Zeggai Brahim Secondary School Duration: 55 Minutes

Level: 1AS Sequence 3: Stop and Consider

Unit 1: Intercultural Exchange (Getting Through) Teacher: Miss Medjahed Meriem

Book: At the Crossroads Tools: Coursebook.

Objectives: By the end of the lesson, the students will be able to:

 Use language forms related to expressing obligation.

 Practice the use of definite and indefinite pronouns.
 Invest what they have learned in the rubric to produce a reply to a letter of enquiry.

Timing Procedure Interaction Intermediate Objective

Warm up:
5’ 1/-Teacher greets his learners.
T / LS To prepare the learners
10’ 2/- Teacher asks the students about last session's lesson for the lesson
and corrects the previous homework.
Revision:
10’
3/- Remind me of the types of pronouns we have seen.

Stop and Consider P.31

T / LS
We use “must” and “have / has to” to express
obligation.
We use “mustn’t” to express prohibition.
We use “needn’t” , “do(es) not need to” and “do(es)
20’
not have to” to express lack/absence of obligation.
We use “had to” to express obligation in the past. To consolidate the
We use “didn’t have to” and “didn’t need to” to language forms related to
. the expression of
express lack/absence of obligation in the past.
LS / T obligation.

1. In groups, write some rules for the class and the

school under three heading.

A. Obligation : Must / Have to

LS / T
B. Prohibition: Mustn't / Must not.
C. Absence of obligation : Needn't / Don't have to

2. What were the school rules when your parents

were students. Write (5) sentences using the proper
 modals.

1. Fill in the blanks with an article (a, an, the). If you

10’ don’t need an article mark the space with a zero LS / T
article (Φ): to consolidate the use of
definite and indefinite
Key: (1-the) – (2-Φ) – (3-Φ) – (4-Φ) – (5-a) – (6- articles.
the) – (7-Φ) – (8-Φ) – (9-Φ) – (10-Φ) – (11-the) –
(12-Φ) – (13-Φ) – (14-Φ) – (15-Φ) – (16-an) – (17-a)
– (18-a) – (19-an) – (20-Φ).