Tom Tom

Teaching Practice 7
Upper-Intermediate level

Description

Grammar lesson comparing 'be used to' and 'get used to'.

Materials

Abc Power Point Presentation
Abc Handout 4
Abc Handout 3
Abc Handout 2
Abc Handout 1

Main Aims

  • To provide clarification, review and practice of 'be used to' and 'get used to' in the context of adjusting to life in a new city

Subsidiary Aims

  • To provide gist and detailed reading practice using a text about daily life in the context of adjusting to a new city

Procedure

Stage 1 (Lead-in) (3-5 minutes) • To set lesson context and engage students

T brings up slide 1 to reveal four images of the same city T asks Ss which city they think it is Ss have two minutes to discuss in pairs T elicits answers from Ss before bringing up slide 2 to reveal the city "Today we are going to Mexico City"

Stage 2 (Exposure) (4-5 minutes) • To provide context for the target language through a text about adjusting to life in a new city

T tells Ss the they are going to read about Peter He moved to Mexico City a while ago and found it difficult to adapt to daily life when he arrived "What were the hardest things that Peter had to deal with when he moved to Mexico City?" Ss must work in pairs to predict what challenges Peter highlights in the text T will elicit Ss ideas in a brief piece of FB T then chests HO1 T explains that this is Peter's story Ss must read quickly to check their predictions "What were the hardest things that Peter had to deal with when he moved to Mexico City?" Ss discuss how their predictions compared to the information in the text

Stage 3 (Highlighting) (5-8 minutes) • To draw students' attention to the target language through a detailed reading activity

T chests HO2 T explains to Ss that they must read the text again and answer the questions on the HO Ss will make notes on what Peter thinks about certain aspects of daily life Ss will deal directly with the TL here Peer checking followed by WC FB During WC FB, T will elicit answers from Ss When they reach the final question T will use this opportunity to pick a marker sentence out of the text This marker sentence will link to the images in slide 3 T will use the visuals, marker sentence and CCQs to elicit two sentences from Ss "He is used to waking up at 5am" "He is getting used to waking up at 5am"

Stage 4 (Clarification) (8-12 minutes) • To clarify the meaning, form and pronunciation of the target language through gap-fill and matching activities

T chests HO3 Tell Ss to work through three tasks in pairs Firstly, Ss will complete the two definitions at the top of the page Secondly, Ss will match the sentences (taken from the reading text) to the correct form and tense Thirdly, Ss will discuss the difference between the two sentences T distributes HO3 then brings up slide 5 Task begins T will monitor to gauge Ss progress with the tasks Early finishers will have their answers checked by T and, if correct, will write them on the WB T will elicit any corrections from Ss before bringing up slide 6 to reveal the two sentences from the bottom of HO3 "I used to live in Mexico City" "I'm used to living in Mexico City" T will elicit the difference between these two sentences, using CCQs to confirm understanding Finally, T will drill "I'm used to living in Mexico City" using backchaining and the finger technique to clarify the pronunciation of 'used to'

Stage 5 (Controlled Practice) (8-10 minutes) • To concept check and prepare students for more meaningful practice through a gap-fill activity

T chests HO4 "Here are two other people who have moved to a different country" "Marcus lives in Japan, Erin lives in Iceland" Ss are told to work in pairs to fill in the gaps with the correct form of 'be used to' or 'get used to' Once Ss have finished they will compare their answers and try to work out who said each sentence, Marcus or Erin T will bring up slide 6 which contains an answer key T will clarify any confusion with CCQs and eliciting

Stage 6 (Semi-Controlled Practice) (4-7 minutes) • To concept check further and prepare students for free practice by encouraging them to write sentences related to their personal experiences

T asks Ss what challenges they face living in Istanbul Are they used to them or do they struggle to get used to them T elicits a few ideas and writes them on the WB T then brings up slide 7 T tells Ss that they are going to write five sentences about the challenges of living in Istanbul Referring to the prompts on the WB, T will encourage Ss to use these model sentences to structure their sentences and the words in the thought bubble for ideas Ss have three minutes to write their sentences before the freer practice stage

Stage 7 (Free Practice) (8-10 minutes) • To provide students with free practice of the target language

T instructs Ss to swap their sentences with the S next to them Ss will take it in turns to interview their partner about the sentences they have written T will encourage Ss to use follow-up questions as often as possible The sentences will form the basis of a free discussion on overcoming the challenges of life in the city T will monitor and make notes of any errors in the TL T will use delayed error correction and elicit corrections from Ss Finally, T will ask several Ss to share anything interesting that they learnt about their partner

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