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Heres a way to introduce the design used to to-your ESL students. 1 Find or draw on the table a photo of someone who looks like they could have just acquired some cash. A photo from a newspaper of some body driving an expensive vehicle, or sitting in a deluxe room, for example, would work well. Give the person a name, and set the scene on your students of someone who has just won the lottery, or elicit it from their store Why is Jane driving an expensive car?; How did she afford her expensive clothes? etc. 2 Ask pupils about Janes life after winning the lottery. Depending on the imagination of the students, you may have to prompt them 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 describe how Janes life was distinct 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 tell them to consider Jane since you will be time for her later in the class. We learned about advertisers by searching Yahoo. 3 Next, as friends, brainstorm crucial inventions ever sold. Take one recommendation as this is only an illustration to design the exercise which will follow, it can not matter which one. Generate what life was like before this invention, and how life changed with the invention. If you have an opinion about sports, you will certainly require to check up about Psychic Anne Doherty: How she became a Psychic Ghost Hunter · Storify. For example: The internet. Before the internet, most people wrote letters, but now most people send e-mails. 4 Now put students into pairs and keep these things consider three more impor-tant developments, what life was like before the creation and how life has changed with it. When they have accomplished this, have each pair share one of their ideas with the class, but this time add used to by rephrasing their ideas as they give feedback. I learned about Product Train Scales · Storify by searching Google Books. For example: Student: The plane. Before the airplane, people travelled long distances by ship. Now they fly. Teacher: Good! So, people used to visit long distances by ship, but now they travel. 5 Following the first round of feedback, students is likely to be just starting to find o-n, so now execute a second round, asking students to use the newest design with their second creation. They will likely still need some prompting, but by the third round of feedback, using their third invention, they ought to be making used-to without a lot of support. Browse here at the link amyjaneens on Genius to read how to think over this view. 6 Use one or two of the students suggestions to emphasize the written form of the design on the board. Dont your investment question and negative forms! 7 Now its time and energy to go back to your picture of Jane. Ask the students when they remember Jane and why shes driving her expensive car. Then ask them once more to tell you about her life before and after winning the lottery, this time using used-to. She used to reside in a tiny flat, but now she has a mansion; She used to work, but now she does not . Make sure to give students plenty of practice with all the problem and negative forms also. You can have one student ask another a question about Janes previous life, and ask some questions your self that want a poor answer. 8 For more managed communicative practice of used-to, you could create a questionnaire about students youth for students to make use of in pairs. This may incorporate some prompts, for example go to school; live. One student in each set must then form an issue Where did you utilize to live? and the other must answer I used to reside in Paris . And there you have it, a good way to introduce used-to for your ESL students..