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Produced  by:   Marie  Durand-­‐Fernandes   Isabelle  Monette   Nikki-­‐Lee  Porter   Benoit  Uson  

ESL

QTR

Student Booklet

Lochness Monster: Nessie explained
(Special Features inside)

Myths & Mysteries
 

In Your Student Booklet
Special 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 interact orally in English with your classmates during specific tasks. Every time you see this title and symbol, use the suggested functional language in your discussions. The Myths & Mysteries glossary (MMG), at the end of your SB, will help you remember unfamiliar words or expressions. You will fill it in after certain 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 reflect on what and how you have learned during this LES. Your teacher will collect your final self-evaluation as traces of your learning.

Ready…Set…GO!
  2  

In the spaces below, write what you KNOW about each subject. Make sure that you write as much information as possible. (Physical aspects, habitat, food, your thoughts…)

What I
Bigfoot/ Sasquatch

K

now

UFO’s

The Loch Ness (Nessie)
  3  

In the spaces below, write what you WANT to know about each subject. Make sure that you write as much information as possible. (Physical aspects, habitat, food, your thoughts…)

What I
Bigfoot/ Sasquatch

W ant to know

UFO’s

The Loch Ness (Nessie)

 

4  

write what you have LEARNED about each subject. Make sure that you write as much information as possible.In the spaces below. What I Bigfoot/ Sasquatch L earned UFO’s The Loch Ness (Nessie)   5   .

Task 1 Pre-Activity You are a myths and mystery investigator with the task of solving some of the world’s myths. While you watch 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     6   . Your first task consists of watching an authentic video of different interviews and testimonies from people who have actually witnessed these myths and mysteries.

  7   . change roles. 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.Task 1 Main Activity In teams of two. Look at the structure below to help you use the functional language requested during the oral interaction. When you are finished. The interview is broadcasted live as a news report. The parts that are in parentheses and underlined must be personalized.

Oral Interaction Strategies •  Work  with  others   to  achieve   common  goal   •  Give  and  recieve   feedback   •  Experiment  with   language   •  Do  not  be  afraid   to  make  mistakes!   •  Buy  time  to  think   out    a  response     8   .

We will let you have some rest after people living nearby watching us right now. When I was near enough. (give this horrible and tiring day. (name of a place). because (explanation). It was (time). size. To the (name).. I approached the source of the noise very slowly. KWM Station. I could not believe my own eyes! I saw (a UFO. or Nessie). because (explanation ). (name of the interviewer).   9   . What was it doing when you saw it? Did it see you standing close by? How did the encounter end? Thank you for sharing your experience with us..Functional Language for your Role-Play Functional Language Use Journalist This is (name) of KWM Station speaking to you from (place). could you explain to the viewers what you were doing when the abnormal event happened? What did you do next? What did you see? Your face is white as a sheet now! Could you describe it? Witness I am terribly shaken and scared. (name of the interviewer). color. You might think I’m crazy. It was (verb + ing). Just thinking about what I saw makes me shiver and tremble… I was in/at (place) (verb + ing) when I heard a frightening noise (specific noise). Yes. but I could not have imagined such a thing! It was/had…(physical description: form. I (past action) and it (past action). They will surely follow your advice. Thank you. I’m interviewing witnesses of a very strange event. Tonight. With me now is (name). I tried to find help as soon as possible. First of all. / No. advice). Bigfoot.).

This task will help you along as you progress in your student booklet.Task 1 In this task you will refer back to page 4 of your student booklet and write in the subject columns what YOU WANT TO KNOW about these myths & mysteries.   10   .questions) form. Do not forget to write in the interrogative (WH.

Level 4 ü I alw ays spoke English in class with my classmates and my teacher. I used more than the functional language & strategies provided to react to and maintain the discussion during the task. Level 1 ü I did not speak in English in class. Level 2 ü I rarely spoke English in class with my classmates and my teacher.Reflecting on my Task C1 – Interacts Orally in English Evaluation Criteria: Participates in Oral Interaction Level 5 ü I always spoke English in class with my classmates and my teacher. ü I used m ost of the functional language & strategies provided to react to and maintain the discussion. ü I did not use my strategies while communicating ü Evaluation Criteria: Appropriate Choice of Language CCC9 – Communicate Appropriately Level 4 I usually: ü Used the functional language suggested I paid attention to specific vocabulary and characteristics Level 5 I always: ü Used the functional language suggested I paid attention to specific vocabulary and characteristics Level 3 I sometimes: ü Used the functional language suggested I paid attention to specific vocabulary and characteristics Level 2 I rarely: ü Used the functional language suggested I paid attention to specific vocabulary and characteristics Level 1 I did not ü Use the functional language suggested ü ü ü ü   11   . ü I used som e of the functional language & strategies provided to react to and maintain the discussion. ü I used som e of the functional language & strategies provided when prom pted. Level 3 ü I usually spoke English in class with my classmates and my teacher.

Reflecting on my Task Evaluation Criteria: Participates in Oral Interaction (Write your level in the thought bubble) C1 – Interacts Orally in English Reflecting on my Task Level 5 Level 4 Level 3 Level 2 Level 1 C1   Speaking English My strong point: ________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________ C1   Using Strategies My strong point: ________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________ CCC9   Appropriate Choice of Language My strong point: _________________________________________________________ My challenge: ____________________________________________________________ Working on: _____________________________________________________________   12   .

Task 2 Pre-Activity Complete the glossary section with at least two words from this wordle.   13   . Use your own definitions and examples.

  topic  and  task  at  hand     14   .Viewing a Video Strategies •  Make  intelligent   guesses  based  on  prior   knowledge   •  Look  for  cognates.   words  and  expressions   and  contextual  clues   •  Pay  attention  to  the   task  at  hand   •  Avoid  irrelevant   distractors   •  Make  hypothesis  based   on  prior  knowledge.

What is the Loch Ness Monster’s nickname known around the world? ________________   15   . C) at a factory. Air Force missile expert has seen a missile like what is shown on the screen. Where do some people believe a UFO crashed? A) at a farm. There was a tribute to Bigfoot. 4. Which statement is true? (Put an “X” next to your answer) The U. The U.S. Thousands of witnesses all over the world claim to have laid eyes on a _________________ primate: half _________________. B) at a military base. A university in Texas verified that it was definitely a human primate making that noise.S.Task 2 Main Activity Comprehension questions on the video “Myths and Mysteries” 1. Researchers in Ohio recorded a very intense and loud noise. Air Force missile expert has never seen a missile like what is shown on the screen. half _________________. TRUE FALSE (circle your answ er) 5. 3. 2.

3. In the chart below.Task 2 Main Activity 6. 7. 4. 1982. 4. write at least three physical characteristics for each mythical creature and one area where this creature can be seen. The Loch Ness Monster   16   . 1. C. A video recorded by Gordon Holmes in 2007 seems to show _________________ creatures swimming across the Loch. 1933. 2. 2. 5. 3. 5. B. Bigfoot 1. 8. When was published the most famous image of the Loch Ness Monster in London’s Daily Mail? A. 1946.

Task 2 Post Activity As a Myths and Mysteries detective. In groups of two. You must include at least three complete sentences describing your creature’s physical characteristics and the area where it might be seen. you must find one of the creatures cited by witnesses. you will create your “WANTED” poster by using information you and your partner have gathered from the beginning. Here is a model to inspire your ideas!! Use the next page to cut out a picture for your “WANTED” poster!   17   . Create a “WANTED” poster so that you can capture evidence and claim your fame.

  18   .

Pictures   19   .

ü I did not use my strategies while communicating CCC1 – Uses Information Evaluation Criteria: Range of contexts in which information is used Level 5 I always: ü Selected appropriate information sources Made connections between what I already know and new information Level 4 I usually: ü Selected appropriate information sources Made connections between what I already know and new information Level 3 I sometimes: ü Selected appropriate information sources Made connections between what I already know and new information Level 2 I rarely: ü Selected appropriate information sources Made connections between what I already know and new information Level 1 I did not: ü Cooperate with others. ü I used som e of the functional language & strategies provided to react to and maintain the discussion. Level 3 ü I usually spoke English in class with my classmates and my teacher.Reflecting on my Task C2 – Oral Comprehension Evaluation Criteria: Use of Evidence from texts appropriate to the task Level 5 ü ü I was ab I used more than the functional language & strategies provided to react to and maintain the discussion during the task. Level 1 ü I did not speak in English in class. ü ü ü ü   20   . ü I used m ost of the functional language & strategies provided to react to and maintain the discussion. Level 2 ü I rarely spoke English in class with my classmates and my teacher. Level 4 ü I alw ays spoke English in class with my classmates and my teacher. ü I used som e of the functional language & strategies provided when prom pted.

Reflecting on my Task C2 – Oral Comprehension Evaluation 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 English My strong point: ________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________ C2   Using Strategies My strong point: ________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________ CCC1   Uses Information My strong point: _________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________   21   .

look at the titles. 5.Task 3 Pre-Activity In teams of 2. 3. subtitles and images from the texts and guess whether the following statements are TRUE (T) or FALSE (F). Many hotels and boating tours companies in Scotland make a living out of the Loch Ness Monster's legend. The Loch Ness Monster is a sea creature that lives in many lakes throughout the world. Some people think that UFOs are Aliens's spaceships and that we are being visited by aliens. 9. F   1. 2. The Loch Ness Monster's nickname is the Sasquash or the Yeti. Many people have reported having seen UFOs. UFO stands for ¨Unidentified Fast Objects¨ 6. Bigfoot and UFOs. 8. 4. People have been trying to produce false evidence for the existence of Bigfoot (such as false footprints). Research and scientists have gathered a great number of convicing evidence for the existence of the Loch Ness Monster. A live Bigfoot was captured in 1967 by Roger Patterson and Robert Gimlin and you can see the strange creature today in a museum in California. Bigfoot can weigh as much as 800 pounds. 10. 7.   22   .

individually v Then. To read for a purpose 2. individually v Then. individually v Then. To give personal opinions about the texts and share ideas with others 4. with others Why use the Response Process? 1. To better understand texts   5. with others Phase 2: Establishing a personal connection with the text v First.Task 3 Main Activity The Response Process   ü 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. To practise the language used in texts 23   . with others Phase 3: Generalizing beyond the text v First. To make texts more interesting 3.

Response Process Strategies •  Identify  what   attracts  your   attention   •  Share  your   impressions   •  Make  links  with   your  own   experiences   •  Share  with  others   •  Construct  opinion   •  Share  with  others     24   .

Reading Strategies •  Look  for  speciRic   information   •  Make  intelligent   guesses  (titles.   pictures.  captions)   •  Recognize   cognates   •  Write  important   information   •  Organize   information     25   .

I always listened to and accepted my classmates’ answers. ü Level 5 ü I completed the entire Response Journal. I used some of the provided prompts.Reflecting on my Task Evaluation Criteria: Use of Communication and Learning Strategies C2 – Reinvest Understanding of Texts Level 4 ü I completed the entire Response Journal. I always listened to and accepted my classmates’ answers. ü Level 2 I completed the some parts of the Response Journal. I used all the provided prompts and more. I rarely listened to and accepted my classmates’ answers. I usually shared my ideas and opinions. Level 3 I completed most of the Response Journal. I always shared my ideas and opinions. I usually listened to and accepted my classmates’ answers. I rarely shared my ideas and opinions. I always shared my ideas and opinions. Level 1 I did not: ü Participate in the Response Process ü ü ü ü ü ü ü ü ü ü ü ü I used some of the provided prompts. CCC5 – Adopt Effective Work Methods Evaluation Criteria: Perseverance in Carrying out the Task Level 5 I always: ü Examined my procedure in retrospect Assessed the requirements of the task Imagined the context in which the approach could be applied Level 4 I usually: ü Examined my procedure in retrospect Assessed the requirements of the task Imagined the context in which the approach could be applied Level 3 I sometimes: ü Examined my procedure in retrospect Assessed the requirements of the task Imagined the context in which the approach could be applied Level 2 I rarely: ü Examined my procedure in retrospect Assessed the requirements of the task Imagined the context in which the approach could be applied Level 1 I did not: ü Examine my procedure Assess the requirements ü ü ü ü ü ü ü ü ü   26   . I used most of the provided prompts.

Reflecting on my Task Evaluation Criteria: Use of Communication and Learning Strategies (Write your level in the thought bubble) C2 – Reinvest Understanding of Texts Reflecting on my Task Level 5 Level 4 Level 3 Level 2 Level 1 C2   Understanding the texts My strong point: ________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________ C2   Using Strategies My strong point: ________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________ CCC5   Effective Work Methods My strong point: _________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________   27   .

Task 4 Focus on Form Strategies •  Make  intelligent   guesses  based  on   prior  knowledge   •  Look  for  words  and   expressions  and   CONTEXTUAL  clues   •  Link  new  information   to  what  is  already   known   •  Note  signiRicant   similarities  and   differences     28   .

’s father described his Bigfoot sighting of more than ten years ago.Some people believe that the American authorities found and kept flying saucers and alien bodies from the crash. Mr. Suddenly. in June 1947. During an interview with Tony Rullan.” “Saucer-like” Object in the Sky “The biggest mystery related to UFOs is probably the Roswell incident. *In the chart below. Then.” “Lieutenant Colonel Wayne Mattson’s first visual UFO sighting happened in 1969 while he was flying over Thailand with friend. complete the “Infinitive” column with the appropriate verb spelling. He said he and some friends were in a pickup truck when they saw a Bigfoot about 70 meters away.Contextualization *Read the following texts and pay particular attention to the words in BOLD and the underlined expressions. What do you notice? North American Sasquatch “Chester Moore Jr. they saw two full moons just above.” “In 1967. What do you notice? Infinitive Described = _______________ Said = _____________________ Were = ____________________ Saw = _____________________ Captured = ________________ Crashed = _________________ Found = ___________________ Kept = ____________________ Happened = _______________ Saw = _____________________ Rotated = _________________ Disappeared = _____________   Brought = _________________ Confessed = _______________ Regular verbs Irregular Verbs   29   . the moon on the right rotated and just disappeared. then classify the verbs in bold from the text in the appropriate column (Irregular-Regular). side-by-side. he confessed that human beings “were genetically altered by some extra-terrestrial race and this race is constantly checking on how their experiment is doing”. New Mexico (USA). a recovery of debris from an object which crashed near Roswell. two men named Patterson and Gimlin captured a Bigfoot on video and progressively more men and women have had sightings of their own. Mattson also believes that extra-terrestrial beings brought humans on planet Earth.

Decontextualization The Simple Past Tense VERB + ed or IRREGULAR VERBS Negative Affirmative (LIST p.35-37) did + (didn’t) + VERB (base form ) PROCESS IRREGULAR .REGULAR *Once conjugated. *EXCEPTION verb “to be” (was. were)   30   . the simple past tense is applied to ALL persons whether singular OR plural.

d. 3. Habits in the past a. I saw a movie yesterday. 2. c. For a duration in the past a. I lived in Brazil for two years . c. She worked at the movie theater after school. c. I studied French when I was a child. e. d. They did not stay at the party the entire time . b. He didn't play the piano. We talked on the phone for thirty minutes .   31   . b. f. e. I traveled to Japan. d. b. I didn't see a play yesterday. b. Last year. Past facts or generalizations a. but now she is very outgoing. You called Debbie. Shauna studied Japanese for five years . She was shy as a child. They sat at the beach all day . For a/a series of completed action(s) in the past a. People paid much more to make cell phone calls in the past. c. 4. He didn't like tomatoes before. Last year. He played the violin.Decontextualization The past simple tense is most often used for the following: 1. You did not call Debbie. I didn't travel to Korea.

my mother (to cook) ______________ spaghetti and meatballs for dinner. 2. 5. 2. Mark and I (have / had) a lot of time to play with the PS3. Mike (ran / run) to catch the bus. Last summer. On Sunday.Decontextualization Practice Exercises Simple Past Versus Simple Present: *Circle the verb in the simple past tense: 1. The coach (to try) ______________ to show the players more skills yesterday. Last night. 3. it (to be) ______________________ always sunny and hot!   32   . Fill in the blanks: *Conjugate the verbs in the simple past: (Affirmative) 1. it was so hot that I (to spend) ______________ every day in the pool. 3. Last night. We (to go) _____________________ to the cinema because all the movies were old. It (snowed / snows) a lot this winter. Last summer. 5. 4. I (to ride) ___________________________ my bike all day long. My brother (goes / went) to the cinema on Saturday. 5. Julie (to call) ___________________________ to order pizza one hour ago. Hugo (to play) ______________ Minecraft this morning and he (to forget) ______________to eat. My iPod (to break) ______________ last week? 3. *Conjugate the verbs in the simple past: (Negative) 1. My best friend (visits / visited) me last night. I (to forget) __________________________ to do my homework! 4. 4. in Quebec. 2.

Recontextualization Strategies •  Reuse  language  in   authentic  situations   •  Ask  for  repetition.   clariRication.   conRirmation   •  Request  assistance.   reiteration.  precision   and  reinforcement   •  Experiment  with   language  without  fear   of  making  mistakes     33   .

*Do not forget to use as a guide! *In the cloud below.Recontextualization Now that you are well informed about the different myths & mysteries. I encountered a very interesting creature. it is time for you to inform your public! The ESL-UQTR Magazine wants to publish your testimony to complete its volume for next week. Words expected (80-100) the simple past tense and to follow the process Last week. write 10 verbs to inspire your writing of the testimony. Write a testimony about how YOU solved a myth or mystery using the themes of Bigfoot. Be creative and imaginative. ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________   34   . UFOs or Nessie. I was…. Use your booklets as references and a dictionary for spelling.

Irregular Verbs List Base Form be become begin bend bet bite bleed blow break bring build burn buy catch choose come cost cut dig do draw dream drink drive eat fall feed   Past Simple was / were became began bent bet bit bled blew broke brought built burnt bought caught chose came cost cut dug did drew dreamt drank drove ate fell fed felt fought Past Participle been become begun bent bet bitten bled blown broken brought built burnt bought caught chosen come cost cut dug done drawn dreamt drunk driven eaten fallen fed felt fought 35   feel fight .

find fly forget forgive freeze get give go grow hang have hear hide hit hold hurt keep know lay lead lend let lie lie light lose make mean meet pay put read   found flew forgot forgave froze got gave went grew hung had heard hid hit held hurt kept knew laid led lent let lay lied lit lost made meant met paid put read rode rang found flown forgotten forgiven frozen got given gone grown hung had heard hidden hit held hurt kept known laid led lent let lain lied lit lost made meant met paid put read ridden rung 36   ride ring .

rise run say see sell send set shake shine shoot shut sing sink sit sleep smell speak spell spend (under) stand steal stick sweep swim take teach tear tell think throw wake up wear   rose ran said saw sold sent set shook shone shot shut sang sank sat slept smelt spoke spelt spent (under) stood stole stuck swept swam took taught tore told thought threw woke up wore won wrote risen run said seen sold sent set shaken shone shot shut sung sunk sat slept smelt spoken spelt spent (under) stood stolen stuck swept swum taken taught torn told thought thrown woken up worn won written 37   win write .

5 verbs in my production ü Most verbs were conjugated in the simple past form ü I experimented with new vocabulary Level 1 I did not: ü conjugate my verbs in the simple past tense ü I did not experiment with new vocabulary CCC4 – Uses Creativity Evaluation Criteria: Originality of Connections among Elements of a Situation Level 5 I always: ü Used resources and materials at my disposal in an imaginative way Used new ideas and scenarios envisaged Level 4 I usually: ü Used resources and materials at my disposal in an imaginative way Used new ideas and scenarios envisaged Level 3 I sometimes: ü Used resources and materials at my disposal in an imaginative way Used new ideas and scenarios envisaged Level 2 I rarely: ü Used resources and materials at my disposal in an imaginative way Used new ideas and scenarios envisaged Level 1 I did not: ü Use resources and materials Use new ideas ü ü ü ü ü   38   .Reflecting on my Task C3 – Writes and Produces Texts Evaluation Criteria: Formulation of the text Level 5 ü I used 10 verbs in my production ü All 10 verbs were conjugated in the simple past form ü I experimented with new vocabulary Level 4 ü I used at least 8 verbs in my production ü All 8 verbs were conjugated in the simple past form ü I experimented with new vocabulary Level 3 ü I used 6 verbs in my production ü All 6 verbs were conjugated in the simple past form ü I experimented with new vocabulary Level 2 ü I used between 3 .

Reflecting on my Task C3 – Writes and Produces Texts Evaluation 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 Texts My strong point: ________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________ C3   Using Strategies My strong point: ________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________ CCC4   Uses Creativity My strong point: _________________________________________________________ My challenge: ___________________________________________________________ Working on: _____________________________________________________________   39   .

Which strategies helped you during this LES? 6. 3. 1. Answer the questions.5) ? 2. What can you do to guide people with myths or mystery questions? 4. I used the strategy infer before I read texts. What did you learn in the LES (Answer K-W-L chart p. strategies. What is one difficulty you had during this LES? What did you do to solve the problem? 5. What can you transfer to another LES? (E. I took my partner’s feedback into account. 2.g. I spoke English during the tasks. 5. language. I participated actively during the response process. I cooperated with my classmates during the tasks. 4.Solving Myths and Mysteries Final Self-Evaluation Evaluate your abilities during this LES. I helped my partners interact orally in English. How has your attitude changed concerning these myths & mysteries? 3. 6. Place a check (✔) next to your choice Always OFTEN SOMETIMES NEVER 1. information…) Evaluate your overall efficiency A B C D E MY SIGNATURE: ________________________________________________________________ MY TEACHER’S SIGNATURE: ______________________________________________________   COMMENTS: 40   .

myth A vast majority of the myths are anonymous.Myths & Mysteries Glossary (MMG) Task 1(a) Definition: A traditional story amassed by a culture. Example: The Bermuda Triangle is a well-known mystery. Example: The story of Bigfoot is one of the greatest myths of all time. Definition: Example: Definition: Example: Definition: Example: Definition: Example:   41   . Task 1(a) Definition: Something not understood or beyond mystery understanding.

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