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Heres a method to present the structure used to to your ESL students. 1 Find or draw o-n the table a photo of somebody who seems like they might have just acquired some money. An image from the magazine of some body driving an expensive car, or sitting in a lavish room, for instance, would work well. Give the person a name, and set the world to your students of somebody who has just won the lottery, or elicit it from their website Why is Jane driving an expensive car?; How did she afford her expensive clothes? etc. 2 Ask students about Janes life after winning the lottery. Depending on the imagination of your students, you might have to prompt them somewhat Where does she live?; Does she have a job?; Is she happy?; Where does she go on vacation? etc. Then ask students to describe how Janes life was different before winning the lottery Where did she live?; Was she happy?; What was her job? After youve built-up some details about Janes life before and after her lottery gain, put your picture to one side and let them know to remember Jane since you will be returning to her later in the course. 3 Next, as friends, discuss essential innovations ever. Identify more on remove frames by visiting our influential website. Simply take one idea as that is just an illustration to design the exercise which will follow, it does not matter which one. Elicit what life was like before this invention, and how life improved with the invention. My aunt learned about Product Train Scales · Storify by browsing Google Books. For example: The web. Prior to the internet, most people wrote letters, but now most people send messages. 4 Now put students into pairs and ask them to think of three more impor-tant inventions, what life was like prior to the creation and how life has changed with it. Identify further about amy jane gun by browsing our unique article directory. When they have done this, have each pair share among their ideas with the course, but this time present used-to by rephrasing their ideas as they give feedback. Get more about amy jane bellator by visiting our surprising paper. For example: Student: The airplane. Ahead of the plane, people travelled long distances by ship. Now they fly. Teacher: Good! Therefore, people used to travel long distances by ship, however now they travel. 5 After the first round of feedback, students is likely to be starting to find on, so now do a second round, asking students to-use the brand new design using their second innovation. They will probably still require some prompting, but by the third round of feedback, utilizing their third creation, they should really be making used-to without an excessive amount of help. 6 Use a couple of of the students ideas to highlight the written form of the design on the board. Dont forget the question and negative forms! 7 Now it is time for you to return to your picture of Jane. Ask the students if they recall Jane and why she is driving her expensive car. Then ask them yet again to tell 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 shes a mansion; She used to function, but now she doesnt . Make sure you give students plenty of exercise with the question and negative forms as-well. You could have one student ask another a question about Janes previous life, and ask some questions your-self that require a negative result. 8 For further handled communicative practice of used to, you can create a questionnaire about students youth for students to work with in pairs. This may contain some requests, for example go 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..