To provide clarification and practice must and don't have to in the context of job advertisements
To provide scan and detailed reading practice using a text about job listing in the context of job advertisements
To provide fluency speaking practice in a conversation in the context of job advertisements
Procedure (56-62 minutes)
T asks the Ss if they are familiar with craigslist, then opens the website on the smart board in class and tells the Ss that they are going to look for a part-time job on craigslist as pair work. But first they should check a few vocabulary items in their dictionaries and learn their pronunciations. T writes the words on the board and monitors the Ss while they look up the words: Full-time, part-time job, compensation, recruitment agency
T concept checks the vocabulary items assigned in the previous task. Ss in pairs go on craigslist and find a part-time job, then they answer the following questions in pairs: - What is this job and what are your duties? Why did you pick this job? (T writes these questions on the board before assigning the task) Ss are re-grouped and discuss the previous questions with their new partners. T monitors and scaffolds if necessary. T takes notes of possible mistakes for delayed error correction.
T puts the heading of the advertisement on the board and brainstorms ideas to guess what kind of job it is.
In groups of three, Ss are asked to guess what the requirements for this job are. T pre-teaches some vocabulary items needed for this activity and read the text to find the answer.
T asks the Ss to underline must in the text. T elicits the answers and writes them on the board to concept check: E.g. You must be a male. CCQs: Is it important to be a man for this job? (yes) Can women apply for this job? (No) T explains the difference between must and don't have to and drills some example sentences. Hands out the exercises for controlled practice. Early finishers write the answers on the board.
T assigns the Ss to use must and don't have to to write a job advertisement in pairs. T monitors and scaffolds if necessary. (Padlet is used for this activity so that at the end Ss can read each others' advertisements, compare and suggest corrections.)