Veronika Veronika

Veronika`s Plan; TP 4a - Grammar review have to / can
Pre-Intermediate level


In this lesson students will learn and practice using have to and can in the set up context of the reading. The students will complete 3 main tasks: a controlled, a semi controlled and a freer task. The Ss will correct, write and say sentences using have to and can ( as well as its negative forms)


No materials added to this plan yet.

Main Aims

  • To provide clarification, review and practice of have to and can in the context of money

Subsidiary Aims

  • To provide the Ss with an opportunity to speak about their own personal experiences


Warmer/Lead-in (2-2 minutes) • To set lesson context and engage students

Show the picture of Muhammed Yunus and ask: Is he a famous person? (Yes) Did he win the Nobel Peace Prize? (Yes) Did he do something special? (Yes)

Exposure (4-5 minutes) • To provide context for the target language through a text

Before reading give a question with 3 answers on WB (using projector) and ask Ss to guess the answer while reading the text. Ss check the answer in pairs.

Highlighting (2-2 minutes) • To draw students' attention to the target language

Ask questions according to the text: Can Bangladeshi people get credit from a normal bank? (No, they can't) Can they get it from Grameen Bank? (Yes, they can) Do they have to make groups of 5 people? (Yes, they do)

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Show a table on the board (using projector). To make sure Ss understand the meaning, ask CCQs: Do Grameen's customers have to make groups of five people? Do they have to be all women? Can they ususally get credit from normal banks? Can they get bigger loans if they make all their repayments? To make sure Ss understand the form, give model sentences: + I have to go now. - I don't have to go until nine. ? Do you have to go soon? Yes, I do/ No, I don't. HE/SHE/IT + Alain has to get up early tomorrow. - Rebecca doesn't have to get up until nine. ? Does Rebecca have to work tomorrow? Yes, she does/ No, she doesn't. To make sure Ss understand the prononciation, repeat the sentencers - drill it. Ss listen to 4 sentences with a schwa and repeat it. Ss listen to 4 sentences with schwa. Drill it.

Controlled Practice (4-6 minutes) • To concept check and prepare students for more meaningful practice

Show the Ss practice 1. Ask the Ss to change these sentences individually according to their country. ICQ: Are we working in pairs? - NO Are we working by ourselves? YES. Give 3 minutes, check in pairs. WCF- select to read completed true sentences

Controlled Practice (3-6 minutes) • To give the students a chance to practise the TL in a controlled way

Give cards to match sentences in pairs. Write the answey key on the WB. 1b 2d 3a 4e 5c

Semi-Controlled Practice (5-6 minutes) • To provide students a chance to practice writing and speaking of the target language in a personal way

The rules of ITI Write on the WB: We have to.... We don't have to... We can .... We can't.... The teachers have to... The teacher doesn't have to.... Tell the students to write 6 sentences about funny rules in ITI in groups. Gıve them 4-5 minites time limit. ICQs: Do we work together? YES Ask to swap papers and to choose the funniest rule that they like from the list.

Freer Practice (6-8 minutes) • To give the students an opportunity to use the TL more freely

Show Ss a HO and tell to move around the class asking what their classmates have to do or can do with money. Ss just put names in a list.. Give Ss a questionere. ICQs: Do we sit? NO Do we walk around the classroom? Yes

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