Alex Alex

B2 Upper-intermediate level


This is a grammar lesson utilising different forms of the verb use. Therefore, students will apply it to talk about different times.


Abc Free practice

Main Aims

  • To provide practice of used to, be used to and get used to in the context of past and present habits.

Subsidiary Aims

  • To differentiate grammatical structures: be used to -ing and get used to -ing
  • To provide clarification of used to and modal would in the context of past habits


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

T introduce statements on a presentation: Discuss in your team, if you think these statements are true (T) or false (F) Going to sleep straight after learning something new will help you to remember it. Women are almost twice as likely as men to fall asleep while driving. Teenagers need as much sleep as small children. Nowadays, people sleep less since the invention of electric light. It is possible to train yourself to need less sleep. A fifteen-minute sleep is more refreshing than a cappuchino. 1 minute - Learners work in pairs in breakout rooms and discuss. 2 minutes T conducts OCFB and provides the answers. 2 to 3 minutes maximum

Exposure (6-7 minutes) • To provide context for the target language through a text or situation

The class reads "Some facts about sleep which may surprise you" text T gives link to a Google Doc presentation, Learners need to look up certain information Instructions: Read the online article and with your peers, decide if the highlighted words are: Past habits or Present habits Ss read individually 1 minute T makes a demonstration by completing one example Learners then share their answers in teams using Breakout rooms 2 minutes T conducts OCFB 4 to 6 minutes maximum

Clarification (7-10 minutes) • To clarify the meaning, form and pronunciation of the target language

T shows TL and elicits from Ss by GD tasks OCFB FORM T shows slide and elicits the differences between past and present habits. OCFB PRONUNCIATION T shows slide T elicits from ss stressed word in sentences. T goes over unique and difficult features of each sentence. T models, then whole class drill. T elicits pronunciation from individual ss.

Controlled Practice (5-8 minutes) • To concept check and prepare students for more meaningful practice

Instructions: Choose the correct options to complete the sentences Learners answer individually 1 minute Instructor answers 1 as a demonstration Check answers in pairs in Breakout rooms for 2 minutes T conducts OCFB 3 to 5 minutes maximum

Free Practice (10-15 minutes) • To provide students with free practice of the target language

Instructions: Compare past and present habits * What did you use to do when you were a child? Past habits * What things/situations are you (not) used to doing (-ing) now during this pandemic? You are familiar with or accustomed to something * If you were to move in another country, what would be difficult (or easy) for you to get used to (-ing)? You are becoming familiar with or accustomed to something Learners work in pairs and discuss for 4 minutes. BOR While they are speaking, T monitors, is available to help and make a note of any errors Learners share their answers for the whole class. 4 minutes T conducts OCFB Conduct feedback on the task Delayed Error Correction (DEC)

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