LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, Yohana

Planning #1 3rd draft

Unit 9: Superhuman

Book: Adventures – Elementary, Ben Wetz, Oxfordo Unit 9 (p. 93 – 100 Student’s book) o File 9ao Estimated level: Elementaryo Estimated Age: 14/15 years oldo Number of Students: 25o 40 minute lessono Assumed knowledge : Simple Present: Affirmative, Negative and Interrogative.

Vocabulary items related to parts of the body. Vocabulary items related to activities.

Cognitive Objectives : By the end of the lessons, students will be able to identify characteristics of a superhuman (Language system: Lexis). They will have activated previous knowledge on parts of the body (Language system: Lexis). And they will be able to identify the structure “good at” (Language system: Syntax and Semantics).

Affective Domain Objectives : By the end of the lesson, students will be able to recognize virtues, which can be considered of super humans, in every human being, allowing the respect for diversity and the awareness of their own virtues.

Warm-up (5 min)/ Lead-in

- Stick the image on the wall covered by another piece of paper an image of a superhero- Divide the class in groups- Allow them to ask YES/NO questions in order to guess who the character is - The first group that gets it wins a point (To be added to the “Weekly Box Score”1)

Introduction to the topic (5 min)Pre- activity: - Ask the following questions:

Is Superman human? Are there any other superheroes with superpowers? Are they human? Do you know any Superhuman? What do you thing the term Superhuman refers to?

- Write the title on the board

Pre reading (3 min)

- Turn to page 93, Students’ book , and ask the following questions: Is the girl on the picture a superhuman? Why? What other characteristics can be considered of a

superhuman? Which parts of the body or characteristics are necessary for a

superhuman?

Activation of vocabulary (7 min)

1 Weekly Box Score: teams for Team work will be assigned weekly and the score jot down on a poster on the wall. At the end of the week, the winning team will get a prize (either candies, or choosing the reader for the following week, or negotiating the “prize”)

LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, Yohana

Planning #1 3rd draft

- Class brainstorming and teacher’s elicitation of parts of the body connected in a mind map on the board (make sure to use colour chalks/markers)

Important items: arms, legs, feet, hands, fingers (lexical items likely to be identified by students and related to the question of the pre reading

Reading (15 min): Inspiration (p.94 Students’ Book)- Before reading, look at the picture on page 94: have a look at the painter and decide if he

can also be considered a superhuman and why.- Now, make questions they will like the text to give them the answers to. (eg what

happened to this man?)

Global: Read the text and check if your predictions were right.

Specific: Read the text again and answer the questions on Ex 2.

Answer checking

Incidental teaching moment: good at + ing

- Write down the example on the book- Elicit from the students examples of things super humans are good at...

Post reading (5 min): Class discussion: What are you good at? What’s your own characteristic of a superhuman?

Homework: - Take some minutes to explain some important items of mind mapping2

Think or look for info about some other person who they can consider a superhuman or their own super human’s characteristic

Create a mind map with “I’m good at...” as a departing point

Appendix

2 http://members.optusnet.com.au/charles57/Creative/Mindmap/

Superhumans

Grant is good at painting

Example 1

Example 2

LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, Yohana

Planning #1 3rd draft

A. Image for Warm up: (Poster size)

LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, Yohana

Planning #1 3rd draft

B.

LCB – TTC Taller Didáctico 2009 Prof. Gladys BayaSolis, Yohana

Planning #1 3rd draft