Level: Elementary Topic: Do I have to?

Time: 50' Textbook: "Snapshot" Lesson aims: - to consolidate Ss' grammar acquisitions about expressing advice and obligation; - to improve Ss' vocabulary; - to improve Ss' capacity of communication. Assumption: - the Ss are familiar with modals (should); - the Ss are familiar with some vocabulary items used in the text. Skills: listening, speaking, reading, writing. Interaction: - teacher-students T-Ss - students-students Ss-Ss - students-teacher Ss-T Aids: textbook, blackboard, sheets of paper, cassette Previous lesson: You shouldn't move it Evaluation: - initial: through warm- up and homework check-up; - continue: trough activities, observation, error correction; - final: through oral and written feed-back and homework. Classroom management: - a comfortable bright room; - the class is divided into three groups, each group having a representative student. Attitude: - the teacher encourages students moving around the classroom; - the teacher tries to make Ss act and speak in natural style. Procedure: No. - Lesson Stage - Time - Teacher's activity - Students'activity - Interaction/Skills Activity 1: Warm-up Time: 3' Informal conversation (greetings; how are you?, small talk to cheer them up). T asks Ss to

choose the one who will represent each of the three groups Response to informal questions. Ss elicit their leader Class-work - Speaking Activity 2: Homework check-up Time: 5' "Have you done your homework?", "Was it difficult?", "Who'd like to read it?" T asks several pupils to read the homework and corrects them if necessary; Ss answer individually and read the homework Individual - Speaking Activity 3: Practice Time: 10' Transition: "Our previous lesson was about expressing advice. Let's use the acquisitions to complete the questionnaire". T pre-teaches essential vocabulary (old fashioned, silly, chewing gum, raise (your hat), tease, litter bin) Ss work individually, compare and discuss their results. Individual - Reading - Writing Activity 4: Transition to the new lesson Time: 2' T introduces the idea of household jobs; T asks Ss to give examples of household jobs Ss give examples of household jobs Individual - Speaking Activity 5: Initial Practice Time: 10' T asks Ss to open their book at page 82 and say what is each person doing, matching the phrases with the pictures, working in groups; Ss work in groups and match the pictures with the phrases; Ss write the sentences on the blackboard Group-work - Writing

Activity 6: Presentation Time: 7' T asks Ss if they are obliged to do some of those household jobs; T show Ss a big sheet of paper with the three forms of the modal verb Have to (affirmative, interrogative, negative) and explains the meaning of this modal; Ss answer to the T's questions and note in their notebooks Individual - Writing Activity 7: Listening Time: 7' T plays the tape and asks Ss to listen to the tape and identify some ideas from the text (working in groups): - 1st group: what Lucy doesn't mind doing and what Lucy hates doing; - 2nd group: what Lucy has to do; - 3rd group: what her brother Marcus has to do Ss listen to the tape and write down what they are asked to identify. Ss write on the blackboard the results. Group-work - Listening - Writing Activity 8: Post-listening Time: 6' T plays the tape again and asks Ss to read the text in the SB to check their results and correct them if necessary. Ss listen the and read the tapescript in the SB to make sure their answers are correct Individual - Listening - Reading Activity 9: Issuing homework Time: 3' T asks Ss to make a list of the jobs they have to do and those they don't have to do at home Ss take notes and asks some questions if necessary Individual - Speaking - Writing
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