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 Warm Up Work with a partner.

• What time do you have to get to work?

 Conversation Practice with a partner.

Susan and Jim have both just started new jobs. They are talking over coffee.

Susan: So, how’s your new job going?

Jim: Well, it’s ok, I suppose. But I’m really busy…
Susan: Yeah?
1
Jim: Yeah. I have to start work really ……..………. And I have to go
to endless meetings. How about you?
Susan: Well, it’s not so bad. I don't have to go to many meetings. But I
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have to use a ……..……… all day – and I never talk to anyone!
3
Jim Well, why don’t we go for a ……..……… this Saturday? We can
talk for hours!
4
Susan: Saturday? I’d ……..……… to, but I can’t. I have to work
overtime!

 Language Practice What does Tom have to do? Write sentences.

give
presentations
X go on
business trips
attend
meetings
work
overtime
X serve
coffee

1) Tom has to

2)

3)

4)

5)

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 Writing Look at the sentences and write questions.

1) Janet has to meet someone tomorrow. Who ?

2) Today, Ron has to do overtime. Why ?

3) Tomorrow, Kenneth has to start work early. What time ?

4) John has to go on business trips. How often ?

5) Elizabeth doesn’t have to work tomorrow. Why ?

 About You Write sentences about yourself, using ‘have to’ and ‘don’t have to’.

1) work on Sundays

2) get to work early in the morning

3) do a lot of overtime

4) travel abroad on business

5) meet clients socially

6) go to endless meetings

 Conversation Work with a new partner.

• Think about your job. What things do / don’t you have to do?

• Interview your partner, and find out about his or her job.

You Your Partner

• Finally, tell your group about your partner’s job.

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Target Structure: Have to / Don’t have to

Vocabulary: Business
Level: Elementary to Pre-intermediate
Time: 40 minutes
Preparation: None

Suggested Teaching Method

 The opening question introduces the topic. Don’t spend too long here. The main talking activity is at the end of the
worksheet.

 Follow the instructions. Students should first read the conversation, and fill in the blanks with a word from the box.
Students can check their answers in pairs, and practice the conversations together. Encourage the students to look
up and make eye-contact with each other when speaking.

 Present the target structure on the board, if necessary. Write two example sentences about your job as a teacher.
Leave gaps for ‘have to’ and ‘don’t have to’. Examples be: ‘I don’t have to wear a tie.’ or ‘I have to mark students’
homework.’ – or something similar. Elicit the answers.

For the five pictures, the ‘X’ means that the answer is negative. (doesn’t have to)

Students can check in pairs. Go through the answers with the class.

 Students can work alone, and check in pairs. Go through the answers with the group.

 Students should write true sentences about themselves, using the cues. Demonstrate with an example. When
finished, students should then swap sheets with a partner. Assign each pair as ‘A’ and ‘B’. Student ‘A’ should turn
the sheet over. Student ‘B’ then reads the cues. Student ‘A’ needs to remember the sentences he/she wrote.

Students should swap roles after question six.

This can be made more fun by getting students to say ‘Great!’, ‘Good job!’ or ‘Well done!’ when the partner gets an
answer correct.

 This activity recycles everything that has been learned in the lesson, and gives your students the chance to expand
on their answers.

Put students into new pairs for this activity. In the box marked ‘You’ students should make notes about things they
have to do, and don’t have to do at work.

Give some examples from your job to demonstrate.

Students should then interview their partner. If your class needs more help, you could elicit some questions that
your students will need when interviewing.

To make the activity livelier, you could set up a situation for the interview. For example, the interviewer could be
writing for a famous business magazine or newspaper. You could extend the interview by getting students to ask a
few simple questions about the company, or about the interviewee’s business background.

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Answer Key

 Susan: So, how’s your new job going?

Jim: Well, it’s ok, I suppose. But I’m really busy…
Susan: Yeah?
1
Jim: Yeah. I have to start work really early. And I have to go to endless meetings. How
about you?
Susan: Well, it’s not so bad. I don't have to go to many meetings. But I have to use a
2
computer all day – and I never talk to anyone!
3
Jim Well, why don’t we go for a drink this Saturday? We can talk for hours!
4
Susan: Saturday? I’d love to, but I can’t. I have to work overtime!

 1) Tom has to give presentations.

2) Tom doesn’t have to go on business trips.
3) Tom has to attend meetings.
4) Tom has to work overtime.
5) Tom doesn’t have to serve coffee.

 1) Who does Janet have to meet?

2) Why does Ron have to do overtime?
3) What time does Kenneth have to start work tomorrow?
4) How often does John have to do on business trips?
5) Why doesn’t Elizabeth have to work tomorrow?

How are we doing?

We’d be pleased to hear some feedback on our worksheets. Tell us how it went in your class. You can
send us feedback from www.handoutsonline.com

Alternatively, you can email the editor at editor@handoutsonline.com.

Updated 6/18/08

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