Myths & Mysteries (LES)

7/28/2019 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.


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.


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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C2 Oral ComprehensionEvaluation Criteria: Use of Evidence from texts appropriate to the task



C2 Speaking EnglishMy strong point: ________________________________________________________

My challenge: ___________________________________________________________

Working on: _____________________________________________________________


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 Then, with others

Phase 3: Generalizing beyond the text


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


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


Assessed the

requirements of

the task

Imagined the

context in which

the approach

could be applied

I sometimes: Examined my


Assessed the

requirements of

the task

Imagined the

context in which

the approach

could be applied

I rarely: Examined my


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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C2 Reinvest Understanding of TextsEvaluation Criteria: Use of Communication and Learning Strategies



C2 Understanding the textsMy strong point: ________________________________________________________

My challenge: ___________________________________________________________

Working on: _____________________________________________________________


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


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


imaginative way

Used new ideas

and scenarios

envisaged

I rarely: Used resources


imaginative way

Used new ideas

and scenarios

envisaged

I did not: Use resources

and materials

Use new ideas


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C3 Writes and Produces TextsEvaluation Criteria: Formulation of the text(Write your level in the thought bubble)


C3 Writing TextsMy strong point: ________________________________________________________

My challenge: ___________________________________________________________

Working on: _____________________________________________________________


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:

Documents

Myths & Mysteries (LES)