Scanni Simona – Lesson plan

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 10 th 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
Scanni Simona – Lesson plan

work.

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
Scanni Simona – Lesson plan

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.
Scanni Simona – Lesson plan

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
Scanni Simona – Lesson plan

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.

Scanni Simona – Lesson plan

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.
Scanni Simona – Lesson plan

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
Scanni Simona – Lesson plan

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.
Scanni Simona – Lesson plan

After the second listening, the students can skim the text. Then, I ask them to remember the
Scanni Simona – Lesson plan

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
Scanni Simona – Lesson plan

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.
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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
Scanni Simona – Lesson plan

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
1–2 3–4 5–6 7–8 9 – 10
Pronunciation Consistently Often Only Seldom Very rarely
Scanni Simona – Lesson plan

interferes interferes occasionally interferes interferes

with with interferes with with
comprehensi comprehensi with comprehensi comprehensi
on of the on of the comprehensi on of the on of the
message message on of the message message
message
Fluency Even with An effort is Ideas are Ideas are Ideas are
extraordinary required on expressed expressed expressed
effort on the the part of without with few without
part of the the listener to excessive pauses at a unnatural
listener, understand pauses at a speed that pauses and at
understandin what is being speed that rarely a natural
g is difficult said may distracts the speed
occasionally listener
distract the
listener
Comprehensi The student The student The student The student The student
on consistently understands understands has a good understands
fails to less than half most of what overall virtually
understand of what is is said/asked understandin everything
what is being said/asked; g of what is that is
said/asked repetition said/asked said/asked
and
rephrasing
are often
needed
Vocabulary The Uses a Uses a range Uses a wide Uses a very
vocabulary is limited range of range of wide range of
inadequate; of vocabulary vocabulary vocabulary
there is no vocabulary; appropriate appropriate appropriate
idiomatic there are very to the theme to the theme to the theme
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feel few under under under

idiomatic discussion; discussion; discussion;
expressions uses some most expressions
idiomatic expressions have an
expressions have an idiomatic feel
idiomatic to them
feel to them
Accuracy Errors often Errors at Errors Errors never No errors
interfere with times seldom interfere with
the message interfere with interfere with the message
message the message