Sylwia Ejmont Sylwia Ejmont

TP 2b 7/7/14
A2 level


In this lesson, students will practice the grammatical construction "have to" using the topic of different professions and their obligatory and optional requirements. Students will discuss a few different jobs to think about what kinds of obligations they might carry, they will practice the construction "have to" and "don't have to" in both simple present and simple past, together with pronunciation of the phrase.


Abc Have to flash cards
Abc Jobs flash cards
Abc Questions and short answers HO
Abc Guess the job cards
Abc Guess the job worksheet
Abc Future job advice HO
Abc Matching HO

Main Aims

  • To provide practice for the grammatical construction of "have to/ don't have to" expressing obligation or lack of obligation in the context of different job requirements.

Subsidiary Aims

  • To introduce students to vocabulary about jobs.


Warm up (3-4 minutes) • To set lesson context and elicit some ideas about jobs together with vocabulary

T will write a few letters on the board (T, D, L, W, J, M, A, P) and ask Ss to come up with as many names of jobs that start with each letter as they can. T will ask Ss to say what one has to do when doing those jobs.

Vocab set up and practice (1-2 minutes) • To introduce job-related vocabulary and set the context for constructions of obligation

T will match an older student with a younger one and have them work in pairs on imaginary career planning. One student will choose 3 things that are important and 3 unimportant features of a job, and their partner will try to suggest a kind of job best suited for them.

Target language set up (3-4 minutes) • To introduce target language through three examples of jobs with their obligations and elicit a more generalized rule about meaning of each form

T will put the photo flashcards of taxi driver, vet, and pilot on the board, then ask the Ss to work in pairs and match the sentences describing specific obligations to the 3 jobs in the photos. T will check matching (ex. 2) for the whole class, then ask Ss to do the second part of matching exercise (ex. 3) individually to check if they understood the meaning of each phrase in the specific context.

Grammar set up and form practice (6-8 minutes) • To elicit a generalized rule about using the 'have to' phrase in different forms and practice them at sentence level.

T will ask Ss to suggest how the 'have to' expressions work in present simple and past simple tenses in positive, negative, and singular and plural forms. Setting up one example sentence on the board, T will ask Ss to test other example in different forms, using the flash cards with bolded phrases to fill in the blanks on the board. You have to be 16 years old to buy cigarettes. I had to spend 2 hours on the bus every day when I worked in Avcilar. One has to be beautiful to get married. (is this true?) You don't have to be intelligent to be a professor. (is this true?) Rich people don't have to work, but poor people do. Do women have to do military service in Turkey?

Speaking practice (8-10 minutes) • To give students practice with target language

T will model an example of a job (librarian) with a description (I don't have to work at night. I have to like reading and I have to know how to use a computer. I help people find books that they need. Who am I?) T will distribute little cards with job descriptions and the worksheet and ask Ss to walk around the room and try to guess the jobs, then write them down on the worksheet.

Controlled written grammar practice (4-5 minutes) • To give students practice with asking questions with the 'have to' construction

Ss will fill in the gaps with appropriate forms of questions in the written exercise.

Free grammar practice (3-4 minutes) • To give students more practice with 'have to' forms in more independent form

In pairs, Ss will try to come up with their own sentences using the various forms of 'to have' printed on the flash cards put on the board. WC feedback.

Pronunciation practice (1-2 minutes) • To drill correct pronunciation for 'have to' and 'don't have to' expressions

T will model pronunciation, then ask Ss to repeat in choral drill and spot-check individually (I have two hands. I have to wash the dishes every day. I don't have to wash the dishes at all.)

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