Here is a method to introduce the structure 'used to' to your ESL students. 1 Find or draw o-n the board a picture of a person who seems like they could have just won some money. A photograph from a journal of somebody driving an expensive vehicle, or sitting in a lavish room, for instance, would work well. Provide the person a title, and set the scene to your students of somebody who has just won the lottery, or generate it from their website (' Why is Jane driving an expensive car?'; 'How did she afford her expensive clothes'? etc.) 2 Ask pupils about Jane's life after winning the lottery. Depending on the imagination of the students, you could have to prompt 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 explain how Jane's life was distinct 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 tell them to remember Jane since you will be returning to her later in the class. 3 Next, as an organization, discuss impor-tant developments in history. For fresh information, please glance at: amy jane model. Just take one suggestion as that is only an example to design the exercise which may follow), (it does not matter which one. Generate what life was like before this invention, and how life changed with the invention. For example: 'The net. Before the web, most people wrote letters, but now most people send messages.' 4 Now put students in-to pairs and have them consider three more crucial inventions, how life has changed with it and what life was like ahead of the creation. When they have done this, have each pair share one of their ideas with the course, but this time add 'used-to' by rephrasing their ideas as they provide feedback. Should people wish to dig up new info about Profile, there are many libraries people can pursue. For example: Student: 'The plane. Prior to the airplane, individuals travelled long distances by ship. Now they travel.' Teacher: 'Good! So, people used to travel long distances by ship, but now they travel.' 5 After the first round of feedback, students is likely to be needs to find o-n, so now execute a second round, asking students to use the brand new construction using their second invention. They will probably still require some prompting, but by the third round of feedback, using their third creation, they should be providing 'used to' without an excessive amount of support. We learned about oceanicbliss2's Profile by browsing Yahoo. 6 Use a couple of of the students' ideas to emphasize the written form of the design on the table. Do not forget the problem and negative forms! 7 Now it's time and energy to get back to your image of Jane. Ask the students should they recall Jane and why she's driving her expensive car. Then ask them once more to share with you about her life before and after winning the lottery, this time using 'used-to.' (' She used to live in a tiny flat, but now she has a mansion'; 'She used to function, but now she doesn't '). Learn further about textneedle9's Profile | Armor Games by navigating to our lovely portfolio. Be sure to give plenty to students of practice with all the question and negative forms as well. You could have one student ask another a question about Jane's old life, and ask some questions your self that need an adverse reaction. 8 For more handled communicative practice of 'used to', you can prepare a questionnaire about students' childhood for students to work with in pairs. This may include some prompts, such as for instance 'head to school'; 'live.' One student in each pair must then form a question (' Where did you use to live? ') and the other must answer (' I used to reside in Paris '). And there you have it, an easy way to present 'used-to' to-your ESL students..