shaimaa shaimaa

grammar used to
intermidiate level

Description

in this lesson students will learn about the usage of used to and to express past habits.

Materials

Abc a photo of a child
Abc worksheets

Main Aims

  • To develop students’ ability to talk about past habits using “used to” in the context of childhood and addictions.

Subsidiary Aims

  • speak for fluency using used to

Procedure

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

show the photo of the child and ask them if they would like to be children again Get students thinking about the past by asking questions such as “What sport did you play when you were a child?” and “What did/didn’t you like when you were a child?”

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

distribute HO1 and ask students to read and answer the questions students will check their answers by turning the page

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

Introduce the structure “used to” by talking about one of the sentences on the board . for example“When I was a child I lived in New York City.” and then show students the target structure by writing “I used to live in New York City.” on the board. Highlight the importance of the phrase “used to” by underlining it. ask ccqs when do I live now? Egypt when did I use to live in New York? when you were a child. i use the marker sentence to explain the form of used to +base form negative didnt use to +base form and question yes or no and wh introduce the pronunciation

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

distribute HO2 with an example done ans students are asked to imitate feed back time after peer correction

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

distribute HO3 After teaching the students the rules of using "used to" use this worksheet to help them create and answer questions using this phrase. They need to go around to other students in the class and ask them a question that relates to a particular square. For example, for the square that says "used to play soccer" the student A would pose the question, "Did you used to play soccer?" And student B would respond positively or negatively. If student B says yes, he or she writes his or her name in the box. The students should try to find a different person for all the squares.

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