To teach modals. To point out their differences in context.
Speaking about priorities using modals.
Procedure (32-45 minutes)
Tree circles on WB. S,M,V written inside the circles. I will get some guess from sts. I will write modals on one side of the WB. (Must-should-has to-can) Mustn't-shouldn't-doesn't have to-can't) I will write an example for must/should to engage them to the Grammar1. Show ........ go on. Must CCQ Is it necessary? yes,it is about necessity or obligation. Who says that show must go on? i say so. (it is an internal obligation) Is it my boss? No. Have you watched the movie How to lose a guy in 10 days? Can you give me some advices? What should i do? After they give their advices- ask them do you think it is a good idea? Should i really? to point out that should means it is a good idea.
We have a gap filling exercise here. Take a look at Grammar 1. They will practice on difference btw should/must. You can take a look at the table as well but it is
Sts copy the table and write their priorities on it and after they finish, they tell them to their partner. While they are working on it i will join them and ask them some questions and help them if they need. It will also extend the practise and give them some time to practice on the subject.
To provide students with difference btw have to and must. Write must and have to one one side of the board in a square. Use pictures to give examples. Context is Office. Our character La linea and his boss. 1-st picture-Boss seems to be happy to see his stuff working. (who is this in the picture?What is his position at the office?) 2- He gave some files to be completed asap. (what are they?) 3- What is he doing? He is doing yoga to get rid of his stress. He thinks he must do some yoga to empty his mind. 4-The boss steps in and see him doing yoga. CCQ-Why did we use have to/must in this situation? Explain external and internal obligation. Tell them we use must when we feel an internal obligation and have to when there is an external obligation.
First students read and underline the correct structure and then they listen CD2-10 to correct their answers. **Check if they want to listen one more time.