My second-year BTS students here in France started out by listening to this text, between ESL-Lab's Randall and his daughter. I liked this text because it talks about possibility (can/can't) and obligation (you have to). I prepared this grid to help the students with the listening exercise:
Monday
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Tuesday
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Wednesday
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Thursday
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Friday
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Saturday
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Sunday
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The students were asked to listen to the script and write the daughter's obligations and activities in the grid with times, if possible. What is confusing is that the daughter starts off by asking if she can go see the movie on Wednesday so students immediately start to write "Go to the movies" on Wednesday, only to find out that her father says no. As the dad and the daughter discuss what needs to be done and negotiate the daughter's freedom, have your students write as many possibilities as they can hear. Then discuss it as a group, writing down the different obligations and explaining the ones they missed (maybe even listening to the tricky parts again) to give them something to visualize. I also took a moment to point out that they are American, and we know this because they talk about "movies" and "soccer", and not "cinema" and "football".
Next, we continued with the theme of obligation by looking at some warning signs.
I started out by asking the class where they could see these kinds of signs. Then, I had the students volunteer to make sentences. For example, where it says, "Danger: no smoking", a student would say something like, "you mustn't smoke at school," or "it's forbidden to smoke in public places." We continued onward practicing the "you mustn't" and "you can't" structures until all signs had been discussed.
Next, the students listened to this short text about which rules you have to follow when you visit a national park. The woman talks about 4 rules which I had the students write down, and she ends the audio by talking about the consequences. Once students had identified the four rules and the consequences, we moved on to our speaking exercise.
In groups of three, I gave the students one of the following places:
The City Zoo
A Textile Factory
A Pharmacy
The Public Hospital
ABC Construction Site
GoodFoods Supermarket
A Hair Salon
A Shopping Mall
I asked the groups to prepare ten rules that either employees, customers or visitors (depending on the place) have to follow, and then to think of appropriate consequences. They had about 20 minutes to brainstorm and write their ideas while I walked around and answered questions, and once everybody had finished they presented group by group, sharing their rules and consequences.
