Who is your hero?

Unit 1.Helping and Heroes

School:

Date:

Teacher’s name:

Class:

Number present:

absent:

Theme of the Lesson:

Who’s a hero 2?

Learning objective(s) that this lesson is contributing to

6.3.3 give an opinion at sentence and discourse level on an increasing range of general and curricular topics

6.4.1 understand the main points in a growing range of short, simple texts on general and curricular topics

Lesson objectives

• To understand details in the text

• To share opinions and understand other students’ opinions and give reasoning answers

Assessment criteria

• A learner can recognize the context of a text.

• A learner can express his or her opinion.

Value links

Patriotism is introduced the learners through the class discussions

Cross curricular links

History, Geography, lesson is aimed at discussing different people whom students can consider as a hero.

Previous learning

Helping each other

Plan

Planned timings

Planned timings

Resources

Beginning

0-5

Organizational moment

Teacher presents the lesson objectives, explains students what they would be able to do by the end of this lesson.

1. Warm-up.

Ask students what a “hero” is and if they know any heroes. Write heroes they name on the board or a chart. If they name fictional heroes along with people, or occupations, from everyday life, list them in a separate column and use the opportunity to discuss the difference between heroes on television or in movies (some of whom might be “superheroes”) and real-life heroes. Direct students to look for all kinds of heroes. Ask them to explain why they are considered to be a hero for them.

Alternative activity

Or let students watch a video what kids think about heroes and ask learners to share their opinions if they agree or disagree with them.

http://www.canlearn.com/guides/5-5138.pdf

Handout 3

Video

https://www.youtube.com/watch?v=FU8OsZLwQrQ

Middle

5-15

15-20

20-27

27-35

2. Focus on vocabulary

Teacher presents new vocabulary from the text, explaining with synonyms

1) North Pole-Солтүстік полюс, Северный полюс

2) a dream – арман, мечта

3) alone – жалғыз, в одиночку

4) to decide – шешу, решать

5) completely- толықтай, полностью

6) except – қоспағанда, есептемегенде, кроме

7) a Canadian husky – Канадалық хаски, Канадский хаски

8) a polar bear – полярлық аю, полярный медведь

9) to attack – шабуылдау, атаковать

10) to determine – анықтау, белгілеу, определить, установить

11) come true – орындалу, сбываться, воплотиться

12) even – тіпті, даже

13) mile –миля (measuring unit) 1mile =1.6 kilometers)

(See Herbert Puchta and Jeff Stranks, English in Mind1 ex 12 (a), p.55 or Handout 1)

Teacher asks students the location of places from the text using the map of the world:

- North Pole

- New Zealand

- Guatemala

- United States

- Canada

3. Focus on reading

Learners read the text about Dave’s hero silently and match paragraphs and the questions with the paragraphs (See Herbert Puchta and Jeff Stranks, English in Mind1 ex 12 (a), p.55 or Handout 1)

Divide the group into two groups according to their language level. High level students find out the passive voices or define the tenses of some verbs. Low level students discuss or translate the text in the group.

4. (FA) Focus on writing

Ask students to think of people they admire and who they would like to find out more information about. These could be pop stars, sports heroes, adventurers, etc. You could elicit students’ heroes as a whole class, or students could work in pairs to think of people.

Students write three paragraphs about their hero using Dave’s example.

PPT Vocabulary

Handout 1

Herbert Puchta and Jeff Stranks, English in Mind1 ex 12 (a), p.55

Handout 2

https://www.google.kz/search?

Handout 1

35-40

Reflection.

At the end of the lesson, learners reflect on their learning:

Self-assessment: students record what they’ve learnt, any difficulties they’ve had and set their targets

DIFFERENTIATION – how do you plan to give more support? How do you plan to challenge the more able learners?

Divide the group into two groups according to their language level. High level students find out the passive voices or define the tenses of some verbs. Low level students discuss or translate the text in the group.

ASSESSMENT – how are you planning to check learners’ learning?

Monitoring students’ writing, giving feedback after activities, figuring out typical mistakes, giving some recommendation not to repeat them. Self-assessment: learners record what they learnt

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