План урока по программе CELTA (ITI - Istanbul) (тип урока - Guided Discovery

Main Aim

• By the end of the lesson students will have been able to use the grammar patterns used to, be used to, get used to, would in the context of talking about life changes.

Subsidiary Aim

• By the end of the lesson students will have improved their speaking skills in the context of reporting about life changes.

Background

Class Profile

The group consists of six women and five men, the average age of the group is approximately 50 years. Their level in general is B2 (Upper-Intermediate) and it is a rather strong group both in language use and skills, but from time to time they start to speak Turkish, especially while pairchecking. They enjoy speaking and find listening their weak spot. Many of them have been attending free ITI courses for a long time. The main reasons for them to learn English are: making a career (Yunus, Sevket, Yavus), communicating with relatives living abroad (Tulai) and travelling (Aysen). Ender is the strongest but is sometimes more dominant during plenaries. Javan and Shahin are very sociable and are willing to take on any task. Yavus, Sevket and Yesim look rather reserved although Yavus and Yesim are always ready to answer aloud. Tulai is afraid of making mistakes. It sometimes prevents her from speaking aloud. Aysen always stands her ground, it sometimes blocks her pair checking with Ender.

Assumptions

I assume my students will be eager to talk and share experiences.

I assume they will be somewhat familiar with some of the grammar patterns.

I assume they will make mistakes using the - ing form in the patterns be used to and get used to.

I assume they will be confused with the usage of used to and would.

Personal Aims

To decrease TTT. To decrease the level of politeness. To make my instructions shorter and clearer. To increase the level of student-centredness.

Timetable Fit

In the previous lesson, we talked about the phrasal verbs in the context of speaking about films. In this lesson, we will focus on using the grammar patterns used to, be used to, get used to, would in the context of reporting about life changes.

Anticipated Problems & Solutions

Problems for learners with tasks and materials:

• Problem #1: The projector might not work.

• Solution: I will prepare hardcopies of the pictures I’m using for the lead-in context-setting.

• Problem #2: There might be later-comers.

• Solution: I will make sure that I integrate them into the activities as quickly and quietly as possible

• Problem #3: I might not have sufficient Ss for multiple pairs/groups work.

• Solution:I will have Ss work in one pair/group and forego the re-grouping stage.

Materials (book, unit, page, exercise number)

• Crace, A. and Acklam, R. (2004). New Total English. Upper-Intermediate. Student book, p. 78-79

Declaration on use of AI tools

Did you use any AI tools in preparing this lesson plan? YES/NO

• If yes, specify the AI tools used: _______no______________

• Purpose of use (Tick all that apply)

• Brainstorming lesson ideas

• Structuring the lesson

• Improving language/grammar

• Generating activities/resources

• Other: _________________________

Declaration: I declare that this information is accurate and complete to the best of my knowledge. I understand that failure to disclose AI usage honestly may impact the evaluation of my submission or result in disqualification.

Candidate name: Olga Belysheva

Candidate signature: Olga Belysheva

Date: 23.10.2025

Stage Name

Stage Aims

Procedure

Materials

Interaction

Pattern

Time

Comments

Stage 1. Lead in.

To generate interest in the topic of the lesson

- have projector ready to project

- project the question

Is money important?

Work in pairs, get feedback.

Projection of the question

S-S

T-S

2-4

Stage 2. Building Context

To narrow the context to a more specific area and continue to generate interest while establishing a clear and specific context for the language to arise out of

- demonstrate a photo of Mark Boyle and have the students discuss the questions in pairs:

What can you see in the pictures?

Why do you think Mark started living in a caravan?

- have a quick feedback in the class

Projection of the Photo and questions

S-S

T-S

3-5

Stage 3. Reading task

To practice reading for gist and contextualise and introduce the target language

- ask the students to choose the sentence(s) Mark would probably say. The sentences are on the board

- have students quickly read the article and check their ideas.

- make the students paircheck and get a class feedback

Answer keys: 1,4

Projection of the Photo and sentences

S-S

T-S

3-5

Stage 4.

Highlighting target language

To highlight the target language so that learners are focused on it

- have the students highlight in the texts the following grammar patterns: used to, be used to, get used to, would

-show the highlighted structures on the board for the students to compare

Projection of the text with highlighted patterns

S-S

T-S

3-5

Stage 5.

Clarifying target language

To :

Clarify meaning so learners understand it

Clarify the pronunciation so learners know how to say it

Clarify form so that learners know how to construct it

- have the students answer the questions of a guided discovery sheet

1. Mark used to have what most people consider a ‘normal’ life.

• Did he have a ‘normal’ life in the past? (yes)

• Does he have a ‘normal’ life now? (no)

• Was it his state or habitual actions in the past? (state)

2. He didn’t use to work on a farm.

• Did he work on a farm in the past? (no)

• Does he work on a farm now? (yes)

• Was it his state or habitual actions? (actions)

3. He would constantly worry about money.

• Did he worry about money in the past? (yes)

• Does he worry now? (no)

• Was it his state or habitual actions? (actions)

4. He wouldn’t cook outside in his “old life”.

• Did he cook outside in his “old life”? (no)

• Does he cook outside now? (yes)

• Was it his state or habitual actions? (actions)

5. He quickly got used to cooking outside.

• Did he become accustomed to cooking outside? (yes)

• Was it a process of becoming accustomed or a result? (process)

• Was it in the past? (yes)

• Has it changed so far? (no)

6. He is getting used to life without money?

• Is he becoming accustomed to life without money? (yes)

• Is it a process of becoming accustomed or a result? (process)

• Is it happening now? (yes)

7. Now, Mark is used to living without money.

• Is Mark accustomed to living without money? (yes)

• Is it a process or a result? (result)

• Is it in the present? (yes)

8. Soon he will be used to this life completely.

• Will he be accustomed to his life completely? (yes)

• Will it be a process of accustoming or a result? (result)

• Is it about the future? (yes)

Match the grammar patterns with the meaning.

would used to (2) be used to get used to

1. We use ____________ to describe the process of becoming accustomed to a new situation (with things becoming more familiar and easier). Different tenses are possible.

2. We use _____________ to say when you have become accustomed to a new situation (and things are now familiar and easy). Different tenses are possible.

3. We use _____________ and___________ for repeated actions in the past which don’t happen now.

4. We use only _____________ for states in the past.

Answer keys: 1. get used to 2. be used to 3. used to/would 4. used to

Match the structures used to, would, get used to, be used to with the following: -ing/noun or infinitive.

Answer keys:

• get used to + -ing/noun

• be used to + -ing/noun

• used to + infinitive

• would + infinitive

- make the students paircheck and get a class feedback

Projection of the guided discovery sheet and HO1

S-S

T-S

10-15

Stage 6. Language practice

To provide controlled oral practice focused on using the language

accurately

- have the students choose the correct words in italics

Answer keys: 1. didn’t use 2. working 3. ‘m used to 4. would 5. used to 6. get

- make the students work in pairs and take turns to explain what each sentence means. Get a class feedback.

Projection of the activity and HO2

S-S

T-S

4-5

Stage 6. Language practice (flexy)

To provide controlled oral practice focused on using the language

accurately

- make the students find the missing word from each sentence.

Answer keys:

1. I used to play a lot of rugby at school.

2. I find it difficult to get used to my new boss. She’s not very friendly.

3. Didyou use to be so close to your brother when you were children?

4. When I was a child, we always used to have barbecues in the summer.

5. Weare slowly getting used to living in the country, but sometimes it feels a bit isolated.

6. Wedidn’t use to be vegetarians. It’s only something we’ve started doing for the last couple of months.

- make the students paircheck and get a class feedback

Projection of the activity and HO3

S-S

T-S

4-5

Stage 7. Language practice

To provide freer oral practice and use the language productively

- have the students work in pairs and discuss the questions.

- get a class feedback

Projection of the activity and HO4

S-S

T-S

5-7