TP 2b 7/7/14
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.
To introduce students to vocabulary about jobs.
Procedure (29-39 minutes)
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.
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.
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.
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?
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.
Ss will fill in the gaps with appropriate forms of questions in the written exercise.
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.
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.)