Ali Farbod Ali Farbod

childhood dreams
Intermediate, B2 level


In this session student will become familiarized with the grammatical structures of used to and would through the guided discovery method. After a short lead in by the teacher, the Ss will be divided into two groups, each group receiving a separate section of a two part reading and compare their understandings with the other group. Being exposed to example sentences and the rules, they are to try to discover the grammatical structure and form of used to and would and the possible usage of past simple. that will be followed by a controlled practice in a gap-fill mode where Ss work in pairs to answer the questions. That stage will be followed by a freer speaking practice to further fixate the usage of taught grammatical structures for the students.


Abc cardboard box
Abc butterfly picture
Abc reading hand out part 1 page 48, 5A
Abc reading hand out part 2 page 48, 5A
Abc meaning/form handout page 48,5B
Abc gap fill practice page 48, 6A
Abc speaking handout page 48, 7
Abc Arda Turan photo as a child
Abc Arda turan as a grown up
Abc Pictures of childhood dreams from the book, page 48, 5A
Abc Grammar exercise page 135
Abc Ak for 5B
Abc grammar definition page 134

Main Aims

  • By the End of the session, the students will have become familiarized with the appliance of used to, would, and simple past and their difference in usage when talking about past events in the context of childhood dreams.

Subsidiary Aims

  • The students will also have had the opportunity to talk about their past and childhood dreams in both controlled and freer speaking practice.


lead in (2-3 minutes) • to warm up students for the grammar being taught to them.

A picture of a young boy, probaby one that no one will recognize will be shown on the board. Different statements will be said about what he used to want to do, what he would do and what he did and his dreams to become a football player. it will be explained that by following his dreams he managed to become successful and actually reach his goal. A second picture will be shown, clarifying that the young boy was actually Arda Turan, a Turkey international football player. Two CCQs will be asked here. 1- did he reach his dream? 2- Is he a successful and famous football player now?

Pre - reading task (3-4 minutes) • to activate schemata as to what will be discussed.

Three vocabularies will be introduced in the pre-reading task. 1- cardboard box /ˈkɑːdbɔːd bɒks/ 2- blast off /blɑːst ɒf/ and 3- butterfly /ˈbʌtəflʌɪ/. The only word that needs CCQs is blast off with two CCQs. 1- so does something move slowly when it blasts off? 2- how does it move? After that part, two pictures related to the reading task will be projected on the board and Ss will be asked to make predictions as to what these pictures might be conveying and in what ways are they related to the text. Three CCQs will be asked. 1- What do you think these pictures are about? 2- what do you understand from these pictures? 3- What do you think we will read about?

context jigsaw reading (10-12 minutes) • providing context for grammar discovery

Ss will be divided into two groups of A and B based on teacher selection. They will be told that they are going to be given a text in which they will be trying to find answers to two questions. 1- what did the children dream of doing ? 2- have they achieved their dreams? for this part they will be working alone. Two ICQs will be asked. 1- will you be working alone or in pairs? 2- what will you be trying to do? In this stage, group A will be given the reading part A handout and group B will receive reading part B H/Os. They will be given two minutes to read the text. Afterwards the students will be instructed to work with a partner from the other group to share information they gained by reading the text. Two ICQs will be asked: 1- are we working alone or in pairs? 2- are our partners from the same group or the other group? 3- what will we be trying to do? very close monitoring required. nominated Ss from each group provide the answers to the questions.

Sentence match (5-7 minutes) • guided discovery for the aimed structures

Ss will be paired up based on their sitting format. They will be instructed to match the first sentences with the following rules and try to discover the rules applying in each sentence. They will also be told that each rule might apply to more than one sentence and therefore they should not panic if there aren't as many rules as there are sentences. Two ICQs will be asked 1- what will we be matching? 2- could there be more than one sentence for each rule?

MFP (10-12 minutes) • to fixate the grammar they have learnt through guided discovery

After having finished the previous exercise, the students will be checked for meaning in a W/C format, with three CCQs. 1- are we talking about the past? 2- did actions with used to or would happen only once or were they repeated? 3- what about actions in the past simple? in this stage 3 timelines will be drawn on the board indicating the difference between used to, would and simple past. Three CCQS will be asked:1- Did the action take place over and over or was it continuous? 2- Is it still happening or has it finished?3- Did it happen for some time or was it one time only? The form of each structure will be given to the SS by the teacher.. A back chaining activity will follow for each of the structures to check pronunciation.

grammar exercise 4-2-1 (2-3 minutes) • to provide context for controlled practice

Ss are instructed to do exercise 4.2.1 in PW. They will be told that there are two correct and one incorrect form for each sentence. the first one will be done as an example by the teacher. Two ICQs will be asked: 1- are we talking about past habits? 2- how many correct answers are there in each sentence? close monitoring required. Pairs check with other pairs for feedback, teacher provides W/C feedback at the end.

grammar exercise 4-2-2 (3-4 minutes) • to provide further controlled practice for Ss

, Ss continue with the second exercise on the handout, this time working alone. Before starting, they will be instructed to use the words in brackets and use used to and would. they will also be told that on some occasions it might be possible to use both. Three ICQs will be asked in this stage. 1- are we going to add verbs or are we going to use existing ones? 2- what will we be adding to the verbs? 3- is it sometimes possible to use both of them? After 2-3 minutes, Ss will check their answers with their peers for FB.

exercise 6A, controlled practice (4-6 minutes) • to have more controlled practice on the aimed structures

Ss are instructed to complete the texts using used to, would or past simple. Teacher starts by giving an example on the board. students are to work alone for this exercise. Two ICQs will be asked: 1- are we working with a partner? 2- is it possible to use simple past too? They will be given 3-4 minutes to complete this exercise and then they check in pairs for feed back. After the completion of peer check, Three sentences will be drilled by the teacher; 1-my family used to live in Sheffield. 2- I would go to football matches most weekends. 3- my grandfather took me once.

speaking practice (5-7 minutes) • freer speaking practice for Ss to use the aimed structure

Ss will be divided into two groups, three questions will be given to them to discuss. The first question will be answered by the teacher as an example. No ICQs needed as its a pretty straight forward task. The Ss will be given the handouts containing the questions.T will closely monitor the Ss and write down any errors or good examples of on the spot correction in this part.

delayed feed back (2-3 minutes) • to check errors and good grammar examples without interfering in the speaking practice

After the speaking exercise, the teacher will convert the errors or examples of good grammar which he has written down during the speaking practice on the board. Ss will be given feed back on both their errors and good examples in a WC format

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