LESSON FLOW: USED TO (Grammar)

1. Greetings and Set classroom mood

Introduction Introduce Teachers name and Class Rules
Set student/teacher expectations
Timing: 1-2 mins.
2. Pre-Grammar Task WARM-UP ACTIVITY : Photo Preview
Timing: 7 mins **Distribute 2 photos and tell SS to describe the
differences in the photo e.g. hairstyle, fashion, look,
etc.
3. Grammar Task TASK: Life In 10 Years -Answer 3 questions with small
Timing: 20 mins. group or partner and share what they do in the past
10 years of their life. Prepare a summary of their
discussion after answering the question.

PLANNING: Think, Pair & Share -Share IN SMALL

groups/pairs what the most changes that happen in
their life in 10-years’ time. They have to identify
which one has the most change in 10-years’ time.

REPORTING: Discuss what you’ve discovered with

each other
4. Language Focus List down sentences about the changes in your life
Timing: 15 mins. introducing “used to” . “didn’t use to” pattern.
Explain how to form and use grammar focus.
Prepare students for the Writing Activity
**This is a writing task (individual)
TELL ME 3 THINGS ABOUT YOU
Written grammar practice.
3 things They USED TO DO
3 things They DIDN’T USE TO DO anymore
5. Wrap Up ODD MAN OUT
Timing: 3mins. Identify the sentences if they are using the right
grammar structure – e.g. form, tense of verb, word
placement

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Teacher: Jackie Class: HS (1:4) Lesson #: 1 No. students: 6 Date: 8/1/2019 Time: 45 mins.

Class profile: Group class with 13-16 years old high school students from Capitol Site in Pre- Lesson Type: Task-Based Lesson for Highschool in Pre-
Intermediate Level. Can speak and understand English, Can write simple and complex sentences. Intermediate Level
Has limited vocabulary, strong regional accent and weak grammar structure.

Lesson Objective(s): By the end of the lesson, the students will be able to talk about their life 10 years ago, used expressions “used to” and “didn’t use to” ; Read texts
with the target language ; Create their written version of sentences about the changes in their life in the past and apply the target language in their written work.

Target Language: Materials:

Used to – talks about things that happened in the past – actions and these - Whiteboard
actions no longer happen now - Board marker
- PowerPoint slide
 Positive Form: Used to
- Worksheets
 Subject (I, he, she, we) + used to + Object - Audio/speaker (for Listening)
The negative form is added with “did not / didn’t” - Photograph of Self

 Negative Form: Didn’t use to

 Subject (I, he, she, we) + didn’t use to + Object
 Question Form: Did you use to…?

Example:

I used to eat meat but became a vegetarian 5 years ago.

I used to be a long-distance runner when I was younger.

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 TIMING LESSON STAGE STAGE AIM(S) TEACHER DOES… STUDENTS DO… ANTICIPATED PROBLEM
Teacher Introduce name and class rules and Introduce names in class Problem: Students does not
2 mins GREETINGS Introduces expectations feel comfortable with teacher
AND Name and Class S: My name is …… and unresponsive
INTRODUCTION Rules T: Hello Student. I’m Teacher Jackie. Listen to teacher and follow
I’m glad to meet you. classroom rules Solution: Be engaging and
animated in class.
Class rules:
Listen to teacher. / Take Turns. /
Speak English AT ALL TIMES.
Prepare WARM UP: PHOTO PREVIEW -Listen to teacher’s instruction Problem: Picture quality and
7 mins PRE-TASK PHASE students to the Tell the students they are going to -They will see a photo of teacher instruction is unclear
task. SS will see a photo of myself from 10 years (old) and (new) for comparison
identify ago At least 3-4 students will be called Solution: Demonstrate how
distinguishing Ask them to describe the differences randomly to describe what they see the task will be done and
changes on the from the phot and the current photo in the photo what is expected of the
given photo. of teacher Photos will be distributed in class so students. Make sure photos
Allow time for 3-4 suggestions from that students get a closer look on to be displayed are clear and
students the photo. the details in the photo are
Walk around class and pass around Pictures will be posted back on the good quality.
the photo. board for further questions
Ask SS: “What else was different “What else is different about T’s life
about my life, do you think?” then and now?”
Allow more comments and Students will be encouraged to give
suggestions from the class. T will not more assumptions or guesses
tell them if they are right or wrong in
their guesses yet. Explain to students
what they will learn later.
GRAMMAR For the students TASK : LIFE IN 10 YEARS Students will be put in groups of Problems: Students might not
TASK PHASE to discuss how Gather students to work in groups of three. get the idea and the task.
20 mins their life was three. Tell them to talk about their They will ask each other the They end up asking the wrong
different ten life ten years ago. Put the following following questions: questions.
years ago question on the board:
 What did you look like? Solution: Explain the objective
 What did you look like?  What was different about of the task. Provide an
 What was different about your life? example response to question
your life? 1 and encourage students to
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  Did you have different like
and dislikes? Different
hobbies?
 Are you very different now?
Explain that the questions are to help
them start talking. Give them a time
limit of 3-5 minutes to discuss this.
Circulate and listen to the students
doing the task but will not correct
any language at this stage.
PLANNING: SHARING ANSWERS
00--00 After 5 minutes, tell students they
For students to must work together to gather all
prepare an oral information they learned from each
report of their other. Write their answers on a chart
task prepared by teacher. (Worksheet 2)
Set time limit to 5-minutes for this
task.
REPORTING:
Require students to write notes for
this summary to prepare them for
the oral report. Ask for a
spokesperson from each group to
report the summary. Tell the class
that they must listen to each group’s
report and decide at the end of all
the reports which students have
changed the most in the past ten
years. After all the reports, ask
students who they think has changed
the most. Ask the students who have
changed the most
 Did you have different like ask teacher if they still get
and dislikes? Different confused in the task. To check
hobbies? understanding, do ICQ.
 Are you very different
now?
Must be able to answer the
questions and ask each person in
the group to share something
about their life and their interests
00--00
After sharing and discussion of task, 00--00
SS must brainstorm and make a Problem: Does not know what
summary of their responses on a to write on the worksheet.
written note. Solution: Provide an example
Students get a Worksheet Paper for student reference. Either
and write their summary of on the board or on their
information. They will also agree on worksheet. Encourage
who will be reading their work in students to ask questions
front of class for oral reporting. when they get confused.
Writing a Summary
Names of Students:
(1)
(2)
(3)
Question 1: What did you look like?
S1:
S2:
S3:
Questions 2: What was different
about your life?
S1:
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 **For next meeting, ask students S2:
who have changed the most to bring S3:
in/share a photo of themselves at
that time Question 3: Did you have different
like and dislikes? Different hobbies?
S1:
S2:
S3:

Question 4: Are you very different

00--00 now? 00--00
For student to S1: Problems: Students feel shy
present their S2: sharing some information
reports and find S3: about themselves.
out who was Solution: Persuade students
most different 00--00
ten years ago. Students will be asked to pay
attention to the presenters
Choose a spokesperson for their
group and share a report of their
discussion so that the class can find
out who had the most changed
life/lifestyle in the past ten years.
They will identify the person who
has changed a lot and request a
photo on their next meeting to
share in class.

**Optional: Complete a chart and

write their information on the
board – so that other can see the
changes. There will be another
team member who will volunteer
to write on the board.

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 **Another option: Provide a
“cartolina paper/white paper”
where students can write or draw
the changes that happened in their
life ten years ago.
15 mins LANGUAGE FOCUS For student to CLASSIFYING SENTENCE - Draw the Listen to an audio recording which Problems: Audio used has
hear a fluent student’s attention back to the photo talks about someone’s past poor quality.
English speaker of you on the board. experience but they are no longer
doing the same doing at present time. Solution: Check speaker and
task GRAMMAR EXPLAINED - Choose two test it properly. Can read
or three sentences from your text Prepare self for individual oral aloud if there is no other
which include the grammar used recitation and answer some follow option. May use best speakers
to and write them on the board. For up questions: in class for assistance.
example: e.g. What did the speaker say about
her hair? / What did she say about
a) I used to go to heavy metal her job?
concerts.
b) I used to have long black hair.
To raise c) I used to wear tight leather Read sample texts with the Problems: Focused only on
student’s trousers. grammar focus. They must identify the form but not the meaning
awareness d) I didn’t use to do my homework. the commonly used word(s) among and usage of grammar
about the target Check that students understand the the sentences. introduced
language meaning of the sentences. This is
best done by concept check Listen and learn to teacher as she Solution: Give examples,
questions. For example, for a) above, discuss when to use “used to” define the meaning, usage
the concept check questions would and form. Support with
be: SS accuracy will be corrected on multiple examples as much as
this part. possible
Did I go to heavy metal concerts in
the past? (Yes) Will read a story – script from the
audio and identify the sentences
Was it a regular occurrence? (Yes)
with “used to”
Do I go to heavy metal concerts now?
(No).

Explain the rules of form for used

to: used to + infinitive and didn’t use

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 to + infinitive At this point you could
distribute the script of your story and
ask students to find other examples
of how you used used to. Point out
that in English we use used to to talk
about states and habits that
continued for a period of time in the
past.

TELL ME 3 THINGS ABOUT YOU - If

you feel that your class needs some
restricted practice in the grammar,
ask them to write down three things
that they used to do and three things
that they didn’t use to do when they
were children. Circulate and monitor.
Ask students to check their sentences
with each other and elicit some
examples to put on the board.
To give the Work on a written activity Problems: Might miss this
student some Optional follow-up They have to write three things important part due to time
restricted about themselves that they used to constraint.
written practice Aim: To give the students a chance to do and now they didn’t use to do Solution: Prepare the task
in the target repeat (and hopefully improve) the which should be connected to
language task. Students work will be monitored by the previous activity so that
teacher. The optional activity will there is smooth transition and
Ask students to work with a partner be used when there is still time. task can be carried out within
that they haven’t worked with yet the time limit.
during this class. Tell them to repeat
the same task as they did at the
beginning of the class, but that they
should try to include the target
structure used to into their speaking.

Once students have practiced

together, ask a couple to report back

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 to the class what they talked about
with their partner. Use this time to
focus on accuracy, i.e. correct what
they say if they make mistakes using
the target language.
3 mins WRAP UP ACTIVITY Help students ODD MAN OUT
aurally Teacher make several list composed
recognize the of words related to “used to” and
previous “didn’t use to” and one word serves
information as a distracter. These words can be
made up from the words students
are currently studying.
Divide students into small groups Problems: Questions are
Tell them they will read words and confusing and does not
have to find the word that does not review students mastery of
belong in the sentence. the topic
They should choose the incorrect
word which must be eliminated in Solution: Prepare appropriate
the sentence to make is questions related to what
grammatically correct. They should students learned
be able to show comprehension by
explaining what the statement
mean(s)
The first team to identify the “odd”
word wins a point