Speaking:
Rules Around the World
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will use modal verbs to describe and compare different rules and customs around the world.
Materials
• Picture cards of different countries (e.g., Japan, UK, Brazil).
• A list of rules (e.g., “In Japan, you must take off your shoes indoors.”).
Preparation
• Write key modal verbs on the board (must, have to, should, don’t have to, mustn’t, shouldn’t).
• Prepare a list of common rules from different cultures.
Activity Breakdown
1. In pairs, students discuss rules in their country using modal verbs.
2. They pick a country card and read a rule aloud.
3. They compare it with their own country’s rule.
4. They share with the class.
Instructions
1. Look at the rule for your country.
2. Read it to your partner (In the UK, you have to queue).
3. Compare it with another country (In Japan, you must take off your shoes).
4. Discuss if the rule is good or bad.
5. Share with the class.
Concept Checking Questions
• “Does must mean it’s necessary?” (Yes).
• “Can I say mustn’t smoke?” (Yes, it’s a strong rule).
Examples
• You must wear a seatbelt in a car.
• You don’t have to tip in Japan.
Extensions/Varations
• Harder: Students create their own list of rules.
• Easier: Provide sentence starters.
Error Correction
• The teacher listens for errors in modal verb usage and provides group feedback.
Writing:
School Rules Poster
Grouping:
Time:
Individuals → Pairs
20 minutes
Aim
Students will write a school rules poster using modal verbs.
Materials
• A blank poster template.
• Example school rules.
Preparation
• Write example school rules on the board.
Activity Breakdown
1. Students write five school rules using must, should, mustn’t, don’t have to.
2. They decorate their posters.
3. They present their posters to the class.
Instructions
1. Write five school rules.
2. Use must, should, mustn’t, don’t have to.
3. Check your sentences.
4. Decorate your poster.
5. Present to the class.
Concept Checking Questions
• “Does must mean it’s necessary?” (Yes).
• “If I say you don’t have to bring lunch, is it a rule?” (No, it’s optional).
Examples
• You must wear a uniform.
• You mustn’t use your phone in class.
Extensions/Varations
• Harder: Students write rules for different places (e.g., gym, library).
• Easier: Provide sentence starters.
Error Correction
• Students exchange posters and check for mistakes.
Listening:
Advice for Tourists
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will listen to a travel guide explaining rules and advice for tourists.
Materials
• An audio clip of a travel guide giving advice.
• A worksheet with true/false questions.
Preparation
• Write modal verbs on the board and explain their meanings.
Activity Breakdown
1. Students listen to the audio clip.
2. They complete a worksheet (e.g., You mustn’t take photos in the temple - T/F).
3. They compare answers with a partner.
4. The teacher reviews the answers.
Instructions
1. Listen to the audio.
2. Read the sentences.
3. Mark True (T) or False (F).
4. Compare with a partner.
5. Discuss with the class.
Concept Checking Questions
• “Does mustn’t mean it’s a strong rule?” (Yes).
• “If I say you don’t have to tip, do I need to?” (No).
Examples
• You mustn’t take photos in the museum.
• You should try local food.
Extensions/Varations
• Harder: Students write their own advice.
• Easier: Provide word banks.
Error Correction
• The teacher reviews common errors in a class discussion.
Reading:
Hotel Policies
Grouping:
Time:
Pairs
15 minutes
Aim
Students will read a hotel policy document and identify rules using modal verbs.
Materials
• A short hotel policy document (e.g., check-in times, smoking rules).
• A worksheet with comprehension questions.
Preparation
• Highlight modal verbs in the text.
Activity Breakdown
1. Students read the hotel policy.
2. They underline modal verbs.
3. They answer comprehension questions.
4. They discuss whether they agree with the rules.
Instructions
1. Read the hotel policy.
2. Find and underline modal verbs.
3. Answer the questions.
4. Compare answers with a partner.
5. Discuss the rules.
Concept Checking Questions
• “Does mustn’t mean not allowed?” (Yes).
• “If I say you should call reception, is it necessary?” (No, it’s advice).
Examples
• Guests must leave by 11 AM.
• You shouldn’t make noise after 10 PM.
Extensions/Varations
• Harder: Students write their own hotel rules.
• Easier: Provide a vocabulary list.
Error Correction
• Students correct each other’s mistakes before teacher feedback.