New lesson plan: used to lesson

sema babacan

used to lesson - pre intermediate level

used to lesson
pre intermediate level

Description

In this lesson students will learn about talking about habits with used to past, The lesson starts with a listening text in which students practise their listening for specific information skills. Then they will examine the sentences and discover the MFPA with some guidance. After clarification of MFPA, they will do some controlled and semi-controlled practise of TL and be given delayed error correction.

Materials

No materials added to this plan yet.

Main Aims

To provide clarification and practise of "used to" in the context of shopping habbits in the past.

Subsidiary Aims

To enable students to practise their listening skills for specific information in the context of an interview about shopping

Procedure (40-47 minutes)

Warmer/Lead-in (4-5 minutes) • To set lesson context, engage students and prepare them for listening for specific information.

Students will be introduced two discussion topics about shopping and told to discuss in pairs for two minutes. 1- Who goes shopping more often in Turkey? Men or women? What do they buy? 2- Is it a good idea for men and women to go shopping together? Why/Why not? Teacher will get some feedback.

While Listening (4-5 minutes) • To enable students to practise their listening for specific information skills and get familiarized with TL

Students will be given the questions and they will read them. Then they will be instructed to listen to the audio and complete the gaps with the missing information. Then students will do peer check. Teacher will monitor the students and see if the need to listen again. They will listen again if necessary (only the related parts) Then teacher will get feedback.

Guided Discovery (8-9 minutes) • To guide students to discover the meaning and form of the target language

Students will be asked to look at the sentences they have completed. TL will be underlined. They will be given the HO and told to work in pairs to answer the questions in order to discover meaning and form. Then feedback will be given. Wrong answers will be discussed.

Clarification (7-8 minutes) • To clarify the meaning, form and pronunciation of the target language

With regards to the wrong answers (if there are any) the meaning will be clarified with CCQs. If we used to do something, do we do it now? No If we used to do something, did we do it once or many times? Many times. Do we use used to for our past habits or present habits? Past habits. The form will be clarified on the board. Affirmative:I used to + Verb infinitive Negative:I didn't use to +Verb infinitive Interrogative:Did I use to + verb infinitive (it will be highlighted that in negative and question form the "d" is omitted. Pronunciation will be modelled and drilled as chunks and phrases /juːstə/ elision of /t/ will be highlighted.

Controlled Practice (8-9 minutes) • To concept check and prepare students for more meaningful practice

Students will be shown HO and instructed to complete the gaps with the correct form of used to. They will be told to work individually. Then they will do peer check. Then feedback will be given. Wrong answers will be discussed on the board. If there is enough time, second controlled practise will be given. Students will be instructed to correct the mistakes in the sentences individually. Then they will do peer check.The feedback weill be given and wrong answers will be discussed on the board.

Freer Practice (5-6 minutes) • To provide students with freer practice of the target language

Students will be given some topics and asked to discuss them in pairs. They will also compare past and present situation and decide which is easier/more difficult, giving reasons. The teacher will help when needed.

Delayed Error Correction (4-5 minutes) • To reformulate and correct the errors students students make in freer practise

The teacher will monitor and some examples from the good language and some common errors that students make while practising the language will be written on the board. The good language will be praised and students will be asked what is wrong in the incorrect language. The sentences will be reformulated with their answers.