Janice Lozano
Teaching the structure used to to ESL students requires a clear and structured approach, as it involves explaining both past habits and past states. Begin by introducing the basic form and meaning of used to, emphasizing its use to describe actions or situations that were common in the past but are no longer true. Provide simple, relatable examples, such as I used to play soccer every weekend, to illustrate its function. Engage students with visual aids, such as timelines or pictures, to help them grasp the concept of past versus present. Practice through interactive activities like role-plays or fill-in-the-blank exercises to reinforce understanding. Encourage students to create their own sentences, fostering both speaking and writing skills. Finally, address common mistakes, such as confusing used to with would, to ensure clarity and accuracy in their usage.
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What You'll Learn
- Understanding Used To Structure: Explain subject + used to + base verb for past habits/states
- Pronunciation Practice: Focus on used to stress and reduced forms in natural speech
- Past vs. Present Contrast: Highlight how used to shows changes from past to present
- Interactive Activities: Use role-plays, surveys, or picture prompts to practice used to
- Common Mistakes: Address errors like adding to after used or incorrect verb forms
Understanding Used To Structure: Explain subject + used to + base verb for past habits/states
Teaching the structure of "used to" to ESL students requires clarity and repetition, as this construction often confuses learners due to its unique grammatical function. Begin by isolating the core structure: subject + used to + base verb. Unlike other past tense forms, "used to" does not add "-ed" or use "be + -ing." Instead, it pairs with the base form of the verb to describe past habits or states. For example, "She used to swim every morning" or "They used to live in a small town." This simplicity in form belies the complexity of its usage, making it essential to break down its components for students.
To illustrate the structure effectively, use visual aids and real-life examples. Create a simple chart with three columns: subject, used to, and base verb. Populate it with relatable sentences like "I used to play soccer" or "He used to work late." Follow this with a comparative analysis of "used to" versus other past tense forms. For instance, contrast "I used to walk to school" (past habit) with "I walked to school yesterday" (specific past action). This highlights that "used to" emphasizes repetition or a former state, not a one-time event. Encourage students to identify the difference through exercises, such as sorting sentences into "used to" or "simple past" categories.
A persuasive approach can help students internalize the structure by emphasizing its utility. Explain that "used to" allows them to describe personal histories or cultural changes vividly. For example, "People used to write letters instead of emails" or "I used to be afraid of the dark." Assign students to share their own "used to" sentences, fostering a sense of ownership over the structure. Pair this with cautionary advice: remind them that "used to" cannot be used with non-action verbs like "know" or "have" (e.g., *"I used to know him"* is incorrect). Instead, teach alternatives like "I knew him" or "I would know him."
Finally, reinforce learning through structured practice. Start with fill-in-the-blank exercises, such as "My grandmother ____ (cook) traditional meals every Sunday." Progress to role-plays where students describe past habits or compare present and past states. For instance, one student might say, "I used to hate coffee, but now I drink it every day." Incorporate technology by having students record themselves using "used to" in short videos or create digital flashcards with examples. Regularly review the structure in context, ensuring students can apply it fluently. By combining explanation, comparison, and practice, you’ll help students master "used to" as a tool for rich, descriptive language.
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Pronunciation Practice: Focus on used to stress and reduced forms in natural speech
Teaching the pronunciation of "used to" to ESL students requires a sharp focus on its stress and reduced forms, as these elements are critical for natural-sounding speech. In connected speech, "used to" often reduces to a quicker, less emphasized /justə/ or /jʊstə/, depending on the dialect. This reduction can confuse learners who are accustomed to pronouncing each syllable distinctly. Start by isolating the phrase and modeling its full and reduced forms. Use minimal pairs like "use to" versus "used to" to highlight the subtle differences, ensuring students grasp the unique sound of the reduced version.
To embed this knowledge, incorporate stress patterns into drills. Begin with slow, exaggerated pronunciation of "used to" in sentences, emphasizing the primary stress on "used." Gradually shift to a more natural pace, allowing the reduction to occur organically. For example, in the sentence "She *used to* live here," the stress on "used" should be clear, but in rapid speech, it may blend into "She *jʊstə* live here." Record students repeating these sentences at both speeds to provide immediate feedback and build awareness of their own pronunciation shifts.
A practical activity to reinforce this skill is role-playing past habits. Pair students and have them discuss what they or others "used to" do, encouraging them to listen for and mimic the reduced form in their partner’s speech. For younger learners (ages 10–14), gamify the practice by creating a "habit hunt" where they must identify and correctly pronounce "used to" in context. For adults or advanced teens, introduce more complex sentences with follow-up questions to challenge their ability to maintain the reduced form under pressure.
Caution against overcorrecting students who struggle with the reduction initially. Instead, focus on comprehension and gradual improvement. Provide visual aids, such as spectrograms or phonetic transcriptions, to illustrate how the sounds blend in natural speech. Encourage self-monitoring by asking students to record themselves and compare their pronunciation to native models. Over time, this targeted practice will help them internalize the stress and reduced forms of "used to," making their speech more fluid and authentic.
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Past vs. Present Contrast: Highlight how used to shows changes from past to present
Teaching the phrase "used to" to ESL students is most effective when anchored in its core function: contrasting past and present states. This structure allows learners to grasp not just the grammar but the nuanced meaning of change over time. Begin by presenting "used to" as a bridge between two temporal points, emphasizing its role in highlighting what no longer applies. For instance, "I used to play soccer every weekend, but now I prefer running" clearly contrasts a past habit with a present preference. This direct comparison helps students see the phrase as more than a grammatical construct—it’s a tool for storytelling and self-expression.
To deepen understanding, pair visual aids with verbal examples. Create a simple timeline for a hypothetical person’s life, marking past habits with "used to" and present realities with contrasting statements. For example, at age 10, "She used to collect stickers," followed by age 20, "Now she collects books." This visual approach reinforces the idea that "used to" always points to a shift, making it easier for students to internalize the concept. Encourage them to create their own timelines, using personal experiences to make the lesson relatable and memorable.
A common pitfall is confusing "used to" with "would," which also describes past habits but lacks the implicit contrast with the present. Clarify this distinction by providing parallel sentences: "I used to hate coffee" vs. "I would drink tea every morning." The first implies a change ("Now I love coffee"), while the second merely describes a repeated past action. This comparison helps students use "used to" accurately, ensuring they convey the intended contrast. Reinforce this with exercises where students rewrite sentences with "would" to include "used to" only if a present change exists.
Finally, incorporate role-playing activities to make the lesson dynamic. Pair students and have them interview each other about past and present habits, using "used to" to highlight changes. For example, "Did you used to live in a big city? Where do you live now?" This interactive practice not only reinforces grammar but also builds conversational fluency. Remind students to listen for the implied contrast in their partner’s responses, fostering both speaking and listening skills. By focusing on real-life applications, you transform "used to" from a lesson into a living part of their language toolkit.
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Interactive Activities: Use role-plays, surveys, or picture prompts to practice used to
Role-playing injects life into the often static grammar lesson, transforming "used to" from a theoretical construct into a tool for real-world communication. Pair students and assign scenarios where the past habit or state is central: one student describes their childhood home ("I used to live in a small apartment"), while the other asks follow-up questions ("Did you used to play outside often?"). For younger learners (ages 8-12), simplify scenarios to daily routines or school activities. With teens or adults, introduce complexity through contrasting past and present ("I used to hate coffee, but now I drink it every morning"). The key is to force students to negotiate meaning through interaction, not just recite formulas.
Surveys leverage students’ natural curiosity while providing structured practice. Design a questionnaire targeting "used to" in both affirmative and negative forms: "Did you use to walk to school?" or "Didn’t you use to collect stamps?" Have students interview classmates, then compile results into a class graph or presentation. This activity works particularly well with intermediate learners (ages 13+) who can handle nuanced responses. Caution: ensure questions are culturally sensitive to avoid awkwardness. For example, avoid probing deeply personal habits unless the class dynamic is already established.
Picture prompts serve as a scaffold for students struggling with spontaneous production. Display an image of a person in a clearly outdated setting (e.g., a child playing with a Game Boy) and ask, "What did this person use to do?" Encourage descriptive answers: "She used to play Tetris for hours." For beginners, provide sentence starters; for advanced students, challenge them to incorporate "didn’t use to" contrasts ("He didn’t use to like reading, but now he’s a librarian"). This method is especially effective for visual learners and can be adapted for group work by assigning different images to teams.
Combining these activities creates a layered learning experience. Start with a picture prompt to activate prior knowledge, then move to a role-play where students apply the structure in dialogue. Conclude with a survey to reinforce retention through peer interaction. For instance, after discussing a photo of a smoky café, role-play ordering habits ("I used to smoke here every evening"), followed by a survey on classmates’ past habits. This sequence mirrors natural language acquisition: observation, imitation, and application. Remember, repetition is key—aim for at least three cycles of practice per lesson to solidify understanding.
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Common Mistakes: Address errors like adding to after used or incorrect verb forms
One of the most frequent errors ESL students make with "used to" is adding an extra "to" after the verb, resulting in constructions like "I used to go to school to." This mistake often stems from overgeneralization of the infinitive form, where learners mistakenly apply the pattern "verb + to" to "used to." To address this, explicitly teach the structure "used to + base verb" and emphasize that "to" is already part of the modal expression, not an additional infinitive marker. Provide visual aids, such as diagrams or charts, to clarify the difference between "used to" and other verb forms requiring "to."
Another common pitfall is using incorrect verb forms with "used to," such as adding "-ed" to irregular verbs (e.g., "I used to goeded to the park"). This error arises from confusion with the past simple tense. Combat this by creating contrastive exercises that pair "used to" with past simple verbs, highlighting the base verb requirement. For instance, write sentences like "I used to swim / I swam" and have students identify the correct form. Reinforce this through repetitive drills and immediate feedback to solidify the correct pattern.
A persuasive approach to minimizing these errors is to leverage real-life contexts. Encourage students to create personal narratives using "used to," such as "I used to play soccer every weekend." By grounding the structure in relatable experiences, learners are more likely to internalize its correct usage. Additionally, incorporate peer correction activities where students exchange stories and identify mistakes together, fostering collaborative learning and self-monitoring skills.
Comparing "used to" with similar expressions like "would" can also clarify its unique structure. For example, contrast "I used to visit my grandparents" with "I would visit my grandparents" to show how "used to" specifically denotes past habits, while "would" can imply repeated actions or preferences. This comparative analysis helps students understand when to use "used to" and reinforces its correct form, reducing the likelihood of errors like adding extra "to" or using incorrect verb forms.
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Frequently asked questions
Start by explaining that "used to" is used to talk about past habits or states that are no longer true. Use simple, relatable examples like "I used to play soccer every day" and visuals or real-life scenarios to make it clear.
Teach that "used to" emphasizes a past habit that no longer exists, while "would" can describe repeated past actions without implying a change. Use contrasting examples like "I used to smoke" vs. "I would visit my grandparents every summer."
Engage students with pair interviews where they ask and answer questions like "What did you used to do as a child?" or create a timeline of past habits. Also, use gap-fill exercises or role-plays to reinforce usage in context.
Focus on the correct structure: "used to + base verb." Common errors include adding "-ed" or using it for present habits. Provide immediate feedback and practice with repetitive drills to solidify the correct form.
