Sunday, January 13, 2013

The “Used to” Lesson Plan

Main aim
  • To develop students’ ability to talk about past habits using “used to” in the context of childhood and addictions.
How will I know if this aim has been achieved?
  • Students will, during the less restricted practice stage, use the target language with sufficient accuracy for their partner to understand their past habits.
Subsidiary aims
  • To develop students’ ability to listen for the main ideas in a text.
  • To improve students’ ability to talk about the topic of addictions by introducing an “addiction” lexical set.
Personal aims
  • Give students more time to discuss in pairs after a listening activity before feedback.
  • Realia – chocolate, cigarettes, coffee, a PC
  • Pictures or short video clips of children playing on swings, dressing up for Halloween, studying at school.
  • Listening CD and photocopies of tapescript from Language To Go Intermediate (Longman, 2002) lesson 11.
  • Photocopies of handout for each student.
Anticipated problems and solutions
  • Problem: Students may be unable to think of three things they did as a child but don’t do now on the spur of the moment.
  • Solution: Provide prompts and examples if necessary.
  • Problem: Students will not be familiar with “to give up”, to quit”, “to cut down on” in the listening text.
  • Solution: Elicit these items in the context of addictions.
  • Problem: Students will be unfamiliar with the pronunciation of “used to” – /juːstə/
  • Solution: Drill in affirmative, negative and question forms
8 mins
Lead in
to set the context for the lesson and generate interest
  • Ss look at photos of children doing things
  • Ss discuss whether or not they did these things in the past and whether or not they do them now
  • Ss write three things they did as a child but don’t do now and give them to T
7 mins
to introduce vocabulary for listening stage
  • Ss look at coffee, cigarettes, chocolate and a PC
  • Ss discuss whether or not they use these things, how often, and whether they can stop
  • T elicits addict, addicted, addiction, to quit, to give up, to cut down on, willpower
10 mins
to practice listening for gist
  • Ss listen to four people describing their addictions: Does the person have the same addiction as you? If not, what are they addicted to; Have they given up?
  • Feedback on board
12 mins
  • to introduce target language
  • to manipulate form
  • to provide restricted practice in using target language and standardise pronunciation
  • T elicits target language:
    - Did he smoke in the past? Yes
    - Once or many times? Many times
    - Does he smoke now? No
    “He used to smoke”
  • T repeats with other examples and elicits negative and question
  • T drills target language
10 mins
Less restricted practice
to give students restricted practise in using target language
  • T writes on board one thing that each student used to do as a child
  • Ss circulate, asking each other questions to find out who used to do what
  • Feedback
3 mins
Less restricted written practice
to provide a written record of the target language
Sts write 2 sentences about themselves and two about other sts using target language
10 mins
Authentic practice
to give students authentic practice in using target language
  • T gives handout with prompts – last house, last job, appearance 10 years ago
  • Ss circulate and ask and answer questions based on prompts

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