Learn English with My Hero Academia: Believing in Your Potential

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Hibiscus Teach · Anime Vids · AN07

Learn English with My Hero Academia

Believing in Your Potential

What makes encouragement believable when someone has almost given up? Explore how a mentor recognises potential, then turns that belief into a challenge.

B1–B22 clips · 12 clip questionsApproximately 60 minutes

Teen and adult learners developing the language of encouragement, ambition and responsibility. Familiarity with the series is unnecessary.

Created by , British English teacher.

Content note: The first scene contains emotional reactions, harsh remarks and references to a dangerous rescue.

A little context: Izuku Midoriya, often called Deku, wants to become a hero. All Might is the hero he admires; the second scene takes place later, as Deku prepares for a major school competition.

Watch each clip, then try its activities.

Study guidance

Read the vocabulary, watch once for the first-watch question and try the six checks. Replay as needed. Speak before opening a model. Take both roles in the final task.

  • Give specific encouragement supported by a person’s actions or progress.
  • Discuss potential, present limits and future responsibilities clearly.
  • Negotiate a realistic next step with a mentor or teammate.

Vocabulary, examples, grammar practice, audio scripts and possible speaking answers are original teaching material. The vocabulary helps you discuss the scenes; not every item is spoken in the clips.

Start speaking

Before you watch

  1. When you are learning something difficult, what encouragement helps you most? Give an example of the words you would like to hear.

    Start with: It helps when someone notices …

    One possible answer

    It helps when someone notices a specific improvement. I would rather hear that my explanation was clearer than simply hear that I was amazing.

    Optional follow-up

    Would the same words help before a task and after it?

  2. Choose an ordinary skill you would like to develop. What can you already do, and what can’t you do yet?

    Start with: I can already …, but I can’t … yet.

    One possible answer

    I can already introduce myself in a meeting, but I can’t answer unexpected questions confidently yet. I want to practise that next.

    Optional follow-up

    What small piece of evidence would show you were improving?

Clip A

All Might sees Deku’s potential

After a frightening rescue incident, Deku is questioning whether his dream is possible. All Might approaches him with something important to say.

First watch: What does All Might recognise in Deku that Deku struggles to recognise in himself?

Watch on YouTube ↗
English scene guide

All Might thanks Deku and explains how the younger boy’s attempt to help inspired him. He connects Deku’s instinct to act with the qualities of a hero and offers the encouragement Deku has long wanted.

Watch and check · 6 questions

Choose one answer for each question. Answer about this clip only.

1. Why does All Might say he has come to see Deku?

2. What makes Deku’s attempt especially striking to All Might?

3. How did Deku’s action affect All Might?

4. Which quality does All Might connect with the beginnings of many heroes?

5. What does Deku’s emotional reaction suggest about this encouragement? (Interpretation)

6. What makes All Might’s encouragement more persuasive than a general compliment? (Interpretation)

Answer key and explanations
  1. To thank him and return to his earlier question Yes. He recognises something Deku did and revisits the question.
  2. He tried to help without having a special power. Yes. All Might emphasises that contrast.
  3. It inspired him to act too. Yes. The influence runs from the younger person to the mentor.
  4. Acting to help before consciously thinking it through Yes. He recognises an instinctive response in Deku.
  5. The words answer a deep personal need. This is the strongest interpretation of the tears and the speech’s significance.
  6. He connects his belief to something Deku actually did. Specific evidence gives the encouragement a clear reason.
Grammar in a minute · B2

A possible alternative past
Speaking · 3 prompts

Speak before opening a possible answer. Different supported interpretations are welcome.

  1. Give Deku encouragement in your own words. Mention an action before expressing your belief in him.

    Start with: When you …, you showed …

    One possible answer

    When you tried to help, you showed that another person’s situation mattered to you. That gives you something meaningful to build on.

    Optional follow-up

    How could you add a realistic next step without weakening the encouragement?

  2. Can a beginner inspire someone more experienced? Describe a real or invented example.

    Start with: A beginner can inspire an expert by …

    One possible answer

    A beginner can inspire an expert by asking a question everyone else has stopped asking. Their curiosity can improve the whole group’s work.

    Optional follow-up

    What should the expert say to acknowledge that contribution?

  3. A friend says one poor performance proves they have no ability. How would you respond without promising success?

    Start with: One performance doesn’t show …

    One possible answer

    One performance doesn’t show everything you can do. Your opening was clear; the difficult part was answering questions. We could practise that part together.

    Optional follow-up

    What would you say if your friend still wanted to take a break?

Clip B

Preparing to step into the spotlight

Deku now has a chance to show his progress at the U.A. Sports Festival. All Might explains why this opportunity matters beyond the school.

First watch: Does All Might present the festival mainly as a private test or a public opportunity?

Watch on Facebook ↗
English scene guide

All Might treats the sports festival as Deku’s public debut. With professional heroes and the country watching, he wants Deku to show that he can grow into a person others rely on.

Watch and check · 6 questions

Choose one answer for each question. Answer about this clip only.

1. Which event is All Might discussing with Deku?

2. Who does All Might say will be watching closely?

3. How does All Might want Deku to think about the festival?

4. What future role does All Might connect with Deku?

5. Why might this encouragement also create pressure for Deku? (Interpretation)

6. What is All Might asking Deku to do with his potential now? (Interpretation)

Answer key and explanations
  1. The U.A. Sports Festival Yes. The festival is the immediate opportunity.
  2. Professional heroes and the country Yes. This is why the event has wider significance.
  3. As his public debut Yes. It is an opportunity to introduce himself through action.
  4. A hero who can follow in All Might’s role Yes. The mentor connects the event with a larger responsibility.
  5. It connects his performance with a major future responsibility. Belief can feel demanding when it comes with large expectations.
  6. Turn it into visible action He wants the public opportunity to become a demonstration of progress.
Grammar in a minute · B2

Expectation is not prediction
Speaking · 3 prompts

Speak before opening a possible answer. Different supported interpretations are welcome.

  1. What is a small, realistic public debut for someone learning a skill? Explain why it is a suitable first step.

    Start with: A useful first public step would be …

    One possible answer

    A useful first public step would be giving a two-minute update to a familiar group. The audience is real, but the task is short enough to prepare.

    Optional follow-up

    How could the person learn from it afterwards?

  2. How can a mentor set high expectations without making a learner feel they must be perfect?

    Start with: A mentor could make clear that …

    One possible answer

    A mentor could make clear that progress is the goal. They should name the standard, explain what support is available and discuss mistakes afterwards.

    Optional follow-up

    Give a sentence that combines an expectation with support.

  3. You are given a bigger role before you feel ready. What question would you ask before accepting?

    Start with: Before I agree, could you clarify …?

    One possible answer

    Before I agree, could you clarify which decisions I can make myself? I would also like to know who can help if I get stuck.

    Optional follow-up

    Which responsibility would you feel ready to accept immediately?

Useful English

Listen and repeat

Use these original expressions. Try each You say situation before opening a possible reply.

You’ve already made progress.

Recognise improvement before discussing what remains difficult.

You say: A learner feels discouraged. Point to one thing that has improved, then use the phrase.

Possible reply

Your explanations are clearer than last month. You’ve already made progress.

Stress already and progress. Link you’ve already without dropping the final v completely.

What makes you say that?

Ask for the evidence behind a judgement.

You say: A friend says they are terrible at presenting. Invite them to explain.

Possible reply

What makes you say that? Was it one difficult moment or the whole presentation?

Keep the tone curious. Stress makes and say, with a gentle rise if appropriate.

Let’s take it one step at a time.

Make a large challenge feel more manageable.

You say: A teammate is overwhelmed by their first public talk. Suggest focusing on a small stage.

Possible reply

Let’s take it one step at a time. We can practise your opening first.

Stress one step and time; link take it smoothly.

What would a good first step look like?

Turn encouragement into an achievable action.

You say: Your partner wants to develop a new skill but has no plan. Ask for a first action.

Possible reply

What would a good first step look like? Could you try a short practice session this week?

Stress good first step. Keep would a light so the key words stand out.

Bring the clips together

Mastery check

Mastery check · 6 questions

Apply the vocabulary, useful expressions and ideas from both clips.

1. Which encouragement is most clearly supported by evidence?

2. Which sentence leaves room for future development?

3. A person’s debut is their …

4. A public role comes with expectations you do not understand. Which question most directly clarifies the task?

5. Which question best turns a large ambition into a practical plan?

6. Your mentor offers you a role you do not fully understand. What is the most useful response?

Answer key and explanations
  1. Your examples were clearer today, so your practice is helping. Correct. It names observable progress and a reasonable conclusion.
  2. I can’t do this yet. Correct. Yet presents the limit as current.
  3. first public appearance in a role. Correct. It introduces the person publicly in that role.
  4. What exactly do you need me to demonstrate, and what support is available? Correct. The question identifies both the expected action and the support.
  5. What can you practise before Friday? Correct. It asks for a specific action within a clear period.
  6. Could we clarify the responsibilities and available support? Correct. Clarifying the role helps make the opportunity realistic.
Grammar mastery · B2+

Concession with the right subject
Final speaking

  1. Compare the two mentor conversations. How does the purpose of the encouragement develop?

    Start with: At first, All Might helps Deku … . Later, he …

    One possible answer

    At first, All Might helps Deku recognise his potential. Later, he asks him to turn that potential into a public action. Belief becomes a responsibility to prepare.

    Optional follow-up

    Which conversation would be more useful to a complete beginner? Why?

  2. What is the difference between believing in someone and deciding their future for them? Give a concrete example.

    Start with: Believing in someone means …, while …

    One possible answer

    Believing in someone means explaining why you think they can grow. Deciding their future means choosing the goal without asking what they want. A mentor should check that the ambition is shared.

    Optional follow-up

    What could the mentor ask to keep the learner involved?

  3. Give a short progress update about an invented goal. Include a strength, a current limit, an expectation and the next action.

    Start with: I can already … . I’m expected to …

    One possible answer

    I can already explain the project, but I can’t answer every technical question yet. I’m expected to introduce it next week. Although I’m nervous, I can rehearse with the team tomorrow.

    Optional follow-up

    How will you know whether the rehearsal helped?

A first chance to lead

A community group needs someone to present its new activity at a five-minute meeting next week. The learner has useful ideas but little presenting experience. Agree on whether and how they will take the role.

Role A

You are the mentor. You have seen the learner explain an idea clearly to one person. Use that evidence to encourage them, explain two responsibilities and offer ten minutes of rehearsal support.

Role B

You are the learner. You want to improve, but you are worried about questions from the audience. Explain what you can do, ask about one expectation and negotiate a manageable first step.

Check your conversation

  • Support encouragement with a specific observed action rather than a guarantee.
  • Clarify the role and agree on a limit or form of support.
  • Finish with one action, a deadline and a way to judge progress.
One possible exchange: try the task first

A: You explained the idea clearly to me yesterday. That suggests you can introduce it to the group.

B: I can explain the idea, but I can’t answer every question yet.

A: You’re expected to describe the activity and invite volunteers. I can handle detailed questions afterwards.

B: That would help. Although I’m nervous, I could prepare a two-minute introduction.

A: Let’s take it one step at a time. Shall we rehearse it on Thursday?

B: Yes. I’ll prepare by then. You can tell me whether the purpose and next action are clear.

Try again: Switch roles. The meeting has moved to tomorrow, and the mentor can offer only five minutes of support. Reduce the scope or change the support while keeping a clear learning goal.

Spoken exit: In 20–30 seconds, use one expression from this lesson and explain one idea you can now express more clearly.
Tutor notes

Pacing: Warm-up 5 minutes; Clip A with vocabulary, two watches, comprehension, grammar and speaking 14; Clip B 14; expressions 5; mastery 4; final grammar 4; final speaking 6; roleplay and feedback 8. Total 60 minutes. Use selected comprehension answers for brief evidence-based explanations rather than long plot retellings.

Support: Explain that Deku and Izuku are the same person, and define a Quirk simply as a special ability if needed. Keep the focus on what the mentor values. Give the learner a strength–limit–next step speaking frame and allow an invented goal.

Stretch: Ask the learner to test encouragement for evidence, realism and respect for choice. During the roleplay, request a measurable next action and a specific limit on what the learner is expected to do.

Sensitivity: Keep discussion of failure, ability and harsh criticism on fictional people if preferred. Use everyday learning and community tasks for transfer; learners need not describe personal experiences of bullying or pressure.

Feedback: Listen for the difference between a general compliment and a justified observation. Replay one example of each, ask which is more helpful and why, then invite a second attempt. Correct missing to in be expected to only after the speaker has finished the idea.

More practice

Kiki’s Delivery ServiceZootopia
Original teaching activities: Hibiscus Teach. Videos remain with their respective owners. Use the source link to watch the selected upload.