A Trip Down Memory Lane

Intermediate (B1) 60 minutes
ESL used to vs. would activity for intermediate B1: matching, ordering, gap-fill, asking and answering questions, controlled and freer practice, pair work

ESL Used To vs. Would Activity - Speaking and Grammar: Matching, Ordering, Gap-fill, Asking and Answering Questions, Controlled and Freer Practice - Pair Work

In this 'used to' vs. 'would' speaking activity, students match an interviewer’s questions with an interviewee’s answers about a first job, then interview a...

ESL Used To vs. Would Activity - Speaking and Grammar: Matching, Ordering, Gap-fill, Asking and Answering Questions, Controlled and Freer Practice - Pair Work In this 'used to' vs. 'would' speaking activity, students match an interviewer’s questions with an interviewee’s answers about a first job, then interview a partner about school memories using 'used to', 'would', and the past simple. First, in pairs, students match an interviewer’s questions with an interviewee’s answers to build a model interview and practice reading it aloud. Next, students complete school memory interview questions using phrases from a box and write short notes for their own answers. They then interview each other, take notes, and ask one follow-up question after each response, using at least one correct past form each time. Finally, the students take turns reporting about their partner's memories to the class, using used to, would, and the past simple, while the class listens and corrects any mistakes. show less
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Back in the Day

Intermediate (B1) 30 minutes
ESL used to vs. would game for intermediate B1: impromptu speech, freer practice, group work

ESL Used To vs. Would Game - Speaking and Grammar: Impromptu Speech, Freer Practice - Group Work

In this useful 'used to' vs. 'would' board game, students practice the distinction between 'used to' and 'would' for past habits by speaking for 30 seconds about familiar topics using verb prompts...

ESL Used To vs. Would Game - Speaking and Grammar: Impromptu Speech, Freer Practice - Group Work In this useful 'used to' vs. 'would' board game, students practice the distinction between 'used to' and 'would' for past habits by speaking for 30 seconds about familiar topics using verb prompts, switching between the two forms after a successful turn. In groups, players take turns rolling the dice and moving their counter along the board. Each player starts using 'used to' on their first turn. When a player lands on a topic square, they pick up a verb card and then speak for 30 seconds about the topic on the square, using the verb from the card with the form they are currently using ('used to' or 'would'). While the player is speaking, the other students time 30 seconds and listen for correct use of the target form and the verb. If the player speaks for 30 seconds and uses the verb correctly, they change to the other form (from 'used to' to 'would', or from 'would' to 'used to') on their next turn and place the verb card at the bottom of the pile. If the player fails to speak for 30 seconds, fails to use the verb, or cannot think of anything to say, they move back to their previous square and continue to use the same form on their next go. The first player to reach the finish wins the game. show less
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Childhood Habits

Intermediate (B1) 30 minutes
ESL used to vs. would activity for intermediate B1: asking and answering questions from prompts, controlled and freer practice, group work

ESL Used To vs. Would Activity - Grammar and Speaking: Asking and Answering Questions from Prompts, Controlled and Freer Practice - Group Work

In this insightful 'used to' vs. 'would' activity, students ask and answer 'Did you use to...?' and 'Would you often...?' questions about childhood habits. First...

ESL Used To vs. Would Activity - Grammar and Speaking: Asking and Answering Questions from Prompts, Controlled and Freer Practice - Group Work In this insightful 'used to' vs. 'would' activity, students ask and answer 'Did you use to...?' and 'Would you often...?' questions about childhood habits. First, students complete questions with 'Did you use to' or 'Would you often' using each phrase six times. Next, students go around the class, asking the questions to their classmates. When a student finds someone who answers 'Yes, I did' or 'Yes, I would' to a question, they write down the person's name and then ask a follow-up question using 'would', 'used to', or the past simple to gain more information, noting down the answer in the last column. If a classmate replies 'No', the student repeats the question with another person or asks a different question. This process continues until the students complete each item on the worksheet with a different name and answer, one classmate per item. Afterwards, students give feedback to the class on the answers they collected. show less
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What Would I Do?

Intermediate (B1) 25 minutes
ESL used to vs. would game for intermediate B1: guessing, forming sentences, freer practice, pair work

ESL Used To vs. Would Game - Grammar: Guessing, Forming Sentences, Freer Practice - Pair Work

In this free 'used to' vs. 'would' game, students guess typical past routine actions with 'would' based on past experiences described with 'used to'. In pairs, one student begins by picking up a card...

ESL Used To vs. Would Game - Grammar: Guessing, Forming Sentences, Freer Practice - Pair Work In this free 'used to' vs. 'would' game, students guess typical past routine actions with 'would' based on past experiences described with 'used to'. In pairs, one student begins by picking up a card and reading out the 'used to' sentence on the card to their partner, e.g. 'I used to have a dog.' Their partner then has 60 seconds to guess three typical routine actions connected to the sentence using 'would', e.g. 'You would take the dog for a walk.' For each 'would' sentence that matches one of the actions on the card or is a reasonable synonym, the guesser scores one point. The guessing student continues to form 'would' sentences until they correctly guess all three routine actions or the time runs out. Afterwards, the student with the card reveals any actions that were not guessed, and the card is removed from the game. The other student then picks up the next card, and so on. The game continues until all the cards have been used. The student with the most points at the end of the game wins. show less
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From Habits to Headlines

Upper-intermediate (B2) 30 minutes
ESL Used To vs. Would Activity preview, Upper-intermediate B2, storytelling, freer practice, pair work

ESL Used To vs. Would Activity - Grammar and Speaking: Storytelling, Freer Practice - Pair Work

In this interesting ‘used to’ vs. ‘would’ activity, students use picture prompts to tell stories, then listen for exact or paraphrased target sentences. In pairs, students take turns telling a story using the pictures on...

ESL Used To vs. Would Activity - Grammar and Speaking: Storytelling, Freer Practice - Pair Work In this interesting ‘used to’ vs. ‘would’ activity, students use picture prompts to tell stories, then listen for exact or paraphrased target sentences. In pairs, students take turns telling a story using the pictures on their picture sheet, while their partner listens and ticks any sentences on their worksheet that match what they hear exactly or with a close paraphrase. The storytellers start each story with 'I used to...' to set the past-time frame before using habitual 'would' twice and then three examples of the past simple. After each story, the listener explains any sentences they ticked based on paraphrasing, and the speaker confirms whether these match the intended meaning. After that, students swap roles and repeat the activity. This continues until all four stories have been told. Finally, pairs compare their results by counting ticks and discussing which sentences were easiest and hardest to recognise.
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Past Life Taboo

Upper-intermediate (B2) 25 minutes
ESL Used To vs. Would Game preview, Upper-intermediate B2, describing, guessing, group work

ESL Used To vs. Would Game - Grammar, Vocabulary and Speaking: Describing, Guessing - Group Work

In this engaging 'used to' vs. 'would' game, students practice describing past habits, routines and states using 'used to', 'would' and the past simple. In groups, students take turns picking up a card...

ESL Used To vs. Would Game - Grammar, Vocabulary and Speaking: Describing, Guessing - Group Work In this engaging 'used to' vs. 'would' game, students practice describing past habits, routines and states using 'used to', 'would' and the past simple. In groups, students take turns picking up a card, without showing it to anyone or reading the words aloud on the card. The student with the card then describes the past habit, routine or state on their card to the other students, using 'used to', 'would', and the past simple, without saying the topic or any of the taboo words shown on the card or their variations. They do this by speaking as if they experienced it themselves, using 'I'. When the student has used all three forms at least once and finished speaking, the other students race to guess the situation on the card. The first student to guess the situation wins the card. Play continues until all the cards have been used. The student with the most cards at the end of the game wins.
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Superhero or Imposter?

Upper-intermediate (B2) 40 minutes
ESL Used To vs. Would Game preview, Upper-intermediate B2, storytelling, true or false, guessing, controlled and freer practice, group work

ESL Used To vs. Would Game - Grammar and Speaking: Storytelling, True or False, Guessing, Controlled and Freer Practice - Group Work

In this fun 'used to' vs. 'would' game, students practice telling short stories about superpowers, describing their lives before they got a superpower and the...

ESL Used To vs. Would Game - Grammar and Speaking: Storytelling, True or False, Guessing, Controlled and Freer Practice - Group Work In this fun 'used to' vs. 'would' game, students practice telling short stories about superpowers, describing their lives before they got a superpower and the incident in which they discovered it, using 'used to', 'would', and the past simple. The aim of the game is to listen to the stories and guess whether the speaker is a real superhero telling the truth or an imposter inventing a false story. In groups, students take turns picking up a card and telling a superpower story. If the student has a superhero card, they use the superpower on the card. If the student has an imposter card, they invent a plausible superpower that fits the incident described on the card. The other students listen to the story and check that it includes 'used to', 'would', and the past simple. If something is missing, they ask the speaker to add or correct one sentence. Students then vote on whether the speaker is a superhero or an imposter. After the students have voted, the speaker reveals the card. Each student who guesses correctly scores one point. If no one guesses correctly, the speaker scores one point. The card is then removed from the game, and it is the next student's turn to pick up a card and tell a story. The game continues until all the cards have been used. The student with the most points at the end of the game wins.
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Then vs. Now

Upper-intermediate (B2) 30 minutes
ESL Used To vs. Would Game preview, Upper-intermediate B2, sentence completion, controlled and freer practice, pair work

ESL Used To vs. Would Game - Grammar and Speaking: Sentence Completion, Controlled and Freer Practice - Pair Work

In this rewarding 'used to' vs. 'would' game, students practice describing past habits and states, a past change event, and a present routine or situation using 'used to', 'would', the past simple and the present...

ESL Used To vs. Would Game - Grammar and Speaking: Sentence Completion, Controlled and Freer Practice - Pair Work In this rewarding 'used to' vs. 'would' game, students practice describing past habits and states, a past change event, and a present routine or situation using 'used to', 'would', the past simple and the present simple. In pairs, one student begins by picking up a card and completing the prompts to describe a past state or habit, the repeated past action, the change event and the current routine or situation, e.g. 'I used to live in a small village. Every day, I would work in the garden and help on the farm. One day, I moved to a big city and found a new job. Now I work in an office, do my shopping in large shopping malls and enjoy city life.' Their partner listens and checks the language using a checklist on the board. If the student's description is clear and includes at least one correct example of each target form, they keep the card. If there are mistakes, their partner points them out, and the student rephrases once. If the student still cannot produce a correct version, the card is placed at the bottom of the pile. The other student then takes the next card and repeats the process. The game continues until all the cards have been used. The student with the most cards at the end of the game wins.
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Would Bingo

Upper-intermediate (B2) 25 minutes
ESL Used To vs. Would Game preview, Upper-intermediate B2, bingo, identifying, labelling, group work

ESL Used To vs. Would Game - Grammar: Bingo, Identifying, Labelling - Group Work

In this enjoyable 'would' game, students play bingo to distinguish between three different grammatical functions of 'would' (past routines, reported speech, and unreal situations) using context clues. To begin the game, the bingo caller...

ESL Used To vs. Would Game - Grammar: Bingo, Identifying, Labelling - Group Work In this enjoyable 'would' game, students play bingo to distinguish between three different grammatical functions of 'would' (past routines, reported speech, and unreal situations) using context clues. To begin the game, the bingo caller reads out a sentence at random from the caller's sheet. Each player then listens for the 'would' verb collocation and checks if it is on their bingo card. If they have it, they label the function on the line under that collocation using PR for past routines, RS for reported speech or US for unreal situations. The game continues until a player has labelled four 'would' verb collocations in a row. When this happens, the player shouts 'Bingo!' and reads out the four 'would' verb collocations and their functions. The bingo caller then checks the four functions using the caller's sheet. If all four functions are correct, that player wins the round. If any function is incorrect, the player is out of the round, and the game continues. After a winner has been confirmed, the group continues onto a second round to see who can label all 16 'would' verb collocations first. Groups play several rounds, with students taking turns to be the bingo caller.
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What's Changed?

Upper-intermediate (B2) 25 minutes
ESL Used to vs. Would Game preview, Upper-intermediate B2, forming sentences, guessing, group work

ESL Used to vs. Would Game - Grammar and Speaking: Forming Sentences, Guessing - Group Work

In this fun 'used to' vs. 'would' game, students describe and guess life changes by making sentences using 'used to' and 'didn't use to' for past situations, 'getting used to' for adaptation, and 'would' or...

ESL Used to vs. Would Game - Grammar and Speaking: Forming Sentences, Guessing - Group Work In this fun 'used to' vs. 'would' game, students describe and guess life changes by making sentences using 'used to' and 'didn't use to' for past situations, 'getting used to' for adaptation, and 'would' or 'wouldn't' for repeated past actions. Each card shows a change that has happened in someone's life. The students' task is to form sentences that demonstrate that change using 'used to', 'didn't use to', 'getting used to', and 'would' or 'wouldn't' for repeated past actions. In groups, students take turns choosing one of their cards and saying three to four sentences, describing the situation before and after the change using forms of 'used to', 'getting used to', and 'would' or 'wouldn't'. Students must include at least one example of 'used to' or 'didn't use to' each turn, and use 'would' or 'wouldn't' only to describe repeated past actions connected to the earlier situation. The other students listen. After the speaker finishes, the other students race to guess the right answer. The first student to guess correctly wins the card. If nobody guesses correctly, the speaker keeps the card. The student with the most cards at the end of the game wins.
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Understanding Used To vs. Would

Both 'used to' and 'would' can describe repeated past habits, as in 'We used to go to the market on Saturdays' or 'We would go to the market on Saturdays.' Only 'used to' can describe past states, so a student who writes 'She would be shy' instead of 'She used to be shy' produces a sentence that sounds unnatural and signals a gap in understanding.

This page covers 'used to' vs. 'would' across B1 and B2 levels with 10 activities spanning a bingo game, a mingle activity, impromptu speech games, storytelling activities, and a guessing game, including one free download.

The table below shows where 'used to' and 'would' overlap and where only 'used to' is correct, covering the main uses students encounter at B1 and B2 level.

Use / FunctionUsed ToWouldExample
Past repeated habit used to + base verb would + base verb 'We used to walk to school.' / 'We would walk to school.'
Past state used to + base verb NOT possible with 'would' 'He used to be nervous in crowds.' (cannot use 'would' here)
Negation didn't use to + base verb wouldn't + base verb (habits only) 'She didn't use to like coffee.' / 'She wouldn't eat vegetables.'
Yes/No question Did + subject + use to + base verb? Would + subject + often + base verb? 'Did you use to play sport?' / 'Would you often play outside?'
Setting a past time frame used to (sets the context) would (follows to describe routines) 'I used to live by the sea. Every morning, I would swim before breakfast.'
With frequency adverbs used to + often/always/never would + often/always/never 'She used to always arrive early.' / 'She would always arrive early.'

When to Use Used To vs. Would

Setting the scene before describing a routine: A storyteller uses 'used to' to establish the background context of a past period, then switches to 'would' to describe the individual repeated actions within it, a pattern common in memoirs and personal narratives, as in 'I used to live in a small town. Every evening, I would sit on the porch and watch the sun go down.'

Describing a past identity or state: When a speaker wants to describe who someone was rather than what they did, 'used to' is the only option because states cannot be expressed with 'would,' a distinction that matters in character profiles and biographical writing, as in 'She used to be quite reserved before she started performing.'

Adding literary texture to a narrative: In written narratives, 'would' gives a passage a more literary tone than 'used to' when describing repeated past actions, making it a stylistic choice that signals a higher level of writing proficiency, as in 'On winter evenings, he would sit by the fire and read for hours.'

3-Step Framework for Teaching Used To vs. Would

1. Start with Recognition Before Production: Before students attempt to produce either form, give them a recognition task that forces them to notice what 'would' is actually doing in a sentence. A bingo game that requires students to label each 'would' collocation as PR for past routines, RS for reported speech, or US for unreal situations shows quickly which function students are blurring and gives you a clear diagnostic before any speaking begins.

2. Move into Controlled Speaking with a Mingle: Once students can recognize the forms, a structured mingle pushes them to produce both question forms in conversation. Students complete questions using 'Did you use to' or 'Would you often,' using each phrase exactly six times, then go around the class finding classmates who answer 'Yes, I did' or 'Yes, I would.' The constraint of six uses for each form stops students defaulting to whichever feels easier.

3. Push into Freer Storytelling: With both forms active in speaking, a storytelling game stretches students into sustained freer production. Students pick up either a superhero card or an imposter card and tell a story accordingly, while the audience listens to check that the story includes 'used to', 'would', and the past simple. If something is missing, the listeners ask the speaker to add or correct one sentence, which builds peer monitoring alongside production.

Common Mistakes with Used To vs. Would

Using 'would' for a past state: Students often substitute 'would' for 'used to' when describing a past state or condition, not realizing that 'would' is restricted to repeated actions. Wrong: 'When I was young, I would be very shy.' Correct: 'When I was young, I used to be very shy.'

Starting with 'would' without a past time frame: Students often open a sentence with 'would' to describe a past habit without first establishing when that habit occurred, which leaves the sentence ambiguous about time. Wrong: 'I would go fishing every weekend.' Correct: 'When I was a child, I would go fishing every weekend.'

Common Questions About Teaching Used To vs. Would

What is a fun 'used to' and 'would' game for practicing past habits?

What Would I Do? is a free game that links 'used to' and 'would' in a single task: one student reads a 'used to' sentence such as 'I used to have a dog,' and their partner has 60 seconds to guess three typical routine actions connected to it using 'would.'

What is a good 'used to' and 'would' board game for building speaking fluency?

The board game Back in the Day builds form-switching into the rules: each player starts using 'used to' and only switches to 'would' after speaking successfully for 30 seconds. Students cannot ignore the contrast between the two forms and still move forward, which keeps the grammar pressure on throughout the game.

What is an effective 'used to' and 'would' speaking activity for storytelling?

Every story in the activity From Habits to Headlines follows a fixed structure: students open with 'I used to...' to set the past-time frame, use habitual 'would' twice, then follow with three examples of the past simple. That sequence stops students collapsing everything into the past simple and keeps both target forms in play.

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