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They will watch a video with which they will practise classroom language and using must and mustn’t to talk about rules, and write rules for their ideal teacher.. In the second lesson, s

LESSON PLAN Introduction: The lesson plan is divided into two lessons In the first one, students will be

introduced to must and mustn’t They will watch a video with which they will practise classroom language and using must and mustn’t to talk about rules, and write rules for their ideal teacher In the second lesson, students will be introduced to have to and its negative and

interrogative forms They will listen to a track about foreign cultural habits and daily routines, and read the related text They will then play a 20-questions game and write rules for a hotel This last lesson will help students review vocabulary about tourism, and develop their intercultural awareness

Target group: This lesson plan is geared towards 10th graders (2nd year of high school) The students have a A2/B1 level of English and their main fields of study concern tourism

Language Aims:

 to use modal forms must/mustn't for obligation and prohibition

 to use “have to" to express necessity or obligation, and its interrogative and negative forms

 to review vocabulary related to hotels and tourism

 to practise vocabulary connected to school, school objects, rules, subjects, rooms and uniforms

Educational Aims:

 to practice integrated skills (listening, speaking, reading, writing)

 to develop intercultural awareness

 to increase students’ ability to understand aspects of other cultures

 to write a set of rules to follow in school

Previous knowledge: modals can/could/should Vocabulary related to hotels and tourism

Vocabulary to talk about everyday situations/facts and to react to propositions: accept/ refuse/ express tastes / opinions / make suggestions

Topics: must/mustn’t and have to/don’t have to School rules and daily routines.

Time: 3h

Materials and resources required: IWB, speakers, mp3 player, laptop.

Methodological approach: PPP (Presentation, Practise, Production) and inductive approach,

skimming and scanning strategies Communicative approach Cooperative learning and peer

LESSON 1

WARM-UP ACTIVITY (10 minutes)

I start the activity by asking the students to call out any class rules they can think of Possible answers could be: “arrive on time”, “don't eat", “do your homework" I divide the board into two columns and while students tell me their answers, I write down the positive sentences on the left and the negative sentences on the right

PRESENTATION (20 minutes)

Students are asked to watch a video concerning school rules, during which they will have to identify any school rules they have already mentioned in the warm-up activity The video lasts 1:11 minutes and is taken from the British Council’s website in the “learn English kids” section:

http://learnenglishkids.britishcouncil.org/en/grammar-videos/school-rules

After watching the video, I elicit the students’ impressions of the video and we discuss what they have understood, including the school rules they recognised from their warm-up activity

I provide each pair of students with a copy of the script and the students watch the video a second time checking on the script and highlighting the word(s) before each school rule This will allow the students to begin to identify the language item without a grammar explanation

At the end of the video, students may add impressions and feelings about the video Then I elicit the language item and ask students to deduce the grammar rule The rule is not given, instead it is inferred through a guided discovery Thus, I use an inductive approach and give the students a means to discover the rule for themselves After gathering answers from students, I briefly summarize the language item:

We use "must" to talk about obligations Often, when we use "must", the authority for the obligation comes from the person who is speaking, for example the teacher We use mustn’t to

say that something is not permitted or allowed.

To avoid the common mistake “must TO" I explain that they can add “must" before the imperative form, and substitute “mustn't" to “don't" I write must on the left column of the

board (with the list of rules written during the warm up activity) and mustn’t on the right one and I cross out don’t.

I end the activity with a comprehension task on the video

1 True or False

Watch the video and circle True or False for these sentences.

a She mustn’t take pets to school True False

b She mustn’t eat in class True False

c She mustn’t shout True False

d She must wear a school uniform True False

e She must do her homework True False

f She must arrive on time True False

PRACTISE (10 minutes)

I propose a “Fill in the gap” activity to check their comprehension Students work in pairs

Students and I check the answers in plenary

PRODUCTION (30 minutes)

In this activity, groups of students write an imaginary contract for their teacher Before class, I make one copy of the worksheet for each group of three The class is separated into small groups Each group is handed a “student contract” and a blank “teacher contract” We read the

“student contract” as a class and then I ask the students if any of the rules we have listed in the warm-up activity are mentioned in the contract Then, I go through the use of the modal verbs of obligation in the contract Afterwards, the students are asked to write a “teacher contract” that includes all the rules and regulations they think a teacher should follow The contract should not be too serious Instead, the students are encouraged to create an amusing

or imaginative set of rules When all the groups have finished, each group reads out their teacher contract to the class while the other groups write down the rule(s) they liked the most When all the groups have read their contracts, we pick the class’s favourite rules to combine them into one final contract

The students and I can sign the contract as it is presented

LESSON 2

WARM-UP ACTIVITY (10 minutes)

I introduce the new topic by writing a question on the board: “What do you know about daily routines abroad?” I distribute board pens to the class and encourage the students to share their experiences, their knowledge, and everything this question evokes one after another writing everything on the board one by one To help students who are reluctant to go to the board, each student has to pick the next student to come up and write I help with some vocabulary if the students do not know a word for what they want to say

PRESENTATION (30 minutes)

I tell the students they are going to listen to a dialogue between two friends, Jackie and Amar

I do not reveal anything in advance, but I encourage students to focus on global meaning first and to listen for gist It is not necessary to understand every single word, instead I suggest that they focus on key words and facts

After the first listening, I check their global comprehension of the audio document by encouraging students to make assumptions about the content of the document in its entirety

The second time students listen should demand a greater and more detailed understanding of

the dialogue For this reason, before the second listening, I give each student the script of the dialogue and a comprehension exercise

I pre-teach some vocabulary which they may have (had) difficulties with

After the second listening, the students can skim the text Then, I ask them to remember the

speculations they made before and encourage them to add information

In the third and final listening, the students are asked to perform scanning, another reading strategy While they listen to the dialogue, they complete the comprehension task

Now that the students have been given examples of the language item through the listening and reading activity, we can work to come up with the grammatical rule I get the class to

“notice” the language item and I read some sentences in the text with “have to” which demonstrate the use of the rule Then I encourage speculation and get students involved in looking for the rule, brainstorming ideas etc I guide them to the rule so they become aware of

it and finally I explicitly confirm the rules the students have discovered I also highlight the

difference between have to and must:

We use “have to” when the rule is imposed by someone else, for examples in customs, habits and cultural rules We use “must” in formal notices or to give an order to ourselves, for examples school rules.

PRACTISE (15 minutes)

I tell the students we are going to play a variation of the 20-questions game I begin by choosing a nationality and I have students ask me 10 questions about rules and habits using

“have to” In the original version of the game questions can only be answered by yes/no or sometimes, but in my variation I answer with short forms like “Yes, I do” or “No, I don’t” in order to preempt mistakes in the use of the auxiliary The student who guesses the name of my nationality should be the next to be asked the 10 questions In this classroom activity I utilize the communicative approach, where interaction is both the means and the ultimate goal of the learning process

PRODUCTION (25 minutes)

The lesson ends with a fun teaching activity where students make rules for guests and staff in

a hotel using modal verbs of obligation and prohibition To start the activity, the class is separated into groups of three The groups are told they have just taken over the management

of a hotel The groups then decide what the rules are going to be in their hotel using the modal verbs: must, mustn't, have to, don't have to

“The Modal Hotel features two outdoor pools in beautifully landscaped grounds It also has a

spa and two restaurants It is a 5-minute walk from the night market and fishing pier Your group has just taken over the management of the hotel With your group members, look at the following information and decide what the rules are going to be in your hotel, use must, mustn't, have to, don't have to”

I give each group a copy of the chart they have to fill in

I tell each group to work out the rules using the prompts in the first column of the table Students write the rules in the second column using modal verbs of obligation and prohibition Students should also think of extra rules for both the guests and staff and write them in the other rules box

Before the students start with the activity, I give them some examples:

“Guests must check out before 12 p.m

Guests mustn't smoke in their room

Guests have to leave their key when they go out.

Staff don't have to work weekends.”

Students should make a note of which rules are the same and which are different If one group doesn’t agree with a rule, they try to persuade the other group to change it When all the groups have finished writing their rules, they compare their sentences and discuss any different or unusual rules they have discovered

TESTING (30 minutes)

At the end of the unit, I give a test to see if the students know and can use what they have learnt Students like to see their progress as it gives them a level of security that they are actually learning something In order to convey progress to my students I carry out a little formal test that they have to go through Testing also gives me a clear understanding of their progress and how my lesson has been effective

The test is made of 20 questions divided into two exercises In the first exercise, students have

to fill in the gaps with ‘must’ or ‘have to’ In the second exercise they have to complete the sentences with ‘mustn’t’ and ‘don’t have to’ Each correct question is marked out of 0.5 points The highest score the students can reach is 10

Instructions: Complete the sentences below with the correct word(s) : 'must' or 'have to'

1 My boss needs this report urgently I _ finish it now

2 "You _ arrive on time every morning" said the shopkeeper to the new trainee

3 Julie go to work on foot The buses are on strike

4 Secretaries answer the phone That's part of their job

5 "You do your homework" said the teacher

6 "We invite our neighbours for dinner one day" said my husband

7 David leave home at 7 30 a.m in order to get to the office at 9 a.m

8 "I _ hurry or I'll miss my flight!"

9 Employees _ attend all personnel meetings - it's written in their contracts

10 "I call my mother - it's her birthday today."

You pass a test to ride a bicycle

? mustn't

? don't have to

You buy the text book for this course you can borrow mine.

? mustn't

? don't have to

You be late for class, or the teacher will be angry

? don't have to

? mustn't

Shops sell cigarettes to children

? don't have to

? mustn't

You unplug the computer while it is turned on

? mustn't

? don't have to

You live in Canada to study at the University of Victoria You can take a course by Internet

? don't have to

? mustn't

In Canada, employers discriminate against women or minorities It's against the law

? don't have to

? mustn't

This bus is free! You buy a ticket

? mustn't

? don't have to

You smoke in a gas station

? mustn't

? don't have to

Canadians get a visa to travel to the US

? mustn't

? don't have to

1 have to 2 must 3 has to 4 have to 5 must 6 must 7 has to 8 must 9 have to 10 must

ASSESSMENT

The goal of assessment is to improve students’ learning For this reason, I use ungraded measures and formative assessment to gauge immediate feedback about the entire class’s level

of understanding, not individual students’

In order to evaluate the individual student learning at the end of the lesson, I use a summative assessment

Speaking Assessment Grid

interferes with comprehensi

on of the message

interferes with comprehensi

on of the message

occasionally interferes with comprehensi

on of the message

interferes with comprehensi

on of the message

interferes with comprehensi

on of the message

extraordinary effort on the part of the listener, understandin

g is difficult

An effort is required on the part of the listener to understand what is being said

Ideas are expressed without excessive pauses at a speed that may

occasionally distract the listener

Ideas are expressed with few pauses at a speed that rarely

distracts the listener

Ideas are expressed without unnatural pauses and at

a natural speed

Comprehensi

on

The student consistently

understand what is being said/asked

The student understands less than half

of what is said/asked;

repetition and rephrasing are often needed

The student understands most of what

is said/asked

The student has a good overall understandin

g of what is said/asked

The student understands virtually everything

said/asked

Vocabulary The

vocabulary is inadequate;

there is no idiomatic

limited range

of vocabulary;

there are very

Uses a range

of vocabulary appropriate

to the theme

Uses a wide range of vocabulary appropriate

to the theme

Uses a very wide range of vocabulary appropriate

to the theme