Osman Osman

USED TO, TO BE USED TO, TO GET USED TO

Materials

No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of used to, to be used to, to get used to in the context of life as an expat

Subsidiary Aims

  • To provide gist and scan reading practice using a text about buying a car in the context of living an expat
  • To provide gist listening practice using a text about job adjustments in the context of life as an expat
  • To provide fluency and accuracy speaking practice in a conversation in the context of life as an expat

Procedure

Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T shows the image "London" T: WHERE IS IT? HAVE YOU EVER BEEN IN LONDON? WHAT KIND OF ADJUSTMENTS YOU NEED TO MAKE IF YOU MOVE THERE?(QUEUE, TRAFFIC FLOWS ON THE LEFT, FOOD, USING A CAR, SAYING PLEASE AND THANK YOU?

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

T gives the "puzzle" T: NO BOOKS SOLVE THE CROSSWORD WORK IN PAIRS YOU CAN USE YOUR PHONES ICQ: WHAT DO YOU DO? T reveals the key T gives the handout "Dream Job" T: LISTEN TO THE AUDIO ANSWER THE QUESTIONS AS A, P AND M DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key: 2-P, 3-P, 4-A, 5-M,6-A, 7-M, 8-M, 9-A, 10-P T: TELL ME WHAT PROBLEM EACH SPEAKER TALKS ABOUT. (A: LONG HOURS, TRAVELLING, NEED TO LOOK GOOD DESPITE FEELING TERRIBLE P: GET BORED OF EATING RESTAURAND FOOD, PUT ON WEIGHT, WORK IN THE GYM TO BURN WHAT SHE ATE M: NO HOLIDAYS, NO WEEKENDS, WORK SEVEN DAYS, WEATHER?

Highlighting (2-4 minutes) • To draw students' attention to the target language

T writes the marker sentences "I used to work in a bank I didn't use to worry abou the weather. T: WHAT ARE THE MAIN VERBS? I USED TO WORK IN A BANK. DO I TALK ABOUT NOW? FUTURE? PAST?(YES)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T: WHAT WAS YOUR LIFE BEFORE YOU HAD THE BABY? WHAT WAS YOUR LIFE BEFORE YOU STARTED WORKING? T adds used to their sentences. T: WHAT ABOUT AFTER THE BABY? WHAT ABOUT AFTER WORKING? T writes their sentences and add to be used to(I'm not used to getting up early, changing diapers) T: HOW ABOUT NOW? WHAT IS YOUR NEW ROUTINE? WHAT ARE THE THINGS YOU ARE FINDING HARD TO ADJUST? WHAT ARE THE THINGS THAT BECAME PART OF YOUR LIFE? T writes their sentences with get used to. T writes " use used to" - to talk about past habits that we don't do at present T writes the (+), (-), (?) sentences for "used to" T writes the form: (+) subject + used to + main verb in base form (-) subject + didn't + use to + main verb in base form (?) Did + subject + use to + main verb in base form T writes "use to be used to" - to talk about a new situation which is now familiar or less strange T writes the (+), (-), (?) sentenses for "to be used to" T writes the form: (+) subject + am/is/are used to + verb in base form + (-) subject + am not/isn't/aren't used to + verb in base form + ing (?) (+) am/is/are + subject + used to + verb in base form + ing T writes "use to get used to" - to talk about a new situation which is becoming familiar or less strange T writes the (+),(-), (?) sentences for "to get used to" T writes the form: (+) subject + get/gets used to + verb in base form + ing (-) subject + don't/ doesn't get used to + verb in base form + ing (?) Do/Does + subject + get used to + verb in base form + ing CCQ: YOU USED TO GET UP EARLY. DOES HE GET UP EARLY NOW? I AM USED TO GET UP EARLY. DO I FIND IT DIFFICULT TO GET UP EARLY NOW I GET USED TO GET UP EARLY. DO I STILL FIND IT DIFFICULT TO GET UP IS GETTING UP EARLY BECOMING EASIER DAY BAY DAY?

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

T GIVES THE HANDOUT "USED TO, BE USED TO, GET USED TO EXERCISE" T: LOOK AT THE SENTENCES CIRCLE THE CORRECT ANSWER DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T REVEALS THE KEY

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

T: LOOK AT PART B REWRITE THE SENTENCES USING A FORM OF USED TO, BE USED TO, GET USED TO AND A VERB DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T reveals the key

Free Practice (8-10 minutes) • To provide students with free practice of the target language

T: LOOK AT 1.4, PART 3A READ THE COMMENTS OF EXPATS DISCUSS WITH YOUR PARTNER WHAT OTHER CHALLENGES THEY MIGHT FACE WRITE THE CHALLENGES ICQ: WHAT DO YOU DO? T monitors and writes the errors. T writes the errors on the board for correction T asks the students after writing the challenges T: WHAT OTHER PROBLEMS MIGHT THEY FACE? T: LOOK AT PART 3B IMAGINE YOU ARE AN EXPAT INTERVIEW YOUR PARTNER ABOUT THE CHANGES HE/SHE HAS FACED, THE EXPERIENCES WRITE DOWN YOUR PARTNER'S ANSWERS AFTER INTERVIEWING SWAP THE ROLES USE USED TO, TO BE USED TO AND TO GET USED FOR ASKING AND ANSWERING THE QUESTIONS WORK IN PAIRS ICQ: WHAT DO YOU DO? T monitors and writes the errors. T writes the errors on the board for correction T: TELL ME ABOUT YOUR PARTNERS PAST HABITS AND THE CHANGES HE/SHE FACED. T: DISCUSS WITH YOUR PARTNER WHAT IS A GUARANTOR? WHAT ARE THE PROBLEMS OF BECAMING A GUARANTOR FOR SOMEONE? HAVE YOU EVER ACTED AS A GUARANTOR FOR ANYONE? T monitors and writes the errors. T writes the errors on the board for correction T: NOW TELL ME WHAT IS A GUARANTOR? WHAT ARE THE PROBLEMS OF BECAMING A GUARANTOR FOR SOMEONE? HAVE YOU EVER ACTED AS A GUARANTOR FOR ANYONE? T: LOOK AT PART 4 READ THE TEXT ANSWER WHAT KIND OF PROBLEM MARTIN EXPERIENCED DO IT ALONE ICQ: WHAT DO YOU DO? T: CHECK WITH YOUR PARTNER T revals the key. T: DISCUSS WITH YOUR PARTNER WHAT MARTIN SHOULD DO WORK IN PAIRS ICQ: WHAT DO YOU DO? T monitors and writes the errors. T writes the errors on the board for correction T: LOOK AT PART 5 READ IT FIRST WRITE A LETTER TO THE EDITOR ICQ: WHAT DO YOU DO? T monitors and helps them

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