LANGUAGE ANALYSIS for lesson planning

TARGET LANGUAGE: The habitual past (used to)

Aspects of FORM that are important to consider (both written and spoken):

Subject + used to + base form of verb + complement.

Subject + didnt use to + base form of verb + complement.
Used to / yust ; final or before a vowel yustu /
MEANING: (What does each piece of target language mean?

The habitual past (used to) is a verb aspect that is used to refer to repeated events
in the past.
List at least 4

comprehension checking questions (yes/no, either/or, example,

short answer, then definition if possible!) for the meaning of this language point:

1. Do we use the habitual past to talk about actions we did before and continue
doing now?
2. Do we use the base form or the past form of the verb after used to?
3. Can we talk about our childhood using the habitual past?
4. Can you give me an example of a habitual past sentence?
5. Is it OK to say She uses to play with dolls when she was a kid? Why? /
Why not?
USE (When is this appropriate or not appropriate? Compare it to language that has a
similar meaning. When do we choose to use this form? Why?)

When we talk about something that happened regularly or all the time in the
past, or was true in the past, but does not happen or is not true now.
When comparing life before and after.
Challenge point: What is most challenging (F, M or U) and

why?

Form: because they might confuse used to with is used to to talk about use
and purposes. e.g: My computer is used to watch movies and do homework.
List 3-5 potential and/or typical mistakes/challenges that ELLs might make/have
when learning this particular language point.

Might conjugate the verb use in present or use a past form after used to.
(eg. When I was a child I use to watch The Power Rangers. / When I was a
child I used to watched The Power Rangers.)

 They might use / be used to / get used to instead of used to.

What are you going to do to help learners deal with these challenges?

Highlight or remind them the grammar form.

Provide examples with different prompts. Eg. When I was a child/
before but now
FLUENT USE: List two potential real world activities / situations / contexts in which the
learner might use this kind of language:

1. Talking about childhood memories.

2. Comparing life now and then. (before and after some inventions)
TASK DESIGN: List 6 practice activities that go from controlled to free practice Include both
form and meaning (use if applicable) that could help the learner internalize this language.

1.
2.
3.
4.
5.
6.

FOWSAK
Grammar explanation
Mini debate
CCQs
Share childhood memories
Mingle activities

VISUALS: Drawing/diagram/chart of two different ways to present the form and/or meaning of
the language point on the board or on posters. (Feel free to do this on another sheet of paper
and attach it here!

TEXTS consulted to do this analysis: