Lesson Planning

Class profile
Teachers name: Yulduz Usmonova

Time 40 min

Number of students: 12

Learners description
The group consists of third-year university students majoring in
English Language Teaching (ELT), aged between 20 and 22 years
old.The students are at an intermediate level of English (B1-B2
according to the CEFR). They have a solid foundation in grammar
and vocabulary but still require practice to achieve greater fluency
and accuracy, especially when using more nuanced language like
past habits and states.The students have previously studied the
basic past tenses (past simple, past continuous) and are familiar
with expressing actions that happened in the past. However, they
may not be fully comfortable with or have limited exposure to
structures such as "used to" for expressing habitual actions in the
past. Additionally, some students may confuse it with the past
simple or have difficulty forming negative and question forms.

Lesson Aims

Main lesson aim To introduce and practice the structure "used to" for expressing past habits
and states no longer true in the present.

Lesson objectives Language objectives: Content objectives:

1. To introduce and correctly use 1. To reflect about their past habits and
the structure "used to" in compare them with their present
affirmative, negative, and situations.
interrogative forms.

2. To improve fluency through a

conversation-based activity

Lesson outcomes
1. Students will be able to discuss past habits compared to present
ones using the target structure.
Teacher's personal Aims

Aims Way to achieve

To use clear, concise instructions Writing clear instructions in the lesson plan and
creating ICQs

Materials

Tools

Lesson Assumptions

Content assumptions Behavioral/ cultural assumptions

Students will be open to receiving and applying

corrections to their use of “used to,” understanding
Students are already familiar with past simple it as part of the learning process.
tense, so "used to" will build on this knowledge.

Students are expected to engage in pair and

They can speak about their past habits but may group work, responding to guiding questions and
lack the specific structure to express these ideas sharing their ideas.
concisely.

Students are familiar with basic vocabulary to Encouraging students to share personal
describe routines and habits. experiences (e.g., childhood memories) assumes
that they feel comfortable sharing such details in
class. If students come from more reserved
cultures, they may need encouragement or
alternative ways to participate.
Classroom Anticipated problems

Anticipated problems Solutions

Some students may not fully participate in pair

work due to shyness or cultural norms. Provide clear instructions and pair students
strategically to ensure they feel comfortable
working together. Circulate around the room to
offer support and keep students on task.

Some students may struggle to come up with Offer a variety of relatable examples from different
personal examples of past habits, especially if contexts (e.g., sports, school, hobbies) to ensure
they feel their lives don’t fit the examples given. everyone can connect to the task. You can also
allow for hypothetical examples if students are
uncomfortable sharing personal details.

The lesson might take longer than anticipated if

students require more time for certain activities or Prepare some activities as optional extensions
clarification. and have a time limit for each stage. Be flexible in
adjusting the plan based on students' needs while
ensuring the main objectives are covered.

Language Analysis

Target language Meaning, Form, Pronunciation Anticipated problems Solutions

1. M: Using past simple for Using past simple for

I used to read a Expressing a past habit or habitual actions: habitual actions:
lot of books state that is no longer true: Incorrect: I read a lot of
books when I was a ● Solution:
● The sentence “I used child. Explain that the
to read a lot of books” Correct: I used to read past simple
means that in the a lot of books when I describes
past, the speaker was a child. one-time
regularly read many actions (e.g., "I
books, but this is no read a book
longer the case. The yesterday"),
structure highlights while "used to"
that the action was is for habits
habitual or regular in (e.g., "I used to
the past, but it no read a lot").
longer happens. Use timelines
and exercises
Usage: to practice this
distinction.
1. Past Habit or Have students
Repeated Action: rephrase
○ "Used to" sentences and
describes talk about past
 something habits using
that was done "used to."
repeatedly in
the past but is Misusing “used to”
no longer with specific actions:
done in the Misusing “used to”
present. with specific actions: ● Solution:
○ Example: I Incorrect: I used to read Clarify that
used to play this book last night. "used to" is for
football every Correct: I read this repeated past
weekend (but book last night. actions, not
I don’t specific events.
anymore). Practice
2. Past State: contrasting
○ "Used to" can sentences
also describe (e.g., "I used to
a past read a lot" vs. "I
situation or read this book
state that has last night").
changed.
○ Example: She Incorrect negative
used to live in form:
London (but Incorrect Negative
now she lives Form: ● Solution:
in Paris). Incorrect: I didn’t used Teach that
to read a lot. "didn’t use to"
Concepts and Timeline: Correct: I didn’t use to is the correct
read a lot. form (e.g., "I
● Past Habit: Refers didn’t use to
to actions that read a lot").
happened regularly Practice
over a period of time forming
in the past but are no negative
longer performed. sentences with
○ Timeline: "used to."
→→→ [ Past ]
(Used to read
books
regularly)
→→→→ [
Present ] (No
longer reads
books)

CCQS:

- Can "used to" be

used for a one-time
event in the past?

No, it’s for habitual or

repeated actions in the past.

- Was it something
 that happened
regularly in the
past?

Yes.

- Is this something the

person did every day
or just once?

Everyday

F:
Affirmative:

● Subject + used to +
base form of the
verb
● Example: I used to
read a lot of books.

Negative:

● Subject + didn’t use

to + base form of the
verb
● Example: I didn’t use
to read a lot of books.

Interrogative:

● Did + subject + use

to + base form of the
verb?
● Example: Did you use
to read a lot of books?

P:

The verb phrase “used to” is

pronounced as /ˈjuːst tə/.

There is often a reduction in

connected speech, where it
sounds like /ˈjuːstə/.

The verb "read" in the base

form is pronounced as /riːd/,
not to be confused with its
past tense form /rɛd/. Since
we are using the base form of
the verb in this structure, the
 correct pronunciation is /riːd/.

/aɪ ˈjuːstə rɪːd ə lɒt əv bʊks/

Similar Structures:

1. Would + base form

(for habitual
actions in the
past):

"Used to" can often be

substituted with "would" when
referring to past actions (but
not states).

Example: When I was

younger, I would read a lot of
books.
However, "would" is less
common for past states (She
used to be a teacher cannot
be She would be a teacher).

2. Past Simple:

The past simple can also be

used to refer to actions in the
past, but it typically refers to
specific, one-time events
rather than habitual actions.

Example: I read that book last

week (not habitual).

Lesson procedure

Stage name Subsidiary aim Procedure including classroom management

 To engage
Warm-up (5 students and Show a few images of things that were common in the past but not anymore
minutes) activate prior (e.g., rotary phones, floppy disks, older fashion styles).
knowledge of
past habits. Interaction: Ask students:

● "Do you remember seeing these?"

● "Did you have something like this when you were younger?"

Classroom Management: Get students to share their memories in pairs

briefly.

ICQs (Instruction Checking Questions):

● "Are you discussing something you do now or something you did in

the past?" (past)
● "Should you talk alone or with a partner?" (with a partner)

To introduce the
Presentatio structure "used Begin by explaining the meaning of "used to" in context.
n 15min to" for past habits
and states and 1. Context Setting:
ensure students ○ Show two pictures: one of a person doing something in the
understand its past (e.g., playing outside as a child) and one of their current
meaning, form, life (e.g., sitting in front of a computer).
and ○ Ask the class: "What’s the difference between these pictures?
pronunciation. What did this person do before, and what does he do now?"
2. Introduce Examples:
○ Say: "When he was younger, he used to play outside a lot,
but now he spends most of his time in front of the computer."
○ Write on the board: "He used to play outside."
○ Explain: "This means that playing outside was something he
did in the past regularly, but he doesn’t do it anymore."
3. Highlight Key Points:
○ "Used to" is used to describe past habits or states that are
no longer true.
○ Clarify that it’s not about one-time actions in the past (for that,
we use past simple), but repeated or continuous
actions/states.
○ Give more examples:
■ "I used to live in the city, but now I live in the
countryside."
■ "My brother used to hate vegetables, but now he
loves them."
4. CCQs (Concept Checking Questions):
○ "Am I talking about something I do now?" (No)
○ "Was it something I did often in the past?" (Yes)
○ "Do I still do this?" (No)
○ "Is this about a repeated action or just one time?" (Repeated
 action)

Board Work: Write these CCQs and answers on the board to reinforce
understanding.

Form (5 minutes)
Break down the grammatical structure of "used to."

1. Affirmative Form:
○ Write on the board: "Subject + used to + base verb (infinitive
form)."
○ Example: "I used to play football."
○ Explain:
■ "Used to" stays the same for all subjects.
■ The base verb never changes—it’s always the
infinitive form (play, live, eat, etc.).
2. Negative Form:
○ Write on the board: "Subject + didn’t use to + base verb."
○ Example: "I didn’t use to like coffee."
○ Explain:
■ In negative sentences, "didn’t" is followed by "use to"
(no "d").
■ The verb stays in its base form.
3. Question Form:
○ Write on the board: "Did + subject + use to + base verb?"
○ Example: "Did you use to play outside?"
○ Explain:
■ In questions, we use "Did" at the beginning, followed
by "use to" (again, no "d"), and the base verb.
4. Form CCQs:
○ "Does 'used to' change with different subjects?" (No)
○ "What form of the verb do we use after 'used to'?" (Base form)
○ "Do we add 'didn’t' in negative sentences?" (Yes)
○ "In questions, does 'used' keep the 'd'?" (No, it’s 'use to.')

Board Work: Summarize the forms and examples clearly on the board:

Form Example

Affirmative I used to play football.

Negative I didn’t use to like coffee.

Question Did you use to play outside?

Pronunciation (5 minutes)
Focus on the pronunciation of "used to" in both affirmative and negative forms.

1. Affirmative Pronunciation:
○ Model the sentence: "I used to play football."
 ■ Emphasize the connected speech: "used to" is often
pronounced like /ˈjuːstə/ (sounds like one word).
■ Say it slowly and then faster: "I used to" → /juːstə/.
○ Ask students to repeat in unison and individually.
2. Negative Pronunciation:
○ Model the sentence: "I didn’t use to like coffee."
■ Emphasize that the pronunciation here is /juːs/
because the "d" is dropped: "didn’t use to" → /dɪdnt
juːs tə/.
■ Repeat with the class several times.
3. Intonation Practice:
○ Model intonation for questions:
■ "Did you use to play outside?" – Rising intonation at
the end of the sentence.
○ Have students repeat the question aloud with the correct
intonation.
4. Pronunciation Drills:
○ Conduct quick choral drilling: say "used to" and "didn't use to"
and have the class repeat after you in unison.
○ For stronger students, pair them up to practice pronouncing
both affirmative and negative forms with their partners.

Controlled
practice (10 To allow students Gap-fill exercise on the board where students complete sentences with "used
min) to practice using to" or the negative form. Examples:
"used to" in a
controlled ○ "When I was a child, I ________ (play) outside all day."
environment. ○ "My brother ________ (not / like) vegetables."
○ "________ (you / have) a pet when you were younger?"
● Pair Work: After completing the sentences individually, students
compare their answers in pairs.

Monitor and assist as needed, providing feedback on the correct use of the
structure.

● ICQs:
○ "Are you writing sentences about the past or the present?"
(past)
○ "Do you need to use 'used to' in all the blanks?" (yes)

Freer To encourage Students work in pairs and interview each other about their childhood habits,
practice students to use using "used to." Give them prompts such as:
"used to" in a
more meaningful, ○ "What games did you use to play?"
personalized ○ "What food did you use to dislike?"
 context. ○ "What hobbies did you use to have?"
● Role Play: After the interview, pairs present their partner’s past habits
to the class using "used to."
○ Example: "Maria used to play the piano when she was 10, but
she doesn't play anymore."

Walk around the class, offering support, correcting mistakes, and encouraging
fluency.

● ICQs:
○ "Are you talking about your habits now?" (No, in the past)
○ "Do you need to ask your partner about their childhood?" (Yes)

Feedback To correct any After the group discussion, write down the most common mistakes on the
and Error common board and elicit corrections from students.
correction 5 mistakes and
minutes reinforce the ○ For example: "I use to play tennis" → correction: "I used to
correct usage of play tennis."
"used to." ● Provide positive reinforcement for correct usage during the freer
practice.

Move around the class during pair work and group discussions to ensure
students stay on task and use the target language correctly.

● Error Correction: Collect common errors during freer practice and

production stages for feedback at the end of the lesson.