“Helping and heroes”

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

- Ask Ss: Do you know any famous people ? What did they do?

T playes the video about Baurzhan Momyshuly.

Хотелось бы начать урок с ценностью этой недели ,можно даже взять как девиз нашего урока:

Отансыз адам- ормансыз бұлбұл.

Человек без Родины подобен соловью без леса.

A man without a homeland is like a nightingale without a forist

1. Warm-up & Revision (Past Simple): Open Discussion

1) T. organizes discussion, suggests Ss to discuss and answer the questions (Slide 3)

2) T. asks questions:

● What was your favourite thing when you were little?

● Where did you go / travel recently?

● What was your favourite subject in primary school?

2. Pre-listening

1) T. organizes discussion, suggests Ss to discuss and answer the questions (Slide 4)

2) T. asks questions:

● What do heroes do?

● Are heroes different in different countries?

● What heroes do you know? Where are they from?

3) T. demonstrates Slide 6 with short descriptions and suggest Ss to read and guess the heroes described.

Pre-reading Presentation of new words (другой слайд)

Pre-teach key vocabulary: hero, war, writer, leader, courage, loyalty, culture.

Prediction task: What do you think this text will be about?

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Worksheet with comprehension questions, vocabulary exercises, and note-taking tasks

Pictures of Baurzhan Momyshuly (optional)

https://images.app.goo.gl/LENAjApMik9GwB9o9

Middle

10 min

3. Listening

T. hands out Worksheets 1 Listening, gives Ss one minute for pre-reading and asking questions.

T. gives instructions: Ss should listen and do the tasks: choosing an option, filling in the gaps. Plays the video (twice).

https://www.youtube.com/watch?v=2m--XC7t924

T. organizes peer / self -check according to the given key.

3. Listening

Ss work on Worksheets 1 Listening, Ss should listen and do the tasks: choosing an option, filling in the gaps. Ss listen twice.

https://www.youtube.com/watch?v=2m--XC7t924

Take pat in peer / self -check according to the given key.

Learners listen and read to find out.

Excellent (3)

- Makes reasonable and relevant guesses based on the pictures.

Good (2)

- Some guesses are relevant; others are off-topic.

Worksheet 1

Excel 6. Module (2e) Heroes (youtube.com)

12 min

Reading and post-reading

T. hands out Vocabulary cards and Worksheets 2; suggests Ss to read the text (p.25 t.1, Excel Ss’ book). Ss may work in pairs / individually. They should read the text and answer the suggested questions.

*Differentiation: less able are given Worksheet 2 Variant 2

Ex: 2 P: 25

Pre-reading (Vocabulary Focus)

Draw Ss’ attention to the Check these words box.

Say: “Before reading, let’s make sure we understand these words.”

Ask Ss to use the Word List to look up the meanings.

Monitor and help where necessary.

While-reading (Comprehension)

Say: “Now read the text carefully and answer the questions.”

Allow Ss some quiet time to read individually.

Encourage them to underline or highlight the sentences that helped them find the answers.

Post-reading (Checking Answers)

Ask for volunteers to share their answers.

Check Ss’ answers around the class.

Where needed, refer back to the text and ask: “Which sentence tells us this?”

Wrap-Up (Learning Strategy)

Point out: “Using the Word List helps us understand the text better and answer questions correctly.”

Reading and post-reading

Ss work on Worksheets 2; Ss read the text (p.25 t.1, Excel Ss’ book). Ss may work in pairs / individually. They should read the text and answer the suggested questions.

*Differentiation: less able are given Worksheet 2 Variant 2

Learners read the text again and answer the question

ANSWERS

1 He was born in Orak Balga.

2 He is remembered as a People's Hero of Kazakhstan.

3 He was a brave Scottish warrior. DR

4 He wanted Scotland to be a free country

Descriptor:

- answers questions correctly

- identifies meanings of new words using the Word List

- questions and vocabulary exercises completed neatly

Excellent (4)

- Answers all questions correctly, showing full understanding of the text.

Good (3)

- 1–2 mistakes.

Student’s boo

13 min

Ex: 3 P: 25

Introduction (Concept Clarification)

Write a sentence on the board, e.g.: “Where are you going, Ali?”

Say it once normally, then again with strong stress on Where and Ali.

Ask Ss: “Which words sound stronger?”

Explain: “These are strong forms. They are stressed to give emphasis. Question words, adjectives, and proper nouns are usually stressed.”

Identification Task

Play the recording again.

Ask Ss to underline the strong forms in their books.

Walk around and monitor.

Checking Answers

Ask volunteers to read sentences aloud with correct stress.

Confirm as a class which words are strong forms.

Wrap-Up (Connection to Communication)

Highlight: “Strong forms make our speaking clearer and more natural. They show what is important in the sentence.”

Learners listen again and underline the strong forms in the sentences

ANSWERS

1 Bauyrzhan Momyshuly was a brave hero.

2 Was William Wallace Scottish?

3 They were both very brave.

Were they both great leaders?

Descriptor:

- identifies strong forms in the sentences.

- repeats sentences with correct stress and intonation

- participates and attempts sentences.

Excellent (3)

- Correctly identifies all strong forms in the sentences.

Good (2)

- 1–2 minor errors.

9-10 points –5

7-8 points – 4

5-6 points – 3

End

5 min

-Quick oral quiz: Ask 2–3 questions to check comprehension.

-Summarize main points and reinforce new vocabulary.

Homework

Write a short paragraph (5–6 sentences) about a famous historical figure from your country, highlighting their achievements and qualities.

Ss use their stickers to show their knowledge according to the lesson

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