Discover what's new or coming soon, including upcoming lessons and resources and product feature updates. 

Announcements

<h1>Introducing Individual Student Assignments</h1>

Great news, teachers!

As of today, you can now select which individual students receive specific assignments within any class.&nbsp;

<h3>Here&#39;s how it works:</h3>

<ul>
	<li>Click on a lesson, video, or flashcard set in your Prepping or Teaching lane within any of your classes</li>
	<li>A modal will open with your assignment preferences for that lesson&nbsp;</li>
	<li>Click the &quot;Students&quot; tab in the top navigation of the modal</li>
	<li>Switch the setting from &quot;All students&quot; to &quot;Some students&quot;</li>
	<li>Select the students you want to assign the lesson to&nbsp;and remember to hit &quot;Save&quot; inside the modal before closing it</li>
</ul>

Only the selected students will see the assignment inside their class dashboard.

<div class="videoWrapper"><iframe allow="autoplay; fullscreen" allowfullscreen="" frameborder="0" height="360" src="https://www.youtube.com/embed/C5BgjG7wtaI?si=I4waw7z14JkLaeer" width="640"></iframe></div>

We know that a lot of you have been asking for this feature for a while now. So thanks for your patience, and we hope it&#39;s a big help!

All the best, 
Ben :)

Founder, CEO at Ellii

Introducing Individual Student Assignments

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Stay up-to-date with ELT trends and ideas with articles from experts and teachers in the field.

Articles

Learn tips on how to teach grammar and usage from our editors and grammar experts. 

Grammar & Usage

I&#39;ve been the editor for <a href="https://ellii.com/lessons">ESL Library</a> for over two years now, and I absolutely love my job (being the grammar nerd that I am)! The director of ESL Library, Tara Benwell, asked me to share some of my experiences as an editor, and we decided to make our style guide available to everyone, too! I&#39;ll start by posting a link to our style guide (which you can also print out), then discuss what editing is all about.

<h3>Our In-House Style Guide</h3>

Why make our style guide available to everyone? We thought it would be helpful for teachers and students! There are a lot of English rules that don&rsquo;t get explained in traditional textbooks, such as when to use an en dash (&ndash;) and em dash (&mdash;), or how to write song titles (they should be enclosed in double quotation marks). We&rsquo;ve made it printable, so you can keep a copy for easy reference if you wish.

<a href="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/2162/content_ESL-Library-Style-Guide-Public-PDF.pdf" target="_blank">Download ESL Library&#39;s Style Guide PDF</a>

<h3>An Editor&#39;s Roles</h3>

Ever wonder what editors do? Most people can guess that they check documents for mechanical errors such as spelling, punctuation, and grammar. But editing involves so much more!

<ul>
	<li dir="ltr">Substantive Editing (also called Developmental Editing) - Reorganizing content and structure, including possible additions and deletions</li>
	<li dir="ltr">Stylistic Editing (also called Line Editing) - Checking for clarity of meaning and effectiveness of language used; rewriting sentences if necessary</li>
	<li dir="ltr">Copyediting - Correcting grammar, spelling, punctuation, and other mechanical errors</li>
	<li dir="ltr">Proofreading - Checking the final version of an edited document</li>
</ul>

It&#39;s also helpful, but not necessary, if an editor can bring an area of expertise to the table. In my case, having been an ESL teacher for over ten years is very helpful when I edit lessons. I&#39;m able to offer suggestions such as additions or changes because I&#39;m familiar with what will and won&#39;t work within a lesson.

<h3>Consistency</h3>

When you&rsquo;re editing more than one document for the same company, it&rsquo;s very important to be consistent. As ESL Library&rsquo;s editor, I need to make sure that the style choices I make (e.g., using a serial comma) are reflected in all of our material, including our blog, lessons, and website.

In order to be consistent, editors need to follow a style guide (also known as a style manual or style sheet). If the company you work for doesn&rsquo;t already have one, it&rsquo;s up to you to create your own so you remember all your choices.

<h3>What We Use</h3>

At ESL Library, we follow our in-house style guide, which is based on the Chicago Manual of Style, 16th ed., for style rules, and both&nbsp;Merriam-Webster&rsquo;s Collegiate Dictionary, 11th ed., and <a href="http://merriam-webster.com" rel="noopener noreferrer nofollow" target="_blank">merriam-webster.com</a> for spelling. When we need to indicate the American vs. British spelling differences in our lessons&rsquo; answer keys, we refer to&nbsp;<a href="http://oxforddictionaries.com" rel="noopener noreferrer nofollow" target="_blank">oxforddictionaries.com</a>.

<h3>Our Choices</h3>

Sometimes there is more than one acceptable way to do something, so the editor must make a decision. For example, some of the in-house style choices I&rsquo;ve made are to use the serial comma, one space after a colon, and headline-style capitalization. Sometimes I&#39;ve even decided to deviate from Chicago&#39;s recommendations if it better suits our purposes. For example, we use caps for both parts of hyphenated words in a title so that it stands out more (e.g., In-House) instead of just capitalizing the first word (e.g., In-house).

<h3>Questions?</h3>

If you have a question that&rsquo;s not addressed in the style guide, please leave a comment below. I&rsquo;d be happy to look it up for you!

Creating Our In-House Style Guide

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The Red River Press team is proud to announce that <a href="http://facebook.com/ESLlibrary" target="_blank">ESL Library&#39;s Facebook Page</a> just passed 100,000 likes! We&#39;re not exactly sure what this means, but we like it, and we think it means you like us! 
 
The best part about having so many teachers liking our Facebook Page is that we can connect with teachers from all over the world. Our #1 goal for having a social media presence is to interact with teachers to find out what they want and need. The ESL Library team is made of teachers who know how demanding the job is. We take requests and love feedback, so don&#39;t be shy! If you love ESL Library, we want to know why. And if you want something new, tell us that, too! 
 
In celebration of reaching 100,000 &quot;likes&quot; we asked our Facebook friends to tell us what they love about teaching English. &nbsp;We received over 75 responses and 15,000 views in just a few hours. The responses were incredible, and it was difficult to pick a winner. We all decided that Nadia L&#39;s response was perfect, and fit for the holidays.

Nadia received a free subscription to ESL Library for 2014. Please stop by our page to read why Nadia and other teachers love teaching English (Dec 17). 
 
Thanks for your support, friends! See you on Facebook! &nbsp;

ESL Library's Facebook Page Hits 100,000

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Posts describing lessons or activities for the ESL classroom.

Activities

<h3>Sweet!</h3>

Are you looking for a fun holiday craft idea that combines English learning and vocabulary practice? Why not have your students build a gingerbread door for your classroom?

You will need:

<ul>
	<li>Large brown boxes (or brown craft paper)</li>
	<li>White paper (for snowflake icing)</li>
	<li>Colorful paper or wrapping paper/magazines for decorations</li>
	<li>Tape, glue and/or staplers</li>
	<li>Scissors</li>
	<li>Christmas music to motivate your ESLves</li>
</ul>

1. Show your class a picture of this gingerbread door, or find some other examples online. Ask your class to give you some adjectives that describe this door. Then ask your class what nouns (materials) they think will be needed to complete this craft? (Have the materials ready to go.)

2. Next, work together to brainstorm all of the verbs your class will use to transform your classroom doorway (or gymnasium doorway if you&#39;re having a Christmas concert) into a gingerbread house. Examples: measure, cut, paste, trip, design, decorate, glue, tape, adjust, create, color, etc.

3. Divide your classroom into teams of elves.

<ul>
	<li>architects</li>
	<li>bakers</li>
	<li>snow patrol</li>
	<li>candy makers</li>
</ul>

4. Ask each group to define their role in words and write it on the board. Challenge them to use the adjectives, nouns, and verbs they came up with in the first few steps. Examples:

<blockquote>
Architects: Our job is to measure the doorway and build the frame of the gingerbread house. We also need to build a roof.

Bakers: Our job is to make sweet treats to place on the house. We need to bake (out of paper) cupcakes, cookies, and gingerbread men.

Snow patrol: Our job is to cut out beautiful snowflakes for the icing. We need to make enough snowflakes to trim the roof. (Why not hang some from the ceiling too?)

Candy makers: Our job is to decorate the house with tasty candy. We need to make candy canes and lollipops and other treats.
</blockquote>

5. Put your elves to work! Give them a deadline. If they don&#39;t finish in time, you can invite some elves to help make the house sweeter during breaks or after school hours. As your students are working, play some Christmas music in the background. Ask them what they are working on.&nbsp;If one team finishes their job ahead of another, have the efficient elves join other teams.

6. (Optional) Assign team points on the board when the elves use Christmas vocabulary! Check out our <a href="https://ellii.com/flashcard_genres/21/flashcard_categories/20">Christmas Flashcard Set</a> and <a href="https://ellii.com/collections/holidays-events/december-holidays">December Holiday Collection</a>.

7. Invite other classes or teachers to view your door when it&#39;s done! Have the students and teachers ask questions about it to review superlatives.

<ul>
	<li>What was the hardest part?</li>
	<li>Which team worked the hardest?</li>
	<li>Whose job was the most fun?</li>
	<li>Which sweet looks the most delicious?</li>
	<li>Which is the prettiest snowflake?</li>
</ul>

8. Take a picture of your gingerbread door and share it with ESL Library at hello@ellii.com We&#39;ll share it on our <a href="http://facebook.com/ESLlibrary">Facebook page</a>!&nbsp;

Make a Sweet Gingerbread Door for Your Classroom

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The past perfect often stumps students since it&rsquo;s not commonly used. The past perfect progressive, also known as the past perfect continuous, seems even more complicated! But these two verb tenses don&rsquo;t have to be a mystery to students. With the following helpful diagrams and chart, your students will be able to recognize and use these tenses when&nbsp;needed.

<h1>Past Perfect</h1>

<h4>HAD + P.P.</h4>

The past perfect is formed with the past auxiliary verb had and the past participle of the main verb. It is used when the first past action finishes before the second past&nbsp;action.

<img alt="Past Perfect chart" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/153/content_Tanya_Past-Perfect-Vs-Past-Perfect-Progressive_PP_Chart.png" />

<h1>Past Perfect Progressive</h1>

<h4>HAD + BEEN + ‑ING&nbsp;VERB</h4>

The past perfect progressive is formed with the past auxiliary verb had, the past participle auxiliary verb been, and the present participle form (‑ing) of the main verb. It is used when the first past action continues until the second past action.

<img alt="Past Perfect Progressive chart" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/154/content_Tanya_Past-Perfect-Vs-Past-Perfect-Progressive_PPP_Chart.png" />

<div class="whiteBox">
<h5>Note</h5>

If you want to elaborate for more advanced students, you can explain that the past perfect progressive is formed by combining the past perfect (had + p.p.) plus the basic progressive pattern (be + ‑ing verb). Since the past participle of the Be verb is been, you get had + been + ‑ing verb when&nbsp;combined.
</div>

<h1>Comparison Chart</h1>

To compare the two verb tenses and show your students examples, use the following verb chart. You can print out the chart and make photocopies, show them on the computer, or write it out on the&nbsp;board.

<a href="https://ellii.com/resource_categories/103/resources/2761"><img alt="Past Perfect Vs. Past Perfect Progressive Grammar &amp; Usage Resource" height="auto" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/152/content_103_Past-Perfect-Vs-Past-Perfect-Progressive_US.png" width="400" /></a>

<a href="https://ellii.com/resource_categories/103/resources/2761">Past Perfect Vs. Past Perfect Progressive</a> &ndash; Grammar &amp;&nbsp;Usage

<h2>Important Note</h2>

When giving your students examples, it is very important to mix up the order of the independent and dependent clauses. Make sure that you give some examples where the independent clause comes first (with the past perfect or past perfect progressive), and others where the dependent clause comes first (with the simple&nbsp;past).

Point out that when the dependent clause comes first, students must use a comma between the clauses. Showing both types of examples means that students won&rsquo;t simply memorize &ldquo;had + p.p. first, past verb second,&rdquo; which can cause&nbsp;errors.

<h1>Did You Know?</h1>

English speakers often don&rsquo;t bother with these complicated verb tenses, especially in informal speaking and writing. In most cases, you can substitute the simple past in place of the past perfect, and the past progressive in place of the past perfect progressive, with no change in meaning. Often the context or the time markers are enough to make the timing clear. Consider the following&nbsp;examples:

<ul>
	<li>My friend had texted me five times before I answered. (past&nbsp;perfect)</li>
	<li>My friend texted me five times before I answered. (simple past, same&nbsp;meaning)</li>
	<li>We had been waiting for two hours before she arrived. (past perfect&nbsp;progressive)</li>
	<li>We were waiting for two hours before she arrived. (past progressive, same&nbsp;meaning)</li>
</ul>

<h1>Practice</h1>

For more tips, examples, and practice exercises, try the <a href="https://ellii.com/courses/88/lessons/1599">Past Perfect</a> and the <a href="https://www.ellii.com/courses/88/lessons/1993">Past Perfect Progressive</a> lessons in the Grammar Practice Worksheets section. These lessons include mixed exercises that compare the past perfect and the past perfect progressive tenses as well as the past perfect with&nbsp;the simple past and present&nbsp;perfect.

<h1>For Fun</h1>

<a href="https://www.facebook.com/theofficialgrammarpolice" target="_blank" title="grammar police">The Grammar Police</a> shared this photo on Facebook a while ago. Try analyzing it with your students! See if they can figure out why it&rsquo;s grammatically correct to use four &ldquo;hads&rdquo; in a row in this sentence:&nbsp;All the faith he had had had had no effect on the outcome of his&nbsp;life.

<img alt="" class="aligncenter" height="auto" src="https://lh6.googleusercontent.com/JFcwTK8Ft-2XFcY6edqZzI-bQJ_DyzJZsTZUbdzkkWYeVnWooNbFwABI7sYuu7nJOiaNG0P_RDO5xm3tSRekXryqdRVxy6EdLhjz3C0xY94XTqqi1_TML50rRQ" width="400" />

<h2>Answer</h2>

Think of the first part of the sentence like this: He had had a lot of faith by the time he was an old&nbsp;man.

Think of the second part of the sentence like this: His faith had had no effect on the outcome of his life by the time he was an old&nbsp;man.

If you join them together, and the context of age is implied, then you can get this result: All the faith he had had [subject] had had [main verb] no effect [object] on the outcome of his&nbsp;life.

Past Perfect Vs. Past Perfect Progressive

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<blockquote>
&ldquo;Life lessons will be repeated until&nbsp;learned.&rdquo;
</blockquote>

Last week, our customer Sandra asked us if it were possible to use both learned or learnt in the quote above. (I&rsquo;m not sure who originally said this quote&mdash;if anyone knows, please leave a comment below!)

The short answer is yes, both are possible. So what&rsquo;s the difference? Why do we have two forms for the same tense of the same&nbsp;word?

<h1>It depends where you live&hellip;</h1>

The ‑ed form is more common in American and Canadian English, while the ‑t form is more common in British English. The fact that Canadian English uses the ‑ed form is a bit surprising, since Canada usually follows British English spelling rules.

<blockquote>
Learned = American &amp; Canadian English

Learnt = British English
</blockquote>

<h1>Which is more common in print&nbsp;(books)?</h1>

Even back in the 1800s, learned was used far more often than learnt, according to <a href="https://books.google.com/ngrams" target="_blank" title="Ngram">Google books Ngram&nbsp;Viewer</a>.

<img alt="Graph of learned vs learnt" class="hasBorder" height="auto" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/248/content_Tanya_Learned-Learnt_Graph.png" width="400" />

<h1>Which is&nbsp;more common on the web?</h1>

According to <a href="http://www.googlebattle.com" target="_blank" title="GoogleBattle">GoogleBattle</a>, learned shows up online much more often than learnt. Out of 120,900,000 pages searched, learned appears 107,000,000 times compared to learnt at 13,900,000 times. <a href="http://www.googlefight.com" target="_blank" title="Googlefight">Googlefight</a> has even stronger results for learned, with 4,910,000 results compared to 38,100,000 for&nbsp;learnt.

<img alt="Search results for learned vs learnt" class="hasBorder" height="auto" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/249/content_Tanya_Learned-Learnt_Search-Results.png" width="300" />

<h1>Looking back and looking&nbsp;forward&hellip;</h1>

The evolution of language is fascinating to me. In North America, many verbs such as learn have all but lost their irregular form. Learnt sounds way too formal and out of place nowadays in North America and elsewhere. Other such verbs include clapped/clapt, leaned/leant, spoiled/spoilt, and&nbsp;smelled/smelt.

However, some verbs are still in the transitioning stage (dreamed/dreamt, kneeled/knelt, leaped/leapt, burned/burnt, spilled/spilt, sunburned/sunburnt, sweeped/swept), so both forms are common and acceptable. For these words, I would still recommend using the ‑ed form in North America and the ‑t form&nbsp;elsewhere.

It&rsquo;s interesting to note that some ‑t past verbs don&rsquo;t have an ‑ed form&mdash;yet! How about slept, wept, and kept? Will we be using sleeped, weeped, and keeped one&nbsp;day, or are they too tricky to pronounce and will therefore remain as is?

Learned Vs. Learnt

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<blockquote>
I used to study English every day, but it still took a while to get used to all the rules. Now I am used to English&nbsp;grammar!
</blockquote>

Used to, get used to, and be used to are three verb forms with similar structures but different meanings. Students often get them confused because they look and sound similar, so explicit instruction that compares and contrasts these three forms is beneficial and&nbsp;appreciated!

Try presenting used to, get used to, and be used to using the comparison chart below. Then get your students to practice with the discussion questions at the end of this post or the grammar exercise in our <a href="https://ellii.com/resource_categories">Grammar &amp; Usage Resource</a> on <a href="https://ellii.com/resource_categories/103/resources/2830">Used To, Get Used To &amp; Be Used&nbsp;To</a>.

<h1>Comparison Chart</h1>

<a href="https://ellii.com/resource_categories/103/resources/2830"><img src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/216/content_Tanya_Used-To_Chart.png" /></a>

<a href="https://ellii.com/resource_categories/103/resources/2830" target="_blank">Used To, Get Used To &amp; Be Used&nbsp;To</a> &ndash; Grammar &amp; Usage Resources

<h1>1. Used To</h1>

<h2>Form</h2>

<div class="white-box">
<h5>Used To + Base Verb</h5>
</div>

Used to is always followed by a base verb. Note that used to follows normal simple past verb rules, so it becomes use to with the auxiliary verb did in questions and negative&nbsp;statements.

<h2>Usage</h2>

Used to is a unique expression in English. Its form and function are similar to a modal (i.e., it gives extra information about the verb and is followed by a base verb). Used to shows that an action was performed repeatedly in the past, but is no longer performed in the present. It is commonly used when talking about long periods in the past (e.g., childhood, school years, past job,&nbsp;etc.).

<h2>Examples</h2>

<ul>
	<li>I used to eat meat, but I don&rsquo;t&nbsp;anymore.</li>
	<li>They used to study English every day in high&nbsp;school.</li>
	<li>Did you use to play video games when you were a&nbsp;child?</li>
	<li>My teacher didn&rsquo;t use to give us any homework. Now we get homework every&nbsp;day!</li>
</ul>

<h1>2. Get Used To</h1>

<h2>Form</h2>

<div class="white-box">
<h5>Get Used To + Noun/‑ing Verb</h5>
</div>

Get used to is followed by a gerund (‑ing verb) or a noun. In this expression, the used to part will never change to use to. Only get changes to reflect the verb&nbsp;tense.

<h2>Usage</h2>

Get used to indicates that something is becoming familiar. Use this expression for a new habit or routine. Though it is possible to use get used to for both positive and negative experiences, it is more commonly used with negative situations (e.g., when something is&nbsp;difficult).

<h2>Examples</h2>

<ul>
	<li>I am getting used to living with my new&nbsp;roommate.</li>
	<li>Our new teacher quickly got used to our large, multicultural&nbsp;class.</li>
	<li>They couldn&rsquo;t get used to the noisy neighborhood, so they&nbsp;moved.</li>
	<li>Has your brother&nbsp;gotten used to his new&nbsp;boss yet?</li>
</ul>

<h1>3. Be Used To</h1>

<h2>Form</h2>

<div class="white-box">
<h5>Be Used To + Noun/‑ing Verb</h5>
</div>

Be used to is followed by a gerund (‑ing verb) or a noun. Note that the used to part will never change to use to. Only be will change to reflect the verb&nbsp;tense.

<h2>Usage</h2>

Be used to indicates that something has become familiar. Use this expression when something is now a habit or routine (and has been going on for a while). Like get used to, it is possible to use be used to for both positive and negative experiences, but it is used for negative situations slightly more&nbsp;often.

<h2>Examples</h2>

<ul>
	<li>She is used to getting up at 6:00&nbsp;am&nbsp;because she does it every&nbsp;day.</li>
	<li>Is your friend used to the noise from the construction site next to her&nbsp;office?</li>
	<li>The teacher wasn&rsquo;t used to answering so many questions during&nbsp;class.</li>
	<li>By this time next year, I will be used to living in&nbsp;Brazil.</li>
</ul>

<h1>Practice</h1>

Get your students to ask each other the following&nbsp;discussion questions to practice used to, get used to, and be used&nbsp;to.

<ol>
	<li>What is something that you used to do as a child but no longer do&nbsp;now?</li>
	<li>Name five&nbsp;things that you are used to doing every&nbsp;day.</li>
	<li>Think of a time when you started a new hobby. Was it hard to get used to it? How long was it until you were used to&nbsp;it?</li>
	<li>Imagine you have to move to a new city. Do you think you&rsquo;ll have a hard time getting used to living there? How about another&nbsp;country?</li>
	<li>What types of TV shows did you use to watch when you were younger? What do you enjoy watching&nbsp;nowadays?</li>
</ol>

<h1>Related</h1>

<ul class="resources">
	<li class="lesson"><a href="https://ellii.com/courses/88/lessons/1594">Simple Past</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/89/lessons/1565">Simple Past &ndash; I Used To</a></li>
	<li class="lesson"><a href="https://ellii.com/courses/72/lessons/1276">Fracking</a></li>
	<li class="blog-post"><a href="https://ellii.com/blog/how-to-teach-used-to-in-6-easy-steps/">How to Teach &ldquo;Used To&rdquo; in 6 Easy Steps</a></li>
</ul>

Used To, Get Used To & Be Used To

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Find fun games and activities for teaching English to young learners and middle schoolers. 

Young Learners

<blockquote>
&ldquo;Not what we say about our blessings, but how we use them, is the true measure of our thanksgiving.&rdquo;

&mdash;W. T. Purkiser
</blockquote>

Thanksgiving is a time to express gratitude for family, friends, food, warmth, clothing, and other wonderful things and memories. This week, teach your students the expression &ldquo;count your blessings.&rdquo;&nbsp;Then try this fun pre- or post-Thanksgiving activity to practice vocabulary and counting in English!

count&nbsp;your&nbsp;blessings:&nbsp;to focus on the good things in your life

<ol>
	<li>Cut a long piece of string and tie it from one end of your classroom to the other.</li>
	<li>Invite students to write (in English) or draw things/people/memories that they are thankful for.&nbsp;</li>
	<li>Have students attach their words and pictures to the string with clothes pegs or paper clips.</li>
	<li>At the end of the day (or each week) review all of the words on the string. Then have students stand up and actually&nbsp;count&nbsp;the blessings out loud together!</li>
	<li>Leave the string up until the end of the year, and invite your students to continue adding to it each day. At the end of the year, count your blessings again! How many things/people/memories are your students thankful for?</li>
</ol>

What are you thankful for this year? Feel free to share more than one blessing!

Count Your Blessings: A Thanksgiving Activity

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<blockquote>
I used to understand&nbsp;this&hellip;
</blockquote>

Eventually, every English learner needs to master speaking, reading, and writing about the past. I&rsquo;ve previously offered advice on <a href="https://ellii.com/blog/simple-past-vs-past-progressive/" title="simple past vs. past progressive">comparing the simple past with the past progressive</a>, but what about the short, common past expression used to? I&rsquo;ve often found that my students make mistakes with this expression, especially in negative statements and questions. So what&rsquo;s the best way to teach them how to use used&nbsp;to?

<h1>1. Form</h1>

<h4>Used To + Base&nbsp;Verb</h4>

Used to is always followed by a base verb. Don&rsquo;t forget to tell your students that used to follows the normal past verb rules: it becomes use to with the auxiliary verb did in questions and negative&nbsp;statements.

See section&nbsp;4 below for examples&mdash;make sure you give your students lots of examples with did and didn&rsquo;t&nbsp;so that they&rsquo;ll remember this&nbsp;change!

<h1>2. Use</h1>

Used to is a unique expression in English. Its form and function are similar to a modal (i.e., it gives extra information about the verb and is followed by a base verb). Used to shows that an action was performed repeatedly in the past, but is no longer performed in the present. It is commonly used when talking about long periods in the past (e.g., childhood, school years, past job,&nbsp;etc.).

<h1>3. Examples</h1>

<ul>
	<li>I used to eat meat, but I don&rsquo;t&nbsp;anymore.</li>
	<li>They used to study English every day in high&nbsp;school.</li>
	<li>Did you use to play video games when you were a&nbsp;child?</li>
	<li>Did my sister use to sing when she was little? I&nbsp;forget.</li>
	<li>I didn&rsquo;t use to play the piano as a child, but I took lessons later&nbsp;on.</li>
	<li>My teacher didn&rsquo;t use to give us any homework. Now we get homework every&nbsp;day!</li>
</ul>

<h1>4. Tricky Points</h1>

Don&rsquo;t forget to point out to your students that used to + base verb is NOT the same as the past participle of the verb use followed by an infinitive verb! This can be confusing for students. Try giving them the following&nbsp;examples:

<ul>
	<li>He used to work out every day. (Form: used to + base verb. Meaning: He worked out often in the past but doesn&rsquo;t&nbsp;anymore.)</li>
	<li>This machine is used to make student ID cards. (Form: use (present passive) + infinitive verb. Meaning: Making student ID cards is the machine&rsquo;s&nbsp;function.)</li>
</ul>

When use indicates the function of something, it is almost always in the passive voice. Tell students that if they see the be verb before used, it is likely indicating function, not a past habit/routine.

And as previously mentioned, make sure you remind students that used to becomes use to when used with the auxiliary verb did. (See the examples&nbsp;above.)

<h1>5. Practice</h1>

Try our lesson <a href="https://ellii.com/courses/89/lessons/1565" title="Simple Past – I used to">Simple Past - I used to</a> in our <a href="https://ellii.com/courses/89/lessons" title="Basic Grammar Sentences">Basic Grammar Sentences</a> section. This six‑page lesson has a pair activity, a writing exercise, a speaking activity, and a fun word search that will have your students using used to correctly in no&nbsp;time!

<h1>6. Fun Activity</h1>

When I teach used to, I often have my students do the following pair activity. Have them draw two columns on a piece of paper. One column has the title &ldquo;When I was a child&hellip;&rdquo; and the other says &ldquo;Now&hellip;&rdquo;&nbsp;(I often&nbsp;write it on the board to show them). If you teach children, you could make it &quot;Two years ago&hellip;&quot; and &quot;Now&hellip;&quot;&nbsp;instead.

Brainstorm topics as a class, such as food, transportation, games, hobbies, family, etc. Try to come up with 10 topics. Next, give them a few examples of your own, such as &ldquo;When I was a child, I used to ride my bike. Now I drive a&nbsp;car.&rdquo;

Students can now ask their partners questions about the topics and write down their answers. (E.g., &ldquo;What did you use to eat when you were a child? What do you like to eat now?&rdquo;) Make sure your students answer the questions about their childhoods using used&nbsp;to!

Alternatively, you could get your students to write their own answers for homework and discuss them with a partner the next&nbsp;day.

What about be used to and get used to? Students often mistakenly believe that these expressions have the same form and meaning as used to, but there are important differences. Find teaching tips, activities, and a comparison chart on <a href="https://ellii.com/blog/used-to-get-used-to-and-be-used-to/" title="Used To, Get Used To, and Be Used To">Used To, Get Used To, and Be Used&nbsp;To</a>.

Here&rsquo;s to using used to&nbsp;correctly!

How to Teach “Used To” in 6 Easy Steps

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One of the first decisions that an editor has to make is whether to use American English or British English spelling.

For a company with an international audience, that decision can be daunting. For an ELT materials publishing company, that decision affects not only teachers who are fluent in English, but also students who are learning English&mdash;learners who will likely be confused by spelling variations.

<h2>How did ESL Library come to the decision to use American English spelling?</h2>

Good question! After all, we are a Canadian company (Canada follows British English spelling&nbsp;for the most part) with subscribers from all over the world. But, in the end, we decided to go with our largest market, the USA.

It wasn&rsquo;t an easy decision to make. Almost all of the team members at ESL Library come from English-teaching backgrounds, so we are aware of the frustrations that English teachers and learners face when dealing with materials that don&rsquo;t use the same spelling system as the country you&rsquo;re in.

I myself worked at an ESL school in Vancouver, Canada, that used textbooks from both the US and the UK. I saw the confusion that different spellings could create&nbsp;for my students. Let&rsquo;s face it&mdash;English vocabulary and spelling is tough enough without having more than one variation per word!

<h2>Does ESL Library address spelling variations?</h2>

Yes, we do! One thing we strive to do is to include a list of all the words with spelling variations in every lesson.

If you&rsquo;re doing one of our lessons, check out the Answer Key / Teachers&rsquo; Notes at the end of the PDF lesson. There&#39;s usually a box called Spelling Notes with a list of how words are spelled in America vs. other English-speaking countries.

We also suggest challenging students to spot those words within the lesson and see if they know the alternate spelling.

For example, you could ask, &ldquo;Who can find the word favorite? What pages does it appear on?&rdquo; and &ldquo;Who can tell me another spelling of favorite?&rdquo; (for lower-level learners), or &ldquo;Who can find a word in this lesson that is spelled differently in the US/Canada/the UK?&rdquo; (for higher-level learners).

<h2>Should you teach spelling variations to your students?</h2>

Even though spelling variations can be a pain, we feel it&rsquo;s something that students should be exposed to in the classroom.

The internet&nbsp;is a huge part of most students&rsquo; lives, so they come across both American and British spelling on a regular basis.

Preparing them to encounter these spelling variations (see my three suggestions&nbsp;below) and dealing with these variations in class will cause less confusion in the long run.

<h2>3 suggestions for dealing with spelling variations with your students</h2>

1) Provide students with a spelling comparison list.

<ul>
	<li dir="ltr">Try ESL Library&#39;s Grammar &amp; Usage resource on <a href="https://ellii.com/resource_categories/103/resources/2226" target="_blank">American Vs. Canadian Spelling</a>.</li>
	<li dir="ltr">Review a dictionary&#39;s post on&nbsp;<a href="https://www.dictionary.com/e/aluminum-or-aluminium/" rel="noopener noreferrer nofollow" target="_blank">British and American spelling</a>.</li>
	<li dir="ltr">Try having students compare American / British word differences too (e.g., truck/lorry)&mdash;this is always a fun activity for students. Have students look up lists online, or try <a href="https://www.spellzone.com/blog/Sixty_American_English_Words_and_their_British_English_Counterparts.htm" rel="noopener noreferrer nofollow" target="_blank">this one from Spellzone</a>.</li>
</ul>

2) Point out spelling variations within a lesson.

<ul>
	<li dir="ltr">Point out the words that have an alternate spelling as you&rsquo;re working through a lesson.</li>
	<li dir="ltr">Check out the Answer Keys for almost all ESL Library&rsquo;s PDF lessons&mdash;we&rsquo;ve already found the spelling variations for you (look in the box called Spelling Notes).</li>
	<li dir="ltr">Challenge your students to find those words in the lesson (PDF or digital) and see if anyone can tell you the alternative spelling.</li>
</ul>

3) Tell students why American spelling is different from British spelling.

<ul>
	<li dir="ltr">Have students do their own research.</li>
	<li dir="ltr">If time is of the essence, offer this simple explanation: 
	In a nutshell, back in 19th-century America, Noah Webster (of Webster&rsquo;s and Merriam-Webster&rsquo;s dictionaries) decided to make spelling changes to distinguish American English from British English and to better reflect the pronunciation of certain words.</li>
</ul>

<div class="white-box">
<h5>We&rsquo;re curious to know what our fellow teachers do!</h5>

Do you go over spelling variations in class? Do you use materials from different countries, or do you stick to textbooks from only one country? Have you ever changed the spelling within a lesson before handing it out? How do you handle this when the lesson is in a digital format? Leave us a comment below and tell us about your experiences with English spelling.
</div>

Why We Use Spelling Variations in Our ELT Materials

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National Donut Day takes place on the <a href="http://www.huffingtonpost.com/entry/when-is-the-real-donut-day_563a2bd2e4b0411d306f03cd">first Friday of June and on Nov 5</a>. We&#39;ll accept that. Grab yourself a coffee and a donut to enjoy while you read this related&nbsp;post.

<h1>Coffee, donuts, and spelling&hellip;</h1>

Tim Horton sure is one famous Canadian. He&rsquo;s known not only for being a hockey legend (who played primarily for the Toronto Maple Leafs), but also for his chain of popular coffee and donut shops all across Canada and the US.

Last week, I edited a lesson on <a href="https://ellii.com/courses/80/lessons/1398">Tim Horton</a> in our in our <a href="https://ellii.com/courses/80/lessons">Famous People</a> section. This led to a discussion with our writer, Tara, about why the restaurant is called Tim Hortons&nbsp;when his last name is Horton. Why not Tim Horton&rsquo;s? And how about the spelling of donut vs. doughnut&mdash;which is correct? I decided to do a little sleuthing for my blog post this&nbsp;week.

<h2>Tim Horton Donuts &amp; Tim Horton&rsquo;s Do-nuts</h2>

It seems like there were a few different names originally. According to Tim Horton himself in a video on the <a href="http://www.timhortons.com/ca/en/about/bio_timhorton.html " target="_blank" title="Tim Hortons About">About</a> page of <a href="http://www.timhortons.com">www.timhortons.com</a>, it was called Tim Horton Donuts at one point. And according to Always Fresh, the story of the Tim Hortons restaurant empire by Ron Joyce and Robert Thompson, it was once called Tim Horton&rsquo;s Do-nuts. So how did it become Tim&nbsp;Hortons?

<h3>Tim Horton&rsquo;s?</h3>

It&rsquo;s common practice to use the possessive form as a company name. Take the fast food restaurant chain Wendy&rsquo;s, for example (who, incidentally, partnered up with Tim Hortons in 1995). Is Tim Hortons a mistake that got fossilized over time&mdash;a result of dropping the&nbsp;apostrophe?

<h3>Tim Hortons</h3>

Well, my research is coming up a bit short. I can&rsquo;t find anything online or in the book Always Fresh about why the decision was made to call the restaurant Tim Hortons, but it appears the change happened very early on, so I suspect it was a company decision and not an error. Company names are often pluralized (e.g., Starbucks, Chapters). Maybe as soon as there was more than one restaurant, they decided to go with the plural&nbsp;form.

<h2>A Tim Hortons&rsquo; Coffee or a Tim Hortons&rsquo;s Coffee?</h2>

How should we write the possessive form? According to the Chicago Manual of Style, 16th edition, we should add &rsquo;s to a singular noun that ends in -s (e.g., Dickens&rsquo;s novel) &nbsp;but an apostrophe only to a plural noun that ends in -s (e.g., the Lincolns&rsquo; house). So it depends on how you look at it: if you see Tim Hortons as the singular man, you would write Tim Hortons&rsquo;s coffee.

But if you see it as the plural restaurants, you would write Tim Hortons&rsquo; coffee. Perhaps this is why we see both cases so often, because people aren&rsquo;t sure how to look at it. I recommend using the apostrophe only (Tim Hortons&rsquo; coffee) because I see Tim Hortons as the restaurant chain, not the man (his name was Tim Horton, after&nbsp;all).

<h2>Donut or Doughnut?</h2>

Here&rsquo;s one I can definitively answer. In American, Canadian, and British English, the preferred spelling is doughnut (according to reputable dictionaries like Merriam-Webster&rsquo;s, Oxford Canadian, and Oxford Dictionaries Online). In most dictionaries, donut is listed as a variant of doughnut, meaning both are correct and accepted, but doughnut is the more accurate choice.

However, the Tim Hortons website uses donut, so that&rsquo;s what we used in our ESL&nbsp;Library lesson on <a href="https://ellii.com/courses/80/lessons/1398">Tim Horton</a>.

<h2>Timmy&rsquo;s or Timmies?</h2>

Finally, how do we spell the cute, common nickname for Tim Hortons? Is it Timmy&rsquo;s or Timmies? This one&rsquo;s not going to appear in any dictionary, so I decided to defer to the company&rsquo;s decision as well as the logic of a plural noun form. According to the Tim Hortons website, the correct spelling is&nbsp;Timmies.

Tim Hortons, Hortons', or Horton's? Donut or Doughnut?

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<blockquote>
I had my students learn these&nbsp;patterns&hellip;
</blockquote>

<a href="https://ellii.com/resource_categories/grammar-usage/resources/2314-causative-verbs-have-let-make">Causative verbs</a> are just what they sound like: verbs where one person is &ldquo;causing&rdquo; another to do something. English has three true causative verbs: have, let, and&nbsp;make.

This grammar target has a special pattern that often confuses students because it requires a base verb where an infinitive verb would normally go. Once we present the pattern to our students and they see some examples, they should be able to remember to use the base&nbsp;form.

It&rsquo;s also important to point out the other verbs with a similar meaning that are not, in fact, causative verbs. Verbs such as get, force, allow, and cause take an infinitive verb, not a base&nbsp;verb.

<a href="https://ellii.com/resource_categories/103/resources/2314"><img alt="Causative Verbs resource" height="auto" src="https://esllibrary.s3.amazonaws.com/uploads/ckeditor/pictures/215/content_103_Causative-Verbs-Have-Let-Make.png" width="400" /></a>

<a href="https://ellii.com/resource_categories/103/resources/2314">Causative Verbs: Have, Let, Make</a> &ndash; Grammar &amp; Usage&nbsp;Resources

<h1>I. Causative Verbs</h1>

<h3>Have, Let &amp;&nbsp;Make</h3>

<h4>Subject (person) + Have / Let / Make&nbsp;+ Object (person) +&nbsp;Base&nbsp;Verb</h4>

The verbs have, let, and make follow this irregular pattern when they have the meaning of causing someone to do something. These verbs are pretty common in English and are usually introduced around an intermediate level. From strongest to weakest, the causative verbs are make, have, and&nbsp;let.

It&rsquo;s important to give examples with both singular and plural objects as well as different tenses so that students truly understand that a base verb is required, not just a present verb. I find the biggest mistakes textbooks make is that they only give examples in the present tense. I&rsquo;ve often had students tell me that they didn&rsquo;t &ldquo;get it&rdquo; until they saw an example in the past&nbsp;tense.

<ul>
	<li>I had my friends tell me what happened. (not&nbsp;told)</li>
	<li>She will let her friend borrow her new jacket. (not borrows or will&nbsp;borrow)</li>
	<li>Mark&rsquo;s teacher makes him do homework every day. (not&nbsp;does)</li>
</ul>

The subject and object of causative sentences are usually people, but things are also&nbsp;possible.

<ul>
	<li>The heavy rain made the paint peel off the&nbsp;building.</li>
	<li>The phone message made him feel&nbsp;nervous.</li>
	<li>We let the dogs run wild at the&nbsp;beach.</li>
</ul>

Also, the imperative verb form (no subject) is common with causative verbs, since both causatives and imperatives are used for giving&nbsp;orders.

<ul>
	<li>Have Mr. Smith call&nbsp;me.</li>
	<li>Let the dogs go outside after&nbsp;dinner.</li>
	<li>Make her secretary type out the&nbsp;report.</li>
</ul>

<h1>II. Non-Causative Verbs</h1>

<h3>Get, Force, Allow &amp; Cause</h3>

<h4>Subject + Get / Force / Allow / Cause + Object (person) +&nbsp;Infinitive&nbsp;Verb</h4>

All other verbs, outside of the three causative verbs, will follow the &ldquo;normal&rdquo; pattern of noun + infinitive. This pattern occurs for most verbs regardless of meaning (e.g., My friend wants me to come to the party or She asked me to help&nbsp;her).

There are other verbs that have the meaning of cause, but because they aren&rsquo;t true causative verbs, they take an infinitive verb form instead of a base verb. Common verbs are, from strongest to weakest: force, cause, get, and&nbsp;allow.

Get, especially, is very common, so make sure you remind your students that it always takes an infinitive verb, and give your students plenty of&nbsp;examples.

<ul>
	<li>He got his friend to help him&nbsp;move.</li>
	<li>My mother forces me to practice the piano every&nbsp;day.</li>
	<li>Our teacher is going to allow us to go home early&nbsp;today.</li>
	<li>The test is causing them to panic. It&rsquo;s really&nbsp;difficult.</li>
</ul>

<h1>III. The Passive&nbsp;Causative</h1>

<h3>Get &amp;&nbsp;Have</h3>

<h4>Subject (person) + Have / Get + Object (thing) + Past&nbsp;Participle</h4>

Can causative sentences be passive? Yes! The passive causative is quite common for services. For more information, see our blog post on the <a href="https://ellii.com/blog/the-passive-causative">Passive&nbsp;Causative</a>.

<ul>
	<li>He had his car fixed (by a&nbsp;mechanic).</li>
	<li>She got her hair cut&nbsp;yesterday.</li>
	<li>My sister got her nails&nbsp;done.</li>
</ul>

<h1>Related</h1>

<ul class="resources">
	<li class="lesson">Lesson:&nbsp;<a href="https://app.ellii.com/lesson/2325-causative-verbs" target="_blank">Causative Verbs</a></li>
	<li class="resource">Chart:&nbsp;<a href="https://ellii.com/resource_categories/grammar-usage/resources/2314-causative-verbs-have-let-make" target="_blank">Causative Verbs: Have, Let &amp;&nbsp;Make</a></li>
	<li class="lesson">Lesson:&nbsp;<a href="https://app.ellii.com/lesson/1601-passive">Passive</a></li>
	<li class="resource">Chart:&nbsp;<a href="https://ellii.com/resource_categories/grammar-usage/resources/2276-the-passive-voice" target="_blank">The Passive Voice</a></li>
	<li class="blog-post">Blog Post:&nbsp;<a href="https://ellii.com/blog/the-passive-voice" target="_blank">The Passive Voice</a></li>
<li class="lesson">Lesson:&nbsp;<a href="https://app.ellii.com/lesson/2834-passive-causative" target="_blank">The Passive Causative</a></li>
	<li class="resource">Chart:&nbsp;<a href="https://ellii.com/resource_categories/grammar-usage/resources/2324-the-passive-causative-have-get" target="_blank">The Passive Causative: Have &amp;&nbsp;Get</a></li>
	<li class="blog-post">Blog Post:&nbsp;<a href="https://ellii.com/blog/the-passive-causative" target="_blank">The Passive Causative</a></li>
</ul>

Causative Verbs

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It&rsquo;s almost time for the spookiest holiday of the year, Halloween! On&nbsp;October 31, many children will dress up in costumes and go out trick-or-treating for candy. People of all ages love this holiday, and teachers can maximize on the fun by doing fun Halloween activities in class all week long.

<h2>Lessons</h2>

<ul>
	<li>Intermediate&nbsp;&ndash; Try <a href="https://ellii.com/courses/93/lessons/1861" target="_blank">Halloween</a>&nbsp;(Int&ndash;High Int) in the Holidays &amp; Events section. This lesson includes a reading on Halloween, comprehension questions, vocabulary exercises, idioms, instructions on how to carve a jack-o&rsquo;-lantern, a pair work activity, and a speaking activity.</li>
	<li>Beginner &ndash; For beginner-level students, try <a href="https://ellii.com/courses/93/lessons/1861" target="_blank">Halloween</a> (Low Int), also in our Holidays &amp; Events section. This lesson includes vocabulary, a reading on Halloween, comprehension questions, a word jumble, a word search, a speaking activity, and a writing activity.</li>
	<li>Kids&nbsp;&ndash; If you teach kids, you should try our <a href="https://ellii.com/courses/113/lessons/2439" target="_blank">Halloween</a> lesson in the Word Bank section.</li>
</ul>

<h2>Activities</h2>

<ul>
	<li>Pumpkin Carving &ndash; This was always a popular activity at my old school. Many English learners don&rsquo;t celebrate Halloween in their countries, and students of all ages enjoy carving a pumpkin for the first time! Get your whole school involved and have a contest to see which team&rsquo;s pumpkin gets the most votes. Pass around the Halloween candy, with extra going to the winners!</li>
	<li>Costume Contest &ndash; Like the pumpkin carving, many students from other cultures haven&rsquo;t ever experienced dressing up for Halloween. When everyone comes to school dressed up on the 31st, just try and stop the cameras from snapping shot after shot! (My old school took great pictures every Halloween to use in our promotional materials.) Give your learners ideas for costumes they can make themselves, such as using an old sheet for a ghost or using black construction paper to make &nbsp;a witch&rsquo;s hat or cat ears. At my old school, we assigned a number to all the people in costume. The teachers voted on the top 10 or 20 best-dressed students. Then those students performed a fashion show on a &ldquo;runway&rdquo; in front of the school, and their classmates voted on their favorite costume. Our costume fashion show was always a big hit with students!</li>
	<li><a href="https://ellii.com/flashcard_genres/21/flashcard_categories/46" target="_blank">Flashcards</a> &ndash; We&rsquo;ve got a good collection of Halloween flashcards. There are so many ways to use flashcards: for vocabulary practice, for games, etc. Tara Benwell has outlined six creative ideas in her blog post <a href="https://ellii.com/blog/flashcards-for-halloween-activities-and-games" target="_blank">Flashcards for Halloween Activities and Games</a>.</li>
	<li><a href="https://ellii.com/blog/tricky-halloween-vocab-to-teach-your-students/" target="_blank">Halloween Spelling</a> &ndash; Use this holiday as a chance to review some tricky vocabulary with your students. Words include witch/which, costume/custom, jack-o&rsquo;-lantern, etc.</li>
	<li><a href="https://ellii.com/blog/esl-magic" title="Magic Mayhem! 10+ Ideas &amp; Resources to Motivate Using Magic">Magic Mayhem! 10+ Ideas &amp; Resources to Motivate Using Magic</a> &ndash; In this blog post, Shelly Terrell lists many magical activities to make learning exciting.</li>
	<li><a href="https://ellii.com/blog/10-wicked-web-2-0-activities-for-halloween">10+ Wicked Web 2.0 Activities for Halloween</a> &ndash; Using tech in the classroom has never been more fun! Shelly Terrell has four great ideas for Halloween activities using the Web.</li>
	<li>Frankenstein Day &ndash; Last Friday in October&nbsp;&ndash; Use our&nbsp;lesson plan on <a href="https://ellii.com/courses/83/lessons/1495">Frankenstein</a>, the world&#39;s most famous monster! Make it&nbsp;more meaningful by first checking out Tara Benwell&rsquo;s post <a href="https://ellii.com/blog/writing-contest-frankenstein-day" target="_blank" title="A Writing Contest for Frankenstein Day">A Writing Contest for Frankenstein Day</a>. You can easily change it to a writing contest for Halloween. Tara includes an audio clip that students can listen to on the history of Mary Shelley&rsquo;s Frankenstein. Then students can write their own ghost stories, and you can print out a premade certificate for the winner right from the blog post!</li>
</ul>

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