A presentation including some pictures of people taking things to the beach will be shown to the students. Then I will ask the students “What are the necessary things you take when you go to the beach?". We will have a friendly discussion about the topic that will be introduced in the text.

I will introduce one blocking word from the text that will be given to the students in the next step. The word will be taught using the MPF method. The words is "fault". MPF process: 1.I'll show a picture of a boy and his mother standing next to a broken window, then I'll tell them that the boy's mother is blaming him for breaking the window. Then I'll tell them that the boy is denying the accusation of the mom. Then I'll ask questions to elicit the word from the students such as "What would the boy send to defend himself? I'll keep listening to their answers until someone says "It's not my fault". Then I'll ask the following ccq's: "What do we call the responsibility for an accident or misfortune? (ans: fault) 2- I'll let them listen to the pronunciation of the word for a couple of times. Then I'll do the drilling for all students, then I'll select some to say it individ. 3- Finally, I'll show the written form of the word on the screen and tell them some synonyms: "guilt, error"

- I'll give students instructions about the text. I'll tell them that They are going to read a text now. They have to read it silently in 3 min. Then I'll ask them questions about it. - I'll ask ICQ's to check their understanding of the instructions like "Are you going to read the text in 2 min? They are supposed to respond "No 3 min." - After they finish reading, I'll start asking them True or false questions about the text: (You will go to breakout rooms to answer the following question. put T or F in front of each sentence, In each breakout room, I'll send five students. You have 2 minutes to finish this" 1- Hamza had to sleep late because he was watching TV. (f) 2. Hamza has to wake up early to get ready soon. (t) 3. Hamza has to take his slippers to the beach. (t) 4. Hamza and his Mom decided that they have to call the driver. (f) 5. The driver doesn't have to take Hamza and his Mom to the beach because he is sick. (f) After they come back, I'll take the answer of 1/2 questions from each group and give them the model answers.

I'll start clarifying the MPF of the TL; ("have to" and "had to" for necessity). First, I'll close my camera and ask the students: "What do I have to do so that you can see me?" I'll try to clarify the meaning by eliciting the sentence "You have to open the camera". Then I'll ask "Why?" I expect a student to say "It's necessary so that we can see you." Then I'll ask them "What did I have to so that you can see me? I expect them to say "You had to open the camera." Meaning: To clarify the meaning, I'll highlight the following: We use "have to" when we want to express necessity in the present. We use "had to" if we want to express necessity in the past. CCQ's: Do we use "have to" to express necessity in the present or the past? (present) What do we use to express necessity in the past? (had to) Pronunciation: I'll use an audio track for the sts to listen to the correct pronunciation of "I've /aɪv/ , I have /aɪ hæv/, You've /juːv/, You have /jə hæv/, They've /ðeɪv/, They have /ðeɪ hæv/, We've /wiːv/, We have /wiː hæv/. I'll try to make sure that they can identify the difference between the pronunciation of the full form and the contracted form of each. I'll pick 4 students; each one will try to pronounce one of the elements both in the full form and the contracted form. Form: I'll clarify that we express necessity in the present using "have to/ has to" as follows: I/You/We/They + have to +inf. He/She/It +has to+ inf. Ex: We have to do our homework. Ex: He has to pay the fees. I'll clarify that we express necessity in the past using "had to" as follows: I/You/We/They/He/She/It + had to + infinitive Ex: She had to come earlier. Negative: Clarify that we use don't, doesn't, and didn't have to, to form the negative form of the TL

Sts are asked to answer Ex.1 in the handout they have downloaded from the lms in the chat box. In this exercise, sts will have to fill the gaps in 5 sentences using "have to/ has to/ or had to". I'll view the exercise on the screen, then I'll ask the students to start sending me the answer of each sentence in the chat box after I read it. Exercise: 1- My mother ........ cook dinner. (has to) 2- I .............. finish my homework. (have to) 3- Yesterday, we .............. submit the project. (had to) 4- Noha ............... feed her cat. (has to) 5- You .............. appologize for what you did. (have to) ICQ: Are you going to answer me orally or in the chat box? (Chatbox) Are you going to answer them one by one after I read each? (Yes)

I'll provide students with a link to a Padlet exercise where they will answer the following question: "What do you have to do in the exam night?" I'll give them the instructions as follows: Now, in the chat box you will have a link to a padlet exercise, where you will answer the following question: "What do you have to do in the exam night?". You will write your answer using "have to" and "don't have to" and post your answer to the page. We will share answers as you post. Then I'll ask some ICQ's: - Where will you find the padlet link? (in the chatbox) - Are you going to answe the question orally? (no) - Are you going to use "have to" in your answers? (yes) I'll ask them to use the TL to express their ideas. I'll keep reading their answers as they post them.

I'll ask Students to work in pairs where they ask each other questions about something necessary in their lives. I'll give them an example: "Tell me about a time when you had to do sth you don't like. - I had to eat Spinach because Mom was mad at me". or "Why do you think we have to have a goal in life? - Because without a goal in life, we will be lost. I'll give them 2 minutes to practice freely in breakout rooms.

I'll ask students to write one thing they learned today in the chat box and read them out loud.