Edutainment: Being a hero — КСП, план урока, Английский язык, 6 класс
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Краткосрочный план
| Раздел |
Speaking and listening: Understanding conversations about people and experiences
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| Тема урока |
Edutainment: Being a hero
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| Класс |
6
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| Цели обучения в соответствии с учебной программой |
6.2.6.1 Определить с поддержкой смысл из контекста продолжительной беседы на большинство общих и учебных тем
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| Цели урока |
Students know how context clues help identify meaning in a longer conversation about heroes.
Students know and use vocabulary for describing heroic actions and qualities.
Students know how to identify key information and infer a speaker’s meaning in a conversation about being a hero.
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| Ценности |
Students value courage, empathy, and helping others by considering how everyday actions can make a positive difference. They practise respectful listening to different views about what makes someone a hero.
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Ход урока
| Этап урока/ Время | Действия педагога | Действия ученика | Оценивание | Ресурсы |
|---|---|---|---|---|
| Warm-Up and Lead-In 5 minutes |
Organisational moment:
Greet students, check readiness, and introduce the topic, “Being a hero.”.
Ask: “Who can be a hero?” and “Does a hero have to be famous?”.
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Students prepare for the lesson and share brief ideas about who can be a hero and whether heroes must be famous. | Contributes one relevant idea — 1 point. Listens respectfully to a classmate — 1 point. Stage maximum — 2 points. | board, notebooks |
| Hero Vocabulary 8 minutes |
New material explanation:
Present and explain the words courageous, selfless, brave, rescue, protect, and support, using short examples related to heroes.
Model how nearby words and the situation can help a listener infer an unfamiliar word’s meaning.
Ask: “What might a selfless person do?” and “Which context clues could help us understand rescue?”.
Answers:
A selfless person helps others without thinking only about personal benefit.
Clues could include references to danger, helping someone, or bringing them to safety.
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Students listen to the explanations, connect each word to an example, and answer the questions. Students identify the expected meanings: helping others without focusing on oneself, and helping someone escape danger or reach safety. | Explains the meaning of selfless using context — 1 point. Names one suitable context clue for rescue — 1 point. Matches four target words to examples — 1 point. Stage maximum — 3 points. | board, vocabulary cards |
| Hero Conversation Slides 8 minutes |
Questions to the class:
Display a presentation with a short conversation between two students discussing a person who helped a neighbour during a storm.
Ask students to listen and read for the situation, the actions taken, and the speakers’ clues about the person’s character.
Ask: “Why did Maya call the neighbour a hero?” “What does ‘selfless’ mean here?” and “Which words in the conversation helped you work that out?”.
Слайд 1 — Being a Hero
Слайд 2 — A storm knocks out power on Maya’s street. Her neighbour helps several families, but Maya…
Слайд 3 — By the end of this lesson you will be able to…
Слайд 4 — Listen for the Situation
Слайд 5 — Actions in the Conversation
Слайд 6 — Why might Maya’s neighbour’s actions matter more than simply being in the right place at…
Слайд 7 — Inferring “Selfless”
Слайд 8 — Evidence and Meaning
Слайд 9 — Remember the Evidence
Слайд 10 — Recall and Apply
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Students follow the conversation on the slides, identify the neighbour’s actions, and answer: Maya called the neighbour a hero because the neighbour helped others during the storm; selfless means helping without seeking personal benefit; the described actions and concern for others are context clues. | Identifies the hero’s helpful action — 1 point. Infers the meaning of selfless from context — 1 point. Cites a relevant clue from the conversation — 1 point. Stage maximum — 3 points. | |
| Word Search Challenge 7 minutes |
Instructions:
Give pairs a word-search puzzle containing the lesson words courageous, selfless, brave, rescue, protect, and support.
Ask pairs to find the words and choose two to explain using an example connected to the conversation.
Invite pairs to compare their explanations with another pair.
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Students work in pairs to find the six words, then explain two of them with relevant examples from the conversation or a similar situation. | Finds six target words — 1 point. Gives a context-based explanation for each of two selected words — 1 point each. Stage maximum — 3 points. | |
| Context Clue Review 5 minutes |
Questions to the class:
Ask: “What did the neighbour do during the storm?”.
Ask: “Which detail shows that the neighbour was brave?”.
Ask: “How can the surrounding sentences help us understand a new word?”.
Answers:
The neighbour helped people during the storm.
The neighbour acted to help others despite the danger.
The situation and related actions provide clues to the word’s meaning.
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Students review the conversation and answer all three questions, using details from the text and explaining how context supports meaning. | States the neighbour’s action accurately — 1 point. Cites a detail showing bravery — 1 point. Explains how context helps infer meaning — 1 point. Stage maximum — 3 points. | conversation text, notebooks |
| Kahoot Understanding Check 8 minutes |
Instructions:
Launch a Kahoot quiz with medium-difficulty questions about the conversation, target vocabulary, and context clues.
Read each item aloud and allow students time to select an answer independently.
Review the correct answers and briefly explain the contextual evidence for each.
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Students answer the Kahoot questions independently and use details from the conversation to choose meanings and interpretations. | Answers each of five quiz questions correctly — 1 point each. Stage maximum — 5 points. | |
| Reflection 4 minutes |
Runs the "Weather of the lesson" reflection. Students pick a weather icon for the lesson, then tag what caused it — gives the teacher a feeling × cause matrix.
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Students complete the "Weather of the lesson" reflection and assess their understanding of the topic. | Completes the prompt with a relevant reason — 1 point. Names one useful context clue — 1 point. Stage maximum — 2 points. |
Здоровье и соблюдение техники безопасности
| Здоровье и соблюдение техники безопасности | Keep bags and personal items out of walkways, and handle classroom devices carefully during the presentation and quiz. Use screens from a comfortable distance and take a brief eye break if needed. |
О материале
- Тип материала
- План урока (КСП)
- Предмет
- Английский язык
- Класс
- 6 класс
- Язык
- Английский
- Направление обучения
- Гуманитарное
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