Opening plan
Identify required actions, necessity sources and the proposed first priority.
TF30 · A2 Grammar · 30 min
Must and Have To for Obligation
Explain what is necessary, show where the obligation comes from and agree on a clear action order.
Why this lesson matters · เหตุผลที่เรียนบทนี้
For learners: Explain present obligations, identify what creates the necessity, and agree an ordered action plan with clear owners.
For teachers: The route starts with the source of necessity, maps meaning to must or have to, repairs high-impact form choices, builds an action map, tests understanding through two accents and ends with an independent obligation briefing plus focused retry.
สำหรับผู้เรียน: อธิบายหน้าที่หรือสิ่งจำเป็นในปัจจุบัน ระบุว่าอะไรทำให้เกิดความจำเป็น และตกลงลำดับงานพร้อมผู้รับผิดชอบอย่างชัดเจน
สำหรับครู: ลำดับเริ่มจากแหล่งที่มาของความจำเป็น เชื่อมความหมายกับ must หรือ have to แก้ข้อผิดพลาดที่กระทบความหมาย สร้างแผนงาน ฟังสองสำเนียง และจบด้วยการสรุปหน้าที่อย่างอิสระพร้อมแก้จุดเดียวแล้วลองใหม่
Your Goal
Explain six present obligations with must or have/has to, identify the source of necessity and agree who will complete the first two actions.
คำอธิบายภาษาไทย
อธิบายสิ่งที่จำเป็นต้องทำ 6 ข้อด้วย must หรือ have/has to บอกว่าความจำเป็นมาจากกฎหรือสถานการณ์ หรือมาจากผู้พูด แล้วตกลงลำดับงานและผู้รับผิดชอบสองงานแรก
Why this lesson matters
Must and have to can both express obligation, but real communication becomes clearer when the listener knows what creates the necessity and what should happen first.
ภาษาไทย: Must และ have to ใช้บอกหน้าที่หรือความจำเป็นได้ แต่ผู้ฟังจะเข้าใจและลงมือทำได้ง่ายขึ้นเมื่อรู้ว่าความจำเป็นนั้นมาจากไหน และควรทำอะไรก่อน
PROGRESS FOCUS What improves today?
MEAN · MeaningIdentify whether necessity comes from a rule/situation or a speaker-led judgement.
FORM · FormControl must + base verb and have/has to + base verb in statements and questions.
USE · Real useBrief six obligations, rank four actions and agree who completes the first two.
Your 30-minute route
1 · 4 minFind necessity source
2 · 4 minBuild obligation forms
3 · 5 minChoose and repair
4 · 5 minMap an action plan
5 · 5 minListen and negotiate
6 · 7 minBrief, agree and retry
Teacher Lesson Plan
Ask “What makes this necessary?” before choosing must or have to. Keep the meaning contrast practical: speaker-led judgement versus an external rule, schedule or situation.
| Stage | Teacher move | Evidence to collect |
|---|---|---|
| 1 · Meaning | Sort obligation sources before displaying must/have-to labels. | Eight source decisions |
| 2 · Form | Build must and have/has to in statements and questions. | Six accurate forms |
| 3 · Choice | Choose by source/context and repair high-frequency form errors. | Six choices + three repairs |
| 4 · Plan | Map obligation, source, reason, owner and priority. | One six-obligation action map |
| 5 · Check | Use two accents to recover sources and negotiate the first actions. | Two listening maps + first briefing |
| 6 · Perform | Score the first briefing, target one meaning/form/use weakness and retry it. | Independent six-obligation briefing |
Stage 1 · Find the source of necessity
Decide what makes each action necessary before choosing must or have to.
STUDENT TASK
NECESSARY ACTIONWhat needs to be done now?
SOURCEDoes necessity come from a rule/situation or the speaker’s judgement?
PRACTICAL REASONWhy does the action matter and what happens next?
| Situation | Source of necessity | Likely choice |
|---|---|---|
| The building rule requires all visitors to sign in. | external rule | have to |
| The train leaves in ten minutes. | external situation | have to |
| I think this risk needs attention now. | speaker judgement | must |
| The doctor has given a clear instruction. | external instruction | have to |
| I want to remember one very important personal goal. | speaker commitment | must |
| The project deadline is tomorrow morning. | external schedule | have to |
| The speaker gives an urgent instruction. | speaker authority | must |
| A visa rule requires a current photograph. | external rule | have to |
- Classify all eight sources before looking at the likely choices.
- Underline the exact rule, situation, instruction or speaker judgement that creates necessity.
- Explain two choices in your own words.
Meaning contrast: “Visitors have to sign in” points to a building rule. “We must solve this now” presents the speaker’s urgent judgement.
Finish evidenceEight source decisions and two spoken reasons.
Teacher Help · Stage 1
Keep must/have-to labels hidden until source decisions are complete. Treat the contrast as a useful tendency, not an absolute law: both forms can express strong obligation, and context controls natural choice.
Stage 2 · Build obligation forms
Control must + base verb and have/has to + base verb in statements and questions.
STUDENT TASK
| Purpose | Core form | Example |
|---|---|---|
| Speaker-led obligation | subject + must + base verb | We must check the safety case. |
| External obligation | I/you/we/they + have to + base verb | Visitors have to sign in. |
| Third-person obligation | he/she/it + has to + base verb | Mina has to collect the keys. |
| Ask about necessity | Do/Does + subject + have to + base verb? | Do we have to finish this today? |
The obligation form rule
Use must + base verb with every subject. Use have to with I/you/we/they and has to with he/she/it. Questions use do/does + subject + have to.
- Build two must statements and three have/has-to statements.
- Build one accurate necessity question.
- Underline must or have/has to and circle all six base verbs.
- State the necessity source for every sentence.
Check three common repairs
“She has to check the room.” · “We must finish today.” · “Do they have to bring identification?”
Finish evidenceSix accurate obligation forms with a stated necessity source.
Teacher Help · Stage 2
Correct in layers: subject, must versus have/has to, then base verb. Keep the contrast visible: “must check”, “has to check”, “Does she have to check?” Do not introduce past or future forms in this A2 lesson.
Stage 3 · Choose and repair
Choose must or have/has to from the necessity source, then repair common A2 form errors.
STUDENT TASK
| Context and message | Choice | Reason or repair |
|---|---|---|
| Building rule: Visitors ___ sign in. | must / have to | external rule → have to |
| Speaker’s urgent judgement: We ___ leave now. | must / have to | speaker-led urgency → must |
| Mina have to collect the keys. | repair form | Mina has to collect |
| We must to check the case. | repair form | must check |
| Does he has to finish today? | repair question | Does he have to finish? |
| The deadline is tomorrow: We ___ send it today. | must / have to | external schedule → have to |
Check the choices and repairs
1 have to · 2 must · 3 “Mina has to collect the keys.” · 4 “We must check the case.” · 5 “Does he have to finish today?” · 6 have to.
Choice test: Name the source before naming the form. Then check subject + obligation phrase + base verb.
- Make all six choices or repairs.
- Explain why messages 1, 2 and 6 use their chosen forms.
- Create one external-rule sentence and one speaker-led sentence.
- Ask your partner one “Do/Does ___ have to ___?” question.
Finish evidenceSix choices/repairs, three source reasons and one necessity question.
Teacher Help · Stage 3
Accept both must and have to where real context allows either, but require a meaning explanation. Prioritise the high-risk form repairs: no to after must, has to for third person and have to after does.
Stage 4 · Map an ordered action plan
Plan six obligations by source, reason, owner and priority before speaking.
STUDENT TASK
1 · OBLIGATIONWhat has to be done?
2 · SOURCE + REASONWhat creates the necessity and why does it matter?
3 · OWNER + PRIORITYWho will do it and when should it happen?
| Required action | Source and reason | Owner and priority |
|---|---|---|
| check safety case | opening rule · equipment ready | Nina · first |
| collect entrance keys | building access · open on time | Mark · second |
| confirm visitor list | reception rule · smooth sign-in | Nina · before 8:45 |
| call equipment supplier | speaker sees missing item · solve quickly | Mark · after opening |
- Choose one real or realistic work, study, travel or daily-life plan.
- Plan exactly six obligations: action · source · reason · owner · priority.
- Use at least two must statements and three have/has-to statements.
- Rank four actions and circle the first two that need agreed owners.
Finish evidenceOne six-obligation map, four ranked actions and two owner decisions.
Teacher Help · Stage 4
Keep notes short so Stage 6 is spoken, not read. Require a visible source and reason for each obligation. If every item uses must, ask which actions actually come from rules, schedules or situations.
Stage 5 · Listen, sort and negotiate
Recover each obligation and its source, then negotiate which actions happen first and who owns them.
STUDENT TASK
British English
American English
Deadline plan
Recover who owns each obligation and which action should happen first.
- Listen once for context. On the second listen, note action · source · reason · owner · priority.
- Retell one obligation chain from each recording.
- Give your planned six-obligation briefing to a partner.
- Your partner asks one necessity question and suggests a different first action.
- Answer, compare priorities and agree who will complete the first two actions.
Useful negotiation frame“We have to ___ because ___.” · “Do we have to do that first?” · “I think we must ___ first because ___.”
Finish evidenceTwo listening maps, one first six-obligation briefing, one question and two agreed owners.
Teacher Help · Stage 5
Audio never starts automatically. Use the British recording first and the American recording for transfer. If the learner catches the action but loses the source, replay the reason sentence and ask “rule, situation or speaker judgement?”
Stage 6 · Final Practice: brief, agree and retry
Deliver an independent six-obligation briefing and improve one precise source, form or action-plan weakness.
FINAL PRACTICE
Name source → brief → rank → agree → retry
- Use notes only: action · source · reason · owner · priority.
- Brief exactly six present obligations in 60–90 seconds.
- Use at least two must statements and three have/has-to statements accurately.
- Rank four actions and explain the reason for your first priority.
- Your partner asks one necessity question; answer and agree who completes the first two actions.
- After one feedback target, retry only the weakest source explanation, form, priority reason or owner agreement.
Planning example: check safety case · opening rule · equipment ready · Nina · first.
Score the first independent performance
MEAN · MeaningThe listener understands every obligation and whether necessity comes from a rule/situation or speaker-led judgement.
FORM · FormThe learner controls must + base verb, have/has to + base verb and one necessity question.
USE · Real useThe briefing ranks four actions, answers a question and produces two agreed owner decisions.
0 · Not yetObligation source, form or action order is unclear, so the listener cannot follow the plan reliably.
1 · With supportThe briefing becomes clear after a source question, must/have-to cue, third-person cue or priority prompt.
2 · IndependentNecessity source, obligation form, ranked plan and owner agreement are clear without a prompt.
Result: 0–2 Rebuild · 3–4 Developing · 5–6 A2 mastery evidence.
Finish evidenceFirst six-obligation briefing + four ranked actions + one necessity question + two owner decisions + one focused retry.
Teacher Help · Stage 6
Score the first independent briefing across MEAN, FORM and USE. Give one target only: “name the necessity source”, “remove to after must”, “repair has to”, “make the priority reason clear” or “name the owner”. Keep the original score and record whether the retry improves it.
Grammar you can use
You can now explain present obligations, show where necessity comes from and turn must/have-to choices into an ordered action plan. Use the Dynamic Learning Graph below for the next step.
Return to the Learning LibraryContinue your learning path
Can and Can’t for Permission and Simple Rules
Build simple permission and rule language before explaining stronger necessity.
วางพื้นฐานภาษาสำหรับการอนุญาตและกฎง่าย ๆ ก่อนอธิบายความจำเป็นที่เข้มขึ้น
Understand a Safety Warning
Recognise obligations and required actions inside a practical safety warning.
จับหน้าที่และการกระทำที่จำเป็นจากคำเตือนด้านความปลอดภัยจริง
Mustn’t or Don’t Have To
Separate prohibition from no necessity so a rule does not remove the wrong choice.
แยกข้อห้ามออกจากการไม่จำเป็น เพื่อไม่ให้กฎตัดตัวเลือกผิด
Modal Verbs for Obligation and Permission
Integrate obligation, prohibition, choice and permission at B1.
รวมความหมายเรื่องหน้าที่ ข้อห้าม ทางเลือก และการอนุญาตในระดับ B1
