Merve Tekin Merve Tekin

TP 4
Intermediate level


In this lesson, students will read a text about career change and discuss it by some leading statements. Then, they will learn "used to" . After that, they will have conrolled practice. In the end, if we have time they will practice "used to" in a speaking task - See more at:


Abc Unit 5 page 49
Abc Unit 5 page 48

Main Aims

  • To provide scan reading in the context of career change.

Subsidiary Aims

  • To provide clarification and practice of "used to"


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

-T says " What is my job? Do I earn a lot of money? " T elicits from the sts. -T says "Now, I want you to think of 4 jobs that can earn a lot of money and 4 jobs that can't earn a lot of money. Think about it with your pairs and write them. You have 2 minutes." -ICQ "Are you going to write 2 jobs? -Feedback: T says "Tell me the jobs that earn a lot of money/ can't earn a lot of money." T writes the answers on the WB. -T says "What does an investment banker do?How much does an investment banker earn? What does a photojournalist do? How much does a photojournalist earn?" T elicits answers from the Sts and writes them on the WB. -T says: "What are some of the similarities and differences between the lives of a photojournalist and an investment banker?" -T says "Discuss this question with your partner.You have 2 minutes." -ICQ "Are you going to write answers to these questions?" -Feedback: T says" Compare your answers with other pairs."

Reading (10-15 minutes) • To provide context for the target language through a text or situation

-T says " Now, we will read an article. Before we read let's learn some vocabulary. " -T writes the vocabulary one by one and tries to elicit the meaning or the usage from the Sts. If Sts don't know the meaning or can't use it in a sentence then T does those. -CCQ" What is a glamorous job?" "Can you tell me a horrific movie?" "Have you ever enrolled to a course? How do you enroll to a course? "Where do orphans stay? "Have you ever felt camaraderie in your work? "If you are sensitive are you heartless?" "How do police find evidence?" -T says "Read the article and find evidence to support the statements in task 3 with your partners You have 4 minutes." -ICQ "Which statements will you find evidence to?" "Where will you find the evidence?" Feedback: -T gives feedback to whole class by reading the statements one by one and asking the students to prove it. -T says "What makes you think that Marcus was a successful investment banker?" "Why do you think he was an unhappy banker?" "Does he make sudden decisions?" "What makes you think that he is talented? Did he win any awards?" "Does he give money to some other places?" "Has he changed?" -T elicits answers to these questions as a WC discussion. -T says "In what ways is Marcus Bleasdale's life better than before? In what ways is it worse?Talk about these with your pairs. You have 2 minutes." -ICQ" Will you listen to the audio to find answers to these questions? "What will you do?" -Feedback: T says "In what ways is his life better/worse?"

Exposure (10-12 minutes) • To draw students' attention to the target language

-T puts 3 pictures of her past actions on the WB. They are about living in America, smoking and spanish courses. T puts the first picture on the WB and says" In the past I was living in America, but now I live in Turkey." T tries to elicit from the Sts by asking "How can I say this in other words?"When a student gives the correct answer T says "Yes, exactly. I used to live in America." -CCQ " Am I still living in America?" "Did I live in America in the past?" "Where am I living now?" "Will I live there in the future?" -T puts the second picture on the WB and says " I smoked when I was in university, but I don't smoke anymore. How can I say it in other words?" When a student gives the correct answer T says "What do you think? Why? Why not?" -CCQ "Am I smoking now?" "Did I smoke in the past?" "Will I smoke in the future?" -T puts the third picture on the WB. T says "Find the relation between me and this picture. Then T says " When I was in university I went to spanish course, but I don't go there anymore.How can I say it in other words? When a student gives the correct answer T says "Do you all agree? Why? Why not?" -CCQ "Am I still going to a spanish course?" "Did I go to a spanish course in the past?" "Will I go to a spanish course in the future?" -T says "Why do we use 'used to' ?" T tries to elicit answers like we use it for past habits or situations that no longer exists from the sts. -T says " Let's find how 'used to' is used. T writes Form + used to+V1 - didn't + use to + V1 ? in yes/no questions did+subject+use to+V1 in open questions question word(what, how...)+did+subject+use to+V1 -T teaches how 'used to" and 'use to ' is pronounced by drilling.

Controlled Practice (4-5 minutes) • To clarify the meaning, form and pronunciation of the target language

-T says " Complete the information about Marcus Bleasdale's life by using 'used to' and the verbs in the box.Do it with your pairs.You have 4 minutes." -ICQ "Will you only use 'used to' to complete the information?" "Will you use all of the verbs in the box?" Feedback: -T gives feedback by saying "The answer are under your chair. "

Free Practice (4-5 minutes) • To provide students with free practice of the target language

OPTIONAL -T says "Write three significant changes in your life .You have 2 minutes. -ICQ "Will you write ordinary things in your life?" -When sts are doneT groups the sts. T says" Talk about them with your groups and find if you have anything in common." -ICQ "What will you talk about with your groups?" Feedback: -T asks one person from each group "Do you anything in common?" "What was the most important change in your partners life?"

Feedback and Error Correction (4-5 minutes) • To provide feedback on students' production and use of language

OPTIONAL -While sts are doing PW and GW T will go round the class and note down some of the errors and some of the good sentences. In the end of the lesson T will talk about those sentences by eliciting from the sts.

Web site designed by: Nikue