Marieke Marieke

Jobs lesson TP2a (Marieke Steuben)
Pre-intermediate level


In this lesson students practice using have to / don't have to in the context of jobs and job qualifications. First a discussion brings up different types of jobs, and a listening activity gives them examples of the TL. They will match sentences to the recording and then start to make sentences themselves. Students will do some controlled practice and speaking practice with some model pronunciation given. Finally they will read a paragraph, fill in the gaps, and read again for understanding.


Abc F2F Pre-Int Student's Book Unit 3a pp 20-21
Abc F2F Pre-Int CD1 recording 3.1

Main Aims

  • To introduce students to and give them practice with the construction have to / don't have to, using a discussion about job requirements.

Subsidiary Aims

  • To give students practice listening for detail.
  • To give students practice reading for detail.
  • To give students practice speaking.


Lead in (5-7 minutes) • Introduce job-related vocabulary

1) Show photos of taxi driver, vet and pilot (stick onto WB with putty or use projector). Ask questions: Who is this? What does he/she do? What is it like being a ___? (WC) 2) Show HO page 20. (They may already have a copy). In pairs or small groups - Instructions: Choose 3 phrases from ex. 1a that are true for each job. (Ex. 2a) 3) FB - Which is the best job? Why? Anyone agree? Why/why not?

Listening (5-7 minutes) • Practice listening to TL

1) Show HO p. 20 again. Ex. 2b. Match sentences 1-3 to the photos. Which sentence goes with which job? Work by yourself. 2) Now listen to them. See if your answers are correct. Play CD1 recording 3.1 (track 28). Pause between speakers. Does anyone want to hear it again? Play a second time if necessary. 3) FB: Were you right? (WC) Who had to do 72 weeks basic training? (pilot); Who didn't have to go to university? (taxi driver); Who had to have a degree? (vet)

Grammar (10-12 minutes) • To read and understand the construction "have to" / "had to"

1) Write on WB: had to do / didn't have to pay / don't have to go / have to have Tell anecdote to check understanding. This morning, I had to get up early. I had to leave the flat by 8:00 to catch the bus. I had to catch this bus to get to class on time. So... why did I get up early? Did I want to? Do I always get up early? ... it was necessary for me to catch the bus. Was it my choice? Necessary = required = didn't have a choice 2) HO page 20. Match these phrases on the board with the meanings - ex. 3a. Work by yourself. When you've finished, check with someone else. 3) Erase the verbs after "have to" on the board and leave a blank line. 4) FB - ask someone to come to WB to write answers. Check everyone agrees. Had to (c); didn't have to (d); don't have to (b); have to (a) 5) Which verb form follows "have to"? Point to WB - blanks. (infinitive) 6) Look carefully at the negative. don't have to / didn't have to. What do you notice? (have to doesn't change) 7) Check understanding of present / past with a timeline if necessary.

Apply grammar (10-12 minutes) • To practice using the construction "have to" / "had to"

1) Show cards HO. These are pieces of a sentence. In groups you will create sentences using "have to". First make sentences in the present using the cards. Some of you will get a blank card. Listen for further instructions. 1) Move into small groups of about 4. Rearrange desks. Make sure no one is left out. Aim for about 4 groups. 3) Hand out present tense only. (7 cards to each group) Pass these around the group so everyone has a card or two. 4) Who has a blank card? Choose a verb - write it on your card. What form of the verb? Get help from your group. 5) They create 4 sentences in present tense. (3 minutes) Monitor for problems. 6) Go around the room and hand out the past tense cards (2 cards). Now write 4 sentences in the past tense. 2 positive, 2 negative. Monitor for problems. (3 minutes) 7) FB - to each group (WC). Give us one sentence. Does everyone agree? Are there any problems?

Controlled practice (12-15 minutes) • To practice speaking and writing the construction "have to"

1) Go to WB (clean it off) Tell me some jobs. Write these on left side of board descending. (start with teacher) Now tell me some qualifications or requirements for a job. Give examples if they need help. (have a degree, pass a test, wear a suit, know how to drive, have a good memory, know how to cook, have experience, etc.) Write these on right side of board. 2) Model question and answer. Does a teacher have to have a degree? Yes a teacher has to have a degree, or no, a teacher doesn't have to have a degree. Model pronunciation. "have to have" (see ex. 4a) 3) With a partner, ask questions about these jobs. Then your partner will answer. Then trade roles. 4) FB - Are there any you aren't sure about? Any questions? 5) Show HO p. 21 - ex. 6. OK now you will practice. You will read about Gary's training. Preteach: facts, oral test, borrow money from the bank, pay money back, licence. Fill in the gaps with the correct form of "have to". Be careful with present/past. Then check your answers with a partner. 6) FB. Write numbers 1-12 on WB. Ask for answers and write them in. Any problems?

Reading for comprehension (5-7 minutes) • To re-read the text for better comprehension, and answer questions

1) Hold up HO. Point to 7a. Read about Gary's training again and answer these questions. Work in pairs. 2) FB - Check your answers with another group. What about question 4. What do you think? How do you know? Was anything surprising? What about taxi drivers in Istanbul? Similar / different? (Give this exercise as homework if run out of time.)

If time (4-5 minutes) • To continue practice speaking / listening

Put a picture on the WB (or projector). Astronaut. Runway model. What do you have to do to do this job? Explain the job using "have to" or "don't have to".

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