Asmaa Elsayed Asmaa Elsayed

Text-Based presentation for grammar "used to" - intermediate level
Intermediate level

Description

In this lesson, students will learn about the Grammar rule: "used to" through listening to the song about memories in childhood. The lesson will start with pictures, showing to students about their childhood time to create some interest in the topic. Students will start by practicing listening for gist and listening for details in the context of old school days. Then, the Teacher will write some sentences on the board to start the clarification stage. After that, students will be provided with some activities to practice the rule of " used to ".

Materials

Abc Colorful markers.
Abc Pictures.
Abc Whiteboard.
Abc Handouts.

Main Aims

  • To provide clarification and practice of the rule of " used to " in the context of childhood memories.

Subsidiary Aims

  • To provide gist and detailed listening practice using a text about old school days.

Procedure

Lead-in (3 minutes) • To show some pictures and engage students in the topic.

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.

Exposure (10 minutes) • To expose Ss to the target language in a context.

* 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.

Highlighting (3 minutes) • To draw students' attention to the target language.

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.

Clarification (3 minutes) • To clarify the (meaning) of the target language.

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? "

Clarification (2 minutes) • To clarify the (Form) of the target language.

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?

Clarification (3 minutes) • To clarify (pronunciation )of the target language.

- 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.

Controlled Practice (3 minutes) • To concept check and prepare students for more meaningful practice.

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.

Semi-Controlled Practice (2 minutes) • To concept check further and prepare students for free practice

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.

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

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…

Web site designed by: Nikue