myths & mysteries (les)
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QTRESL
Student Booklet
Myths &Mysteries
Lochness Monster:
Nessieexplained(Special Features inside)
Producedby:
MarieDurand-Fernandes
IsabelleMonette
Nikki-LeePorter
BenoitUson
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In YourStudent BookletSpecial Features
This logo indicates that you will be
learning and using a strategy to help
you with a specific task.
This section will help you interactorally in English with yourclassmates during specific tasks.Every time you see this title andsymbol, use the suggestedfunctional language in yourdiscussions.The Myths & Mysteries glossary (MMG),
at the end of your SB, will help you
remember unfamiliar words or
expressions. You will fill it in aftercertain tasks and reuse it to help you
produce your brochure.
This section will help you to reflect on
your progress after certain tasks. This is
the moment when you say what went
well or what you need to improve on.
At the end of the LES, you will reflecton what and how you have learned
during this LES. Your teacher will collect
your final self-evaluation as traces of
your learning.
ReadySetGO!
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I n t h e s p a c e s b e l o w , w r i te w h a t y o u KNOW a b o u t e a c h
s u b j e c t. M a k e s u r e t h a t y o u w r it e a s m u c h i n f o rm a t i o n a sp o s s i b l e .
( P h y s i c a l a s p e c t s , h a b i t a t , f o o d , y o u r t h o u g h t s )
What I K nowBigfoot/
Sasquatch
UFOs
The LochNess
(Nessie)
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I n t h e s p a c e s b e l o w , w r i te w h a t y o u WANT t o k n o w a b o u t
e a c h s u b j e c t . M a k e s u r e t h a t y o u w r i t e a s m u c h i n fo r m a t i o na s p o s s i b l e .
( P h y s i c a l a s p e c t s , h a b i t a t , f o o d , y o u r t h o u g h t s )
What I W ant to knowBigfoot/
Sasquatch
UFOs
The LochNess
(Nessie)
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In the spaces below, write what you have LEARNED about each
subject. Make sure that you write as much information as
possible.
What I Learned
Bigfoot/Sasquatch
UFOs
The LochNess
(Nessie)
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Task 1Pre-Activity
You are a myths and mystery investigator with the
task of solving some of the worlds myths. Your first
task consists of watching anauthentic video of different
interviews and testimonies from
people who have
actually witnessed
these myths and mysteries. While youwatch the video listen for words or
expressions you may
want to use while
investigating or conducting an
interview
Refer to your (MMG) for further vocabulary
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Task 1Main Activity
In teams of two, you will be asked to play the
roles of a journalist interviewing
and a person who witnessed one
of the three myths or mysteries
that were presented in the
video. The interview is
broadcasted live
as a news report.Look at the structure below to
help you use the functional
language requested during the
oral interaction. The parts that
are in parentheses and underlined must be
personalized. When you are finished, change
roles.
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Oral Interaction
Strategies
Workwithotherstoachievecommongoal
Giveandrecievefeedback
Experimentwithlanguage
Donotbeafraidtomakemistakes!
Buytimetothinkoutaresponse
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Functional Languagefor your Role-Play
Functional Language Use
Journalist WitnessThis is (name) of KWM Station speaking to you
from (place). Tonight, Im interviewing
witnesses of a very strange event. With me
now is (name).
I am terribly shaken and scared. Just thinking
about what I saw makes me shiver and
tremble
First of all, could you explain to the viewers
what you were doing when the abnormal event
happened?
I was in/at (place) (verb + ing) when I heard a
frightening noise (specific noise). It was (time).
What did you do next?I approached the source of the noise very
slowly. When I was near enough, I could not
believe my own eyes!
What did you see? Your face is white as a
sheet now!
I saw (a UFO, Bigfoot, or Nessie). You might
think Im crazy, but I could not have imaginedsuch a thing!
Could you describe it? It was/had(physical description: form, color,
size...).
What was it doing when you saw it? It was (verb + ing).Did it see you standing close by? Yes, because (explanation). / No, because
(explanation ).
How did the encounter end? I (past action) and it (past action). I tried tofind help as soon as possible.
Thank you for sharing your experience with us,
(name). We will let you have some rest after
this horrible and tiring day.
Thank you, (name of the interviewer). To the
people living nearby watching us right now, (give
advice).They will surely follow your advice. (name of
the interviewer), KWM Station, (name of a
place).
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Task 1In this task you will refer back to page 4of your student booklet and write in the
subject columns what YOU WANT TO
KNOW about these myths & mysteries.
Do not forget to write in the
interrogative (WH- questions) form.This task will help you along as you
progress in your student booklet.
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Reflecting on my TaskC1 Interacts Orally in English
Evaluation Criteria: Participates in Oral InteractionLevel 5 Level 4 Level 3 Level 2 Level 1
I always spokeEnglish in class
with my
classmates and
my teacher.
I used morethan thefunctional
language &
strategies
provided to
react to and
maintain the
discussion
during the task.
I always spokeEnglish in class
with my
classmates and
my teacher.
I used most ofthe functionallanguage &
strategies
provided to
react to and
maintain the
discussion.
I usually spokeEnglish in class
with my
classmates and
my teacher.
I used some ofthe functionallanguage &
strategies
provided to
react to and
maintain the
discussion.
I rarely spokeEnglish in class
with my
classmates and
my teacher.
I used some ofthe functionallanguage &
strategies
provided whenprompted.
I did not speak
in English in
class.
I did not use
my strategies
while
communicating
CCC9 Communicate AppropriatelyEvaluation Criteria:Appropriate Choice of LanguageLevel 5 Level 4 Level 3 Level 2 Level 1
I always: Used the
functional
language
suggested
I paid attention
to specific
vocabulary and
characteristics
I usual ly: Used the
functional
language
suggested
I paid attention
to specific
vocabulary and
characteristics
I sometimes: Used the
functional
language
suggested
I paid attention
to specific
vocabulary and
characteristics
I rarely: Used the
functional
language
suggested
I paid attention
to specific
vocabulary and
characteristics
I did not Use the
functional
language
suggested
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Reflecting on my Task
C1 Interacts Orally in EnglishEvaluation Criteria: Participates in Oral Interaction
(Write your level in the thought bubble)
Reflecting on my Task Level 5 Level 4 Level 3 Level 2 Level 1
C1 Speaking EnglishMy strong point: ________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________
C1 Using StrategiesMy strong point: ________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________CCC9 Appropriate Choice of Language
My strong point: _________________________________________________________
My challenge:
____________________________________________________________
Working on: _____________________________________________________________
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Task 2Pre-Activity
Complete the
glossary
section with at
least two
words from this
wordle. Use
your owndefinitions and
examples.
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Viewing a Video
Strategies
Makeintelligentguessesbasedonpriorknowledge
Lookforcognates,wordsandexpressions
andcontextualclues
Payattentiontothetaskathand
Avoidirrelevantdistractors
Makehypothesisbasedonpriorknowledge,topicandtaskathand
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Task 2Main Activity
Comprehension questions on the video Myths andMysteries
1. Where do some people believe a UFO crashed?A) at a farm.B) at a military base.C) at a factory.
2. Which statement is true? (Put an X next to your answer)The U.S. Air Force missile expert has seen a missile l ike what isshown on the screen.The U.S. Air Force missile expert has never seen a missile l ikewhat is shown on the screen.
3. Thousands of witnesses all over the world claim to have laid eyeson a _________________ primate: half _________________, half_________________.
4. Researchers in Ohio recorded a very intense and loud noise.There was a tribute to Bigfoot. A university in Texas verified thatit was definitely a human primate making that noise.
TRUE FALSE (c ircle your answer)5. What is the Loch Ness Monsters nickname known around the
world? ________________
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Task 2Main Activity
6. When was published the most famous image of the Loch Ness Monster in
Londons Daily Mail?
A.1946.
B.1982.
C.1933.
7. A video recorded by Gordon Holmes in 2007 seems to show
_________________ creatures swimming across the Loch.
8. In the chart below, write at least three physical characteristics for each
mythical creature and one area where this creature can be seen.
Bigfoot The Loch Ness Monster
1.
2.
3.
4.
5.
1.
2.
3.
4.
5.
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Task 2Post Activity
As a Myths and Mysteries detective, you must find one of the creatures
cited by witnesses. Create a WANTED poster so that you can capture
evidence and claim your fame.
In groups of two, you will create your WANTED
poster by using information you and your partner have
gathered from the beginning. You must include at least
three complete sentences describing your creatures
physical characteristics and the area
where it might be seen.
Here is a model to inspire your
ideas!! Use the next page to cut outa picture for your WANTED
poster!
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Pictures
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Reflecting on my TaskC2 Oral Comprehension
Evaluation Criteria: Use of Evidence from texts appropriate to the taskLevel 5 Level 4 Level 3 Level 2 Level 1
I was ab
I used morethan thefunctional
language &
strategies
provided to
react to and
maintain the
discussion
during the task.
I always spokeEnglish in class
with my
classmates and
my teacher.
I used most ofthe functional
language &
strategies
provided to
react to and
maintain the
discussion.
I usually spokeEnglish in class
with my
classmates and
my teacher.
I used some ofthe functional
language &
strategiesprovided to
react to and
maintain the
discussion.
I rarely spokeEnglish in class
with my
classmates and
my teacher.
I used some ofthe functional
language &
strategiesprovided whenprompted.
I did not speak
in English in
class.
I did not use
my strategies
while
communicating
CCC1 Uses InformationEvaluation Criteria:Range of contexts in which information is used
Level 5 Level 4 Level 3 Level 2 Level 1
I always: Selected
appropriate
information
sources
Made
connections
between what I
already know
and new
information
I usual ly: Selected
appropriate
information
sources
Made
connections
between what I
already know and
new information
I sometimes: Selected
appropriate
information
sources
Made
connections
between what I
already know and
new information
I rarely: Selected
appropriate
information
sources
Made
connections
between what I
already know and
new information
I did not: Cooperate with
others.
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Reflecting on my Task
C2 Oral ComprehensionEvaluation Criteria: Use of Evidence from texts appropriate to the task
(Write your level in the thought bubble)
Reflecting on my Task Level 5 Level 4 Level 3 Level 2 Level 1
C2 Speaking EnglishMy strong point: ________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________
C2 Using StrategiesMy strong point: ________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________CCC1 Uses Information
My strong point: _________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________
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Task 3Pre-Activity
In teams of 2, look at the titles, subtitles and images from the
texts and guess whether the following statements are TRUE (T)
or FALSE (F).
1.The Loch Ness Monster's nickname is the Sasquash or the Yeti.
2.Bigfoot can weigh as much as 800 pounds.
3.Many people have reported having seen UFOs.
4.People have been trying to produce false evidence for the existence of
Bigfoot (such as false footprints).
5.UFO stands for Unidentified Fast Objects
6.A live Bigfoot was captured in 1967 by Roger Patterson and RobertGimlin and you can see the strange creature today in a museum in
California.
7.The Loch Ness Monster is a sea creature that lives in many lakes
throughout the world.
8.Many hotels and boating tours companies in Scotland make a living out
of the Loch Ness Monster's legend.
9.Research and scientists have gathered a great number of convicing
evidence for the existence of the Loch Ness Monster, Bigfoot and
UFOs.
10. Some people think that UFOs are Aliens's spaceships and that we
are being visited by aliens.
F
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Task 3Main Activity
Practise the three phases of the Response Process
What is the Response Process?
The Response Process helps students better understand a text and develop the competency
Reinvests understanding of texts
The three phases of the Response Process
Phase 1: Exploring the text
v First, individually
v Then, with others
Phase 2: Establishing a personal connection with the text
v First, individually
v Then, with others
Phase 3: Generalizing beyond the text
v First, individually
v Then, with others
Why use the Response Process?
1. To read for a purpose
2. To make texts more interesting
3. To give personal opinions about the texts and share ideas with others
4. To better understand texts
5. To practise the language used in texts
The Response Process
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Response Process
Strategies
Identifywhatattractsyourattention
Shareyourimpressions Makelinkswithyourownexperiences
Sharewithothers
Constructopinion Sharewithothers
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Reading
Strategies
LookforspeciRicinformation
Makeintelligentguesses(titles,pictures,captions)
ecognizecognates
Writeimportantinformation
Organizeinformation
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Reflecting on my TaskC2 Reinvest Understanding of Texts
Evaluation Criteria: Use of Communication and Learning StrategiesLevel 5 Level 4 Level 3 Level 2 Level 1
I completedthe entireResponseJournal.
I always shared
my ideas and
opinions.
I always listenedto and accepted
my classmates
answers.
I used all the
provided
prompts and
more.
I completedthe entireResponseJournal.
I always shared
my ideas and
opinions.
I always listenedto and accepted
my classmates
answers.
I used most of
the provided
prompts.
I completedmost of theResponseJournal.
I usually shared
my ideas and
opinions.
I usually listenedto and accepted
my classmates
answers.
I used some of
the provided
prompts.
I completedthe some partsof theResponseJournal.
I rarely shared
my ideas and
opinions.
I rarely listened
to and accepted
my classmates
answers.
I used some of
the provided
prompts.
I did not:
Participate in
the Response
Process
CCC5 Adopt Effective Work MethodsEvaluation Criteria:Perseverance in Carrying out the Task
Level 5 Level 4 Level 3 Level 2 Level 1
I always: Examined my
procedure inretrospect
Assessed the
requirements of
the task
Imagined the
context in which
the approach
could be applied
I usual ly: Examined my
procedure inretrospect
Assessed the
requirements of
the task
Imagined the
context in which
the approach
could be applied
I sometimes: Examined my
procedure inretrospect
Assessed the
requirements of
the task
Imagined the
context in which
the approach
could be applied
I rarely: Examined my
procedure inretrospect
Assessed the
requirements of
the task
Imagined the
context in which
the approach
could be applied
I did not: Examine my
procedure
Assess the
requirements
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Reflecting on my Task
C2 Reinvest Understanding of TextsEvaluation Criteria: Use of Communication and Learning Strategies
(Write your level in the thought bubble)
Reflecting on my Task Level 5 Level 4 Level 3 Level 2 Level 1
C2 Understanding the textsMy strong point: ________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________
C2 Using StrategiesMy strong point: ________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________CCC5 Effective Work Methods
My strong point: _________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________
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Task 4Focus on Form
Strategies
Makeintelligentguessesbasedon
priorknowledgeLookforwordsandexpressionsandCONTEXTUALclues
Linknewinformationtowhatisalreadyknown
NotesigniRicantsimilaritiesanddifferences
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Contextualization
*Read the following texts and pay particular attention to the words in BOLD and theunderlined expressions. What do you notice?
North American SasquatchChester Moore Jr.s fatherdescribedhis Bigfoot sighting of more than ten years ago. He said heand some friends werein a pickup truck when they sawa Bigfoot about 70 meters away.In 1967, two men named Patterson and Gimlin captureda Bigfoot on video and progressively moremen and women have had sightings of their own.
Saucer-like Object in the SkyThe biggest mystery related to UFOs is probably the Roswell incident, a recovery of debris from an
object which crashednear Roswell, New Mexico (USA), in June 1947.Some people believe that theAmerican authorities foundand kept flying saucers and alien bodies from the crash.Lieutenant Colonel Wayne Mattsons first visual UFO sighting happenedin 1969 while he was flyingover Thailand with friend. Suddenly, they sawtwo full moons just above, side-by-side. Then, the moonon the right rotatedand just disappeared.Mr. Mattson also believes that extra-terrestrial beings broughthumans on planet Earth. During aninterview with Tony Rullan, he confessedthat human beings were genetically altered by someextra-terrestrial race and this race is constantly checking on how their experiment is doing.
*In the chart below, complete the Infinitive column with the appropriate verb spelling, then
classify the verbs in bold from the text in the appropriate column (Irregular-Regular).
What do you notice?
Infinitive Regular verbs Irregular Verbs
Described = _______________
Said = _____________________
Were = ____________________
Saw = _____________________
Captured = ________________
Crashed = _________________
Found = ___________________
Kept = ____________________
Happened = _______________
Saw = _____________________
Rotated = _________________
Disappeared = _____________
Brought = _________________
Confessed = _______________
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Decontextualization
The Simple Past TenseAffirmativeVERB + ed or IRREGULAR VERBS (LIST p.35-37)
Negativedid + + VERB (base form)(didnt)
PROCESSIRREGULAR - REGULAR
*Once conjugated, the simple past
tense is applied to ALL persons
whether singular OR plural.
*EXCEPTION verb to be (was, were)
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DecontextualizationT h e p a s t s im p l e t e n s e i s m o s t o f t e n u s e d f o r t h e f o l l o w i n g :
1. For a/a series of completed action(s) in the pasta.You called Debbie.
b.You did not call Debbie.
c.I saw a movie yesterday.d.I didn't see a play yesterday.
e. Last year, I traveled to Japan.f. Last year, I didn't travel to Korea.
2. For a duration in the pasta. I l ived in Brazil for two years.b.Shauna studied Japanese for five years.c.They sat at the beach all day.d.They did not stay at the party the entire time.e. We talked on the phone for thirty minutes.
3. Habits in the pasta. I studied French when I was a child.b.He played the violin.c. He didn't play the piano.d.She worked at the movie theater after school.
4.Past facts or generalizationsa. She was shy as a child, but now she is very outgoing.b.He didn't l ike tomatoes before.c. People paid much more to make cell phone calls in the past.
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Decontextualization
Practice ExercisesSimple Past Versus Simple Present:
*Circle the verb in the simple past tense:
1. My brother (goes / went) to the cinema on Saturday.
2. It (snowed / snows) a lot this winter.
3. My best friend (visits / visited) me last night.
4. Mark and I (have / had) a lot of time to play with the PS3.
5. Mike (ran / run) to catch the bus.
Fill in the blanks:
*Conjugate the verbs in the simple past:(Affirmative)
1. Last summer, it was so hot that I (to spend) ______________ every day in the pool.
2. My iPod (to break) ______________ last week?
3. Hugo (to play) ______________ Minecraft this morning and he (to forget) ______________to eat.
4. The coach (to try) ______________ to show the players more skills yesterday.
5. Last night, my mother (to cook) ______________ spaghetti and meatballs for dinner.
*Conjugate the verbs in the simple past: (Negative)
1. On Sunday, I (to ride) ___________________________ my bike all day long.
2. Julie (to call) ___________________________ to order pizza one hour ago.3. Last night, I (to forget) __________________________ to do my homework!
4. We (to go) _____________________ to the cinema because all the movies were old.
5. Last summer, in Quebec, it (to be) ______________________ always sunny and hot!
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Recontextualization
Strategies
euselanguageinauthenticsituations
Askforrepetition,clariRication,conRirmation
equestassistance,reiteration,precisionandreinforcement
Experimentwithlanguagewithoutfearofmakingmistakes
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Recontextualization
Now that you are well informed about the different myths & mysteries,
it is time for you to inform your public! The ESL-UQTR Magazine wantsto publish your testimony to complete its volume for next week. Write a
testimony about how YOU solved a myth or mystery using the themes
of Bigfoot, UFOs or Nessie. Use your booklets as references and a
dictionary for spelling. Be creative and imaginative.
*Do not forget tou s e t h e s i m p l e p a s t t e n s e and to follow the processas a guide!*In the cloud below, write1 0 v e r b s to inspire your writing of the testimony.
Words expected (80-100)
Last week, I encountered a very interesting creature. I was.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________________________________________________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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Irregular Verbs List
Base Form Past Simple Past Participle
be was / were beenbecome became become
begin began begun
bend bent bent
bet bet bet
bite bit bitten
bleed bled bled
blow blew blown
break broke broken
bring brought brought
build built built
burn burnt burnt
buy bought bought
catch caught caught
choose chose chosen
come came come
cost cost cost
cut cut cut
dig dug dug
do did done
draw drew drawndream dreamt dreamt
drink drank drunk
drive drove driven
eat ate eaten
fall fell fallen
feed fed fed
feel felt felt
fight fought fought
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find found found
fly flew flown
forget forgot forgotten
forgive forgave forgiven
freeze froze frozen
get got got
give gave given
go went gone
grow grew grown
hang hung hung
have had had
hear heard heard
hide hid hiddenhit hit hit
hold held held
hurt hurt hurt
keep kept kept
know knew known
lay laid laid
lead led ledlend lent lent
let let let
lie lay lain
lie lied lied
light lit lit
lose lost lost
make made made
mean meant meant
meet met met
pay paid paid
put put put
read read read
ride rode riddenring rang rung
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rise rose risen
run ran run
say said said
see saw seen
sell sold sold
send sent sent
set set set
shake shook shaken
shine shone shone
shoot shot shot
shut shut shut
sing sang sung
sink sank sunksit sat sat
sleep slept slept
smell smelt smelt
speak spoke spoken
spell spelt spelt
spend spent spent
(under) stand (under) stood (under) stoodsteal stole stolen
stick stuck stuck
sweep swept swept
swim swam swum
take took taken
teach taught taught
tear tore torn
tell told told
think thought thought
throw threw thrown
wake up woke up woken up
wear wore worn
win won wonwrite wrote written
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Reflecting on my TaskC3 Writes and Produces TextsEvaluation Criteria: Formulation of the text
Level 5 Level 4 Level 3 Level 2 Level 1
I used 10
verbs in my
production
All 10 verbs
were
conjugated in
the simplepast form
I experimented
with new
vocabulary
I used at least 8
verbs in my
production
All 8 verbs
were
conjugated in
the simple pastform
I experimented
with new
vocabulary
I used 6 verbs
in my
production
All 6 verbs
were
conjugated in
the simple pastform
I experimented
with new
vocabulary
I used between
3 - 5 verbs in
my production
Most verbs
were
conjugated in
the simple pastform
I experimented
with new
vocabulary
I did not: conjugate my
verbs in the
simple past
tense
I did not
experiment withnew vocabulary
CCC4 Uses CreativityEvaluation Criteria:Originality of Connections among Elements of a SituationLevel 5 Level 4 Level 3 Level 2 Level 1
I always: Used resources
and materials atmy disposal in
an imaginative
way
Used new ideas
and scenarios
envisaged
I usually: Used resources
and materials atmy disposal in an
imaginative way
Used new ideas
and scenarios
envisaged
I sometimes: Used resources
and materials atmy disposal in an
imaginative way
Used new ideas
and scenarios
envisaged
I rarely: Used resources
and materials atmy disposal in an
imaginative way
Used new ideas
and scenarios
envisaged
I did not: Use resources
and materials
Use new ideas
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Reflecting on my Task
C3 Writes and Produces TextsEvaluation Criteria: Formulation of the text(Write your level in the thought bubble)
Reflecting on my Task Level 5 Level 4 Level 3 Level 2 Level 1
C3 Writing TextsMy strong point: ________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________
C3 Using StrategiesMy strong point: ________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________CCC4 Uses Creativity
My strong point: _________________________________________________________
My challenge: ___________________________________________________________
Working on: _____________________________________________________________
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Solving Myths and MysteriesFinal Self-Evaluation
Evaluate your abilities during this LES. Place a check () next to your choice
Always OFTEN SOMETIMES NEVER
. I spoke English during the tasks.
. I helped my partners interact orally in English.
. I used the strategy infer before I read texts.
. I participated actively during the response process.
. I took my partners feedback into account.
. I cooperated with my classmates during the tasks.
Answer the questions.
.What did you learn in the LES (Answer K-W-L chart p.5) ?
. How has your attitude changed concerning these myths & mysteries?
. What can you do to guide people with myths or mystery questions?
4. What is one difficulty you had during this LES? What did you do to solve the problem?
. Which strategies helped you during this LES?
. What can you transfer to another LES? (E.g. language, strategies, information)
Evaluate your overall efficiency A B C D E
MY SIGNATURE: ________________________________________________________________
MY TEACHERS SIGNATURE: ______________________________________________________
COMMENTS:
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Myths & Mysteries Glossary (MMG)
Task1(a)
myth
Definition:A traditional story amassed by a culture.
A vast majority of the myths are anonymous.Example: The story of Bigfoot is one of the greatestmyths of all time.
Task1(a)
mystery
Definition: Something not understood or beyondunderstanding.
Example: The Bermuda Triangle is a well-known
mystery.
Definition:
Example:
Definition:
Example:
Definition:
Example:
Definition:
Example:
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