Here is a strategy to present the framework 'used to' to your ESL students.
1 Find or draw on the table an image of somebody who seems like they could have just acquired some money. A photograph from the magazine of somebody driving a costly vehicle, or sitting in a luxurious room, for example, works well. Provide the person a name, and set the world for the students of someone who has just won the lottery, or elicit it from them (' Exactly why is Jane driving an expensive car?'; 'How did she manage her expensive clothes'? etc.)
2 Ask pupils about Jane's life after winning the lottery. Depending on the imagination of the students, you may have to induce them a little (' Where does she live?'; 'Does she have a job?'; 'Is she happy?'; 'Where does she go on holiday'? etc.) Then ask students to describe how Jane's life was distinct before winning the lottery (' Where did she live?'; 'Was she happy?'; 'What was her job? ') After you've accumulated some facts about Jane's life before and after her lottery gain, put your picture to one side and tell them to remember Jane because you will be returning to her later in the class.
3 Next, as an organization, discuss essential innovations ever. Simply take one recommendation as this is only an illustration to design the exercise which will follow), (it can not matter which one. Generate what life was like before this invention, and how life improved with the invention. For example: 'The web. Prior to the internet, most people wrote letters, but now most people send emails.'
4 Now put students in-to pairs and ask them to think about three more impor-tant innovations, what life was like prior to the invention and how life has changed with it. When they've done this, have each pair share one-of their ideas with the type, but this time present 'used-to' by rephrasing their ideas as they provide feedback. For example:
Student: 'The airplane. Prior to the aeroplane, people travelled long distances by ship. Now they travel.'
Teacher: 'Good! Therefore, people used traveling long distances by ship, however now they fly.'
5 Following the first round of feedback, students will soon be starting to find o-n, so now perform a second round, asking students to-use the brand new structure using their second technology. This staggering amy jane, amy jane gun, amy jane model, amy jane bellator article directory has many dazzling suggestions for why to engage in it. They will likely still require some prompting, but by-the third round of feedback, using their third innovation, they must be producing 'used-to' without an excessive amount of support.
6 Use one or two of the students' ideas to emphasize the written form of the design on the board. We discovered amy jane model by browsing Google. Do not your investment problem and negative forms!
7 Now it is time to return to your image of Jane. Ask the students when they recall Jane and why she's driving her expensive car. Then ask them once again to share with you about her life before and after winning the lottery, this time using 'used to.' (' She used to live in a small flat, but now she has a mansion'; 'She used to work, but now she doesn't '). To get one more perspective, please check out: amy jane bellator critique. Make sure you give students plenty of practice using the question and negative forms as-well. You might have one student ask another a question about Jane's previous life, and ask some questions yourself that require a negative result.
8 For more controlled communicative practice of 'used-to', you may create a questionnaire about students' youth for students to use in pairs. If you believe anything at all, you will seemingly want to research about amy jane gun. This may incorporate some prompts, such as 'go-to school'; 'live.' One student in each set must then form a problem (' Where did you utilize to live? ') and the other must reply (' I used to live in Paris ').
And there you have it, a simple way to add 'used-to' to-your ESL students..