1. I would give a formative assessment

2. I would give the students job names and tell them to imagine that they are 90 years old now, and they are supposed to write about their past jobs without telling what the job is. They are supposed to make minimum 3 sentences (+ or -), and their friends will guess their past jobs

3. It targets writing

4. The students are exposed to the use of "used to" in the video, so they get a chance to practise it in the witing task

5. Monitoring the final production on the board. Students can give peer feedback, too

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

A role play where the students are famous historical people talking about their lives and asking and answering questions. Cue cards supplied

Speaking

Test all structures

Listen&take notes Class feedback

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

Formative.

The goal is to assess students’ understanding of the structure and meaning of “used to” through a short, structured production task, allowing for immediate feedback.

The Plan for the assessment task

Students will complete a short speaking task in pairs. Each student will talk for 1–2 minutes about how their daily routines and/or habits have changed compared to the past.

Prompts will include:

"I used to..."

"I didn’t use to..."

"Did you use to...?"

*Students will be encouraged to take short notes before speaking and use a checklist to self-monitor their language use.

Skills Targeted: Mainly Speaking

Fluency in using used to in spoken form

Accuracy in forming positive, negative, and question structures

Listening and interaction in pair discussions

How the assessment aligns with pre-class work

Students watched a video before class to understand the context of “used to” and practiced its form and meaning through guided activities.

The in-class assessment focuses on applying this knowledge in a meaningful, communicative context. This will allow them to produce the structure themselves rather than simply recognizing it.

Monitoring and Feedback

The instructor will monitor pair work by going round the class and using a simple checklist or criteria to note correct/incorrect usage of "used to".

Students will be encouraged to give feedback to their peers about the correct or incorrect usage of used to.

After the task, the teacher will give whole-class feedback, highlighting common strengths and weaknesses.

Also, students will be asked to self-reflect: “What went well” and “What needs improvement”

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

1.The type of assessment (formative/summative)

2.The plan for the assessment task(s) (NOT the actual assessment!)

3.What skill(s) it targets (e.g. writing, speaking, grammar)

4. How it aligns with flipped components (pre-class work)

5. How you would monitor and give feedback

The teacher shows the pictures of some celebrities and asks them what changes they have gone through. They will work in pairs, the teacher will monitor them and give feedback. Later, the students will be asked to think about how their lives have now changed compared to high school years. here they are expected to ask and answer the questions using the correct form of "used to".

The teacher shows pictures of a city in the past and in the present, and asks students to describe the differences between the two images, eliciting sentences that use the target language. Next, the teacher provides photos of different places or people that illustrate past and present situations. Students work in pairs to discuss the differences and write sentences using the target structure. Each pair then shares their photos and ideas with the class.

Skills Assessed: Speaking and Writing

Students use the positive and negative forms of "used to" when speaking and writing in class.

The teacher monitors while students are writing about their photos, offering help when necessary, and listens to the pairs during their presentations.

I thought of pairing students, one being the celebrity and the other , a news reporter interviewing the famous person with particular focus on the changes in his/her life. ( this will include the question form of 'used to' )

Or, as an alternative task, each student writes a letter/e mail to their best friend about the advantages and disadvantages of being famous by referring to their past life before fame.

So it could be a speaking or writing activity.

I would monitor them while preparing for the outcome and answer or clarify as necessary.

2. Students prepare and deliver a 1-minute individual presentation describing how their life was different when they were younger using “used to”.

3. It targets Speaking.

4. Students watched a short video explaining the structure and use of “used to”. They completed interactive grammar tasks and matched past habits to childhood pictures before class.

5. Teacher gives brief oral feedback based on fluency and correct use of “used to”.