To provide clarification and practice of 'must', 'have to', and 'should' for obligation in the context of manners
To provide fluency speaking practice of obligation verbs in the context of manners
Procedure (39-50 minutes)
Students look at a picture of a man speaking loudly on his mobile on a bus. Students should discuss questions about the picture.
students listen to five speakers talking about things that annoy them about mobile phones and match the speakers with what they say. Before listening, students read the five statements to make sure they understand them. The teachers explains what the difficult words mean. students listen and mach. Students work in pairs to check the answers before the teacher gives the answers.
Students work individually to match five statements from the listening with their meaning. Students compare answers with their partners. Make sure students understand 'rule', 'law', and 'allowed/permitted'. Give them the answers to check.
Teacher uses the five statements the students matched with their meanings in the previous task to clarify the target language. Teacher uses CCOs and examples to clarify the meaning of the target language. He highlights the form and pronunciation. Model and drill.
Students do a controlled practice exercise in which they have to choose the correct alternative. Students work in pairs to check their answers. Teacher gives the answers to students to check.
• Focus on the definition of manners. Get students to read it and make sure they understand it. • Now focus on the instructions and the first sentence in Manners or the Law? Ask students if there is a law about not playing noisy games on a mobile in public, and elicit that there isn’t. it is just good manners, so they have to mark this sentence M. • Get students in pairs to mark the rest of the sentences M or L. • Now for sentence 1 elicit from the class you shouldn’t play nosy games on a mobile phone in public. • Get students to practice saying it a couple times to get the rhythm right. • Students continue in pairs making sentences with should/shouldn’t, have to or mustn’t.
If you still have time, get students work in small groups and ask to imagine that they are going to open a new restaurant. They have to discuss what they should/shouldn't/have to/mustn't do to succeed in their new project. One students writes down the group's opinions. Monitor students unobtrusively. Help only if they need you.