Ebru Alsan Ebru Alsan

Jobs Lesson, Millionaries, Must/Have to/ Should
Intermediate level


In this lesson, students will learn about modals of obligations such as have to, must and should in the context of jobs. This is followed by a vocabulary exercise related to jobs. Finally, they will practice new language in groups.


Abc Student's book

Main Aims

  • To provide clarification of modals of obligation such as should, have to, must.

Subsidiary Aims

  • To provide fluency speaking practice in the concept of jobs.


Stage 1 (Warmer) (3-4 minutes) • To introduce the topic and make it interesting for the students.

- T shows some pictures to Ss to introduce the topic. - T asks Ss ' What do you see in the first picture? What does he need to do?' T asks these questions to the Ss without using 'should, have to and must' until they use these patterns.

Stage 2 ( Eliciting grammar structures) (8-10 minutes) • To have Ss discover the new grammatical structure.

- T tells Ss the aim of the lesson is to learn the modals of obligations and explains that obligation means necessity or something that you must do.T tells that there are some different expression used to talk about an obligation. - T gives Ss a handout and wants them to do the first matching part and she gives them one minute to complete the task. - T checks the answers with whole class. - T reminds Ss that infinitive is the basic form of the verb and asks them to do the second part of the handout. She gives them one minute and checks with whole class again. - T ask Ss to complete the last part of the handout with grammatical structures by using the words above. - T asks some CCQs to check what they know or have learnt. Do we use 'should' for a strong obligation? (No) What do we use for strong obligation? ( Have to) - T gives the copies of the book related to the grammar structures to the Ss and summarize what they have learnt on the board. - Model and drill the modals.

Stage 3 (Vocabulary) (3-4 minutes) • To elicit and teach the target vocabulary

- T asks some questions to elicit 'mosquito net', 'bite', 'malaria', 'container' and 'raccoon' and writes them on the board. 'What is the name of the small animal which flies and disturb you especially when you are sleeping? 'How does it disturb you?' 'What do you use to keep them away when you are sleeping?' - T shows the pictures if they cannot get the target words. - T drills the new words with whole class.

Stage 4 (Chosing the correct alternative) (3-4 minutes) • To practice the modals of obligation.

- T asks Ss to work alone and complete exercises on the handout . ICQs: Are you going to write the answers (No, Underline) Are you going to work in pairs? (No, alone) - T ask Ss to check their answers in pairs. And she checks the answers with whole class and explains the things they don't understand.

Stage 5 ( Match Phrases) (3-4 minutes) • To practice the modals of obligation.

-T tells Ss they are going to match the phrases to make sentences with modals of obligation. - T tells them to check their answers in pairs. Then T projects the answers on the smart board to check their answers.

Stage 6 (Making sentences) (4-5 minutes) • To practice jobs with modals of obligations.

- Tell Ss they are going to work in pairs to make sentences by using positive or negative forms of the modals in brackets. - Do the first one as an example. - In feedback, nominate Ss to read out their sentences.

Stage 7 (Matching jobs with descriptions) (3-4 minutes) • To remind the jobs to the Ss

- T asks Ss the jobs in the photos. She gives some clues to help them understand the jobs. - Tell Ss they are going to read the descriptions and match them with the correct job. - T monitors while they are on the task. - T discusses the answers with whole class and gives feedback. - T asks Ss to discuss the phrases in bold in pairs.

Stage 8 ( Describing the qualities of the jobs) (3-5 minutes) • To write about jobs by using modals of obligation.

- T demonstrates Ss by telling some of her friends' jobs. - Ss write information about three different jobs. They make sentences to describe what qualities are / aren't important for these jobs. Ask some ICQs: Are you going to talk about the jobs? ( No, Write) How many jobs are you going to write? ( three) - T monitors and checks Ss are using modals correctly. - In feedback, T nominates Ss to share their ideas with the class.

Stage 9 (Discussion) (3-5 minutes) • To provide speaking practice

- T tells the Ss to work in pairs and do the survey. While they are on the task, teacher monitors. - Ss check their scores. - Ss discusses in pairs if they agree with the results and why or why not. T monitors.

Web site designed by: Nikue