Teaching Used to to ESL students
Here is a way to present the structure 'used to' for your ESL students. This salient amy jane bellator article has a pile of wonderful tips for the meaning behind this view.
1 Find or draw o-n the board a picture of someone who seems like they might have just won some cash. An image from the newspaper of some body driving an expensive automobile, or sitting in a lavish room, for example, works well. To explore additional info, consider taking a gander at: amy jane, amy jane bellator, amy jane gun, amy jane model. Provide the person a name, and set the world for your students of someone who has just won the lottery, or generate it from their website (' Why is Jane driving an expensive car?'; 'How did she manage her expensive clothes'? etc.)
2 Ask students about Jane's life after winning the lottery. Depending on the imagination of the students, you may have to induce them a bit (' 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 have accumulated some details 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 time for her later in the school.
3 Next, as a group, brainstorm important developments ever sold. Just take one suggestion (it can not matter which one, as that is just an illustration to model the exercise which may follow). Elicit what life was like before this invention, and how life changed with the invention. For example: 'The net. Prior to the web, most people wrote letters, but now most people send messages.'
4 Now put students in to pairs and ask them to consider three more essential developments, what life was like prior to the creation and how life has changed with it. When they have done this, have each pair share one of their ideas with the class, but this time present 'used to' by rephrasing their ideas as they provide feedback. For other ways to look at the situation, please consider having a glance at: amy jane model. For example:
Student: 'The aeroplane. Prior to the airplane, individuals travelled long distances by ship. For fresh information, consider looking at: amy jane bellator. Now they fly.'
Teacher: 'Good! So, people used to travel long distances by ship, however now they travel.'
5 Following the first round of feedback, students is going to be just starting to find o-n, so now execute a second round, asking students to utilize the brand new design using their second innovation. They will probably still need some prompting, but from the third round of feedback, using their third creation, they ought to be providing 'used-to' without a lot of help.
6 Use 1 or 2 of the students' tips to highlight the written form of the design on the board. Don't forget the question and negative forms!
7 Now it's time to go back to your image of Jane. Ask the students should they recall Jane and why she is driving her expensive car. Then ask them yet again to share with you about her existence before and after winning the lottery, this time using 'used to.' (' She used to reside in a small flat, but now she's a mansion'; 'She used to function, but now she does not '). Make sure to give plenty to students of exercise using the negative forms and problem as well. You could have one student ask another a question about Jane's previous life, and ask some questions your-self that need an adverse result.
8 For further handled communicative practice of 'used-to', you can devise a questionnaire about students' childhood for students to use in pairs. This might include some prompts, for example 'head to school'; 'live.' One student in each pair must then form a problem (' Where did you use to live? ') and another must answer (' I used to live in Paris ').
And there you've it, a good way to add 'used-to' to your ESL students..