plan Name: Anna Basarab TP no.: 0 Date: 01.07.

2022
Length: 90 Class size 10 Level: Pre-
min Intermediate
Main aim: by the end of the lesson students will have learnt/revised have to and had to when speaking about their jobs and the necessary
qualifications to do them.
Secondary aim(s): (for some lessons there may not be any)
● Students will have practiced listening for specific information

● Students will have revised/learnt some work-related vocabulary

● Students will have practiced fluency while speaking

Materials & equipment required (Include the source of materials – this must also be shown on your handouts.)
Face-to-face 2nd edition, Pre-Intermediate, Students’ book by Chris Redstone & Gillie Cunningham, CUP 2021
Powerpoint presentation
Assumptions about the learners
The students are adults who either have a job or are planning to get one, so they should find the topic interesting.
They were placement tested into this level so they should know how to form sentences in the present simple and past simple tenses, which they ‘ll be able to use
during the freer practice activity.
Most adults have been exposed to the grammar translation method at school so they will probably benefit from learning or revising some new lexis and not only
grammar.
As working adults they should have something to talk about during the freer practice task.
Professional development goals Professional development strategies
1. Try to control the timing and finish on time 1a try not to overplan and allow sufficient time for feedback when planning the lesson
1b Remind them about the time limits
1c Plan some extra time to help them with some tech issues

2 Try to help learners manage Zoom and take screenshots with the PC Google how to shortcut keys for the screenshot on PC

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Language Analysis
Context of your lesson:
Language item
Identify the target language item
and give the example you will use
as a model (this could be an
eliciting question).
Have to/had to (all forms)
1. You usually have to
have a degree in
languages.
2. Lorna had to study a
lot.
1. Lorna didn’t have to
pay for the course.
2. You don’t have to go
to college but you
need to do a special
course.
3.
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Jobs and qualifications
New Meaning, form and pronunciation Anticipated errors and solutions
language Describe the language and how you will clarify it. Include any further Include errors of meaning, form and
or examples, CCQs or questions for eliciting further information. Mention pronunciation. Refer to CCQs and lesson
revision? any contrasting language here and include an analysis of all stages as appropriate.
contrasting items.
new Meaning: Meaning:
● we use ‘have to’ to say that something is necessary to Students will think that ‘have to’
means the same as ‘must’
do
● We use ‘don’t have to’ to say that something is not
necessary to do Solution:
● We use ‘had to’ to say that something was necessary Ask: ‘do I think it’s necessary or
to do someone else decides for me?
(someone else) to help them
● We use ‘didn’t have to’ to say that something was not
understand that the obligation is
necessary to do external here.
(from Face-to-face 2nd edition, Pre-Intermediate, Students’
book by Chris Redstone & Gillie Cunningham, CUP 2021) Form:
Students might think that ‘have to’ is
Conveying meaning: a modal verb and start making
I will elicit the sentences after the listening about people negatives and questions by making
talking about their jobs and the necessary qualifications. They changes to the verb ‘have’
should understand the general meaning of the text and I will
ask the CCQ’s to check the learners’ understanding of the Solution:
language: Elicit the formula for the form based
1. Which sentences are about the present? (1 and 4) on the marker sentences, model and
2. Which sentences are about the past? (2 and 2) drill.
3. In sentences 1, is it necessary to have a degree in Pronunciation:
languages to be an interpreter? (yes) Students will pronounce ‘have to’
4. in sentence 2, was it necessary for Lorna to study a lot? (yes) and ‘had to’ as separate words
 5. In sentence 3, was it necessary for Lorna to pay for her Solution:
course? (no) Model, highlight, drill
6. In sentence 4, is it necessary to go to college to become a
referee? (no)

Form:
Present
(+) S+have to+V1
(-) S+don’t/doesn’t +have to+V1
(?) Do/Does +S+have to+V1? Yes, S+do/does. Or No,
S+don’t/doesn’t.
Note:
I/we/you/they + do
He/she/it+does

Past
(+) S+had to+V1
(-) S+didn’t+ have to+V1
(/) Did +S+have to+V1? Yes, S+did. Or No, S+didn’t.

Pronunciation:
‘have to’ is pronounced as /ˈhæftə/ - assimilation of /v/ to /f/
and weak /ə/ in ‘to’
‘had to’ is pronounced as /hætə/ - elision of /d/ in ‘had’ and
weak /ə/ in ‘to’
In negative sentences, negative auxiliaries ‘don’t’ and ‘didn’t’
are normally stressed

1. I cannot work in the office new Meaning:

from 8 am till 5 pm, so it’s the schedule which allows employees to start and finish their Pronunciation:
important for me to have workday when they want. This means that employees can Students will stress all the words

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flexible working hours.
3. Sometimes my child gets ill
and I have to stay with him at
home so sick pay is important
for me.
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come to work earlier or later than the set time. equally
(https://www.talentlyft.com/en) Solution:
Model, highlight, drill
Conveying meaning:
I’ll use the context in the sentence to help them find a match
to the definition. Then ask CCQ’s if necessary:
1. Do I work from 9-5 every day? (no)
2. Can I decide when to stop and finish work? (yes)
Form:
Fixed collocation
Adj+adj+pl noun
Pronunciation:
Primary stress is on ‘flexible’
flexible working hours
new Meaning:
pay given to an employee on sick leave. Form: students might think that it’s
(https://dictionary.cambridge.org/) possible to say ‘sick pays’
Conveying meaning: Solution:
I’ll use the context in the sentence to help them find a match Write on the board that this is an
to the definition. Then ask CCQ’s if necessary: uncountable noun
1. Do I need to stay at home because I or my child is ill? (yes)
2. Do I get money from my company during this time? (yes)
Form:
Fixed collocation
Compound noun
Noun+noun (U)
Pronunciation:
Primary stress on ‘sick’
 sick pay

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Procedure
Stage & aim Timing & Student activity Teacher activity Possible problems & solutions
What is this interaction What will the students be Instructions, monitoring and feedback. You can also What could go wrong with this
stage for? e.g. 5m/pairs doing? describe CCQs & clarification here, but you must activity? If it does, what will you do?
include these in your language analysis. Consider timing issues here.

Welcome 10 min Students will work in the Welcome the students, introduce myself and ask Problem: students will not know
and get to T-Ss BOR’s in pairs to find them to drop a + in the chat if they can hear me what to talk about
know the S-S three things in common to check the sound and help them find the Solution:
students Ss-T chatbox. Write some topics in the chat to
Help learners give them ideas: family, job,
to switch to I will ask students to find three things in common. hobbies, food you like, travel,
English and Work with your partner and find three things you interests
get to know have in common. Problem: students will not know
each other I will model the activity by saying ‘I like orchids. how to use the chatbox
What about you, Inna, Do YOU like orchids?’ – Solution:
elicit the answer from the student. If the answer is Show them a screenshot of the
now, continue making statements till the student chatbox
says ‘yes’.
You have 5 minutes for this

Instruction checking questions:

Do you write or speak? (speak)
Do you need to remember the information which
is true for you and your partner? (yes)
How many things in common do you need to
find? (3)

Put the students in the BOR’s

Wait for all of them to join
Monitor to check that they know what to do and
to get some interesting answers for the feedback.

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 Open-class feedback: ask 3-5 students about one
thing in common

Lead-in 2 min Students will guess the I’ll show the students slide 2 and ask them: “what Problem:
To introduce T-Ss topic of the lesson are we going to talk about now?” Solution:
the topic of Ss-T Elicit some answers
the lesson

Pre-text 8 min Students will answer I’ll ask the students to work in pairs and discuss Problem: students will now know
discussion T-Ss questions about the questions on slide 3. how to take a screenshot
S-S themselves and ‘now talk to your partner, ask and answer these Solution:
Ss-T remember one questions and remember 1 interesting fact about Ask them to take a picture with
interesting fact about your partner Help each other if you don’t know their phone or ask another
their partner some words.’ student to help them.
Take a screenshot or a photo of this slide Problem: I might forget to ask
You have 5 minutes for this them to take a screenshot
Solution:
ICQ’s: Copy and paste the questions
How many questions do you need to discuss? (3) into the chat or send the
Do you need to listen to your partner? (yes) screenshot into the chat.
Can you help each other with words you don’t
know? (yes)
How much time do you have? (5 minutes)

Put the students in the BOR’s

Wait for all of them to join
Monitor to check that they know what to do and
to get some interesting answers for the feedback.

Open-class feedback: ask 3-5 students about one

thing in common

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 Pre- 10 min Students match the Match the words which are bolded in the Problem: students will not know
teaching T-Ss words to the meanings. sentences to their meanings. what the words mean
blocking S-S Take a screenshot or a photo of this slide Solution: ask them to read the
vocabulary: Ss-T First, do it on your own – two minutes sentences and use the
To make sure Do you work together or alone now? (alone) information in the sentences to
they help them understand the
understand Now compare your answers with your partner – 2 meaning
all the words minutes
in the
listening and ICQ’s: how much time do you have? – (2 min)
to give them
some Put the students in the BOR’s
phrases to Wait for all of them to join
use in the Monitor to check that they know what to do and
freer to see which issued to address during feedback.
practice
task. Open-class feedback: show them the correct
answers and see if they agree.
If questions arise, ask CCQ’s from the LA (see
pages 2-3)

Listening for 7 min Students listen, then Show them pictures on slide 5 and ask which jobs Problem: someone might have
specific T-Ss check in pairs. they can see in the pictures. poor internet connection and
information L/S Take a screenshot will not hear the recording
To practice S-S ‘ now let’s listen and check what their jobs are Solution:
listening for Ss-T and if they needed to go to university or not.’ Put them in groups or three to
specific make sure that they have
information ICQ’s someone to check their answers
and to How many questions do you need to answer? 2 with and will hear what the text
introduce How many people will you hear speak? 3 was about.
them to the
context for Play the recording
the target Regroup students !!!

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language
‘now please check your answers with your
partner’

Put the students in the BOR’s

Wait for all of them to join
Monitor to check that they know what to do and
to see which issued to address during feedback.

Open-class feedback:
Elicit the answers from the students and write
them in the table.

Listening for 10 min Students read the Show them pictures on slide 6 Problem: some students will not
detailed T-Ss questions, listen and ‘ now listen again and mark the sentences true or hear the answers
comprehensi L/S then check their answers false’. Take a screenshot. You have 30 seconds to Solution: play the recording
on S-S in pairs. read the questions. again after they check in pairs
Ss-T and then check in pairs again.
ICQ’s
How many questions to you need to find answers
to? (6)

Play the recording

‘now please check your answers with your

partner’

Put the students in the BOR’s

Wait for all of them to join
Monitor to check that they know what to do and
to see which issued to address during feedback.

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 Open-class feedback:
Write the answers for the ones which were easy
and leave a couple of more problematic
questions blank.

Post-text 5 min Students discuss the Now work with your partner and discuss these Problem: some students will not
discussion T-Ss questions in the BOR’s questions (slide 7) together. Remember if you take the screenshot
For the S-S disagree about something, Solution: copy and paste the
learners to Ss-T Take a screenshot answers in the chatbox
practice You have 3 minutes for this
speaking
and give ICQ’s:
them the How many questions?4
chance to How much time do you have? 3 min.
respond to
the content Put the students in the BOR’s
on the text Wait for all of them to join
Monitor to check that they know what to do and
to see which issued to address during feedback.

Open-class feedback: ask a couple of students

for their opinions.

Clarification 5 min Students answer the (slide 8) Problem: See LA

to check the T-Ss questions the teacher Meaning Solution: See LA
learners’ Ss-T asks them. students ‘look at the sentences.
understandin (repeat as repeat after the teacher Which sentences are about the present? (1 and
g of the necessary) 4)
meaning, Which sentences are about the past? (2 and 3)
form and
pronuncaito Slide (9)
n of the TL. Meaning

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 Which of the sentences are about what is/was
necessary? (1 and 2)
Which sentences are about something that is/was
not necessary? (3 and 4)

Form:
How do we make these sentences? (elicit the
formula from the students)

Pronunciation:
Drill as appropriate (see LA on page 2)
Model, highlight, drill.

Controlled 10 min Students do the task on Here is more information about Bernie, the Problem: Students might have
Practice: T-Ss your own referee. Complete the sentences with ‘have to’ in problems with the internet and
For the S the past, positive or negative. someone might not join the BOR
learners to S-S Students check their Take a screenshot. Solution: have the BOR panel
have some Ss-T answers in pairs Work on your own for 3 minutes. open at all times and move the
controlled When you are ready drop a + in the chat student without a partner to
practice of another room.
the meaning ICQ’s
and form of How many options do you choose from? 4
the TL Do you work with your partner now? (no)
How much time to you have? (3 min

Students work on their own

Remind them about the ‘+’
Regroup to make pairs

When I see that most of them have finished, I’ll

get them to check their answers in pairs

Put the students in the BOR’s

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 Wait for all of them to join
Monitor to check that they know what to do and
to see which issued to address during feedback.

Open-class feedback:
Show the correct answers with the more difficult
ones missing.

Freer 10 min Students first think about (slide 12)Now think about 3 things you had to do Problem: I might forget to ask
Practice T-Ss the qualifications they to get your job and think of 3 things you need to them to take a screenshot
For the S had to get to start doing do in your job. Make a list now. You have 2 Solution: share screen in the BOR
learners to S-S their job and then make minutes or write the questions in the chat
have some Ss-T a list of things they have
freer to do in their jobs now. How many things in total do you need to write? 6
practice of Are you thinking or speaking now? Thinking
the target
language After 2 minutes
and to (slide 13)
practice Take a screenshot
speaking Now talk to your partner. Tell about the things you
had to do and you have to do now.

Listen to your partner and decide, would you like

to have this job or not? Why?

Put the students in the BOR’s

Wait for all of them to join
Monitor to check that they know what to do and
make notes of the mistakes for the feedback on
language stage.

Feedback on Content: Ask them if anyone like to

do their partner’s job. Why (not)?

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Feedback on 5 min If time allows, ask learners to take a screenshot Problem: students might not be
language: and find the incorrect sentences and correct able to find the mistakes
To provide them in the BOR’s Solution: highlight the part of the
some useful sentence with the mistake.
feedback on If there’s not much time left, ask elicit correction
the from the students.
language Thank them. Give them a 10-minute break.
use during
freer
practice

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