Mohamad Nasani Mohamad Nasani

Pre-Intermediate level


In this lesson, students learn about the modal verb "have to" through guided discovery based on a listening text about a vet, a taxi driver and a pilot. The lesson starts with a discussion about the three pictures. This is followed by writing the three model sentences on the board to be analysed for grammatical structures and function. Students learn about the meaning conveyed by the language I am going to cover and how they break down the form. Finally, Students will practice listening for detail and reading for detail to do more activities and learn more about "have to"


Abc pictures and handouts
Abc CD

Main Aims

  • To provide clarification of Verb "have to" in the context of jobs

Subsidiary Aims

  • To provide detailed listening and reading practice using a text in the context of jobs.


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

1- Showing three pictures on the WB of a vet, a taxi driver and a pilot. 2- Asking sts to look at the photos A-C to guess their jobs. 3- Writing the three modal sentences about 'have to' to focus on the target language. 4- Asking sts to do ex 2b in pairs. 5- I elicit the answers. 6- Listening for gist to check the answers. 7- I write the answers under the right picture,(only the numbers).

Exposure (4-6 minutes) • To provide a model of production expected in coming tasks through reading/listening

- Asking about the meaning of the model sentences. - Breaking down the form for each sentences. - I ask sts to do ex 3a, in pairs. - I elicit the answers by FB to clarify Meaning. - I reveal cards about the answers and fix them beside the right model sentence on the WB. - I write the answers under each picture ( only a,b,c and d )

Useful Language (4-6 minutes) • To highlight and clarify useful language for coming productive tasks

- I give them some other jobs and ask them to give me a sentence using 'have to',etc..i.e. sts can say: A teacher does't have to wear a suit.- Asking sts, in pairs to do ex 3b. (1st individually then each one with his partner), I do an example first on the board to clarify Form, for example, I write on the WB the subject pronouns with the right form of the verb 'have to' to check if they can get the point. - I also elicit the answers to get the FB

Productive Task(s) (16-18 minutes) • To provide an opportunity to practice target productive skills

- I ask a few sts to say the three model sentences to draw their attention to the way we pronounce 'have' and ' have to'. - I write the transcription on the WB. - I drill in different ways. - I ask sts to do ex.6 to give them controlled practice. - Every student compares his answer with his partner. - I get the FB as a WC and write the answers on the WB. - I ask them to do ex.7 and check the answers with their partners.

Feedback and Error Correction (8-10 minutes) • To provide feedback on students' production and use of language

- I ask them to leave their desks and stand in groups. - Every group chooses a job and I write it on the WB. - Sts have to explain the job using have/have to. - I monitor the groups to get the FB.

Web site designed by: Nikue