Marieke Marieke

Jobs - Have to
Elementary level


In this lesson, students are introduced to job vocabulary about job roles and responsibilities. With a listening activity, they are exposed to the use of "have to" and "don't have to". They get practice using "have to," "don't have to" and "can/can't" in relation to jobs.


No materials added to this plan yet.

Main Aims

  • To provide clarification of "have to" / "don't have to" versus "can" / "can't" in the context of jobs

Subsidiary Aims

  • To provide gist listening practice using a text about a student's life
  • To provide clarification of job roles


Warmer/Lead-in (5-8 minutes) • To set lesson context and engage students

Using a film, show short clips and ask students what job each person does. MARY POPPINS - musician, police officer, nanny, housekeeper, maid, cook, banker, chimney sweep, etc. Talk about what each job does.

Exposure (8-10 minutes) • To provide context for the target language through a text or situation

A student's life - say what things a good student does / a bad student does. Warmer from lesson plan (ESOL Nexus) Play the video and do Task 1. Play video again, do Task 2. STUDENTS_LIFE_WORKSHEET2

Highlighting (5-8 minutes) • To draw students' attention to the target language

Do some examples of can / have to / can't / don't have to - emphasize key words 1) Show the vitamin bottle with childproof lid. -- I can open it. My children can't open it. How do you open it? You have to push down while turning. You don't have to squeeze it. You must push down and turn at the same time, or it won't open. Kids can't do it. Concept checking - Can kids open the bottle? Can you open the lid by just turning it? What is required to open the bottle? 2) Show school uniform. My son has to wear the uniform to school. He must wear a white or red shirt with a collar, with his school jumper, and dark trousers. He can't wear whatever he wants to school. All the kids have to wear the same thing. They don't have to wear a school tie or a blazer. They can wear their own jackets and shoes.

Clarification (8-10 minutes) • To clarify the meaning, form and pronunciation of the target language

Task 3 from lesson plan - Give TRANSCRIPT for them to look at Discuss rules of "have to" etc. Ask questions to check understanding - Do you have to go to English class tomorrow? (No, I don't have to because we don't have class on Saturdays) Do your kids have to go to school tomorrow? (No, they don't have to because it's the weekend) Can you drive in the UK? (Yes, if you have a licence) Can you work in the UK? (Yes, you are allowed to) STUDENTS_LIFE_WORKSHEET3 and 4 and TRANSCRIPT

Controlled Practice (8-10 minutes) • To concept check and prepare students for more meaningful practice

Tasks 4 and 5 from the worksheet STUDENTS_LIFE_WORKSHEET5 SLIDES - look at road signs and make practice sentences using must/mustn't, have to/don't have to Example: You mustn't drive in where the sign says do not enter. You must stop when you see a stop sign.

Semi-Controlled Practice (8-10 minutes) • To concept check further and prepare students for free practice

Choose a job. Write a list of rules for that job. SLIDES - have to Example: Teachers have to be friendly and polite. Teachers must dress professionally. Teachers can't shout at their students. Add more...

Free Practice (8-10 minutes) • To provide students with free practice of the target language

Homework - what job would you like to have, and why? Tell us what things you have to do, or don't have to do, in that job. Do jobs game online - select "easy" or "hard"

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