Mehrdad Mehrdad

SpeakingLesson Plan
Intermediate level


In this lesson students are going to learn about "used to" and "would" where the main focus is not speaking.


Abc A Book Page
Abc Audio File
Abc Board
Abc Grammar Page (used to. would)

Main Aims

  • To provide fluency speaking practice in a responsive and interactive in the context of dream job and childhood dream

Subsidiary Aims

  • To provide review, clarification and practice of "used to, would" grammar in the context of childhood dreams
  • To provide practice of dream job vocanulary in the context of childhood dreams


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

T tells Ss about what job he or she dreamt about doing when was a child. T asks Ss about their childhood dream job.

Exposure (Build Vocabulary Range) (8-10 minutes) • To provide context for the target language through a text or situation

T asks Ss to describe the photos in the page without reading the text and name as many as words they can.

Analyze Text structure (4-6 minutes) • To draw students' attention to the target language

T gives 3 to 4 minutes to Ss to read the text and then answer the questions (5A). Then T asks Ss to check their answer with a partner. T collects the answers. To clarify the meaning, form and pronunciation of the target language T gives some supplementary vocabulary. T explains some less familiar words "blast off" and compares it to "fly."

Controlled Speaking Practice (3-6 minutes) • To concept check and prepare students for more meaningful practice

T asks Ss to read and answer part 5B in a minute. Then they check their answers with the partner. T provides delayed corrections and explanations or examples as needed. With weaker Ss and quiet Ss, T gives them time to prepare their answers alone before sharing them with their partner. This will ensure they have more to say during the discussions.

Quick Grammar Review (6-10 minutes) • Reviews "used to, would" grammar

T draws Ss attention to page 134 of the book and reviews the grammatical points. Stronger classes could read the notes and do the exercises at home. Otherwise, T checks the notes with Ss, especially the use of stative and active verbs with used to, but only active verbs with would. T asks Ss to do activity 6A. In each exercise, T does the first sentence as an example. Ss complete the exercises alone, then check their answers in pairs. Ss can refer to the notes to help them. T gives feedback on the answers.

Listening and Pronunciation (10-15 minutes) • To improve pronunciation accuracy for speaking better

T asks Ss to read part 6B very quickly and then plays the audio file. Ss listen to the sentences, paying attention to the pronunciation of /ju:stǝ/. Drill /ju:stǝ/ on its own, making sure Ss pronounce it smoothly. T plays the recording again and pauses after each sentence for Ss to repeat. Then T asks for part 6C. Ss discuss the sentences in pairs. T monitors and checks pronunciation of used to. In feedback, nominate Ss to share one interesting fact about their partner with the class.

Role Play and Free Activity (10-15 minutes)

T reads the questions and the example with the class. Ss discuss the questions in pairs. In feedback, T nominates Ss to share their partner's answers with the class. ss start part 7. Ss work in pairs or small groups. T asks afew more questions about the topic. The winning group may get extra marks. During the task, T monitors and provides (non-)linguistic feedback. During the Ss' talking, T takes notes and provides (non-)linguistic feedback when the Ss are done.

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