First impressions count Aims To review and practise must, mustn't, and needn't Time 15 minutes Materials 1 handout for each student «Give each student a copy ofthe handout and ask them to do taskA Tere may be afew new vocabulary tems eg disrespect ouch, embarassing, and swear. 5 must 9 mustnt 6 needn't 10 mustnt 3 mustn't 7 must TI needn't 4 mustn't 8 needn't 2 must ‘+ Working in pairs, students discuss the questions in task 8. + In task, students write advice for a new teacher, using the target grammar and the phrases from the box. 1 You must be strict, because otherwise the students will behave badly. 2 You must dress smartly, but you needn't wear a sult. 3 You needn't eat school dinners. You can bring a packed lunch from home or go to a café 4 You mustn't hit the students, because it’ illegal. 5 You must make the lessons interesting, because you want to motivate the clas. 6 You needn't remember al the students! names on the first day. There are a lot of students! 7 You must set homework, because the students must practise what they have studied in class. 8 You needn't stand upall the time in clas. You can sit down. 9 You mustn't try to be the students'friend. You should keep a distance between you. 10 You mustr’t turn up late for cass, because you must set a good example for the students. ‘+ Working in pairs give students some time to discuss their answers tothe questions in task Dand then ask for some feedback‘A. imagine that you are going to your boy / girlfriend's parents house for dinner. This isthe frst time you are going to meet them, so you want to make a good impression! Your bestfriend offers you some advice. Complete the advice with must, mustn't, or needn't. 1 You_____wear a formal suit, but you should look clean and tidy. 2 You ____arrive on time, because it’ disrespectful to be late 3 You_____talk too much about your ex-boy / girlfriends. 4 You_____ slouch at the dinner table, as its very rude. 5 You____ be confident, but not arrogant. 6 You____kiss the parents. It OK just to say ‘hello’ or shake hands. 7 You ___take an interest in the parents. Ask them some questions about themselves, 8 You______take along an expensive gift, but some flowers or chocolates would be a nice idea. 9 You kiss your boy / girlfriend, because it might be embarrassing for the parents. 10 You____swear in front of the parents. Remember you want to impress them! 11 You _______agree with everything the parents say. Its alright to disagree if you do it politely. 12 You___ say something nice about the food, even if you dott lke it. B Workin pairs. Discuss these questions. 1. Which advice from above do you think is the most important? 2. Do you disagree with any of the advice given above? 3 What other advice would you give to someone in that situation? Imagine that you are a new teacher at this school and today is your fist day. One ofthe other teachers gives you some advice. Write the advice using the ideas from the box and must, mustn't, or needn't. be strict dress smartly eat school dinners hit the students make the lessons interesting remember all the students’ names on the first day set homework stand up all the time in class try to be the students’ friend turn up late for class 10 D_ Workin pairs. Discuss these questions. 1. Which advice from above is the most important? 2 What other advice would you give to a new teacher starting at your school?[Teachers NoTES Rules and regulations DIPS neice Type of activity Collaborative writing Aim To practise using modals of obligation and permission. ‘To practise paraphrasing, Task To write a set of rules and regulations (obligation, permission, prohibition and no obligation) that apply to a given place, Preparation Make one copy of the worksheet and cut it up into cards, Timing 30-40 minutes Procedure 1 Divide the students into small groups. 2 Givea card to each group, 3 Tell the students that the aim of the task isto produce a poster giving eight rules for the place on the card. They rust strictly follow the instructions about forbidden words: see the lists headed ‘Don’t use these’ on the worksheet 4 Write the modals below on the boacd! You have to/must You musta’t You can You cannot ‘You don't have to/needn’t 5 Number the posters and display them around the classroom. Ask the students to read all the posters and guess the place that each applies toRules and regulations Write a set of rutes and regulations for one of these places ‘There are some taboo words that you are not allowed to use. Loulseagi Don't use these ® [ox oo Don’t use these borrow | animals books food | smoke cage eat | seourity area magazines grass Don’t use these | sit | pop corn pay | film | dance | refreshments talk | OAMUSEMENT PARK Don’t use these ride | referee | attraction football players ticket pitch | queue shout lawn [ ofosbiian | Don’t use these Don’t use these smoke trolley | | patients | baggage | disturb | check-in | eortider gifts quiet consumption UL STADIA | Don’t use these cheer [ oaleporr boarding passwm ‘Tonegotiate a set of house rules with new ert verbs of permission and obligation, eg.allowed to, have to,can Bm | ee Use after Unit 4 8 p30 Wn (One copy ofthe worksheet cut up per group of four students Petericeeuirtss Pre-activity (10 minutes) + Introduce the topic of living with other people to the class. Ask: Who do you live with? Is there anything you find difficult about living with other people? ete. * Divide students into pairs. Give students three minutes to brainstorm advantages and disadvantages of living with others and living alone. Then have a class feedback session, Procedure (20 minutes) + Explain that students have just moved into a house with two or three people they don't know. Although the agency promises to match up like-minded people, they all seem very different! Their task is to agree a set of house rules to help everyone get along, * Brainstorm possible problem areas, e.g. housework, cooking, bathroom, TV, noise, smoking, visitors, food shopping, use of the telephone, bills, and elicit some example rules for each, e.g. We should wash the dishes every day. You aren't allowed to smoke in common areas, et * Divide students into groups of four and give each student a role card. Give students time to read their role card, check any items of vocabulary, and consider how their role will affect their needs and priorities in the house. + In their groups, students introduce themselves to their new housemates. Then they say what their needs are. As a group students agree at least one rule for each of the problem areas suggested, e.g. Everybody has to share the housework. People are allowed to play music, but they must be quiet after 10.30 p.m. Go around listening, helping and correcting as necessary. ‘+ Have a class feedback session to compare the rules established in each house. Ask students if they are happy with the outcome, or if there are rules they would find difficult to live with in their role. Extension (15 minutes) ‘+ Tell students that they have been living in the house for a month, but the other housemates have consistently broken the rrules agreed at the beginning, Ask them, in pairs, to write a letter of complaint to the agency. Go around helping with vocabulary as necessary.Heuatrs GA) Weil find you the right home and the right people! Name: Anna O'Donnell Age: 20 ‘Occupation: Disposable income: £50 a week Status: Single (with love of friend!) ‘Are you a smoker?: Yes - 20 a day University student Interests/hobbies; Dance music, cocking, playing the guitar, sleeping Other comments: | want to live with people who don't: worry if the house gets a bit untidy. | like to stay up late. I like to use the house for parties from time to time, HAWRErs 2D) Wel find you the right home and the right people! Name: Gordon Lansdowne Age: 27 Occupation: Teacher Disposable income: £200 a week Status: Single with a girlfriend ‘Are you a smoker?: No (1 suffer from asthma) Interests/hobbies: Reading, watching silent movies Other comments: | hate mess and uncleanlinese! | also have to prepare lessons in the evening and need some peace and quiet. HOWatrs 2) Weil ind you the right home and the right people! Name: Martin Grant Age: as Occupation: Butcher Disposable income: £100 a week Status: Divorced (my thres-year-old ‘son ives with my ex-partner) ‘Are you a smoker?: Yes ~ in the evening Interests/hobbies: Watching football on the television, rebuilding old motorbikes Other comments: My son often comes to stay with me at weekends, so my housemates should like children, Heuaens GS Well find you the right home and the right people! Name: Charlotte Drake Age: 25 Occupation: Disposable income: £180 a week Status; Single (my boyfriend in Australia) ‘Musician ‘Are you a smoker?: No! Interests/hobbies: Painting, playing the ‘trumpet Other comments: Ima vegetarian and I would like to live with other people who are the same. I also need to phone my boyfriend at least once a week.aw To play a quiz game about different cultures ‘Modal verbs of obligation oa nai ORE spn tg Use after Unit 4 8 p35 ‘One copy ofthe worksheet cut into cards per four students ec id Pre-activity (5 minutes) * Introduce the topic of traditions and customs by asking students to describe what they do on the following days: their birthday, a national holiday, New Year’s Day, etc. Do they have any customs which are special to their country or region? Procedure (30 minutes) ‘+ Explain that students are going to play a game where they guess the customs of different countries around the world. Show students how the game works by writing on the board: In China ‘you should greet someone a) by shaking his/her hand, b) with a nod ‘and a bow, ¢) with a kiss on the cheeks. Ask: Which custom is the correct one? (b) + Divide students into four teams. (If you have a large class, divide students into eight teams.) Give Team A worksheet A, Team B worksheet B, and so on. Give students time to read the worksheet and to check any items of vocabulary. * Tell students, in their groups, to brainstorm two incorrect answers for each question, as in the example on the board. Encourage them, if possible, to invent reasons to support their statements. Go around helping with vocabulary as necessary. ‘+ When everybody has finished, pair two teams with different worksheets together to play the game. Sitting opposite each other, teams take it in turns to read out the custom and the three possible answers. The students in the other team discuss and choose which answer they think is correct. The team can bet 1, 2, or 3 points on their chosen answer depending on how confident they are that itis correct. If they answer correctly, they keep the points. If they answer incorrectly, they lose the points. Go around listening, helping and correcting as necessary. ‘+ The team with the most points at the end wins. + Have a class feedback session. Were your students surprised about any of the customs? Extension (15 minutes) © Ask students to write a leaflet to be given to visitors to their country when they arrive at the airport. Tell students that the leaflet should include five important customs or ways of behaving that will be useful to people who are visiting for the first time. Go around helping with vocabulary as necessary. * Display all the leaflets on the classroom walll and give students, time to read each other's work.A Call my cultural bluff i B Call my cultural bluff 1 InBritain, you don’t have to carry: 14. In israel, you should never eat the following foods a together: ban identity card. ‘a meat and cheese (for religious reasons). b « c 2 In China, you shouldn't give a person: a white flowers (they are a symbol of tears and death). 2. Inindia, you shouldn't point with your: a b feet ‘ b c 3. Ifyou are in a public place in Japan, you shouldn't: a b blow your nose. ‘ 3. If you are in a restaurant in the United States, you should always add the following tip to your bil: a b © ten to fifteen per cent. 4 At Christmas, the French make a cake that contains a small porcelain doll. If the doll is in your slice of cake: © you are the king or queen for the evening, and ‘you wear a crown. 4 In Thailand, you shouldn't touch people on: the head (the top of the head is considered to be sacred). Call my cultural bluff 1. If you are in somebody's home in Saudi Arabia you should never say how much you like things you see because: a b © The host will feel obliged to give them to you Call my cultural bluff 1 The British have a traditional dance where: a b the dancers wear bells, and a clown hits members of the audience with a ball « 2 In Egypt, itis unacceptable to touch a person: a on the back of hisyher neck b e ‘When you enter a home in Finland, you should! a b take off your shoes. c 3. The Spanish have a special way of celebrating midnight on New Year's Eve: a b © They eat twelve grapes as the clock chimes. Body language in Turkey is sometimes very different. For example: @ aod means “no” and a shake of the head means “yes’ b 4 If you give flowers to someone in Germany, you should: bb buyan uneven number, and take them out of the wrapping paper first If you are invited to somebody's home in the ippines, itis a custom to bring aa gift from your town or region. b cExchanging contracts ACTIVITY Groupwork: reading, speaking, writing AIM. ‘To write an imaginary contract for teachers GRAMMAR AND FUNCTIONS Modal verbs: should, must for giving advice shave to, must, mustn’tfor obligation don't have to for lack of obligation ‘be supposed £0 0 talk about what people are expected 10 do because of a rule ora tradition VOCABULARY School rules PREPARATION. Make one copy of the worksheet foreach group of three students in the class. TIME 20 to 30 minutes PROCEDURE 41 Ask the stadents to call out any school rules they can think of 2 Now ask them to work in groups of three. Give one copy of the workshcet to eich group of students and ask them if any of the rules they have thought ofare mentioned inthe ‘Contract for Students. 3 Tellthe students that they are going to write a ‘Contract for Teachers, including the nals and regulations they think teachers should follow. Fach group should appoint a secretary to do the waiting. [Encourage the students to be as imaginative or as amusing asthey lik, 4 Pin the ‘Contcacts for Teachers’ up around the classroom for the other students to readCONTRACT FOR STUDENTS Class times ‘Students should be in the classroom five minutes before the teacher and they mustn’t leave before the lesson has ended. ‘Students who arrive late should not expect their teacher to believe their excuses. Behaviour in class Students should be polite to one another and the teacher, Students should stay awake, but if they have to fall asleep, they shouldn't snore. Students are not supposed to chew gum in class, but if it helps their pronunciation, it’s okay. Homework Students mustn't use the following excuses if they haven't done their homework: “The dog ate it’ or ‘It fell out of my bag.” Presents Students should give their teacher a present at the end of each term. agree to respect the rules and obligations above. Signed _ agree to respect the rules and obligations above. Signed —_ —What if . Aim To give students practice at expressing obligation in the present by talking about the fight thing to do in a variety of situations, and by writing an advisory text Materials (One worksheet per student Time 30 minutes: Preparation Copy the worksheet af Procedure 1 Write on the board: You receive an e-mail attachment which you think may contain a virus. What's the right thing to do? Elicit ideas and write some sentences using obligation expressions on the board, for example: You mustn't open it 2 Hand out the worksheet and ask the students, in pairs or small ‘groups, to talk about the right thing to do in each situation, using the language given. tif preferred, the boxes could be cut up into cards which students turn over and talk about.) They should describe any reabife experiences they have had of the situations, and what they did. Allow about ten minutes. NB It is not necessary for them to use all the expressions for all the situations, 3 As class feedback, ask the groups about whet they discussed. 4 Ask students to read the text about what to do if you receive an e-mail that you are suspicious of, and to compare the advice with the sentences on the board. 5 Now tell students to choase one of the other situations and write a similar text about what to do. Give them seven to ten minutes for this. 6 Students can read and comment on each other's texts. 7 Give feedback on good and/or incorrect lenguage use,You receive an e-mail attachment which you think may contain a virus. What is the right thing to do? You mustn't’... You should ... You shouldn't You have to... You don’t have to ... You have a minor traffic accident in which nobody is injured. What is the right thing to do? You mustn’t.... You should ‘You have to... You don’t have to ‘You shouldn't. You smell gas in your house. What is the right thing to do? You mustn't ... You should... You shouldn't You have to... You don’t have to . A pan of oil catches fire while you are cooking. ‘What is the right thing to do? You usin’... You should... You shouldn't Youtave to. You don't have to .., Your credit card has been stolen. What is the right thing to ao? You mustn't... You should... You shouldn't. You have to... You don't have to .. You have an interview for a job at a bank. ‘What 's the right thing to do? You mustn't. You should ‘You have to You shouldn't You don’t have to You are going on a journey up the Amazon. What is the right thing to do? You musin't.- You should «You shauidi't Yeu have 16. You dan’t have to You are going on a fourteen-hour plane journey. What is the right thing to do? You mustn't... You should You have to. You shouldn't You don’t have to You want to give up smoking. What is the right thing to do? You mustn't... You should... You shouldn't. Youchave to... You don't have to... You want to lose weight. What is the right thing to do? You mustn't... You should... You shouldn't You have to... You don't have to ———\ What to do if you think you've received a virus | Computer viruses can be easily transmitted by e-mail. Viruses can attach themselves to mail without the sender knowing, Viruses are evolving all the time so you must have the latest anti-virus software installed ‘on your computer. If you receive an attachment that makes you suspicious: + You should send 4 message to the sender to check if he/she hes rezlly sent you the message. + You should run a virus scan on your computer. * If you have any doubts, you must delete the message anc any attached files. * You mustn't open any attachments until you are sure they are safe. * If you receive the message at work, you should inform your systems manager.Co Grammar 2 ‘modals of advice and obligation Utopia Target language: modals of obligation and advice Activity type: sentence completion and discussion When to.se: Use this activity after Lesson 4.2. Time taken: 30 minutes : Photocopy one worksheet for each pair student in the class. Preparat Procedure Put students into pairs and give each pair a copy of the worksheet. Together the pairs complete the sentences to make rules for their idea of a perfect world, e.g. Employees don’t have to wear a suit at work. Monitor and help/error correct where necessary. When students have finished, ask two pairs to work together in a group. In turn, they should tell each other about their rules and explain why they created them. The other pair should say whether they agree or disagree with that rule or not. Get feedback from one or two pairs about some of the most interesting rules.Utopia What is your idea of Utopia? Complete the rules using must/have to/should/shouldn't/mustn't/don't have to so that they fit your perfect world. ee eee Employees atwork, Children over the age of 12 Universities People in public places. Pol ns before they stand for election Young people People ____paytaxes. Holidays Governments People hen passing from one country to another Factories : Everybody in the community. Divers People more than they need Everybody intheirjobs. Wealth House owners English(EB Are they true? AY apairwork speakingactivity $5 read about laws and customs from around the work. “Together they have to discuss and then decide whether they are true or not. Copy one sheet per pair TANGUAGE You have to... You don't have to. You should,.. You should... You must. You must. ‘* Put SS into pairs and give out the sheets. Focus on a. Highlight that four of the laws and customs are false. 1 Give SS few minutes to read al the laws and customs, ‘Then set a time limit, e.g, ten minutes, for pairs to discuss each law and custom one by one and to decide if itis true or false, ‘* Check answers and see ifany pair correctly identified the four false laws. The false ones are 3, 5, 16 and 19. The othes are all true (as far as we know!) ‘* Focus on b. Tell SS to go through each law / custom and decide which three laws they would like to have in their country. ‘© Get feedback to decide which three are the most popular.© In pairs, read about some strange laws and customs. Four of these are false. Discuss with your partner which ones you think they are. 1 In China, when you use chopsticks you shouldn’t leave them upright in the bow. It brings bad luck, . 2 In Sweden, if you drink and drive, you have to go to prison for | six months. 3 In Argentina, when you get on a train you should shake hands with all the other people in the carriage. 4 In France, you are not allowed to call a pig ‘Napoleon? | 5 In Scotland, boys have to wear a kilt to school. 6 In Brazil, you should never make the ‘OX’ sign with your thumb. It is very rude. 7 In Germany, every office must have a view of the sky. 8 In the Middle East, you shouldn't admire anything in your hosts’ home. They will feel that they have to give it to you. . 9 In Singapore, you mustn't eat chewing-gum. It’s against the law. 10 In India, you shouldn't thank your hosts at the end of a meal. It isan insult. 11 In Japan, women mustn't wear trousers to work. 12 In the UK, parents don’t have to send their children to school, ‘They can teach them at home if they prefer. 13 In Russia, men should take off their gloves to shake somebody's hand. 14 In Iceland, you mustn't take dogs into the city centre. 15 In Thailand, you shouldn't touch a person's head (even of a child). The head is sacred, 16 In Australia, women mustn't sit on the top floor of a bus, only downstairs. 17 In Samoa, it is against the law for a man to forget his wife’s birthday. 18 In Switzerland, you aren't allowed to clean your car or cut the {grass on a Sunday. 19 In the USA, you shouldn't tip taxi drivers. It is considered an insult 20 In Italy, if you give flowers you should give them in odd numbers, €.g. 1, 3, 5, 7, or 9, It is bad luck to give, for example, two flowers. © Which of these customs and laws would you like to have in your country? Choose your top three,5B Funny laws from around the world BA [Paro groupwark Students ead and complete aque about | funny laws to review the language from the lesson. ~ Explain that students are going to do a quiz about funny Jaws from around the world. Check / Pre-teach slurp, charge Jor straw (for drinking), hang sth out to dry, and bet ~ Divide the students into pairs or groups and give out the worksheets. Give the pairs / groups about five minutes to read through the laws and choose the correct word or phrase each time f they are not sure, encourage them to guess the answers. ach pair or group should also bet on their answers according to how certain they are (believe = 30 points, think = 20 points, guess = 10 points). Remind them to record their answers in the Bet column of the quiz, When all the students are ready, go through the correct answers with the class Make sure the students keep a record of how many points they win and lose. At the end ofthe quis, find out which pair or group has the most points. Give students a few minutes to discuss exercise 2in small groups, then get some feedback from the whole class. = At the end ofthe activity, make sure each student has a copy ‘of the quiz for their own recordsFunny laws from around the world 1 Work with a partner or in groups. Choose the correct answer to complete each law. How sure are you? Bet 10, 20, or 30 points. Bet Clothes and accessories 1 In Vermont, USA, women must get permission from their husband to wear trousers / make-up / false teeth. — 2 In Barbados, it is illegal to wear clothes with the national flag on them / advertising on them / an army-style design. 3 In Germany, you mustn't wear false teeth / @ mask / sunglasses. Food and drink 4 In Alabama, USA, carrying an ice-cream / a fish / a banana in your back pocket is forbidden. — 5 In Singapore, pharmacies are the only places permitted to sell chewing gum / popcorn / ice-cream. — 6 In New Jersey, USA, you mustn't slurp your tea / soup / pasta. 7 Restaurants in Denmark can only charge for water if it is hot / has ice and lemon in it / has a stravs in it. House, home, and office 8 In Scotland, if someone asks to use your bed / cooker / toilet, you must let them. 9 In Germany, every office has to have a view of the sky / @ painting on the wall / a white ceiling. — 10 In Beaconsfield, Canada, you can't have more than two doors / chimneys / colours of paint on your house. — 11 Sweden, you can only repaint your house / plant a tree in ‘your garden / block a window if you have a special licence and permission from the government. 12 In Switzerland, hanging your sheets / clothes / towels out to dry ___ on a Sunday is prohibited. 2. Which laws do you think are the strangest? Which do you like best? LoseTEACHER’ NOTES TOP TIPS Materials: One worksheet per group Write the following on the board: How to You shouldn't be ofroid of moking mistokes. You must learn new vocabulary. Yau don't hove to lve in London, Yau musta't give up too easily Elicit the missing words from the title (How to learn English) Arrange Ss into groups of three (or groups of four if you have alarge class), distribute one worksheet to each group, and ask each group to appoint a ‘secretary’, who will write down the group's answers, Explain that you are going to read out a situation (How to ...). and each team must race to write good advice for that situation, completing the sentences in the box Tell Ss that you wil read out four situations so they will have a total of four races. Choose from the following situations: How to drive sofély, How to become @ mina, How to succeed at a jab interview, How to bee good teacher, How to do well in exams, How to keep healthy. Atternatively, you could use other situations that you are confident your class will be able to think of advice for. The first group to complete their sentences wins the race. Ask the winning group to read out their advice and check that they formed correct sentences containing good advice. ‘When all four races have finished, the groups can join to form larger groups and compare what advice they wrote. Elicit any interesting answers for feedback2 You don’t have to 2 You don’t have to 3. You shouldn’t 3 You shouldn't 4 You mustn't 4 You mustn't 5 You should 5 You should 6 You have to 6 You have to 1 You must 2 You don't have to 2 You don’t have to 3 You shouldn't 3 You shouldn't 4 You mustn't 4 You mustn’t 5 You should 5 You should 6 You have to 6 You have to4B Tell us about... ‘A group board game ‘Sts move around the board making sentences using have to, must, should. Copy one sheet per group of three or four Sts, | Language hhave to, must, should Youmusta't text when you're driving Put Sts in groups of three or four and give each group acopy of the board game pieces. They will also need counters (or pieces of paper) and a coin. Each player puts a counter on a START triangle. Explain the rules of the game. Sts take turns to throw the coin and move one circle for heads and two for tails, When they land on acircle, they must make a sentence following the instruction. The rest of the group has to decide if the sentence is correct and makes sense. Be the final judge in case of dispute Ifthe sentence is wrong, Sts move back a circle. IFit’s correct, they stay on the circle, When Sts reach their own ‘Finish goand continue round the board. "they have another The first student to reach che next ‘Finish’ w Alternatively, if there is time, tell Sts to continue round the whole board. The first student to reach the final ‘Finish’ before his or her Start’ triangle then wins. Extra idea + If Ses need more written practice using the verbs, you could do this asa written race. After you say ‘Go!” Sts, in pairs, have ten minutes to complete as many of the sentencesas possible, starting with number one. Get the pair who have completed most to read our their sentences. Other pairs should read theirs, 100, if they're different. The pair with the most grammatically correct answers wins. -xample answers. ‘You shouldn't drink coffee / play on your computer / have abig dinner. 2 Ihave to go to the library / revise for the test / do my homework / practise speaking English. 3. You must print your boarding card / pack / check in / show your passport. 4. You don't have to work / go to classes / get up early / go anything. 5 You shouldn't go to bedlate / worry / revise too much / eat alot. 6 You don't have to pay cash / go to the shop / try things on / carry bags home with you. 7. You mustn't lost your concentration / text / eat / drink. 18 You should think about the price / why you need one / if you need anew one / any special offers andcontracts. 3. Thad to do my homework on time / speak in English / write compositions / give « presentation. 10 You have to learn English / find somewhere to live / get ajob. 11 You should find out about special customs /if youneed, avisa changing currency. 12 You shouldn't get back in touch / see what he or she is doing on Facebook / go out together again. 13 He or she has to carrect homework / organize the classroom / prepare the class / have everything he or she needs. 14 You should consider what to cook / what food you need, to buy / what drink youneed to buy. 15 You shouldn't do exercise / go swimming / get cold. 116 A good student nas to participate in class / do homework / go to class / pass exams. 17 You must reply to the invitation / buy a present / make sure you have some smart clothes to wear / plan how to get to the wedding, 118 You should take an aspirin / ie down / close your eyes / have a coffee. 19 You must fill up with petrol / check the tyres / plan your route. You mustn't smoke / forget your map / drive without regular breaks. 20 You should be punctual / have information about the job / look smart. You shouldn't get there late / talk too much / wear casual clothes. 5 1Two things you have to Three thi you shouldn't P do before you goto bed Have another START, go! ‘Three things youdon't have todo Two things when youre on wo things you Tuothags cyan should do ond you must before you two things you Pn ‘shouldn't do when oa Two things yo shouldn't do the night before | an exam. you must do and ‘one thing you must n you are going on along journey by car. things fou don't have ‘dof you shop ‘conline. One thing you should co if youhave a headache. Two thin youmust co ang ‘two things | mustn't do when yout driving. Two things you must do if youve Two things you should think about before you buya new phone. One thing you had to doin your English class last year which you Found very ifficut Two things you should go! o a und ta have you have todo fu dinner if you want to lve ‘and work in an Engiistrsp country you shouldn't co when you bt upwith partn Two things teacher has todo before Two thegs youshould Find / out about a < country before you vsti. another go!=) [i [komason? A pairwork activity about laws in SS’ country/countries. Copy one sheet per student. LANGUAGE Yow have to .../You don't have to.../You mustn't 1 (don't) think people should. ‘© Give out the copies and go through the task with $$ to sake sure they understand all the vocabulary (eg. adops, ‘medical check-up). ‘+ Stress that $$ should complete the laws with have to/don’t hhave to/mustn’ so that they ae true for their country. Demonstrate by completing the first two for your country (c.g For Britain, you don't have to havea licence if you ‘own adog.) ‘#1 Give $5 five minutes to complete the sentences, Get them to check in pairs and sce if they agree. (Ina multilingual class if there are $$ from the same country, get them to work together.) © Check answers, 2 Now in pairs, SS discuss each one and decide if they think it’s right or not, and what the ideal law should be, Give them at least 10 minutes for this. Demonstrate again by saying what you think about eg. dog licences, © Get feedback.Complete the sentences with have to/don’t have to/mustn’tso that they are true for your country. AN 1 SEE Sour LICENCE ? have a licence if you own a dog. get married in a church. be married to be able to adopt children. drive through a red traffic light. stay at school until you are 16. vote in a general election. drive if you've had more than two alcoholic drinks. pay for your school books. ride a motorbike on the pavement. pay on motorways. be 18 to vote in a general election. wear a seat-belt if you are in the back seat of a car. do military service. smoke ina petrol station. — have a medical check-up every year. Compare with a partner. Do you think any of these laws should change? Use should, eg.Teaching notes Unit 7 ‘Speaking Worksheet 1: New technologies exhibition This activity continues with the unit theme of modern technology and focuses on the grammatical area of modal verbs. You will need: One copy of the Speaking Worksheet per pair Coloured card and pens forthe product presentation 1. Explain that students will be trying to win funding fora new technological product they are launching They will do thisby presenting their product to various potential investors (other students), ho will hen decide which product to invest in. They wil also be investing €10,000 in ‘other products. The pair with the most investment money at the end wins. They can choose to present an up-to- date product such as a mobile phone or an MP4 player, or alternatively a completely new product. 2 Students read the product analysis fie. Resolve any vocabulary queries with them. ANSWER KEY Alkin-one remote control 3 Divide the group into pairs an give them a few minutes ‘to conceive a product to present at the exhibition, Remind them to cove al the points inte product analysis fle. 4 Students now prepare a two-minute presentation, using the expressions provided in the Useful Language box. Ask students to anticipate questions they might ask or be asked. They should prepare possible replies to these questions. ‘The pairs can present their product to the group as @ whole. If time permits, the presentations could take the form of a ‘Trade Fai. One person in the pair stays at their stand with the product to present to each student that visits them. The ‘other member ofthe partnership moves around the room, ing each stand, listening to the presentation and asking at least one question. Once ll the stands have been visited, the second member ofthe pair returns. Students swap roles so that everybody has an opportunity to visit all the stands. Finally, each pair decides how much of their €10,000 to invest in the best three products they have seen. Results from the class are collated and the winners announced. © EXTRA ACTIVITY © If you have access to a DVD of the UKTY programme, Dragon's Den, you could show three product presentations, and ask students to decide which product they would invest in, before listening to the dragons’ panelists) opinions1 Read the product analysis file. What gadget does it describe? i —... The problem: Changing channels or switching between your TV, DVD, external hard drive and set-top box without one of these means standing up and crossing the room. This is real problem for people who watch lots of TV and DVDs and for people who ike to change channels during the adverts The solution: Our small, portable box allows you to change channels and switch machines at the press of ‘ button, The gadget uses rechargeable batteries and ‘comes in a protective rubber case. It responds to your voice with a flashing light soit never gets lost down the bock of the sofa. t works by sending an infrared signal to the receivers on your TV, DVD and other machines. 2 Wor Prepare a product analysis file. pairs. Decide on a novel gadget that you could sell at the new technologies exhibi Ihcan be easly programmed fo control any make or model. Who itis for: Useful forall ages, but especialy older people. The competition: The alternative fo our remote control is fo have a diferent remote contol for each machine The advantages: Supplied wih batteries and rubber case. I's smaller than other similar products The disadvantages: Bolleries are required and they run out quicky. The covering of he battery compartment can fall off. 3. Present your product at the exhibition. Persuade the public to buy it. Useful Language Fed up with...? The worlds fist... Say goodbye to / No more.. This incredible /easy to use... Developed by scientists in. Recommended by... You dor't have to / don't need to. You need / have to, You can't / won't need to,[On safari NOTE: Use Worksheets 19a and 19b for this activity. ACTIVITY Groupwork: speaking AIM To play a board game by obeying rules and obligations GRAMMAR AND FUNCTIONS ‘Talking about obligation: have 10 ‘Talking about what people are expected to do because of a rule or @ tradition: supposed to ‘Talking about prohibition: cant, not allowed! ¢0 [Not supposed to: o suggest a diference between what isnot allowed and what may happen VOCABULARY ‘Wild animals PREPARATION ‘Make one copy of Worksheet 19a (game board) for each group ‘of up to four students. Make two copies of Worksheet 195 (ans) for each group and cut them out 2s indicated. Provide dice and counters for each group. TIME 30 t0 40 minutes PROCEDURE 1. Ask the students to work in groups of up to four 2. Give each group one copy ofthe game board, two sets of cards (mixed up), dice and counters. 3 Before the students start playing the game, explain how to play using the instructions on the back of Worksheet 19b. If you wish, you can photocopy these instructions and distribute a copy to each group, oF display a copy on an overhead projector. The students are ready to pay the game. While they are playing, go round to exch group and check they are playing corectly. Answer questions and offer help. HOW TO PLAY THE GAME —_ 1 Put the gume boat in he mide ofthe table an pt the cards in ap, fce down, 2. ach player puts their counter on a diferent squire marked START and throws the dice. 3) The first player co throw a sx starts the game, 4 Player A throws the dice and moves their counter along, the board ina clockwise direction according to the ‘number on the dice, Ifa player lands on an animal square, they have to pick up ' card and move their counter according tothe instruction onit lf they land on a square with writing on i, they have to read it and move theie counter according tothe instruction, 5. The game continues until the first player reaches the camp by throwing exactly the right nuntber on the dice. The first player to reach the camp is the winner.You're supposed to use You're not supposed t0 take You're not allowed to open a telephoto lens to get good photographs of the local people safari-bus window to take close-ups of the animals, without asking their permission. photographs. 4 i GO BACK TO STARTING POINT You're supposed to take a pullover for cool momings You have to wear a sua-hat anda} |} You have to wear a good pair of ‘200d pair of sunglasses. walking shoes. Oe GO BACK ONE SPACE GO BACK THREE SPACES You're not allowed to feed ff] You'renot allowed to get out of |] |) You have to start your saf the animals. the safari-bus, early because the animals sleep in the afternoon. ae GO BACK TO STARTING POINT GO BACK THREE SPACES Hunting is banned — you're not You're supposed to take You're supposed to keep your allowed to buy ivory or malaria tablets. camera in a bag because it’s very animal skins, dusty on safari by aaWe em GO BACK T STARTING POINT Go D Go D ‘THRI ES TH SsGRAMMAR modals of obligation: must, have to, should © Circo the correct verb. Sometimes both verbs are possible. L_ No, thanks. @usta’D] 2 Youmustn’t/don’thaveto 3 Living at home is great. I Ghouldn’? eat any more cake, tell anyone what I’ve just told mustn’t / don’t have to do I'm ona diet. you. It’saseeret anything because my mum does it all for met 4 You must/have togetavisa 5 You should | have to do 6 Jerry doesn’t have to / if you want to go to Cuba your homework on Saturday mustn’t get up early this morning. That way you'llhave morning, He isn’t going to the rest of the weekend free. work. & 7 It’sMeg's birthday tomorrow. 8 Youmustn’t/don’thaveto 9 I think you should / must go Imustn’t / shouldn't forger touch electrical things when to bed early tonight. You look to ring her. your hands are wet. It’s very really tired. dangerous. © Complete the sentences with must, mustn't, have to, or don't have to, Sometimes two answers are possible . aru: 1 You_have1o pay _ for food and drinks separately Peease pay for food and dring ey serie acd opal 2 You____drive at more than 70 mph. 3. ar: 3. Service is included so you — ___ leave atip. 4 You wait here before showing your passport. 5 You pay on Sundays. You fasten your seatbelt now. 7 You leave your bags unattended. 8 You ____leave your hotel room before 12 o'clock © Cover the sentences in b. Look at the pictures and remember the sentences