Ingles3ra Semana III Periodo (Agosto 27- Agosto 31)

Use to and Used To

Module 3, Unit 1, Lesson 3.

Grammar: Use to and used to

Vocabulary: Leisure activities

Listening: A radio talk show about popular activities

Reading: Hobbies then and now

Writing: A short report about your classmates

Speaking: Discussing questions about having fun in the past and now.

Page 94

LESSON OVERVIEW

This lesson will help students contrast

fun activities in the past and now. They

will also learn useful expressions to talk

about habits in the past and present. By

the end of the lesson, they will write a report about the topic.

1. Write five activities that you do to

have fun.

▪▪ Give students a few minutes

to brainstorm individually:

they should make a list in their

notebooks of five things they do

to have fun. As another option,

you can make it competitive by

asking students to work in teams,

queue up and take turns to run

to write words on the board.

The winner is the team with the

largest list of activities correctly

spelled.

2. Match the pictures with the

expressions from the box.

▪▪ Ask students to look at the

Vocabulary Tip. Remind them

how useful it is to label pictures

as a strategy to learn new

vocabulary. A technique students

use is to make vocabulary lists

and translate the words into

Spanish. Tell them another

technique is to make lists and

draw the picture of the word,

i.e. their own Pictionary.

3. Talk to your partner about the

activities above.

▪▪ Ask students to think of reasons

to justify why they like the

activities they chose. Monitor and

help students with the vocabulary

they may need.

4. Read the box. Then write four

true sentences using play about

you and people that you know.

▪▪ Draw students’ attention to the

Useful language box. Here, we

are looking at the verb play and

the nouns with which it collocates

(games, sports and musical

instruments). Go through the

example sentences as a class, and

elicit a few more for each group.

5. Copy the list below. Then listen

to a radio talk show. For the

activities in the list, tick in the

1960s or now.

▪▪ Before the class, ask students

to find out something about the

1960s. As a class, brainstorm

ideas about life in the 1960s.

Think about famous events,

fashions, music, and more.

6. Listen again. Write one more

activity that Julia mentions, and

one more that Tommy mentions.

▪▪ Play audio Track 31 again. Ask

students to work individually to

find one more activity for each

speaker.

7. Look at these sentences and

questions. Answer the questions

a-c.

▪▪ The key language point here is the

use of used to to talk about past

experiences. First, read the three

sentences together as a class.

8. Think of three activities for each

of the following. Use exercises

2 and 5 to help you. Then write

sentences with People used to and

People didn’t use to.

▪▪ Ask students to complete this

exercise in pairs. Monitor carefully

for grammatical accuracy.

▪▪ Share answers as a class.

Glossary

▪▪ Draw students’ attention to the

glossary. Explain that it has words

they may not know in English.

▪▪ Students can copy the words

and the L1 translation into their

notebooks, or if they have them,

their vocabulary books.

9. Read the article quickly. Put the

sentences below in the correct

place.

▪▪ Draw students’ attention to any

vocabulary you consider students

might not know and will probably

impede comprehension. For

example: pastime, nowadays,

spend time, build, plastic

models, stamp collecting, etc.

You can use the pictures in the

reading to elicit vocabulary from

students.

10. Read the text again and answer

the following questions.

▪▪ Ask students to discuss these

questions in pairs. Review as a

class.

11. In pairs or small groups, discuss

the following questions.

▪▪ This activity allows students to

develop their critical thinking

skills by reflecting on what

they have learnt in the lesson.

They will need to evaluate

information, demonstrate an

understanding of similarities and

differences, and formulate an

opinion. They will also need to

present their thoughts in clear

language.

12. Find out about your classmates’

hobbies now and in the past. Copy

the table and write five questions

to ask your classmates. Use the

activities in exercise 2 and your

own ideas.

▪▪ The objective of this activity

is to have students practise

comparative writing.

13. Ask your classmates your questions

and complete the table. Ask as

many people as possible.

▪▪ Set a reasonable amount of time

for students to go around the

class to complete this section.

▪▪ Ask students to form groups to

discuss the questions. Monitor

and provide students with any

language they might need.

14. Now write a short report about your

classmates’ hobbies now and in the

past. Look at the Useful expressions

box on page 89 to help you.

▪▪ Refer students back to the earlier

box and review the language

suggestions.

▪▪ Now ask students to work

individually to write a short

report. Monitor for accuracy.

This activity could also be set for

homework if students want to do

some simple online research.

▪▪ Some of their paragraphs can be

read aloud to the class.