Урок "Talking about past", A2

Name of school

NVK 209 Suziria

Class

8

Teacher:

Viktoriia Oharkova

Date

13 November 2018

Lesson

length:

45 mins

Level

A2 – B1

This is a class of 10 students 12 – 13 year-olds. They are studying all four skills and languages on this course. They are in a big classroom with much space for moving and movable desks and chairs. There is a computer with internet access and speakers, projector and screen. There is also a CD player. The learners are intermediate level with some weaker learners. I have been teaching this group for one year. They have been studying English for seven years. They have five lessons per week. Learners are highly motivated and very competitive. They feel comfortable and relaxed and do not feel shy to speak English. Almost all learners are visuals and extraverts. They are very creative and like to draw.

At the end of the lesson, my Ls will be able to talk about past states and repeated actions.

Form

Meaning

Pronunciation

Used to + infinitive

S + didn’t + use to + infinitive

Did + S + use to + infinitive

To talk about past events that are no longer true.

To talk about regular past actions that do not happen anymore.

/ˌæntibaɪˈɒtɪk/

FOCUS 2, PPP, cards, handouts.

Ls will practice target language in a controlled practice. They are not familiar with target language and needs clarification conveying meaning, form and pronunciation.

Anticipated difficulties

Solutions

1. Ls will be afraid to talk.

2. Ls will have the lack of ideas.
3. Ls will not understand the meaning of some target language.
4. Difficulties with pronunciation.

1. Clever grouping.
2. Brainstorm ideas.
3. Use CCQs or translation.
4. Drilling.

Topic

Date

Grammar

Form

When I was 25, I used to have long hair.

Use 

Stage

Stage aim

Procedure

Inter-action

Time

Reflection

To revise grammar structure for talking about past

Ls split into groups and play Kahoot!

Group work

3 mins

Lead-in

To tune Ls into speaking English and to introduce the topic.

T shows slides and ask questions.

Are these photos the same or different?

What is the same?

What is different?

T writes an example on a board:

I used to have long hair.

I used to go to the drawing school.

T – Ls

3 mins

Pre-listening activity

To check what Ls already know

Ls read the statements and guess whether the statements about Chris’s grandad true (T) or false (F)

Individual

L - L

2 mins

While listening activity

To check understanding

Ls listen to the recorder and write true (T) or false (F).

T shows the answers.

Individual

3 mins

Grammar introduction

To clarify the meaning and check understanding

T distributes the handouts.

T elicits grammar by asking a CCQs and writes it down on a board.

CCQs:

Do we use used to + infinitive to talk about past states that are no longer true?

Yes/No

Do we use used to + infinitive to talk about regular past actions that do not happen anymore?

Yes/No

Do we use used to + infinitive to talk about past action that happened once only?

Yes/No

Do we start Yes/No questions with an axillary verb Did?

Do we use the past form of use to in questions and negative? Yes/No

Do we use subject before used to in the statements? Yes/No

What do we use after used to? Infinitive

How do we pronounce –ed? /ˈjus·tu, -tə/

Individual

Ls - Ls

15 mins

Open the brackets

To drill using grammar structure

T asks Ls to complete the sentences with the correct form of the verbs in brackets. One sentence from a group in a random order.

L - L

3 mins

Ls are divided into 3 groups. G1: statements, G2: questions; G3: negative

Board, flipchart, magnet board

Move clockwise, read and check.

Ls - Ls

5 mins

Controlled practice

To use grammar in a controlled practice

There is a pile of cards in a middle of a table. Clockwise, Ls take 1 card, read the clue and compose affirmative or negative sentence using structure used to + infinitive.

When I was a child, I …

Whole class

10 mins

Freer practice

To use grammar in a less controlled practice

Ls write 3 statements about their life. 2 statements are true and 1 is false. Ls mingle around the class and try to guess.

L - L

5 mins

Feedback to freer practice

To talk about good language and error correction.

T writes good language and errors on a board.

Whole class discussion

2 mins