…can drive a car"Can you drive?"
Name: ____________
Teacher Lesson Plan · CEFR A2 · Unit 9
Work & Careers
A complete two-session A2 lesson built around have to for obligation and can for ability — so students can describe jobs, rules, and skills, with audio scripts, games, and answer keys.
Lesson Objectives
Can-Do Statements
By the end of this lesson, students will be able to:
- Talk about jobs and careers using occupation and workplace vocabulary.
- Describe obligations with have to / has to (A nurse has to work at night).
- Say what is not necessary with don't / doesn't have to (You don't have to wear a suit).
- Describe abilities and skills with can / can't (I can use Excel).
- Ask and answer job questions: "Do you have to…?", "Can you…?"
- Write a short description of a job or their dream job.
Target Language
Vocabulary & Phrases
Vocabulary — Work
Jobs & Workplace
- nurse · teacher · chef · engineer · driver · waiter
- job · career · boss · colleague · employee
- office · salary · uniform · shift · meeting
- interview · CV / résumé · to apply · skills
- full-time · part-time · to earn · to hire
- to work hard · to wear a uniform · a day off
Useful Phrases
Talking About Jobs
- What do you do? — I'm a…
- I have to… / I don't have to…
- I can… / I can't…
- My dream job is…
- You have to be good at…
- It's a hard / interesting / well-paid job.
Grammar Focus
The Engine of the Lesson
The grammar of obligation and ability — exactly what students need to describe a job.
1. have to / has to — Obligation
Use have to + base verb for something necessary (a rule). Use has to for he / she / it.
| I / you / we / they | I have to start at 8. They have to wear a uniform. |
| he / she / it | She has to work at night. A driver has to be careful. |
2. don't / doesn't have to — No Obligation
This means it is not necessary (you can choose). It does NOT mean it's forbidden.
You don't have to wear a suit. · He doesn't have to work on Sundays.
3. can / can't — Ability & Skills
Use can + base verb for skills and abilities. The same form for all subjects (no -s).
| ability | I can drive. She can speak three languages. |
| no ability | He can't (cannot) cook. I can't use that program. |
| question | Can you use a computer? — Yes, I can. |
Never add -s: "She can drive" (not "cans"). And no do/does: "Can you…?" (not "Do you can…?").
Before You Start
Materials Needed
Whiteboard and markers · Job flashcards or images · A simple job advert or two · The student workbook (digital, opens on any phone or laptop) · Audio files made from the scripts below. No printing required — the student workbook is self-grading and mobile-friendly.
Step-by-Step Procedure
Timed Lesson Stages
Each stage lists timing, teacher instructions, and the interaction pattern.
Session 1 — Vocabulary, Grammar & Speaking (45 min)
5 min
1. Warm-Up — Guess the Job
Describe a job with two clues ("This person works in a hospital and helps sick people"). Students guess. Then ask: "What does this person have to do?" to surface the target grammar.
Interaction: Teacher → whole class.
10 min
2. Vocabulary — Jobs & Workplace
Present job and workplace vocabulary with images. Drill pronunciation. Match jobs to workplaces and to one duty each ("a chef → a kitchen → cooks food").
Interaction: Teacher → class.
12 min
3. Grammar — have to & can
Guided discovery: write "A nurse ___ work at night." Elicit "has to". Build have to / has to, then don't/doesn't have to (not necessary), then can/can't for ability. Stress that "can" never takes -s and "has to" is for he/she/it.
- Concept check: "Is it necessary or a choice? Do we say 'she cans'?"
- Controlled drill: students say one thing they have to do and one thing they can do.
Interaction: Guided discovery → class.
13 min
4. Speaking — "Find Someone Who" Mingle
The centerpiece speaking activity. Give each student the Find Someone Who grid (in the Mingle & Games section below, also built into the student workbook with a shuffle button).
- Students mingle and ask: "Can you…?", "Do you have to…?"
- Rule: a full question and one follow-up before writing a name.
- Report back: "Petra can speak Spanish. She has to study a lot for her job."
Interaction: Whole-class mingle → reporting back.
5 min
5. Wrap-Up
Volunteers share one skill a classmate has and one thing they have to do. Note any "has to / can" errors to revisit in Session 2.
Session 2 — Reading, Listening & Writing (45 min)
5 min
1. Review Game — Job Charades
A student mimes a job. The class guesses, then says one thing that person has to do and one skill they need: "A chef has to cook. A chef can make great food." Recycles vocabulary and grammar.
Interaction: Whole class.
10 min
2. Reading — "Two Jobs"
Students open the Student Workbook and read the text. They answer the comprehension and multiple-choice questions, which grade instantly.
- First read for gist: "Whose job is harder?" Then read for detail.
- Pairs underline every have to / has to and can / can't.
Interaction: Individual → pairs.
10 min
3. Listening — A Job Interview
Play Audio 2 (script below). Students complete the fill-in-the-blank and multiple-choice listening task in the workbook. Play twice.
Interaction: Individual → class check.
15 min
4. Writing — Describe a Job
Students complete the workbook's grammar, word-order, and the "steps to get a job" sequencing task, then write about a job (real or dream).
Model: "I would like to be a pilot. A pilot has to study for many years and has to be calm. You can travel to many countries, but you don't have to work every day. A pilot can earn a good salary. It's a hard but exciting job."
- Target: a job, two have to / has to sentences, one don't have to, and one can for a skill.
- Students self-check against the writing checklist in the workbook.
Interaction: Individual.
5 min
5. Share, Score & Reflect
Students read their job description to a partner, who asks one follow-up question. Then they tap Show My Score in the workbook and show you the result on their phone.
Classroom Activities
Mingle & Game Bank
Ready-to-run speaking activities to keep all 90 minutes active and student-centered. The same mingle is built into the student workbook with a shuffle button.
"Find Someone Who…" Mingle Grid
Students walk around and ask "can you…?" and "do you have to…?" questions to find one classmate for each square.
…can speak three languages"How many languages can you speak?"
Name: ____________
…has to study a lot"Do you have to study a lot?"
Name: ____________
…can cook well"Can you cook?"
Name: ____________
…has a part-time job"Do you have a job?"
Name: ____________
…doesn't have to wear a uniform"Do you have to wear a uniform?"
Name: ____________
…can use a computer well"Can you use a computer well?"
Name: ____________
…knows their dream job"What's your dream job?"
Name: ____________
…has to get up early"Do you have to get up early?"
Name: ____________
More Activities
8 min · pairs
Job Interview Roleplay
One student is the interviewer, the other the candidate. The interviewer asks "Can you…?" and explains the job's rules ("You have to start at 8"). The candidate answers about their skills. Then swap. Authentic practice of the whole target language.
7 min · teams
What's My Job?
A student thinks of a job and gives three clues using "I have to…" and "I can…" ("I have to wear a uniform. I can drive a big vehicle."). The class guesses the job. Recycles vocabulary and grammar.
8 min · groups
Rules of the Job
Give each group a job. They write three things the worker has to do and two things they don't have to do, then present. The class decides if the rules are fair. Targets have to / don't have to.
7 min · whole class
Skills Auction
Read out job skills ("can speak English", "can use a computer", "can drive"). Students raise a hand for each one they have. Tally the class's "super-CV". Builds confidence and "can" for ability.
Listening Resources
Audio & Transcripts
Tap a transcript to open it. Add your recording in the player, and use the same file in the student workbook's Listening task.
Audio 1Two Jobs (model)+
Narrator: Listen to a description of two jobs.
Speaker: Maria is a nurse and Ben is a teacher. They have very different jobs. Maria has to work at night sometimes, and she has to wear a uniform. She can't use her phone at work. Ben doesn't have to work at night, but he has to plan a lot of lessons. He can wear normal clothes. Both jobs are hard, but Maria and Ben love helping people.
How to use: Play once with books closed and ask "Who works at night?" Play again to catch every have to / has to / doesn't have to and can / can't. A clear, natural pace works best.
Audio 2A Job Interview (listening task)+
Interviewer: So, why do you want this job?
Anna: I love working with people, and I can speak three languages.
Interviewer: Great! Can you use a computer?
Anna: Yes, I can use Excel and Word very well.
Interviewer: Good. In this job, you have to start at 8 a.m. Is that OK?
Anna: Yes, no problem.
Interviewer: You also have to work one Saturday a month, but you don't have to work on Sundays.
Anna: That's fine for me!
How to use: This is the source audio for the workbook's Listening task. The interview naturally contrasts can (skills) with have to / don't have to (rules). Play for gist first, then for detail.
Audio 3Pronunciation — "have to" /hæftə/ (optional)+
Listen-and-repeat drill. In natural speech, "have to" sounds like "haff-to" and "has to" like "hass-to".
I have to work. — She has to study. — We have to start early.
You don't have to come. — He doesn't have to wait.
Can you drive? — Yes, I can. / No, I can't.
How to use: A2 students often say "have to" with a /v/ sound. Model the natural /f/ ("haff-to") so they recognize it in listening. Also drill the short, weak "can" (/kən/) in statements versus the strong "can't". Two minutes pays off.
Answer Keys
Workbook Answers
These match the self-grading student workbook. The workbook grades automatically; keys are here for your reference and board correction.
Reading — Comprehension ("Two Jobs")
- What is Maria's job? — a nurse
- What does Maria have to wear? — a uniform
- What is Ben's job? — a teacher
Reading — Multiple Choice
- Maria has to… — b) work at night sometimes
- Ben doesn't have to… — a) work at night
Listening — Fill in the Blank (Audio 2)
- Anna can speak three languages.
- Anna can use Excel and Word.
- Anna has to start at 8 a.m.
Listening — Multiple Choice (Audio 2)
- Does Anna have to work on Sundays? — c) No, she doesn't
- How often does Anna have to work on Saturday? — b) one Saturday a month
Grammar — have to / has to / can
- A nurse has to work at night. (obligation, he/she/it)
- I can speak two languages. (ability)
- You don't have to wear a uniform here. (not necessary)
- He can't drive; he doesn't have a car. (no ability)
Word Order
- She has to wear a uniform.
- I can use a computer.
Sequencing — Steps to Get a Job
- write a CV → apply for the job → have an interview → get the job → start work
Teacher Notes
Common Student Errors
Watch for these at A2 and correct gently in the moment.
| Typical Error | Correct Form | Why & How to Fix |
|---|---|---|
| "She have to work at night." | "She has to work at night." | he/she/it takes has to. Drill the third person. |
| "I have to working." | "I have to work." | have to + base verb, not -ing. |
| "He cans drive." | "He can drive." | can never takes -s. |
| "I don't can swim." | "I can't swim." | The negative of can is can't — no don't. |
| "Do you can use Excel?" | "Can you use Excel?" | Questions with can don't use do/does. |
| "She doesn't has to work." | "She doesn't have to work." | After doesn't, use the base "have to" (the auxiliary carries the -s). |
Going Further
Extension & Homework
Extension (Fast Finishers)
In-Class Options
- Write a short job advert: the duties (have to) and the skills needed (can).
- Compare two jobs: which has more rules, which needs more skills?
- Design your "perfect job" and list three rules and three skills.
Homework
At-Home Practice
- Write about a family member's job: what they have to do and what they can do.
- Find a real job advert online and list three requirements.
- Finish any workbook tasks and bring your score to the next class.
Assessment
How to Measure Success
Speaking: accurate have to / can in the mingle and games. · Reading: correct answers in the workbook tasks. · Listening: accuracy on the Audio 2 fill-in-the-blank task. · Grammar: the have-to/can, word-order, and steps-to-get-a-job exercises. · Writing: a clear job description using obligation and ability. Students tap Show My Score so you can verify results instantly on their phones.
Ready to run the lesson?
Open the student workbook on any phone or laptop — no login, fully self-grading.
Open the Student WorkbookA2-Level: Work and Careers
Objective:
By the end of this lesson, students will be able to:
- Discuss different jobs and career aspirations.
- Use vocabulary related to occupations and job-related terms.
- Comprehend job advertisements and career profiles.
- Engage in interviews about career choices and experiences.
- Describe their dream job and explain why they want to pursue it.
Duration:
90 minutes (divided into two 45-minute sessions)
Materials Needed:
- Whiteboard and markers
- Handouts with sample job advertisements and career profiles
- Audio recordings of interviews about career choices and experiences
- Writing materials for students
Session 1: Introduction and Speaking Practice (45 minutes)
Warm-Up (5 minutes)
- Begin with a quick class discussion: “What is your current job or what job would you like to have in the future?”
- Encourage students to share their career aspirations or what interests them most about certain jobs.
Introduction to Job Vocabulary (10 minutes)
- Write key job-related terms on the whiteboard (e.g., teacher, engineer, salary, interview, promotion, resume, teamwork).
- Practice pronunciation and ask students to form simple sentences using these terms (e.g., “A teacher helps students learn.”).
Discussing Career Aspirations (15 minutes)
- Lead a class discussion about different jobs and career paths.
- Encourage students to share their dream jobs and explain why they find these careers appealing.
- Use guiding phrases: “I hope to…,” “My dream job is…,” “I’m interested in… because…”
Reading Activity (10 minutes)
- Distribute job advertisements or short career profiles.
- Have students read individually and underline job requirements and qualifications.
- Follow up with a group discussion about what makes these jobs interesting or challenging.
Listening Exercise (5 minutes)
- Play an audio recording of a short interview where someone discusses their career path and motivation.
- Students listen and note down the key details (e.g., job title, reason for choosing the career).
Session 2: Vocabulary, Writing, and Review (45 minutes)
Vocabulary Review (10 minutes)
- Review job-related vocabulary using visuals, flashcards, or a matching activity (e.g., matching job titles with responsibilities).
- Practice using the vocabulary in short dialogues (e.g., “What does a doctor do?” “A doctor helps people stay healthy.”).
Writing Task (20 minutes)
- Ask students to write about their dream job. Include:
- Job responsibilities.
- Required skills or qualifications.
- Why they are interested in this job.
- How this job aligns with their values or goals.
- Encourage students to be creative and specific in their descriptions.
Peer Sharing and Feedback (10 minutes)
- Pair students to share their written work with a partner.
- Partners give constructive feedback on:
- Clarity and detail.
- Reasons for choosing the job.
- Use of vocabulary.
Wrap-Up and Reflection (5 minutes)
- Reflect as a class on the variety of career aspirations discussed.
- Ask students to share one new job or career path they learned about from a peer.
- Review the vocabulary and key takeaways from the lesson.
Homework:
- Research a career field or industry you’re interested in. Write a brief summary about:
- The types of jobs available.
- Required skills or qualifications.
- Potential career paths within the industry.
Assessment:
- Monitor participation during discussions and speaking activities.
- Assess comprehension of job advertisements and profiles through reading tasks.
- Evaluate written work for creativity, vocabulary usage, and clarity.
- Use informal observation and peer feedback to gauge student progress.