Gözde Demirel Gözde Demirel

Gözde Demirel TP 4a ,Grammar &Speaking
Intermediate,B2 level


In this lesson students are going to study " used to /would" in the context of " dream jobs". The lesson will start with teacher's telling about her childhood dream job, and then prediction of context from two pictures. In the next stage, there will be a jigsaw reading and the discussion of the questions related to it. Then, the lesson will continue with working on " used to/would" by guided discovery. The ss will do a controlled activity (gap fill) to practice what is learned. As the last task, ss will practise speaking through discussion of some questions which will let them use the target structure.


Main Aims

  • To provide review, clarification and practice of " used to/would " in the context of dream jobs. By the end of this lesson, ss will have studied and reviewed the usage of " used and would" through a few activities and will be able to talk about repeated actions in the past and their past habits.

Subsidiary Aims

  • To provide fluency and accuracy in the conversation among ss in the context of past habits, hobbies and opinions.


Lead-in (3 minutes) • To set a clear context and take ss' attention to the topic.

T relates her story of her childhood dream to the previous lesson and tells SS what she wanted to be when she was a child and now doesn't want to do it anymore. T asks students to discuss in pairs about their childhood dreams and whether they have achieved them. Then, T nominates ss to tell about their partner's childhood dreams.

Prediction of context from pictures (2 minutes) • To brainstorm about the context, and elicit the answers from the ss

T shows students two pictures related to the context and elicits the answers from them: 1st picture: - " Who do you see in this picture?" ( a boy ) - " Is he wearing normal clothes?" (No, astronout clothes) - " Why do you think he is dressed like this? " ( different answers are possible) 2nd picture: - " Look at the girl, does she look happy or sad?" (happy) - " So is she doing something she likes ?" (yes) - " What is she trying to collect?" ( butterflies) - " Why do you think she is collecting them?" ( she likes doing it, its her hobby)

Jigsaw Reading (7-9 minutes) • To get the ss read one part of a small text each about childhood dreams and then answer two questions related to the stories in th text with their partners

Before starting the reading activity, the teacher ECDWs the words " cardboard box, blast off ". Carboard box: " When you change a house, how do you pack your things?" (putting them in some stuff) " Where do you put your books? or your personal things?" (in boxes) " Are these boxes thin or thick?" (thick) " So what do we call them? " (box ?) " Cardboard box" Blast off: " Have you ever seen an astronaut on tv? " (yes) " How do they travel in the space? " ( in a spacecraft) " What do you call a spacecraft's leaving the ground? ( take off?) " Another word for it: blast off " Then, T divides ss into A &B and tells them that each S is going to read one part of the text and then A&Bs will work together answer the questions. T asks some ICQs to check the understanding. ( " Are u going to read alone or in pairs? Are you going to answer the questions in pairs or alone? " ) T gives As the first half of the story and Bs the second half and gives them a minute to read the text. T makes pairs one from A and one from B to work together to discuss the questions.( "What did the children dream of doing? Have they achieved their dreams? " ) While the ss are working in pairs, the T monitors closely and takes notes if she hears any errors. When pairs finish discussing, T nominates one S from each group to answer the questions and corrects errors on the spot (if there is any)

Teaching " used to/would " through guided discovery (10-13 minutes) • To activate SS' previous knowledge about the subject and let them discover the meaning, rules and functions of the language by themselves by a guided discovery activity.

- As they will have worked together in pairs in the reading text activity, T asks the same pairs to scan the text quickly, find and underline " used to and would " in the text. T nominates one S from each group to share the answers. - T, groups the SS in 3s, shows them the HO and gives the instructions;T tells them to work together to answer the questions in the first part in 5 min. Before giving the HO, T elicits " state " & " action" verbs and then gives the HOs to students. T monitors carefully and takes notes if there the SS are making mistakes and highlightes the errors and elicits the correct one from the SS at the FB part. When everybody finishes, teacher projects the AK. - T tells SS to unfold their HO and tells them to work in their groups again & match the sentences in the first part ( a-e ) to the rules 1-3. T lets SS work for 3 minutes and monitors again. When they are finished, T projects the AK and if there are still some questions that they couldn't understand, T clarifies them. - T tells SS to unfold the last part of their HO, look at the sample sentences and complete the pattern with the missing words and nominates one S from each group to give the pattern of ( +), (-),and (?) sentences with used to. - T drills each sentence for accuracy

Controlled Practise (gap- fill exercise) (10-12 minutes) • To provide students with a controlled activity to practise the structure they have learned.

- T shows the SS the first part of the new HO and does the first one herself as an example. T gives the instructions,they are going to work on their own and fill in the blanks and when finished will check their answers in pairs and then she asks ICQs. Afterwards, she passes the HOs to the SS, monitors when they are answering. When they have pair checked, T projects the AK and drills some of the sentences for accuracy and corrects the errors on the spot while drilling. - ( If time allows) T tells the students to unfold the second part of their HO, work on their own again to fill in the blanks with " used to/would" and the verbs in the brackets, and pair check at the end. Then, WC FB

Speaking (10-12 minutes) • To get the students to use the structure they have learned in a freer speking activity.

T makes pairs from different students, reminds them of her own sentence in the lead in : " As a child, I always wanted to be a singer, but now I don't want to be anymore." and she tells them that she is going to ask them some questions to discuss with their partners.Then, she projects the questions on WB and gives students some time to practise the language in pairs. When the SS are practising, T monitors closely, takes note of good and bad examples of the grammar. When SS finish, T nominates SS to share their partner's answers with the class. At the end, teacher writes grammatically good and bad sentences she has heard from SS while monitoring, praises and shows the correction of the errors on the WB.

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