Gulcin Tovey Gulcin Tovey

TP7 // Parents & Children // 18.06.2014
Upper-Intermediate level


In this lesson, Ss will learn about “used to/would+infinitive” when they talk about repeated past actions. The grammar will be taught by using guided discovery based on a reading part. The lesson will start with writing a gapped sentence from the text on the board and warm up Ss regarding the TL that is going to be introduced. After getting “guided discovery teaching” done, there will be some controlled practice through sentence reformulation and free practice via speaking activity. In error correction stage sts will analyse their mistakes made while speaking.


Main Aims

  • To provide clarification of used to and would for past habits in the context of childhood memories

Subsidiary Aims

  • To provide fluency speaking practice in a conversation in the context of "childhood eating habits"


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

T writes below gapped sentence from the text on WB: They ___________ all _________ around, eating and sighing. T asks Ss to fill in the gaps (Ss might provide the past simple, so T will have to prompt them to produce TL - If Ss say "used to" that can be written on WB as well) In pairs, T gives 1 min to Ss and ask them to find other examples that includes either "would" or "used to" in the text. ICQs can be done at this point: Which sentences will you find in the text? How long have you got?

Test #1 (8-8 minutes) • To gauge students' prior knowledge of the target language

T gives HO#1 to Ss, asks them to work alone on the gap-filled text. T needs to do ICQs before giving the HOs. "Which activity will you be doing?" "Will you work alone" "Will you check it with your partner" While Ss work on the task, T monitors and helps as appropriate. Ss compares their answers with their partners before WCFB.

Language Focus Stage (13-15 minutes) • To clarify areas of the target language where students had difficulty in the first test stage

T informs Ss that they will read 8 sentences on the next HO that will be given after the ICQs done. Ss read the sentences and answer the questions with their partners. ICQs can be done at this stage and T hands the HO#2 to Ss. Ss can compare their answers with others. T gives folded HO#3 (Ss should only see "Function/Use" first) and ask them to circle the correct words complete the rules (PW). After that, Ss can unfold the HO and they can "form" TL by completing the pattern with the missing words. T re-arranges the Ss in new groups and have them to compare their answers with the new partners then T can give feedback. CCQs at this stage need be done: 1. Do we use "would and used to" for past habits or present? 2. Do we use "used to" when we talk about actions and states? 3. Do we use "would" for actions or state? 4. Do we use past participle after "used to" and "would"? 5. Do we use the base form of the Verb after "used to" and "would"?

Controlled Practice (5-7 minutes) • Check students' use of the target language

T gives HO#4 to Ss to check their understanding and before giving the HOs, T gives the instructions. There are nine sentences and Ss go through the sentences "individually" and decide whether they are grammatically correct or not. At this satge, ICQs can be done? "How many sentences are there?" "Are going to decide for what?" "Are you going to be working alone?" Once they have finished, they can compare the answers with their partner. WCFB will be provided by T.

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

T asks Ss to work in pairs and think of 3 things that they did as a small child that would seem strange if you did them now. T sticks the categories on the WB to give them some ideas. T also gives the first example to inspire them "I would suck my thumb to go to sleep" T informs Ss that she will get to decide "the most interesting past habit" at then end and give a little prize. T uses ICQ before Ss get started with their freer activity. T needs to monitor to observe Ss speaking for fluency, also makes notes if she hears anything that is grammatically wrong and put it on WB - at the end of freer session, Ss can correct the mistake.

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