Lutfi Sarac Lutfi Sarac

TP 3a
B2 level


In this lesson, students learn about 'used to-would' through guided discovery in the context of childhood dreams. The lesson starts with a short lead-in stage during which Ss watch a short video of a toddler, and the teacher presents some photos of an old woman. The students share their ideas about the photos and teacher gives feedback for the ideas. Teacher show some photos about childhood dreams as well and students predict the context from pictures. Students read the paragraphs and shares their answers and ideas with their partners. Teacher gives 'guided discovery' through a couple of marker sentences from the paragraphs. Students work together to discuss about rules,form and meaning of used to/would. After the teacher gives feedback , students drill the grammar, do the exercises individually and teacher gives quick feedback. During the last stage of the lesson, students work in pairs and discuss some questions about childhood dreams. During this stage, teacher monitors for errors or good examples, and gives delayed feedback/error correction.


Main Aims

  • To provide clarification of used to - would in the context of childhood memories through guided discovery and enable them to practise the target language effectively.

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of childhood memories is another subsidiary aim of this lesson.
  • To provide gist reading practice using a text about two children's childhood memories in the context of childhood.


Introduction to Lesson (5-7 minutes) • To focus the learners on childhood and childhood dreams

The lesson starts with a short video of a toddler. Ss share their ideas about what the toddler does in the video, children's favorite activities individually. Then, the teacher jumps to his childhood abruptly and give some examples about his own activities and dream jobs in the past. He also presents some pictures about an old lady and her childhood dreams. After these steps of short lead-in, students become familiar with the context of childhood dreams effectively.

Pre-Reading Task (1-2 minutes) • To focus the learners on the text about childhood dreams; to enable the students to understand the text more easily.

Teacher shows the pictures of the text and elicit the context. Students work in pairs and share their ideas with whole class.

Reading for Specific Details (3-5 minutes) • To enable students to scan and find specific information from a text about childhood dreams.

Students work in groups during this stage. Teacher presents the questions on the board and gives instruction about the task first. Then, teacher gives a paragraph to each group and asks for the students to read the paragraph quickly and answer the questions about the paragraphs. Students discuss the questions, and share their ideas eachother.

Grammar through Guided Discovery (20-25 minutes) • To enable students to understand the function, form and meaning of the target language, 'used to-would' using guided discovery

The teacher chooses 4 marker sentences from the presented paragraphs. Teacher gives these sentence, the explanations of rules of function, form and meaning to students on hand outs. During this stage, students work in pairs and share their answers with other pairs. Teacher let the students work together and discover the rules of grammar. Teacher asks for students to find the answers outside the classroom because the answers are on the doors of other classrooms. Teacher presents the function,meaning and form of particular sentences from the context on the board. He shows Subject, used to/would, Base Verb, Object and drill the sentences(Backchaining) Finally, teacher show the asnwer key on the board if necessary. Students complete a series of controlled activities and then check their partners answers.(Peer check).Teacher gives FB. Feedback is always quick during this stage of lesson.

Speaking (5-10 minutes) • To enable Ss to discuss and give them opportunities to practise the language they've learnt.

Teacher presents the questions first and give time to students to discuss the questions with their partners. Teacher observes Ss carefully, gives delayed feedback, and take notes about common mistakes.

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