Chris Vasquez Chris Vasquez

Life's Different Here
Upper-Intermediate level


In this grammar lesson students use a reading of a woman who went on a mission as a volunteer nurse to help people in Mongolia. students analyze the contextualized grammar forms of to be used to and to get used to and then have a chance to practice them in a productive, communicative activity.


Main Aims

  • To introduce and practice the grammatical forms to be used to and to get used to in the context of a letter written by a woman who is helping people in Mongolia.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of talking about themselves in relation to learning English


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

T introduces lesson by telling them we're going to talk about some grammar to refer to things that we are familiar with and things that we are not. T shares his experience of living in Argentina. and how different it was than living in NYC. T leads a whole class where a few students talk about going or living in another country and shares a few things that were different from the city they lived in and their city. Script: I was living in NYC for many years and during that time I went to live in Buenos Aires, Argentina for 5 months. Buenos Aires is a big city like NYC so I was used to that. They eat their dinner very late. I was not used to that, but I got used. They have a great accent which I got used to using, but I never got use to them saying "Por nada" after "Gracias" Another thing that I never got used to was when the people get off the busses or the subway they start getting off before the train or bus even stops. Even the old ladies with canes. They just jump off before it stops.

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

T shares his screed with the Ss tells the class that they are going to read a story about a nurse who went to Mongolia to help people. He remind them that the article is just to practice grammar. Before they begin reading, He explains that they have 3 tasks to do in 8 minutes. (a) they are to read the text, (b) the fill out the form individually, (c) compare their answers with their partner before they submit. T puts students in pairs in breakout rooms. T shares a Google form with the Ss in the chat which includes the article from the book and exposure questions To end, T conducts OCFB with the texts SCRIPT: I'm going to put you into breakout rooms, but first let me share my screen with you first. This reading is about a woman who goes to Mongolia to help people. She writes a letter about all the different things that she has to learn and get used to. We're using this text just to practice some grammar, so if you don't understand all the words, don't worry. We're just focusing on the words in bold. Look at the directions. You will read first and then answer the questions below, individually, then discuss them with you neighbor. Don't go on to the new section. Let's look at the questions. I took 5 sentences from the text. You have to decide if you think that the sentence is something that is familiar to her, now or in the past, or something she has to learn, or had to learn., I'm going to give you 8 minutes. When you're finished send me a note. Don't close the link because we are going to go back to it. I'm going to put you into breakout rooms now and send you the link.. Now who want to be with whom?

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

T continues with same Google Form, now section 2. T introduces meaning with a Google form explanation of the answers to the previous section. T continues with introducing form by having the Ss together in pairs check off answers on a grid that corresponds to the part of speech, and the placement of the negative. T shares screen of Google Slides and summaries what has been learned and continues with pronunciation. Then leads OCFB. SCRIPT: Ok everyone go to the next section. (Read slide.) Ok let's go to the next section. Here we have the same 5 sentences and now I want you to tell me what verb tense is used and some structure of the verbs. Do this with your partner. (Model) You have 3 minutes for this. You can submit when done. I am going to put you into breakout rooms. Do ICQ Are you doing this together? (Yes) For how long? (3 min). I'm going to put you in partners again.

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

T share with Ss on Google Forms a fill-in the gaps exercise from the book. Ss are to use the correct positive or negative form of be used to or get used to. Ss do this first individually and then check answers in pairs before submitting. T conducts OCFB with a shared screen.

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

The teacher will put the students in groups. In the context of learning English, Ss will share with their group their feelings about learning English. What are some things you are used to doing? What are some things you don't think you'll ever get used to? What are some things that will have to get used to in the future? What are some things you are getting used? What are some things you weren't used to doing at one time, but you are now? T will lead an OCFB and off Corrective Feedback from things her heard in conversation. SCRIPT: I'm going to put you into groups. I'm giving you the chance to share your thoughts about English, using these phrases. So to help you think about what to say, I gave you some questions in the chat box that you can answer. You can ask each other to explain their answers more. You have about 8 minutes to do this. ICQs: What are we doing now? (Sharing our thought about English using the phrases) How Long do you have? (8 min)

Web site designed by: Nikue