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Alonso si puedes adjunta aquí mismo las imágenes de las tablas de contenidos de tus textos. y si tienes alguna consulta de los recursos que te adjunto.

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Clear explanation of comparatives with examples. You can make an extension using your coursebook and workbook exercises.

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This is a video about Comparatives. It may help you with examples and rules for comparatives.

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Comparatives: The Grammar Gameshow Episode 15

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Speaking activity for used and usually
This is a nice and realistic activity. Read the instructions and think about how you can apply them with your students.

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The aim of this activity is for students to practice using used to to describe their lives before they had smartphones. The idea came from seeing this photo collection by Eric Pickersgill and reading this article in The Guardian.

The Task
Step 1
Create interest and introduce the topic by showing one of the photographs by Eric Pickersgill. I find this one to be particularly powerful.

Ask your students to identify the missing element in the photo: smartphones.

Step 2

Find out more about your students and their smartphones:

When did your students get their first smartphone?

Do they remember it well?

What do they use their smartphones for?

Are their lives easier because of their smartphones? Why?

Are there any drawbacks to virtually everybody having a smartphone? Examples?

Step 3

Ask your students to think about the time before they had smartphones. Were their lives any different? Did they use to spend or organize their time differently? Draw attention to the used to structure and try to elicit some more examples from your students.

Divide your students into pairs or small groups. Ask them to think about their lives before smartphones and describe them using used to / didn't use to, focusing on the following categories:

It is possible your students won't be able to find many examples for each category so you should have some sentences describing your own life ready to model the language:

1. I didn't use to send my friends so many pictures every day (now I do)

2. I used to make a lot of do-to lists on small pieces of paper (now I use an app on my mobile)

3. I used to spend more time in front of the computer (now I google everything on my phone)

Alternative:

Students may choose one of the photographs and describe how life before smartphones looked for people in it.

Step 4

Compare your students' lists for each category / photograph. Talk with your students about the changes they have mentioned. Which ones are positive? Which ones are negative? Would they go back to the pre-smartphone era if they could? What's next for us in terms of technology?

Note:

Younger students might find this activity hard to relate to (I know a lot of teens who have never even used regular mobile phones). What works well in this case is telling them to imagine they are 35 now and they spent their teenage years using a good old . I have had students come up with some great scenarios describing more tech-free youth ( Nobody used to know what a selfie was, I used to put on my make-up in front of the mirror, not the phone screen, I used to push buttons on the phone to do anything).

More activities which encourage students to use grammar in meaningful context can be found here, here, and .

Personal Experience

This activity resonates really well with adult learners. They usually have great stories about how they were coming to terms with the sudden switch to smartphones and whether they discovered any actual, real-life use for the new technology. All my students were really moved by the photo collection by Eric Pickersgill I showed them and I think it was one of the highlights of the class.

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Used to speaking activity: life before smartphones

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The aim of this activity is for students to practice using used to to describe their lives before they had smartphones. The idea came from seeing this photo collection by Eric Pickersgill and reading this article in The Guardian. The Task Step 1 Create interest and introduce the topic by showing one of the photographs by Eric Pickersgill.

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PPT explaining the uses of usually and used to

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Present and Past Habits Usually and Used to EF Intermediate 5B

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Usually/Used to
Use the information from the Cambridge Dictionary to get a clear and brief explanation on the uses of usually and used to.

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Usually - English Grammar Today - Cambridge Dictionary

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Usually - English Grammar Today - a reference to written and spoken English grammar and usage - Cambridge Dictionary

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Hi Julia!

You should write it's mine, with an apostrophe. It's is the contracted form of it is - the apostrophe represents the missing i in the same way that an apostrophe is used to represent the missing o in don't , and the missing a in we're.

But why is its mine - without an apostrophe - incorrect? Let's imagine the question.
- Whose is this coat?

We can answer with a long form:
* It is my coat.

It's is the short form of it is. The idea of possession is in the possessive adjective my.

We can answer with a shorter form:
* Whose is this coat?
* It's mine.

Mine is a possessive pronoun and here it means my coat. In fact you can make the answer even shorter like this:
* Whose is this coat?
* Mine.

This works as an answer because the idea of 'possession' and 'coat' are both contained in the word mine. The word it's does not contain the idea of possession in the phrase it's mine . But let's imagine for a minute that your pet dog has a coat - this is quite common in some cold countries - and you are asked the same question.
- Whose is this coat?
We can answer with a long form:
* It's the dog's coat.

Or we could say
* It's the dog's.

Remember, it's is the short form of it is . The idea of possession is in the possessive adjective the dog's.

But we could use a possessive pronoun if we wanted to answer with an even shorter form:
* Whose is this coat?
* It's its.

So its (no apostrophe) is a possessive pronoun and here it means the dog's coat. It isn't a contraction - it doesn't mean it is. But most native English speakers would probably feel uncomfortable saying it's its - and would prefer to say it's the dog's instead.

Words like mine and its are possessive pronouns, and they are never written with apostrophes. We use them to say that something belongs to someone. If the coat belongs to you, I could say it's yours. Here is a table to help you:

Of course when we want to talk about possession without using adjectives and pronouns, we need to use a possessive 's - with an apostrophe - like this:
It's the footballers' changing room
It's the box's lid

That's my answer to your question, Julia. I hope it's useful!

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BBC Learning English | Ask about English

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Hi Julia! You should write it's mine, with an apostrophe. It's is the contracted form of it is - the apostrophe represents the missing i in the same way that an apostrophe is used to represent the missing o in don't , and the missing a in we're.