill into blanks .
Show Ss three pictures: "When I was a child, I used to sit in front of the window and watch outside. I used to love taking photos. I used to wash my hands once half an hour. Write three things about you." ICQs: "How many sentences will you write? 3 Will you write about your childhood or now? childood Feedback: Monitor them while they are on task. Do hot error correction. Nominate weak Ss to to talk about their childhood. Mingle them and show them this question: "What did you use to do when you were a child?" Tell them to ask this question to each other.
Show Ss two photos (now and past) , Acun Ilıcalı ( a famous tv producer in Turkey). Tell Ss to talk about Acun's past and now in pairs. Then, mingle them and tell them talk about him. Feedback: Write down some common errors and do delayed error correction. If-time activity: Ask Ss to write three things that they used to do (a kind of food they didn't use to, tv series they used to be addicted, a singer they used to listen to a lot)