-T writes three sentences about yourself using “used to”, 2 true and 1 lie. -T tries to write 2 with state verbs and 1 with an action verb like this: 1. I used to have shoulder length hair. 2. I used to dance ballet when I was a child. 3. I used to be a builder before I was a teacher. -Ss guess which one event didn't happened. -T puts ss in BORs to iscuss and find the lie.PW, Have Ss practice to ask " Did you use to....? -T answers and if not let them try to guess which event that didn't happened in the past. -T tells them the answer.

-T shows again sentences and asks 'What does used to mean here? A past state or habit which is not true now'.-T gets Ss to discuss the sentences try to find out the differences. -Choral drill pronunciation: use to and would (modal verb) /ˈjuːst tuː/ /wʊd/ -T also goes over the pronunciation of the word "used" which may be problematic at first, emphasizing that there is only one syllable though choral drilling.CCQs for this stage: Do we use past participle after "used to" and "would"? "no" Do we use the base form of the verb after "used to" and "would"? "yes"

-T shows meaning and form. -T elicits answers from Ss. -T asks, "When do we use used to?" "When do we use would?" "What is the difference?". "What is a past habit?" "What is a past state?". T writes on the slide "used to (do)" and "would" explaining that these can both be used to describe events from the past. -T uses a time line, showing the past up to now, clearly illustrating that these events no longer happen in the present tense.-And also T tries to highlight difference between the meaning of 'actin verb' and 'state verb'.-T shows example sentences such as, "I used to live in Chicago, when I was a kid." -T asks, "Is this a past action or state?". -T Elicits answers. -T Shows 4/5 sentences with missing grammar and gets Ss to elicit the correct answers using used to or would.-T asks to Ss what do they think that sentence means.

-T focuses students on the photo and asks what they can see. -Then They read the text. -T checks the meaning of creep (crept) and carefree. -T focuses students’ attention on the verbs in italics and elicit the answer to the questions.-Ss try to find state verbs and action verbs. -T monitors to make WC error corrections if needed. In their pairs, students discuss how to use the verbs. -With a weaker group,T elicits or reminds them that used to and would express habit and cannot be used for single actions. Also T elicits that would cannot be used with state verbs.-T goes through the answers.ICQs for this stage: Will you do it alone? "yes" Will you check it with your partner? "yes" CCQs for this stage: Did we do the action in the past for a while? "yes" Was it a past habit? "yes" Are we doing it now? "no"T. checks the answers with the whole class.

-T shows the text' slide again.-In their pairs, students discuss how to use the verbs.-Ss discuss how to rewrite the text with using 'Used To' and 'Would' -T Focuses attention on the example.-T puts ss in BORs.-T T monitors and assists when necessary. -With a weaker group, t elicits or reminds them that used to and would express habit and cannot be used for single actions. Also elicits that would cannot be used with state verbs. -In mainroom,T goes through the answers.

-T displays (slide) asking the Ss to write three past habits about themselves ( 2 true and untrue). -T asks Ss to discuss and figure out which ones are true and which ones are untrue in breakout rooms. -T gets feedback.