LCB – TTC Taller Didáctico 2009 Prof.

Gladys Baya
Solis, Yohana
Planning #1 2nd draft

Unit 9: Superhuman

• Book: Adventures – Elementary, Ben Wetz, Oxford

o Unit 9 (p. 93 – 100 Student’s book)

o File 9a

o Estimated level: Elementary

o Estimated Age: 14/15 years old

o Number of Students: 25

o 40 minute lesson

o 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. They will be able also to
activate previous knowledge on parts of the body.

• 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.

• Motorskill Objectives: By the end of this lesson, students will be able

to develop a mind map

Warm-up (5 min)

- Stick the image on the wall covered by another piece of paper

- 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)

- Ask the following questions:

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 being the
teacher’s helpers for the week)
LCB – TTC Taller Didáctico 2009 Prof. Gladys Baya
Solis, Yohana
Planning #1 2nd draft

• 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

Activation of vocabulary (7 min)

- 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)

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

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 are necessary for a

superhuman?

Reading (15 min): Inspiration (p.94 Students’ Book)

- Before reading, look at the picture on page 94 and try to guess what the
text is about.

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

2
http://members.optusnet.com.au/charles57/Creative/Mindmap/
LCB – TTC Taller Didáctico 2009 Prof. Gladys Baya
Solis, Yohana
Planning #1 2nd draft

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...

Superhumans

Grant is good at painting

Example 1

Example 2

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

Homework:

Find out characteristics of a mind map and apply the concepts so as to

create a mind map with the characteristic that identifies your super
human’s characteristic

Appendix
LCB – TTC Taller Didáctico 2009 Prof. Gladys Baya
Solis, Yohana
Planning #1 2nd draft

A. Image for Warm up: (Poster size)

LCB – TTC Taller Didáctico 2009 Prof. Gladys Baya
Solis, Yohana
Planning #1 2nd draft

B.
LCB – TTC Taller Didáctico 2009 Prof. Gladys Baya
Solis, Yohana
Planning #1 2nd draft