Open lesson `Being a hero`

Unit 2 Helping and heroes

lesson 24

School-lyceum 5

Teacher name:Kaliyeva K.

Date:23.10.2026

Grade: 6G

Number present:

absent:

Lesson title

Edutainment: Being a hero

Learning objectives

6. 3. 2. 1 Ask simple questions to obtain information within the framework of general topics

6.6.3.1 use of a wide variety of adjectives and adjectives subject to rules and non-rules in comparative and selective pronouns on a limited set in general familiar and educational topics;

Lesson objectives

(assessment criteria)

Learners will be able to:

- discuss a quotation

- discuss the value of being a

- test knowledge learnt in this module

Instilling values of the program “Birtutas tarbiye”

Diligence and professional competence

Justice and responsibility

Creativity and Innovation

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: Who is a hero in your life? Why?

- Discuss students’ ideas briefly to activate prior knowledge.

- Show a picture or short video clip of a hero to engage interest.

re-reading / Pre-listening

Introduce key vocabulary: courage, bravery, selfless, achievement, inspire, role model.

Prediction task: What kind of story do you think we will read or listen to about a hero?

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

https://images.app.goo.gl/cfcRXkV9AS9KPxNp7

Middle

8 min

Ex: 1a P: 28

Task Introduction

Say: “Now we are going to think about the quotation. What do you think it means?”

Make sure Ss understand that there is no single correct answer and they should share their ideas.

Pair Work

Ask Ss to work in closed pairs (only with their partner, not as a whole class).

Give 3–4 minutes for discussion. Walk around, monitor, and support where needed.

Sharing Ideas

After discussion, invite some pairs to share their ideas with the class.

Encourage different interpretations and write a few key ideas on the board.

Wrap-up

Summarize by highlighting common points or particularly thoughtful answers.

Link the quotation back to the theme of the lesson (e.g., respect, bravery, hard work).

Learners in pairs, discuss the following quontation

ANSWERS

A: I think the quotation means that a hero is a person who thinks of everyone else before themselves.

B: Yes and even more than that, they are willing to die

for others.

Descriptor:

- think the quotation means

- discuss the following quontation

Excellent (2)

- Includes all key events and dates, organized logically according to the paragraph plan.

Good (1)

- Most key events included; minor omissions.

Chatgpt

10 min

Ex: 1 b P: 28

Task Introduction

Read the question aloud to the class: “Which of these qualities do you think a hero should have?”

Make sure Ss understand all the qualities in the list. Explain/elicit meanings of any unknown words.

Pair Work (Closed Pairs)

Say: “Now, work with your partner. Read the list together and discuss which qualities you think belong to a true hero. Give reasons for your choices.”

Allow 3–5 minutes for discussion. Walk around and listen in to support or encourage deeper thinking.

Class Sharing

Invite different Ss to tell the class their ideas.

Encourage Ss to compare similarities and differences in their choices.

Write some of the most common qualities on the board (e.g., brave, honest, kind, helpful).

Wrap-up / Birtutas Tarbiye Link

Emphasize that heroes are not only strong or famous but also show values like honesty, kindness, and responsibility.

Learners choose four qualities that e hero needs from the list below

ANSWERS

Students own answer

Descriptor:

-identifies and explains qualities relevant to a hero.

-participates in pair discussion and contributes ideas.

-expresses ideas clearly, using appropriate vocabulary.

Excellent (3)

-Correctly identifies and explains qualities relevant to a hero.

Good (2)

-Mostly correct; minor misunderstandings.

wordwall

7 min

Ex: 2 P: 28

Task Introduction

Say: “Now you are going to complete the questions by filling in the missing words.”

Point to the exercise and read one question aloud as an example.

Silent Work

Give Ss some minutes to read all the questions carefully.

Allow them to complete the gaps individually in their notebooks.

Alternative Support Strategy

If Ss are struggling, tell them: “You can look back at the module and review the text. You will find the correct information there to help you fill in each gap.”

Checking Answers

Once finished, ask different Ss to read out their completed questions.

Write correct answers on the board for the class to check spelling and accuracy.

Encourage peer correction where necessary.

Wrap-up / Birtutas Tarbiye Link

Highlight that this activity trains careful reading, review, and attention to detail.

Link to values: “When we check carefully and use available resources, we show responsibility and diligence in learning.”

Learners do the quiz. Complete the sentences.

ANSWERS

1 an American president 2 enemy

3 go into space

4 Scotland

5 a People's hero of Kazakhstan

6 real name

7 the Lady with the Lamp

8 1865

Descriptor:

- uses the module to find relevant information

- complete the gaps

Excellent (2)

- Effectively uses the module to find relevant information.

Good (1)

- Partially uses the module; some gaps remain incomplete or inaccurate.

canva

10 min

Ex: 3 P: 28

Task Introduction

Say: “Now you are going to make your own quiz about what we studied in this module.”

Explain that each pair should write 5–6 quiz questions based on the texts, exercises, and information in the module.

Guidance with Example

Remind Ss they can use the quiz in the previous task as a model.

Write an example on the board:
“Pocahontas was from… (Virginia, USA).”

Point out that questions can be multiple-choice or short answer.

Pair Work

Ask Ss to work in pairs.

Give them 7–10 minutes to look back through the module, think of interesting quiz questions, and write them down in their notebooks.

Quiz Swap

Once ready, each pair swaps their quiz with another pair.

The second pair answers the questions.

Reporting Back

Ask pairs to report their answers back to the class.

The original pair checks and confirms if the answers are correct.

Wrap-up / Birtutas Tarbiye Link

Emphasize: “By making your own questions, you become active learners and help each other. This shows cooperation and creativity—important values in learning and in life.”

Learners write a quiz of your own similar to the one

ANSWERS

1 Powhatan was... (Pocahontas father and an important American Indian chief)

2 Florence Nightingale started the first.... (school for nurses in London)

3 Abraham Lincoln was killed by.... (John Wilkes Booth)

4 Boudicca went to war with... (the Romans)

5 Lincoln was born in.... (Kentucky)

6 Benandonner was from (Scotland)

7 Pocahontas married.... (John Rolfe) America.

Descriptor:

- answers questions from the peer quiz

- participates in creating, completing, and reporting the quiz

- reports answers clearly and confidently to the class

Excellent (3)

- Correctly answers all questions from the peer quiz.

Good (2)

- 1–2 mistakes.

9-10 points –5

7-8 points – 4

5-6 points – 3

Magic school

End

5 min

The method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Green- I understood

Yellow-I have some questions

Red-I need a help.

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

Poster Success Ladder