Yasmine Moussa Yasmine Moussa

Grammar-have to /don't have to
Pre-Intermediate level


Have to is presented in the context of an interview with a female climber, Tilly Parkins.Students will be introduced to the usage of have to/don't have to which express obligation.


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Main Aims

  • To provide clarification of have to /don't have to in the context of listening about a female heptathlete.

Subsidiary Aims

  • To provide gist and specific information listening practice using a text about (have to /don't have to) in an interview about a female climber .


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

-T plays a movie scene of a man climbing a mountain(Mission impossible 2) -T asks the students: What was he doing? Is it a dangerous kind of sports? Can anybody climb mountains like him? What is necessary to have to be able to climb? -T elicits lexical items : fit,train,brave,strong,boots,rope,helmet)

Exposure (3-5 minutes) • To provide context for the target language through a text or situation

- T shows the photo of Tilly Parkins and asks if they can see her and what she is doing. - T chests HO with a fill in the gap paragraph and asks students to listen to the record and fill in the gaps with the missing words individually. -Ss check in pairs. -T to HO the answer key.

Highlighting (3-5 minutes) • To draw students' attention to the target language

-T write down the marker sentence on board without 'have ' and ask students to fill it in. ex: You ---------to be fit and strong to go climbing. -T checst a HO and ask students to Is it necessary to be strong to go climbing?(Yes) Can you climb a mountain if you are not fit and strong?(No) What will happen if you are not fit enough?(You will get hurt)

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

-T clarifies we use ' have to' for necessity and obligation. -Ss to give the form of the positive sentence. [+] Subj+have/has +to+base verb+…… Then: the second sentence: I don’t have to train every day. -T gives CCQs about the meaning of 'don't have to'. Is it necessary to go training every day? Is it a problem if she doesn’t train every day? -T to ask students what's the negative form : (Subj+do/does+not+have +to+base form .....) And question form : Do you have to climb every day? -T chests a HO and ask the students to fill in the gap of the form and put a circle on the correct answer of the CCQs.

Controlled Practice (3-5 minutes) • To concept check and prepare students for more meaningful practice

-T chests HO (ex 2) and ask students to answer individually .(3 mins) 'Complete the questions and answers about Tilly. ' -Ss to change places and check in pairs. -T shows the answer key on board and asks if there is any question.

Semi-Controlled Practice (3-5 minutes) • To concept check further and prepare students for free practice

T divides Ss to two groups. T chests three different sets of coloured papers. -the papers got different kinds of sport and different kind of requirements for each sport and Ss will have to match the sports names with their requirements using have to and don't have to. -The group finishes first will be the winner group and will go and correct the other one. -T monitors and give feedback if needed.

Free Practice (5-8 minutes) • To provide students with free practice of the target language

-Ss to set in pairs. -T asks each S to choose a sport and the other student will start to ask using 'Do you have to...?' and guess what kind of sport is it. -Then Ss will change turns and may change partner if time allows. -T monitors closely for any delayed feedback. -T asks 'Do you have any question?'.

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