T writes "Time is the mother of all changes." in form of pictorial language. T gets Ss to discover the meaning. T gets the Ss to share opinions. T shows Ss the photo of Molly Wizenberg. T introduces her and tells Ss about her blog. T: Molly is a writer of the food blog "Orangette" and also that of the book "A Homemade Life".

T sets the scene. T: Read Molly's food memories. Was her experience with food positive or negative? T encourages Ss to refer to the lexis bank at the bottom of the text if they do not understand a word. T allocates 3 minutes for the activity. T gets the Ss to dis Ss read the text and share their comprehension in pairs.

T puts the following language on the board: "I tried oyster once, but I didn't like it." "I used to be a vegetarian. I didn't used to eat meat." "I would always eat fruits and vegetables; no meat or animal produce." T gets Ss discuss the differences in meaning and function.

T asks the following: Simple Past 1. Is the action/event recent? (No, it happened in the past.) 2. Do we know when it happened? (Yes, when she was about six.) 3. Did the action frequently repeat in the past or did it happen once? (It happened once only; when she was in the kitchen with her father.) Used + Infinitive 1. Is the action/event recent? (No, it happened in the past.) 2. Do we know when it happened? (No, but it repeated.) 3. Did the action frequently repeat in the past or did it happen once? (It did not happen once only; it repeated as a habitual behaviour.) 4. Do her brothers do this as a routine too? (Definitely not.) Why? (Maybe her brothers got all married and live away. Would 1. Is the action/event recent? (No, it happened in the past.) 2. Do we know when it happened? (No, but it repeated.) 3. Did the action frequently repeat in the past or did it happen once? (It did not happen once only; it repeated as a habitual behaviour.) 4. Does her father do this as a routine too? (No, he doesn't.) T puts the Simple Past/Used + Infinitive content on the board and does first one. T gets Ss to find examples of Would and Used + Infinitive in the text. Ss put examples on the board. T gets the students to complete the comparative table for Used + Infinitive examples. T puts the form tables on the board. T gets Ss to complete the table using the affirmative, negative or question forms they see on the board. T highlights areas of pronunciation and deals with sentence intonation and sound linkages.

T puts the following on the board: "When I was a child we -------------- (visit) my late grandmother most days. (Would/Used to/both)" Ss help to fill in the gap. T chests the the SsBK H/O and instructs the students in completion of the activity. T gives out the SsBK H/O. Ss complete the task and compare responses in groups. T gives the answer key.

T puts the Now/Then picture on the board. T elicits ideas and write them next to the pictures. T gets Ss to get into groups and replicate the task on different pictures. T puts the other Now/Then pictures on the board. Ss get into groups and discuss if the changes have been for the better or worse.

T gets Ss to get into pairs to talk about their childhood food memories. T encourages them to listen carefully and find common traits or changes. Ss get into groups and talk about their childhood food memories. T monitors the activity to: 1. Help learners with areas of language/lexis. 2. Collect errors for DEC.