Learners cope with routine tasks and exchanges. They can talk about the past and the future, compare things, and describe their background and immediate environment in short connected sentences.
Printable one-to-one lesson plan
Modals: should, must, have to
Choose advice, ordinary requirements, firm rules, prohibition, and lack of necessity with should, must, and have to.
Use after the complete A2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read recommendation, ordinary requirement, prohibition, optional action, past requirement, and rule-question listening check · Five-minute next-day meaning, negative, and past-obligation retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Choose advice, ordinary requirements, firm rules, prohibition, and lack of necessity with should, must, and have to.
What must become clear
Can-do: By the end, you can recommend an action, state an ordinary or firm requirement, prohibit an action, show that an action is optional, ask about a rule, and move an obligation into past or future time.
High-value friction points
- Visitors must show a ticket.Must takes the base verb without to.
- Does Maya have to arrive by 8:30?Does carries present agreement, so use base have, not has.
- You don’t have to print the ticket because a phone screen is fine.Don’t have to removes necessity. Mustn’t would prohibit printing.
Protect these lesson moments
- Three checks from earlier lessons
- Discovery check: identify meaning and framing
- Drill 1: complete the form system
- Drill 2: choose the intended meaning and register
- Drill 3: let the time frame choose the have-to form
Learner production
Ask before briefing: Ask the coordinator one advice question with Should I...? and two ordinary rule questions with Do I have to...? . Answer each with a reason.
- Final production: give a 45–60 second fictional event-team briefing. Include one recommendation, two ordinary requirements, one formal firm requirement, one prohibition, one optional action, one finished past requirement, and one future requirement. Your partner identifies the status and time of each action, then asks one follow-up question.
- Register switch: Say one requirement first as an ordinary spoken team update with have to , then rewrite the same requirement as a firm official notice with must . Explain what changed in presentation and what did not change in the underlying rule.
Carry this language into the next session
Retrieve Modals: should, must, have to in one true sentence at the next lesson.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Three checks from earlier lessons” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can recommend an action, state an ordinary or firm requirement, prohibit an action, show that an action is optional, ask about a rule, and move an obligation into past or future time.
- What needs to change in this repair, and why: Visitors must show a ticket.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Retrieve Modals: should, must, have to in one true sentence at the next lesson.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Three checks from earlier lessons and Discovery check: identify meaning and framing for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read recommendation, ordinary requirement, prohibition, optional action, past requirement, and rule-question listening check · Five-minute next-day meaning, negative, and past-obligation retrieval, then repeat the communication task with a new situation or stricter success criteria.
50–60 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Three checks from earlier lessons · Discovery check: identify meaning and framing · Drill 1: complete the form system.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Can-do: By the end, you can recommend an action, state an ordinary or firm requirement, prohibit an action, show that an action is optional, ask about a rule, and move an obligation into past or future time.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: Visitors must show a ticket. Must takes the base verb without to.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Three checks from earlier lessons · Discovery check: identify meaning and framing · Drill 1: complete the form system · Drill 2: choose the intended meaning and register. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Ask before briefing: Ask the coordinator one advice question with Should I...? and two ordinary rule questions with Do I have to...? . Answer each with a reason.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Retrieve Modals: should, must, have to in one true sentence at the next lesson.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read recommendation, ordinary requirement, prohibition, optional action, past requirement, and rule-question listening check
- Clip 1
Read: You should put the blue signs near the elevator.
Supports: What does Clip 1 give?
- Clip 2
Read: Staff have to use the side door because the main door is closed.
Supports: Why do staff use the side door in Clip 2?
- Clip 3
Read: Visitors must not enter the equipment room.
Supports: What is the status of entering the equipment room in Clip 3?
- Clip 4
Read: You don’t have to bring a printed ticket.
Supports: What is optional in Clip 4?
- Clip 5
Read: We had to move the tables yesterday because of the power inspection.
Supports: What time and meaning does had to express in Clip 5?
- Clip 6
Read: Do I have to arrive by eight?
Supports: What kind of question is Clip 6?
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
A2 · Modals: should, must, have to
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Can-do: By the end, you can recommend an action, state an ordinary or firm requirement, prohibit an action, show that an action is optional, ask about a rule, and move an obligation into past or future time.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Choose advice, ordinary requirements, firm rules, prohibition, and lack of necessity with should, must, and have to.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.