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).

- 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 )

- 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

- 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.

- 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.