Here's a strategy to introduce the design 'used to' to your ESL students. 1 Find or draw o-n the table an image of someone who seems like they could have just won some cash. A photo from the journal of some body driving a costly vehicle, or sitting in a lavish room, for instance, works well. Give the person a title, and set the scene on your students of somebody who has just won the lottery, or generate it from their store (' Why is Jane driving an expensive car?'; 'How did she afford her expensive clothes'? etc.) 2 Ask students about Jane's life after winning the lottery. Depending on the imagination of your students, you may have to induce them somewhat (' Where does she live?'; 'Does she have a job?'; 'Is she happy?'; 'Where does she go on holiday'? etc.) Then ask students to explain how Jane's life was different before winning the lottery (' Where did she live?'; 'Was she happy?'; 'What was her job? ') After you've built up some facts about Jane's life before and after her lottery gain, put your picture to one side and inform them to remember Jane because you'll be time for her later in the class. Dig up more on maniacallimbo4736 - Bush Attempts To Cure Rift With Hollywood; Times Meal With Jane F by visiting our fine website. 3 Next, as a group, discuss crucial innovations ever. Get one idea (it can not matter which one, as this is just an illustration to design the exercise which will follow). Amy Jane is a fresh library for additional information concerning the purpose of this thing. Elicit what life was like before this invention, and how life improved with the invention. For example: 'The world wide web. Before the internet, most people wrote letters, but now most people send messages.' 4 Now put students in to pairs and keep these things think about three more crucial developments, how life has changed with it and what life was like ahead of the creation. When they have accomplished this, have each pair share one-of their ideas with the class, but this time introduce 'used to' by rephrasing their ideas as they provide feedback. For example: Student: 'The plane. Before the airplane, individuals travelled long distances by ship. Now they travel.' Teacher: 'Good! So, people used to visit long distances by ship, but now they fly.' 5 After the first round of feedback, students will be needs to catch on, so now do a second round, asking students to utilize the new structure using their second creation. They will likely still require some prompting, but by the third round of feedback, using their third creation, they should be creating 'used to' without too much support. 6 Use a couple of of the students' ideas to emphasize the written form of the design on the board. Don't your investment problem and negative forms! 7 Now it is time for you to return to your image of Jane. Ask the students when they remember Jane and why she is driving her expensive car. Then ask them yet again to tell you about her existence before and after winning the lottery, this time using 'used-to.' (' She used to reside in a tiny flat, but now she's a mansion'; 'She used to work, but now she doesn't '). Make sure you give plenty to students of exercise with all the question and negative forms as-well. Get more about amy jane bellator by going to our astonishing URL. You might have one student ask another a question about Jane's old life, and ask some questions your self that want an adverse result. 8 For further controlled communicative practice of 'used-to', you could develop a questionnaire about students' youth for students to make use of in pairs. This might incorporate some prompts, such as for instance 'go-to school'; 'live.' One student in each set must then form a problem (' Where did you use to live? ') and another must solution (' I used to reside in Paris '). And there you've it, a good way to add 'used to' for your ESL students..