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Scanni Simona – Lesson plan LESSON PLAN Introduction: The lesson plan is divided into two lessons In the first one, students will be introduced to must and mustn’t They will watch a video with which they will practise classroom language and using must and mustn’t to talk about rules, and write rules for their ideal teacher In the second lesson, students will be introduced to have to and its negative and interrogative forms They will listen to a track about foreign cultural habits and daily routines, and read the related text They will then play a 20-questions game and write rules for a hotel This last lesson will help students review vocabulary about tourism, and develop their intercultural awareness Target group: This lesson plan is geared towards 10 th graders (2nd year of high school) The students have a A2/B1 level of English and their main fields of study concern tourism Language Aims:  to use modal forms must/mustn't for obligation and prohibition  to use “have to" to express necessity or obligation, and its interrogative and negative forms  to review vocabulary related to hotels and tourism  to practise vocabulary connected to school, school objects, rules, subjects, rooms and uniforms Educational Aims:  to practice integrated skills (listening, speaking, reading, writing)  to develop intercultural awareness  to increase students’ ability to understand aspects of other cultures  to write a set of rules to follow in school Previous knowledge: modals can/could/should Vocabulary related to hotels and tourism Vocabulary to talk about everyday situations/facts and to react to propositions: accept/ refuse/ express tastes / opinions / make suggestions Topics: must/mustn’t and have to/don’t have to School rules and daily routines Time: 3h Materials and resources required: IWB, speakers, mp3 player, laptop Methodological approach: PPP (Presentation, Practise, Production) and inductive approach, skimming and scanning strategies Communicative approach Cooperative learning and peer Scanni Simona – Lesson plan work LESSON WARM-UP ACTIVITY (10 minutes) I start the activity by asking the students to call out any class rules they can think of Possible answers could be: “arrive on time”, “don't eat", “do your homework" I divide the board into two columns and while students tell me their answers, I write down the positive sentences on the left and the negative sentences on the right PRESENTATION (20 minutes) Students are asked to watch a video concerning school rules, during which they will have to identify any school rules they have already mentioned in the warm-up activity The video lasts 1:11 minutes and is taken from the British Council’s website in the “learn English kids” section: http://learnenglishkids.britishcouncil.org/en/grammar-videos/school-rules Scanni Simona – Lesson plan After watching the video, I elicit the students’ impressions of the video and we discuss what they have understood, including the school rules they recognised from their warm-up activity I provide each pair of students with a copy of the script and the students watch the video a second time checking on the script and highlighting the word(s) before each school rule This will allow the students to begin to identify the language item without a grammar explanation Scanni Simona – Lesson plan At the end of the video, students may add impressions and feelings about the video Then I elicit the language item and ask students to deduce the grammar rule The rule is not given, instead it is inferred through a guided discovery Thus, I use an inductive approach and give the students a means to discover the rule for themselves After gathering answers from students, I briefly summarize the language item: We use "must" to talk about obligations Often, when we use "must", the authority for the obligation comes from the person who is speaking, for example the teacher We use mustn’t to Scanni Simona – Lesson plan say that something is not permitted or allowed To avoid the common mistake “must TO" I explain that they can add “must" before the imperative form, and substitute “mustn't" to “don't" I write must on the left column of the board (with the list of rules written during the warm up activity) and mustn’t on the right one and I cross out don’t I end the activity with a comprehension task on the video True or False Watch the video and circle True or False for these sentences a She mustn’t take pets to school b She mustn’t eat in class c She mustn’t shout d She must wear a school uniform e She must her homework f She must arrive on time PRACTISE True False True False True False True False True False True False (10 minutes) I propose a “Fill in the gap” activity to check their comprehension Students work in pairs Students and I check the answers in plenary Scanni Simona – Lesson plan PRODUCTION (30 minutes) In this activity, groups of students write an imaginary contract for their teacher Before class, I make one copy of the worksheet for each group of three The class is separated into small groups Each group is handed a “student contract” and a blank “teacher contract” We read the “student contract” as a class and then I ask the students if any of the rules we have listed in the warm-up activity are mentioned in the contract Then, I go through the use of the modal verbs of obligation in the contract Afterwards, the students are asked to write a “teacher contract” that includes all the rules and regulations they think a teacher should follow The contract should not be too serious Instead, the students are encouraged to create an amusing or imaginative set of rules When all the groups have finished, each group reads out their teacher contract to the class while the other groups write down the rule(s) they liked the most When all the groups have read their contracts, we pick the class’s favourite rules to combine them into one final contract The students and I can sign the contract as it is presented Scanni Simona – Lesson plan LESSON WARM-UP ACTIVITY (10 minutes) I introduce the new topic by writing a question on the board: “What you know about daily routines abroad?” I distribute board pens to the class and encourage the students to share their experiences, their knowledge, and everything this question evokes one after another writing everything on the board one by one To help students who are reluctant to go to the board, each student has to pick the next student to come up and write I help with some vocabulary if the students not know a word for what they want to say PRESENTATION (30 minutes) I tell the students they are going to listen to a dialogue between two friends, Jackie and Amar I not reveal anything in advance, but I encourage students to focus on global meaning first and to listen for gist It is not necessary to understand every single word, instead I suggest that they focus on key words and facts After the first listening, I check their global comprehension of the audio document by encouraging students to make assumptions about the content of the document in its entirety The second time students listen should demand a greater and more detailed understanding of Scanni Simona – Lesson plan the dialogue For this reason, before the second listening, I give each student the script of the dialogue and a comprehension exercise I pre-teach some vocabulary which they may have (had) difficulties with Scanni Simona – Lesson plan After the second listening, the students can skim the text Then, I ask them to remember the Scanni Simona – Lesson plan speculations they made before and encourage them to add information In the third and final listening, the students are asked to perform scanning, another reading strategy While they listen to the dialogue, they complete the comprehension task Now that the students have been given examples of the language item through the listening and reading activity, we can work to come up with the grammatical rule I get the class to “notice” the language item and I read some sentences in the text with “have to” which demonstrate the use of the rule Then I encourage speculation and get students involved in looking for the rule, brainstorming ideas etc I guide them to the rule so they become aware of it and finally I explicitly confirm the rules the students have discovered I also highlight the difference between have to and must: We use “have to” when the rule is imposed by someone else, for examples in customs, habits and cultural rules We use “must” in formal notices or to give an order to ourselves, for examples school rules PRACTISE (15 minutes) I tell the students we are going to play a variation of the 20-questions game I begin by choosing a nationality and I have students ask me 10 questions about rules and habits using “have to” In the original version of the game questions can only be answered by yes/no or sometimes, but in my variation I answer with short forms like “Yes, I do” or “No, I don’t” in order to preempt mistakes in the use of the auxiliary The student who guesses the name of my nationality should be the next to be asked the 10 questions In this classroom activity I utilize the communicative approach, where interaction is both the means and the ultimate goal of the learning process PRODUCTION (25 minutes) The lesson ends with a fun teaching activity where students make rules for guests and staff in a hotel using modal verbs of obligation and prohibition To start the activity, the class is separated into groups of three The groups are told they have just taken over the management of a hotel The groups then decide what the rules are going to be in their hotel using the modal verbs: must, mustn't, have to, don't have to “The Modal Hotel features two outdoor pools in beautifully landscaped grounds It also has a Scanni Simona – Lesson plan spa and two restaurants It is a 5-minute walk from the night market and fishing pier Your group has just taken over the management of the hotel With your group members, look at the following information and decide what the rules are going to be in your hotel, use must, mustn't, have to, don't have to” I give each group a copy of the chart they have to fill in I tell each group to work out the rules using the prompts in the first column of the table Students write the rules in the second column using modal verbs of obligation and prohibition Students should also think of extra rules for both the guests and staff and write them in the other rules box Before the students start with the activity, I give them some examples: “Guests must check out before 12 p.m Guests mustn't smoke in their room Scanni Simona – Lesson plan Guests have to leave their key when they go out Staff don't have to work weekends.” Students should make a note of which rules are the same and which are different If one group doesn’t agree with a rule, they try to persuade the other group to change it When all the groups have finished writing their rules, they compare their sentences and discuss any different or unusual rules they have discovered TESTING (30 minutes) At the end of the unit, I give a test to see if the students know and can use what they have learnt Students like to see their progress as it gives them a level of security that they are actually learning something In order to convey progress to my students I carry out a little formal test that they have to go through Testing also gives me a clear understanding of their progress and how my lesson has been effective The test is made of 20 questions divided into two exercises In the first exercise, students have to fill in the gaps with ‘must’ or ‘have to’ In the second exercise they have to complete the sentences with ‘mustn’t’ and ‘don’t have to’ Each correct question is marked out of 0.5 points The highest score the students can reach is 10 Instructions: Complete the sentences below with the correct word(s) : 'must' or 'have to' 10 My boss needs this report urgently I _ finish it now "You _ arrive on time every morning" said the shopkeeper to the new trainee Julie go to work on foot The buses are on strike Secretaries answer the phone That's part of their job "You your homework" said the teacher "We invite our neighbours for dinner one day" said my husband David leave home at 30 a.m in order to get to the office at a.m "I _ hurry or I'll miss my flight!" Employees _ attend all personnel meetings - it's written in their contracts "I call my mother - it's her birthday today." You pass a test to ride a bicycle ? mustn't ? don't have to Scanni Simona – Lesson plan You buy the text book for this course you can borrow mine ? mustn't ? don't have to You be late for class, or the teacher will be angry ? don't have to ? mustn't Shops sell cigarettes to children ? don't have to ? mustn't You unplug the computer while it is turned on ? mustn't ? don't have to You live in Canada to study at the University of Victoria You can take a course by Internet ? don't have to ? mustn't In Canada, employers discriminate against women or minorities It's against the law ? don't have to ? mustn't This bus is free! You buy a ticket ? mustn't ? don't have to You smoke in a gas station ? mustn't ? don't have to Canadians get a visa to travel to the US ? mustn't ? don't have to have to must has to have to 10 must ASSESSMENT have to must must has to must The goal of assessment is to improve students’ learning For this reason, I use ungraded measures and formative assessment to gauge immediate feedback about the entire class’s level of understanding, not individual students’ In order to evaluate the individual student learning at the end of the lesson, I use a summative assessment Speaking Assessment Grid Pronunciation 1–2 Consistently 3–4 Often 5–6 Only 7–8 Seldom – 10 Very rarely Scanni Simona – Lesson plan interferes interferes occasionally interferes interferes with with interferes with with comprehensi comprehensi with comprehensi comprehensi on of the on message Fluency of the comprehensi message on of on of the on the message extraordinary required on expressed are Ideas expressed are expressed effort on the the part of without with part of the the listener to excessive pauses at a unnatural listener, understand understandin what is being speed g is difficult said Comprehensi The student The on consistently fails understand few without pauses at a speed that rarely a distracts the speed occasionally listener understands student The what is is said/asked virtually understandin everything what is being said/asked; g of what is that said/asked said/asked repetition student has a good understands to less than half most of what overall of natural the listener student The student The understands that pauses and at may distract the message message with An effort is Ideas are Ideas Even of is said/asked and rephrasing are Vocabulary The often needed Uses a Uses a range Uses a wide Uses a very vocabulary is limited range of range inadequate; vocabulary vocabulary vocabulary appropriate appropriate appropriate of there is no vocabulary; idiomatic of wide range of there are very to the theme to the theme to the theme Scanni Simona – Lesson plan feel few under under under idiomatic discussion; discussion; discussion; expressions uses some most expressions idiomatic expressions expressions have Errors often Errors interfere with times the message at Errors seldom the message to them feel to them Errors never No errors interfere with interfere with interfere with the message message an an idiomatic feel idiomatic Accuracy have [...]... get a visa to travel to the US ? mustn't ? don't have to 1 have to 2 must 3 has to have to 10 must ASSESSMENT 4 have to 5 must 6 must 7 has to 8 must 9 The goal of assessment is to improve students’ learning For this reason, I use ungraded measures and formative assessment to gauge immediate feedback about the entire class’s level of understanding, not individual students’ In order to evaluate the individual... don't have to You live in Canada to study at the University of Victoria You can take a course by Internet ? don't have to ? mustn't In Canada, employers discriminate against women or minorities It's against the law ? don't have to ? mustn't This bus is free! You buy a ticket ? mustn't ? don't have to You smoke in a gas station ? mustn't ? don't have to Canadians get a visa to. .. call my mother - it's her birthday today." You pass a test to ride a bicycle ? mustn't ? don't have to Scanni Simona – Lesson plan You buy the text book for this course you can borrow mine ? mustn't ? don't have to You be late for class, or the teacher will be angry ? don't have to ? mustn't Shops sell cigarettes to children ? don't have to ? mustn't You unplug the computer... questions divided into two exercises In the first exercise, students have to fill in the gaps with ‘must’ or have to In the second exercise they have to complete the sentences with ‘mustn’t’ and ‘don’t have to Each correct question is marked out of 0.5 points The highest score the students can reach is 10 Instructions: Complete the sentences below with the correct word(s) : 'must' or 'have to' 1 2 3 4 5... Simona – Lesson plan spa and two restaurants It is a 5-minute walk from the night market and fishing pier Your group has just taken over the management of the hotel With your group members, look at the following information and decide what the rules are going to be in your hotel, use must, mustn't, have to, don't have to I give each group a copy of the chart they have to fill in I tell each group to work... – Lesson plan Guests have to leave their key when they go out Staff don't have to work weekends.” Students should make a note of which rules are the same and which are different If one group doesn’t agree with a rule, they try to persuade the other group to change it When all the groups have finished writing their rules, they compare their sentences and discuss any different or unusual rules they have. .. the unit, I give a test to see if the students know and can use what they have learnt Students like to see their progress as it gives them a level of security that they are actually learning something In order to convey progress to my students I carry out a little formal test that they have to go through Testing also gives me a clear understanding of their progress and how my lesson has been effective... vocabulary; idiomatic of wide range of there are very to the theme to the theme to the theme Scanni Simona – Lesson plan feel few under under under idiomatic discussion; discussion; discussion; expressions uses some most expressions idiomatic expressions expressions have Errors often Errors interfere with times the message at Errors seldom the message to them feel to them Errors never No errors interfere with... _ arrive on time every morning" said the shopkeeper to the new trainee Julie go to work on foot The buses are on strike Secretaries answer the phone That's part of their job "You do your homework" said the teacher "We invite our neighbours for dinner one day" said my husband David leave home at 7 30 a.m in order to get to the office at 9 a.m "I _ hurry or I'll miss my... level of understanding, not individual students’ In order to evaluate the individual student learning at the end of the lesson, I use a summative assessment Speaking Assessment Grid Pronunciation 1–2 Consistently 3–4 Often 5–6 Only 7–8 Seldom 9 – 10 Very rarely Scanni Simona – Lesson plan interferes interferes occasionally interferes interferes with with interferes with with comprehensi comprehensi with