To introduce ss the concept, T gives a personal example of her own about what she wanted to be when she was a child which she doesn't want any more now.T does not use the target grammar structures "used to" and "would" in her example, but try to elicit them from ss by encouraging them to speak about their own childhood dreams. Next, T pair the ss and pairs share their ideas with each other about the context. O/C F/B

T projects the pictures of the reading passage and ask ss the meaning of these pictures. Ss try to guess the meaning of the text from these pictures. Later, T makes ss do Jigsaw Reading (Exercise 5A) and divides the class into two groups; A & B . All A's come together and all B's come together either. Each group gets the half of the text and read it quickly. Next, T pairs A'S and B'S and gives them the questions about the text.T asks ICQs to check ss' understanding. Pairs tell each other the rest of the story and discuss the answers. While ss are busy with their tasks T monitors closely and provides help if needed. In the end of the activity T elicit the target grammar "used to" and "would" from ss.

Ss are still with the same pairs; A&B. T gives the instructions and ss quickly scan the text and underline the target grammar structures "used to" and "would".

T gives ss a HO (Exercise 5B in which there is a matching exercise. Ss, with their pairs,will match the rules with the example sentences and through guided discovery they will discover the rules of the target grammar by themselves. They will figure out for what we use these forms. T gives the answer key to each pair and they check their answers.T also asks ss the question and negative form of "used to" and elicits the answers and writes them on the board. T especially stresses on the sentence "Didn't use to" T asks some CCQs.

T wants ss open the folded part of the HO and look at the fill-in exercise (page 134 4.2/2).T does the first example together with class. Ss do the task alone and then discuss their answers in pairs.T gives the answer key and ss check their answers. T asks CCQ to check ss comprehension, like; why didn't we say " In ancient Greece people would think " rather than "used to think" ? and elicit the rule again. T drill the structures like; used to, did n't use to, Did you use to?, would do..

T gives ss a new HO (Exercise 6A). T clarifies the instructions for the ss. To help ss, T does the first example together with class. Ss do the task alone and write their names on their HO Then they pass it to the classmate next to them and T gives the answer key, ss correct each other's mistakes and explain their reasons for the corrections to their classmates.T monitors closely and if needed provides help. T do backchaining and drill some important sentences.

As a free activity T introduce ss some questions relevant to the context of the lesson which will enable ss use the target grammar in their sentences. T divides class into two and makes ss remember of her sentence in the lead-in stage about childhood dreams. Next, T encourages ss to share their own childhood dreams, wishes, ideas or hobbies etc. which are changed today with their groups. T monitors closely, becomes sure that ss use the target grammar and and takes notes. In the end of the activity O/C discuss the answers. T praises the ss for their answers and writes the good sentences on the board. Also T gives delayed FB by writing the incorrect sentences of the ss on the board. T elicits what is wrong with the structure of that sentence from ss and W/C error correction. T does not forget to praise each ss.