Lesson Plan 6

1. I.F.D.C. LENGUAS VIVAS
TALLER DE PRÁCTICA DOCENTE
Tutora: Aurelia Velázquez
ALUMNO RESIDENTE: María Fernanda Saboy
Período de Práctica: Nivel Secundario
Institución Educativa: Instituto Modelo Viedma
Dirección: Maestro Chirinos 795 - Viedma
Sala / Grado / Año - sección: 3er.Año
Cantidad de alumnos: 30
Nivel lingüístico del curso: Intermediate (B1)
Tipo de Planificación: Clase
Unidad Temática: Ways of living
Clase Nº: 6
Fecha: 12/6/2019
Hora: 09:00 a 10:20
Duración de la clase: 80’
Fecha de primera entrega: 08/06/2019
 Teaching points: “Used to” to talk about past habits and customs.

 Aims or goals: 
- During this lesson, learners will be able to:
. Talk/Speak about past habits and customs.
. Develop their writing and speaking skills.
. Develop their listening and reading skills.
 Language focus:
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISIO
N
Common
verbs.
Write/Talk
about
inventions.
Simple past.
Passive voice.
gadget /ˈɡædʒɪt/
NEW Verbs related
to everyday
actions.
Write/Talk
about habits in
the past.
‘Used to’ +
bare infinitive
used to /ˈjuːstə/
sew, grow /səʊ/
 Teaching approach: Communicative approach.
 Integration of skills: What skills will be integrated and how?

2. Listening: while the students listen to the recordings.
Reading: they have to read the information in order to do the
activities.
Writing: they have to write or complete sentences .
Speaking: they have to speak in order to do some of the activities.
 Materials and resources: pictures, whiteboard, CD player, textbook.
 Pedagogical use of ICT in class or at home: I will download the pictures
from the Internet. 
 Seating arrangement: whole class while explaining and listening. Pairs
when doing or checking the activities. 
 Assessment: what will be assessed and how:
I will pay attention to pronunciation, in order to correct serious
mistakes. I will pay attention to their fluency, and I will take account of
grammar mistakes for the future. 

Routine – 2’
Purpose: To establish rapport with the students.
I will enter the class and greet students:
T: ”Hello everyone, how are you today?”
Ss: “Fine, and you?”, “Very well, thank you”, “I’m OK”
T: “Great. Could you tell me the date, please?”
Ss: “The twelfth of June”
T: “Ok, thank you very much.”
(I will write the date on the whiteboard)
Warm up – 5’
T: “Well, last class we were talking about inventions, right?”
Ss: “Yes”
T: “You had to choose an invention and you also had to say why that invention
was important for people. Do you remember?”
Ss: “Yes, of course”
T: “Could you give me an example?”
Ss: “The radio” “The WWW” “The car” etc.
T: “And, tell me, why was that invention so important?” “How would our life be
different without it?” “For example, if the light bulb had not been invented, we
would have to use candles to light up our homes.” “Could you give me other
examples?”
S1: “If there were no cars, people would have to walk everywhere.”

3. S2: “If the wheel had not been invented, we wouldn’t have cars.”
T: “Very good!” “Now let’s talk about how life was different two hundred years
ago”
Presentation – 15’
Purpose: To provide a context for the teaching points (“Used to”). To develop
their listening and speaking skills.
I will show students some photographs about life in the 19th century:
The pictures are:
1 – A woman cooking in a cast iron stove (“Cocina económica”).
2 – A woman washing clothes by hand.
3 – A woman knitting.
4 – A woman sewing by hand.
5 – A woman sewing with a rudimentary sewing machine (The first “Singer”
model – 1853.)
6 – Whale oil lamps.
7 – People on a horse cart.

4. 8 – A man chopping wood.
9 – A woman milking a cow.
10 – Two people cultivating their own garden.
I will show the pictures to students and ask them if they know what the images
are about. If they do not come up with the correct answer I will explain.
T: “Do you know what these pictures are about?”
Ss: “Old people” “Old times”
T: “Yes, very good. These pictures are about how people lived in the nineteenth
century.” “Do you know when the nineteenth century was, in what years?”
Ss: “1800 to 1900”
T: “Yes, exactly. That is, two hundred years ago. Now, tell me, what can you
see in the first picture?”
Ss: “A woman in the kitchen” “A woman cooking”
T: “Yes, right. Do the kitchen (and the stove) look like the kitchens and cookers
we enjoy today?”
Ss: “No, they are very different.”
T: “And in the second picture, what can you see?”
Ss: “A woman washing clothes”
T: “Yes, exactly! In those days washing machines did not exist yet.” “Women
washed clothes by hand” “What about picture number three?”
Ss: “A woman is…” “How do you say “tejiendo”?”
T: “Knitting. The woman is knitting.” “And in picture four?”
Ss: “The woman is sewing.”
I think that I will have to help students with some vocabulary. Perhaps they do
not know some action verbs such as knit, sew, grow, etc. We will continue until
we cover the ten pictures.
T: “Yes, in those days people made their own clothes. Nowadays, not many
people make their own clothes” “What do you think?”
Ss: “Most people buy their clothes in shops.”
T: “Yes, that’s right” “And what about heating a house?” “In those days there
was not natural gas” “What did people do to heat their homes?”
Ss: “They used wood” “They chopped wood”
T: “OK. Now we’re going to continue talking about how life was two hundred
years ago.”
Transition: “Now we’re going to listen to two people talking about life in those
days. Are you ready?
Development:

5. Activity 1 – 15’
Purpose: To develop students’ listening skills. To provide a context for the new
structure (Used to).
T: “You’re going to listen to part of an interview. Two people are talking about
housework in the nineteenth century. Do you know what housework is? Is it the
same as homework?”
S1: “No. Homework is the work that the teacher gives us to do at home.”
T: “And housework?”
S2: “Is the work my mother does at home.”
T: “For example?”
Ss: “Cleaning, cooking, washing, etc.”
T: “What do you think about housework in the nineteenth century? Do you
believe that people worked more or less than today?”
Ss: “More”
T: “Let’s listen to the recording to find out.”
Listening/Audio script: (the students have the script in their textbooks)
Jan: Housework in the nineteenth century used to be very hard. People used to
use wood stoves, for example. They used to light the stove in the morning and
had to keep adding wood during the day.
May: So did people use to spend more time on housework?
Jan: No, they didn’t, surprisingly. Housework used to take about 50 hours a
week, like today. Cooking took longer, but they didn’t use to spend as much
time on cleaning and shopping.
T (after listening): “How did you do?” “Were you right with your answers?”
Ss: “No” “The answer is ‘the same’”
T: “Yes, that’s right” “Tell me, what is the conversation about?”
Ss: “Things that people did in the past”
T: “Yes, very good. It’s about habits that people had in the past. Actions that
people did regularly in the past.”
Now I will write two examples on the WB to draw students’ attention to the
structure:
“House work in the nineteenth century used to be very hard.”
“People used to use wood stoves.”
After that, I will explain that “used to” refers to past habits (actions that were
repeated in the past) or past situations that do not happen anymore. I could also
draw a timeline like this:

6. _________________________________X__________________________
Habit or situation in the past Present (it does not happen anymore)
After that, I will copy the following table on the WB, for the students to complete
(working as a whole group students will tell me the answers), then they will copy
it in their folders:
USED TO
Use:
To talk about situations or habits in the PAST, that do not take place anymore
(in the Present).
Form:
Positive / Negative:
_________/ didn’t __________ + infinitive
Questions / Short answers:
Did + subject (he-she-we, etc) + _________ + infinitive
Yes, I did. / No, they ___________.
T: “Well done! Now, please copy the table in your folders”
After they finish copying, we will do some activities to practise the structure.
Transition: “Now you’re going to read another part of the interview that you
listened to earlier”
Activity 2 – 10’
Purpose: To develop students’ reading/writing skills. To do controlled practice
of the new structure.
T: “Now you’re going to read another part of the interview. You have to
complete the blanks with the correct form of ‘used to’ and the verb between
brackets. Is that clear?”
Ss: “Yes” “We have to complete the sentences with used to and the verb”
T: “Yes, exactly”
This is the text the students have to complete:

7. Perhaps the hardest job that women used to do (do) was washing clothes.
Remember that houses didn’t use to have (not have) running water. They
used to carry (carry) the water for washing from outside the house, often from
a well or stream. Doing a single load of washing used to need (need) around
190 litres of water. So imagine how many visits to the well people used to
make (make) every day. Housework in those days didn’t use to take (take)
more time, but it was extremely hard physical work.
T: “Now I’d like you to check your answers with your partner.”
After checking:
T: “Now we’re going to listen to the interview. As you listen, you have to check if
your answers were correct.”
Activity 3 – 10’
Purpose: To develop their writing skills. To further expose the learners to the
structure.
T: “Now we are doing an exercise where you have to complete some sentences
about how life was in our country in the past.” “You have to complete using the
correct form of used to, positive or negative” “Could you tell me how you form
the positive form?”
S1: “We write ‘used to’ and the infinitive”
T: “And what about the negative?”
S2: “We have to write ‘didn’t use to and the infinitive”
T: “Very well! You have to choose the correct verb and complete the blanks
using the correct form of ‘used to’ and that verb”
This is the written activity:
Make these sentences true for our country.
Complete with used to / didn’t use to and one of the following verbs:
be – buy – cost – have – travel – use – wash – write
100 years ago:
- Most people used to wash clothes by hand.
- Most people didn’t use to travel by car.
50 years ago:
- Most televisions used to be in black and white.
- Air travel used to cost a lot of money.
20 years ago:
- Most people didn’t use to have an internet connection.
- Most people didn’t use to use a mobile to take photos.
10 years ago:
- Most people used to write letters to friends.
- Most people used to buy films on DVDs.

8. Activity 4 – 10’
Purpose: To consolidate the structure. To develop their speaking skills.
T: “Now you’re going to work in pairs. You have to talk with your partner about
your life when you were in primary school”
Work in pairs.Think about when you were in primary school. Use these
prompts to make questions to ask your partner:
1) you / live in Viedma?
2) What games / you / play?
3) Who / your best friend / be?
4) What school / you / go to?
5) you / help / with housework?
6) What / food / like?
T: “First you have to make the questions. Do you remember how to make a
question with ‘used to’?” “Could you explain?” (I will write an example on the
WB as students tell me how they form a question)
Ss: “You have to write ‘did’, the subject, and ‘use to’”
T: “Yes, perfect” (I will write on the WB two examples)
- Did you use to watch TV?
- What programmes did you use to like?
T: “Now, make the sentences.”
(When they finish making the sentences, we are going to check them orally.
They say one question each and the classmates can say if it is right or not. I will
correct if it is necessary.)
T: “Ok. Now you have to ask the questions to your partner” “Let’s start now”
(After the speaking activity, I could question students about their answers and
write some examples on the WB)
Closure – 2’
T: “Well, that is all for today. You were really very good.”
Homework – 10’

9. As homework, the local observer always gives them the corresponding
exercises from the workbook. I will explain what they have to do for next class.
Lesson plan
component
Excellent
5
Very Good
4
Good
3
Acceptable
2
Below Standard
1
Visual organization
Coherence and
sequencing
Variety of resources
– Learning styles
Stages and activities
Teaching strategies
Language accuracy
Observations Minimumscore:18 / 30
Score:____ /30