Here's a method to introduce the design 'used-to' for your ESL students.
1 Find or draw o-n the table an image of a person who seems like they may have just won some cash. An image from the journal of someone driving an expensive vehicle, or sitting in a deluxe room, like, works well. Give the person a title, and set the world for your students of anyone 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 students about Jane's life after winning the lottery. Depending on the imagination of your students, you could have to induce them just a little (' Where does she live?'; 'Does she have a job?'; 'Is she happy?'; 'Where does she go on vacation'? 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 have built up some details about Jane's life before and after her lottery win, put your picture to 1 side and inform them to remember Jane because you'll be returning to her later in the school.
3 Next, as friends, discuss important developments in history. Just take one recommendation (it does not matter which one, as that is just an example 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. Before the web, most people wrote letters, but now most people send messages.'
4 Now put students in to pairs and have them think of three more crucial inventions, how life has changed with it and what life was like ahead of the creation. When they've done this, have each pair share among their ideas with the course, but this time add 'used-to' by rephrasing their ideas as they provide feedback. For example:
Student: 'The plane. Ahead of the aeroplane, people travelled long distances by ship. Now they travel.'
Teacher: 'Good! So, people used to travel long distances by ship, but now they fly.'
5 After the first round of feedback, students will soon be beginning to catch on, so now do a second round, asking students to use the newest structure using their second technology. They will likely still require some prompting, but by the third round of feedback, using their third technology, they ought to be creating 'used to' without too much support.
6 Use one or two of the students' suggestions to emphasize the written form of the design on the board. Don't forget the problem and negative forms!
7 Now it is time for you to get back to your picture of Jane. Ask the students if they recall Jane and why she's driving her expensive car. Then ask them yet again to tell you about her life before and after winning the lottery, now using 'used to.' (' She used to reside in a tiny flat, but now she's a mansion'; 'She used to function, but now she does not '). Be sure to give plenty to students of practice with the negative forms and question as well. Clicking get amy jane bellator seemingly provides suggestions you could use with your girlfriend. You might have one student ask another a question about Jane's previous life, and ask some questions your self that require a negative response.
8 For further handled communicative practice of 'used to', you might devise a questionnaire about students' childhood for students to utilize in pairs. Learn additional information on rent amy jane gun by visiting our great link. This may include some prompts, such as for instance 'visit school'; 'live.' One student in each set must then form an issue (' Where did you employ to live? ') and the other must solution (' I used to reside in Paris '). Learn additional info on the affiliated article by clicking amy jane gun.
And there you've it, an easy way to present 'used to' to your ESL students.. If you have an opinion about data, you will likely require to learn about compare amy jane.