5) Example Tasks (Based on Jane Willis’s 1996 Framework)
Topic: “Food and Healthy Eating” (Grade 7)
Task Type Example Activity
Listing List 5 healthy and 5 unhealthy foods.
Ordering/Sorting/Classifying Sort foods by nutrients: proteins, fats,
carbohydrates.
Comparing/Matching Compare fast food and home-cooked
meals. Match dishes to countries.
Problem Solving Create a healthy daily menu with a
limited budget.
Creative Task Design a restaurant menu or make a
poster “Eat Smart, Live Long.”
Sharing Personal Experience Talk about your favorite meal and
how it’s cooked at home.
6) Lesson Plan (Willis’s 3-Phase Framework)
Module2: My world! School:
Lesson 4
Date: Teacher name:
Grade: 4 Number present: absent:
Lesson theme Learn from the good, hate the [Link] of English: Modal verbs
Learning objectives [Link] recognise familiar nouns, adjectives, and action words with visual support;
[Link] use words, short phrases, and statements to complete a written text at a
sentence level;
[Link] use must/mustn’t to talk about obligation.
Lesson objectives Learners will be able
➢ recognise familiar nouns, adjectives, and action
words with visual support;
➢ follow short written instructions and directions;
➢ use words, short phrases, and statements to
complete a written text at a sentence level;
➢ use must/mustn’t to talk about obligation.
Value links ➢ Respect for rules and others in the classroom.
Plan
Stages / Time Teachers actions Students’ Assessment Resources
actions criteria
Beginning of Organization moment: The teacher
the lesson Greeting, setting the lesson objectives assesses
Warming-up learners for
their ability.
7 min Write sentences from the story from the previous
“Good job!
lesson on the board in jumbled word order. Have one set per
pupils put the words in the right order. Then invite Well done!”
The pupils group, for
them to act out the story. Formative Ending the
listen, point to
Assessment Lesson
and repeat the
phrases, (Extension
chorally Activity).
and/or
individually.
The teacher
assesses
learners for
their ability.
“Good job!
Well done!”
Middle of the To present rules. The pupils P. b p 21
lesson Present the new vocabulary. repeat after Pupils are ex1,2
Presentation teacher evaluated by
Play the audio. The pupils listen and point to the
part. The pupils collecting
pictures. Play the audio a second time, pausing
listen, point to color pencils
30 min after each word. To practise classroom rules. Track 16
and repeat the
Refer the pupils to the picture. Ask: What’s this?
Elicit: phrases,
chorally P.B p.25
A classroom. Point to the song and say: Follow
and/or
the classroom rules when you go to school! The
individually
pupilsrepeat after you. Read the instructions and
explain the activity. Present/Elicit any unknown Suggested
words/phrases. \The pupils read and underline the answer key
correct words. Play the audio. To further practise
Team A Pupil
classroom rules through a song. Play the audio.
1:(showing a
The pupils listen and follow along in their books.
‘do not drop
Divide the class into three groups and assign a
litter’
verse to each group. Play the song again and ask
each group to sing their corresponding verse. drawing)
Time permitting, play the song again for the pupils What’s the
to sing together as a class. If you wish, play the The pupils rule?
animated video for the pupils to watch and sing listen and Team B Pupil
[Link] present and practise modal verbs ‘must’ follow along 1: You mustn’t
and ‘mustn’t’. in drop litter.
Books closed. Say, then write on the board: You their books to (showing
must do your homework. You mustn’teat in class. check their a ‘do not
Underline the words in bold. The pupils repeat answers. make noise’
after you. Explain that we use must to say what we drawing)
are obliged to do andmustn’t to say what we are
What’s the
forbidden to do.
rule?
Books open. Read the instructions and explain the
Team A Pupil
activity. Further practise modal verbs ‘must’ and
2: You mustn’t
‘mustn’t’ through a game. Read the example and
make noise.
explain the game. Divide the pupils into two
etc
teams, A and B. Ask the pupils to think of a
classroom rule or choose from the ones in Ex.
1and illustrate it. The teams take turns presenting
their rules.
To present and practise modal verb ‘can’ Answer key
(permission).
A: Can I write
Books closed. Say, then write on the board: CanI on the desk?
watch TV? Answer: Yes, you can. Underline the
B: No, you
words in bold. Say, then write: Can I go to the
can’t.
park? Answer:
A: Can I ask a
No, you can’t. The pupils repeat after you. Explain
question?
that we use canto ask for permission.
B: Yes, you
Books open. Read the example and explain the
activity. Allow the pupils some time to complete can.
the activity. Ask some pairs to report back to the A: Can I take
class. out the
The pupils
then look at rubbish?
the pictures B: Yes, you
The teacher
and match assesses can.
them to the learners for A: Can I eat in
correct their ability. class?
sentences
“Good job! B: No, you
Well done!” can’t.
A: Can I come
to the board?
B: Yes, you
can.
Allow the
pupils some
time to
complete the
activity. Check
their answers.
Activity Book
(Optional)
You can now
do page 20
from the
Activity Book.
End of the Each team gets point for the Poster
lesson To consolidate the language of the lesson. Play correct answers Success
8 min Guess the rule. Write various classroom rules on
slips of paper without ‘must’ or ‘mustn’t’, e.g. Pupils use their stickers to show
make noise, wear a uniform, etc. The pupils take their knowledge according to the
turns picking a slip and guessing if it’s a ‘must’ or lesson
‘mustn’t’ rule.