1- The teacher greets students and asks them how they are doing. 2- The teacher shows some pictures related to childhood games. 3- Teacher asks students if they remember it or not, and what other memories they remember from their childhood. 4- The Teacher puts Ss in pairs and discusses their childhood memories. 5- The Teacher opens class discussion and asks every group about his partners' childhood memories.

* Listening for gist* 1- The teacher tells Ss they are going to listen to the song and play the song. 2- The teacher asks Ss to guess the title of the song. *Listening for details* 3- Teacher contributes Activity 1 Handouts " fill in the gaps and asks Ss to " complete the song lyrics with the following verbs" individually. 4- Teacher asks Ss to work in pairs to check their answers. 5- Teacher play the song again to make Ss check their answers. 6- Teacher gives feedback.

1- The teacher puts Ss in two groups. 2- The Teacher asks Ss a question: How does the writer of the song feel about his old schooldays? were those days a completely happy time? What are the lines that tell you this? 3- The Teacher monitors. 4- The Teacher elicits some sentences from Ss and writes them on the board.

1- Teacher write a sentence on the board: " I used to play Football ". 2- Teacher asks Ss questions: - Is it the past or present? - Did it happen once or many times? - Did it stop or still happening in the present? 3- Teacher elicits the use of " used to " by asking Ss: " when do we use " used to? "

1- The teacher elicits the structure of the rule by asking them: How do we structure this sentence? - where is the subject? - where is the verb? - So, the rule structure becomes: ( S + used to + V). - Could we use ( we / they / he / she ) in the same sentence? 2- The Teacher elicited the negative structure of the rule by asking them: how do we put this sentence in a negative way? - ( S + didn't + use to + verb ). - Could we delete ( d) in ( used to ) or not? 3- The Teacher Puts another example on the board and asks CCQs to check students' understanding. ( He used to visit my parents on Christmas). - Is this present or past? - Did he visit his parents many times? - Does he still visit his parents?

- The Teacher elicits the syllable stress in " used to ". - The Teacher asks Ss: Is used to adj, N, or what? - The Teacher drills " used to " with Ss. - The Teacher asks some Ss to repeat the pronunciation.

1- The Teacher contributes Handouts to Ss. 2- Ask Ss to check which true about their old school days. Then work in pairs and talk about what amazing things did they learn from school. 3- T monitors. 4- Open class discussion.

1- Teacher contributes Handouts. 2- Ask Ss to think back to their life when they were 10 years old and talk about that life in pairs. 3- Teacher ask ICQs: - will you talk about your life in the past or in the present? - will you talk about your childhood or youth? 4- T monitors. 5- Open class discussion.

1- Students work in pairs. 2- Tell students they have (1 minute) to draw their partner. 3- Student swap drawings with each other. 4- They have (1 minute) to add loads of random features onto each drawing. 5- Then they give the sketch back to the original artist. 6- Tell them that they were old schoolmates and they haven’t seen each other in ages! they will talk about their appearance in the past. Ex: A: You look so different! I mean…. your hair is much shorter. I remember you used to have really long hair…