sevgi sevgi

Sevgi Üstün, 9th of July, TP4, Food.
Intermediate level


This lesson is designed to provide the learners the use of "used to/would" when we talk about repeated actions and states in the past. There will be a powerpoint presentation to introduce the lexical items followed by an underlined-word acitivity.The TL will be conveyed by its meaning, form and structure.Pair work, listening and speaking tasks are going to be included respectively in the presenting of TL.


Abc PPT, Handouts, CD Tracks.

Main Aims

  • By the end of this lesson, the learners will be using "used to&would" when talking about repeated actions and states in the past.

Subsidiary Aims

  • Speaking in the context of a childhood memories in order to practice the TL.


First task: Lead in task and eliciting (0-9 minutes) • To help the learners activate their knowledge of TL and arouse their interest on the TL.

The learners will be presented a PPT . There are some illustrations and sentences about the TL. I will ask some questions to elicit the TL and make them sense the different usages of the "used to" and "would". I will ask them questions such as: What is he doing? Do we do this action now? Did we do this in the past? Is it an action or state?

Task 2: Grouping the desriptions with the sentences. (0-3 minutes) • To provide the learners the comprehension of the different usages of the TL.

I will project the descriptions of the TL introduced. The learners will have the sentences written in the PPT.They will try to group the sentences individually according to the descriptions. The volunteers will come and write them on the whiteboard. I will make an example and then ask them to do the task. ICQ: Will you match them or group?

Task 3: Underlined-word activity. (0-3 minutes) • To make the students distinguish the "used to" and "would".

I will deliver the learners 10 sentences. The verbs are underlined. They will decide whether to use "used to" or "would" instead of the underlined verb. Then they will check the answers with their partners. ICQ: What are you going to use?

Task 4: Mingle (0-8 minutes) • To provide the learners to practice the TL introduced.

I will write six topic on the board first. ( family, music ,sport ,television, toys, school) I will ask the learners to to write six sentences about themselves. related to topics using "used to". Then I will tell them to turn the sentences into questions and stand up and ask them to other students. They will try to find the person who is similar to them. ICQ: What are these?(topics) How many sentences will you write? Will you ask questions? Who will you try to find?

Listening task: Finding the missing question. (0-4 minutes) • To provide the learners to find the specific information from a listening part.

The learners will be given a handout. There are some questions about Julio who is from Brazil and talking about his life when he was a child between the ages of five and ten. He doesn't answer one question. The learners are expected to find that question. Peer checking. ICQ:How many questions are missing?

Follow-up activity: Matching sentences (0-3 minutes) • To make the students find the correct answers.

As a follow-up activity of listening task, without listening first they will try to match the questions with their answers in pairs. They will listen again and check their answers. ICQ:What will you do?

Speaking task: Speaking about the topic. (0-10 minutes) • Speaking in the context of childhood memories in order to practice TL.

The learners will look at the same questions at the previous task. They will think about what to say and how to say. They will have some time to take down notes. Then they will discuss the questions in groups. ICQs Will you take notes? Which questions will you think about?

Delayed error-correction (0-5 minutes) • To identify and show the learners some of the mistakes.

I will detect some errors and do correction after the speaking part.

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