Team 7 Benoit Uson Isabelle Monette Marie Durand-Fernandes Nikki-Lee Porter

TESL - Program and Practice at the Secondary School Level DLA-1019-00

LES Can these myths and mysteries be solved? Secondary 2 (Cycle 1, year 2)

Presented to Sabrina Priego, Ph.D

Universit du Qubec Trois-Rivires April 24, 2013

LES: Can these myths and mysteries be solved?

Description:

Broadens students knowledge on some of the worlds greatest myths and mysteries and enabl es students to develop critical judgment towards these myths and mysteries.

Cycle:

Cycle 1, Year 2.

Duration: 4 periods.

Broad areas of learning

environmental awareness and consumer rights and responsibilities citizenship and community life

health and well-being

personal and career planning

media literacy

Cross-curricular competencies
INTELLECTUAL METHODOLOGICAL PERSONAL AND SOCIAL COMMUNICATION RELATED

To use information

To adopt effective work methods To use information and communication technologies

To construct his/her identity To cooperate with others X

To communicate appropriately

To solve problems To exercise critical judgment To use creativity

ESL Competencies
INTERACTS ORALLY IN ENGLISH REINVESTS UNDERSTANDING OF TEXTS WRITES AND PRODUCES TEXTS

Initiates, reacts to, maintains and ends oral interaction Constructs meaning of the message Expands a personal language repertoire

Listens to, reads and/or views texts Constructs meaning of the text Represents understanding of the text

Uses a personalized writing process Uses a personalized production process Builds a personal inventory of writing and production resources

TARGETED RELATED CONTENT (ESL Core Program, Secondary grades (pages 39-54)
FUNCTIONAL LANGUAGE Task 1: - Social conventions (e.g. Pleased to meet you. How are you? Hello! Im, Hi, this is my friend). - Identification (e.g. This is Shes my partner). - Description of characteristics (people, objects, animals, places and experiences). - Advice (e.g. Should I? Do you think? I think that, Is this the right thing to do?) - Requests for help (e.g. How do you say? What does mean? Could you help me? How do you write? How do we do this? Is this right?) - Requests for information (e.g. Where can I find? Do you have? Who? Why? What?) - Discourse markers (e.g. So, Then Next, Finally, Also, For example) - Leave-taking (e.g. I have to go. See you soon! Bye for now. Take care! Thats all I have to say.) - Reflecting on personal development as communicator (e.g. This strategy was useful because I have learned different ways to ask for help. I can now understand someone talking to me about because) Task 2: - Sharing information (e.g. I really liked the part What did you think when you read? One time I) - Making personal links (e.g. I had that happen to me once. Two years ago I) - Reflecting on personal development as listener/viewer (e.g. When viewing the text, I was able to I now know that science-fiction stories include If I am having a hard time understanding something I am listening to/reading/viewing, I can Last term I couldnt read and now) - Constructing meaning with others (e.g. What do you think the author means? Did you understand the part about?) - Identification (e.g. This is, Shes my partner). - Description of characteristics (people, objects, animals, places and experiences.) - Requests for help (e.g. How do you say ? What does mean? Could you help me? How do you write? How do we do this? Is this right?) - Requests for inform ation (e.g. Where can I find? Do you have? Who? Why...? What?) - Discourse markers (e.g. So Then Next Finally Also For example) Task 3: - Requests for help (e.g. How do you say? What does mean? Could you help me? How do you write? How do we do this? Is this right?) - Requests for information (e.g. W here can I find? Do you have Who Why... What) - Teamwork and encouragement (e.g. Good work! Lets put our heads together. Were almost finished. Youre the team secretary. Were doing well. Good point! Were the best!) - Discourse markers (e.g. So Then Next Finally Also For example) - Agreement, disagreement, opinions (e.g. I think youre right, I disagree, They believe We agree I dont think so). - Decision/indecision (e.g. Theyve decided that Im not sure about that. We choose this one). - Sharing information (e.g. I really liked the part What did you think when you read? One time I) - Making personal links (e.g. I had that happen to me once. Two years ago I) - Reflecting on personal development as reader (e.g. When viewing the text, I was able to I now know that science-fiction stories include If I am having a hard time understanding something I am listening to/reading/viewing, I can Last term I couldnt read and now) - Constructing meaning with others (e.g. What do you think the author means? Did you understand the part about?). - Description of characteristics (people, objects, animals, places and experiences). - Feelings, interests, tastes, preferences (e.g. He loves They like I hate She prefers He enjoys Im happy She is sad). Task 4: - Feelings, interests, tastes, preferences (e.g. He loves They like I hate She prefers He enjoys Im happy She is sad). - Requests for help (e.g. How do you say? What does mean? Could you help me? How do you write? How do we do this? Is this right?) - Requests for information (e.g. Where can I find? Do you have? Who? Why...? What?)

VOCABULARY

- Discourse markers (e.g. So Then Next Finally Also For example) - Description of characteristics (people, objects, animals, places and experiences). - Decision/indecision (e.g. Theyve decided that Im not sure about that. We choose this one). - Reflecting on personal development as writer/producer (e.g. It was very difficult to write/produce this because Our groups poster turned out so well because My writing has become much more) Task 1: - Myths & Mysteries Glossary (MMG) (page 41 of the Student Booklet). - Vocabulary related to the communication and learning strategies. - Example targeted vocabulary: - Myth, Mystery, Witness, Journalist Task 2: - Myths & Mysteries Glossary (MMG) (page 41 of the Student Booklet), Wordle (p. 13). - Vocabulary related to the communication and learning strategies. - Example targeted vocabulary: - Evidence, Strange, Creature, Scary, Unknown Task 3: - Myths & Mysteries Glossary (MMG) (page 41 of the Student Booklet), Word Bank (page 4 of the Reading Booklet). - Vocabulary related to the communication and learning strategies. - Vocabulary related to the response process - Explore, Connect, Generalize - Example targeted vocabulary: - Sightings, Hoax, Howl Task 4: Myths & Mysteries Glossary (MMG) (page 41 of the Student Booklet). - Vocabulary related to the communication and learning strategies. - Example targeted vocabulary: - More than 10 years ago, In 1967, Yesterday, Last year (time markers for the simple past). Task 1: - Stall for time (buy time to think out a response) - Ask for help, repetition, clarification, confirmation (request assistance, reiteration, precision and reinforcement) - Cooperate (work with others to achieve a common goal while giving and receiving feedback) - Take risks (experiment with language without fear of making mistakes) - Infer (make intelligent guesses based on prior knowledge of available cues such as context, cognates, words and expressions, visual clues, contextual cues, intonation or patterns) - Activate prior knowledge (link new information to what is already known) - Self-evaluate (reflect on what has been learned) - Direct attention (decide to pay attention to the task and avoid irrelevant distractors) - Encourage self and others (congratulate or reward self or others) Task 2: - Direct attention (decide to pay attention to the task and avoid irrelevant distractors) - Activate prior knowledge (link new information to what is already known) - Infer (make intelligent guesses based on prior knowledge of available cues such as context, cognates, words and expressions, visual clues, contextual cues, intonation or patterns) - Take risks (experiment with language without fear of making mistakes) - Take notes (write down relevant information) - Ask for help, repetition, clarification, confirmation (request assistance, reiteration, precision and reinforcement) - Scan (look for specific information in a text) - Predict (make hypotheses based on prior knowledge, topic, task at hand, title, pictures, glancing through a text) - Pay selective attention (decide in advance to notice particular details) - Cooperate (work with others to achieve a common goal while giving and receiving feedback) - Encourage self and others (congratulate or reward self or others) - Recombine (put together smaller meaningful elements in a new way) - Self-evaluate (reflect on what has been learned)

STRATEGIES

Task 3: - Direct attention (decide to pay attention to the task and avoid irrelevant distractors) - Self-evaluate (reflect on what has been learned) - Activate prior knowledge (link new information to what is already known) - Infer (make intelligent guesses based on prior knowledge of available cues such as context, cognates, words and expressions, visual clues, contextual cues, intonation or patterns) - Predict (make hypotheses based on prior knowledge, topic, task at hand, title, pictures, glancing through a text) - Recombine (put together smaller meaningful elements in a new way) - Scan (look for specific information in a text) - Take notes (write down relevant information) - Ask for help, repetition, clarification, confirmation (request assistance, reiteration, precision and reinforcement) - Cooperate (work with others to achieve a common goal while giving and receiving feedback) - Encourage self and others Encourage self and others (congratulate or reward self or others) - Take risks (experiment with language without fear of making mistakes) Task 4: - Ask for help, repetition, clarification, confirmation (request assistance, reiteration, precision and reinforcement) - Take risks (experiment with language without fear of making mistakes) - Activate prior knowledge (link new information to what is already known) - Compare (note significant similarities and differences) - Infer (make intelligent guesses based on prior knowledge of available cues such as context, cognates, words and expressions, visual clues, contextual cues, intonation or patterns) - Practise (reuse language in authentic situations) - Direct attention (decide to pay attention to the task and avoid irrelevant distractors) - Self-evaluate (reflect on what has been learned) - Take notes (write down relevant information) - Pay selective attention (decide in advance to notice particular details) - Cooperate (work with others to achieve a common goal while giving and receiving feedback) Task 1: Wh-questions, simple present, simple past, past continuous, present continuous, and modals. Task 2: Wh-questions, simple present, simple past, past continuous, present continuous, modals, present perfect, word order, subject-verb agreement, word choice, spelling, capitalization and punctuation. Task 3: Simple present, simple past, present perfect, conditional, word order, subject-verb agreement, word choice, spelling, capitalization and punctuation. Task 4: FOCUS ON FORM (GRAMMAR) Simple past, simple present, word order, agreement, word choice, spelling, capitalization and punctuation. Task 1: Information-based text (video on three myths and mysteries) Task 2: Information-based text (video on three myths and mysteries) Task 3: Information-based text (adapted magazine articles on three myths and mysteries) Task 4: Information-based text (adapted magazine articles on three myths and mysteries) (For the references, see the chart Materials needed).

LANGUAGE CONVENTIONS

TEXT TYPES

4
ESL competencies

Evaluation Criteria
- Participation in oral interaction - Use of communication and learning strategies

Evaluation tools

C1

- Self-evaluation sheets (Student Booklet, page 11-12) - Observation grid - Final self-evaluation (Student Booklet, page 40)

C2

Task 2: - Use of knowledge from texts appropriate to the task - Use of resources Task 3: - Evidence of comprehension of texts - Use of communication and learning strategies

- Self-evaluation sheets (Student Booklet, page 20-21 & 26-27) - Evaluation grids for the comprehension questions (Task 2 and Task 3) - Evaluation grids for the Wanted posters (Task 2) and the text on the myths and mysteries believability. - Final self-evaluation (Student Booklet, page 40)

C3

- Formulation of the text - Use of communication and learning strategies - Use of resources

- Self-evaluation sheets (Student Booklet, page 38-29) - Evaluation grid for the article in the ESL-UQTR magazine - Final self-evaluation (Student Booklet, page 40)


Materials Task 1: needed - Dictionaries.
- Pictures of some of the myths and mysteries. A402.idata.over-blog.com. (unknown date). Bigfoot. Retrieved from http://a402.idata.overblog.com/400x573/3/63/19/01/Monstres/patterson_bigfoot_lg1.jpg L1.yimg.com. (unknown date). Loch Ness. Retrieved from http://l1.yimg.com/bt/api/res/1.2/M0ytDQfsLcLKreZv8l99yg-/YXBwaWQ9eW5ld3M7cT04NTt3PTMxMA--/http://media.zenfs.com/fr-Fr/blogs/fr-fr-visit-britainspecials/Loch-Ness1.jpg Telegraph. (unknown date). UFO. Retrieved from http://i.telegraph.co.uk/multimedia/archive/02387/ufo_2387810b.jpg - Video on three myths and mysteries: Uson, Benoit. (2013, February 10). Myths & Mysteries [Video file]. Retrieved from http://www.youtube.com/watch?v=mHd-wwBiqM0 - Sources for the creation of the video: AnimalXTV. (2010, July 27). Animal X Natural Mystery Unit: Texas Bigfoot. [Video file]. Retrieved from https://www.youtube.com/watch?v=WWsnZ7jKxY0 Documentarynetwork. (2012, March 16). The Beast of Loch Ness - PBS (1998) [Video file]. Retrieved from http://www.youtube.com/watch?v=X8664q_ejvo Wilson, Duncan. (2012, July 15). National Geographic Chasing UFOs S01E04 UFO Landing Zone [Video file]. Retrieved from http://www.youtube.com/watch?v=rXx5LE2cwFY - Student Booklet (Definitions for the glossary): Hamilton, J. (2005). Ogres and giants. Edina, MN: ABDO Publishing Company. Hamilton, J. (2007). The world of horror: Aliens. Edina, MN: ABDO Publishing Company. Mystery (definition 2a). (2004). In Merriam-Webster, Incorporated (Eds.), The Merriam-Webster Dictionary (6th rev. ed.).

Task 2:
- Dictionaries. - Student Booklet - Video on three myths and mysteries - Answer keys (Annex 1)

Task 3:
- Dictionaries - Student Booklet - True or false statements answer key (Annex 1) - Response Process Booklets 1, 2, 3 and the three corresponding answer keys (Annex 1) - Reading Booklet (adapted magazine articles on three myths and mysteries) - References for the article North American Sasquatch: 10TV.com. (2012, May 22). Bigfoot sightings common in Ohio. Retrieved 2013, March 19 from http://www.10tv.com/content/stories/2012/05/21/cambridge-bigfoot-sightings-common-in-ohio.html Bigfoot. In HighBeam Research, Inc. (Eds.) The Columbia Encyclopedia (6th ed.). 2012. Retrieved March 2, 2013 from Encyclopedia.com: http://www.encyclopedia.com/doc/1E1-Bigfoot.html Miyabara, E. (2003, September 16). Bigfoot symposium examines evidence of creature's existence. Retrieved 2013, March 19 from http://www.bfro.net/GDB/show_article.asp?id=342 N.A. (2011). Bigfoot is the beast real or legend. Retrieved March 2, 2013, from http://www.bigfootevidence.blogsport.ca/2011/08/bigfoot-facts-for-kids.html NAWAC. (2011). Chester Moore climbs aboard for conference. Retrieved 2013, March 19 from http://woodape.org/index.php/news/news/200-cmjra Radford, B. (2002). Bigfoot at 50 Evaluating a Half-Century of Bigfoot Evidence. Skeptical Inquirer, 26(2). Retrieved from http://www.csicop.org/si/show/bigfoot_at_50_evaluating_a_halfcentury_of_bigfoot_evidence The Wheezer Society. (2007, October 19). Bigfoot footage at 40 [Web log message]. Retrieved 2013, March 19 from http://wheezersociety.blogs.com/

Materials needed

- References for the article Amateur Scientist Films Nessie: N.A. (n.d.). Information about the Loch Ness Monster. Retrieved March 2, 2013, from http://www.loch-nessmonster.com/information.php Raynor, D. (2010, March 31). Loch Ness video by Gordon Holmes May 2007: A preliminary study by Dick Raynor. Retrieved 2013, March 19 from http://www.lochnessinvestigation.com/gordonholmes2007video.htm Staff writers. (2007, June 1). Nessie video causes a stir. Herald Sun. Retrieved 2013, March 19 from http://www.heraldsun.com.au/ - References for the article Saucer-like Object in the Sky: Konnect, K. (2007). UFO Fast Facts. Retrieved 2013, March 2 from http://www.kidskonnect.com/component/content/article/15-educational/science/107-ufo.html Radford, B. (2011, April 12). Secret FBI file exposes Roswell UFO -- or not? Retrieved 2013, March 28 from http://news.discovery.com/space/secret-fbi-file-exposes-roswell-ufoor-not-110412.htm Rullan, T. (n.d.). Interview with Air Force Lt. Colonel Wayne Mattson on the UFO phenomena. [Web log message]. Retrieved 2013, March 19 from http://www.angelfire.com/ Unidentified flying object (UFO). (2013). In Compton's by Britannica. Retrieved from http://kids.britannica.com/comptons/article-9277502/unidentified-flying-object-UFO W. Feindt, C. (2010). Ufos and water: Physical effects of ufos on water through accounts by eyewitnesses [Google Book version]. Retrieved from Google Books database (http://books.google.ca/books?id=jP2klDIxw4UC&printsec=frontcover &hl=fr#v=onepage&q&f=false, p. xiii)

Task 4:
- Dictionaries - Student Booklet (includes excerpts from the three articles used in Task 3) - Answer keys for the simple past exercises (Annex 1) - References for the notions regarding the simple past tense: Englishpage.com. (n.d.). Simple past. Retrieved 2013, April 10 from http://www.englishpage.com/verbpage/simplepast.html Englishpage.com. (n.d.). Simple past forms. Retrieved 2013, April 10 from http://www.englishpage.com/verbpage/simplepastforms.htm - Reference for the list of irregular verbs: Shur, R. (2000, July 3). ESL and computer handouts. English Language Entertainment. Retrieved April 2, 2013, from http://www.eslprof.com

6) CLASSROOM ACTIVITIES PREPARING (TRIGGER)

PURPOSE: TO STIMULATE THE STUDENTS INTEREST FOR THE THEME OF MYTHS AND MYSTERIES AND TO ACTIVATE PRIOR
KNOWLEDGE REGARDING THE THEME.

Role of the teacher Greet the students. Introduce the theme of the LES. Write the general question of the LES on the board. Show a picture of Bigfoot. Ask the students to reflect on what they know about this picture.

Role of the learners Greet the teacher. Direct their attention to focus on the teachers explanations. DIRECT ATTENTION Look at the picture. Reflect on what they know about this picture. DIRECT ATTENTION INFER ACTIVATE PRIOR KNOWLEDGE TAKE RISKS Look at the picture. Reflect on what they know about this picture. DIRECT ATTENTION INFER ACTIVATE PRIOR KNOWLEDGE TAKE RISKS Look at the picture. Reflect on what they know about this picture. DIRECT ATTENTION INFER ACTIVATE PRIOR KNOWLEDGE TAKE RISKS Describe each picture in one evocative word. (Ex: Scary, strange, unreal). DIRECT ATTENTION INFER ACTIVATE PRIOR KNOWLEDGE TAKE RISKS Direct their attention to what is said in class and written on the board. DIRECT ATTENTION Familiarize themselves with the Student Booklet. DIRECT ATTENTION

Grouping Whole class

Time 5 min

Show a picture of the Loch Ness Monster. Ask the students to reflect on what they know about this picture.

Show a picture of a UFO. Ask the students to reflect on what they know about this picture.

Ask students to describe each picture in one evocative word. Write the students ideas in three distinct columns on the board. Distribute the Student Booklets.

CARRYING OUT THE LES TASK 1:

PURPOSE: TO PARTICIPATE IN AND PERSONALIZE A ROLE PLAY TO BE MORE FAMILIAR WITH THE PROCESS OF AN INTERVIEW AND TO
REINVEST THEIR PRIOR KNOWLEDGE ON THE THEME OF MYTHS AND MYSTERIES.

_________________________________________________________________________________________________ __________________________________________________________________________________________

Role of the teacher Step 1: The trigger activity serves as a warm-up. Ask the students to turn to page 2 in the Student Booklet. Review the special features in the Student Booklet on page 2 and remind the students that they have already used the symbols that are presented.

Role of the learners

Grouping

Time

Turn to page 2 in the Student Booklet.

Whole class

5 min

Look at the special features and reactivate their prior knowledge regarding the symbols. DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION INFER ACTIVATE PRIOR KNOWLEDGE Turn to page 3 in the Student Booklet. Whole class 10min

Step 2: Pre-activity Ask the students to turn to page 3 in the Student Booklet. Tell the students to write what they know about each subject in the proper column.

Write what they know about each subject in the proper column. (Ex: Nessie lives in the Loch Ness in Scotland). DIRECT ATTENTION INFER ACTIVATE PRIOR KNOWLEDGE Turn to page 6. Direct their attention to understand the teachers explanations. DIRECT ATTENTION

Ask students to turn to page 6. Tell the students that they will watch a video on three myths and mysteries. Mention that the purpose is only to get a general idea of the theme and to look at examples of the way an interview is conducted. Play the video.

Watch the video and pay attention to the general idea of the theme and to the examples of the way an interview is conducted. DIRECT ATTENTION INFER ACTIVATE PRIOR KNOWLEDGE Turn to page 41 in the Student Booklet and read the two definitions and the two examples in the glossary of important words related to the theme. Direct their attention to the teachers explanations. INFER ACTIVATE PRIOR KNOWLEDGE

Tell students to turn to page 41 in the Student Booklet and read aloud with them the two definitions and the two examples in the glossary of important words related to the theme.

Step 3: Main Activity Tell the students to turn to page 7 in their Student Booklet and read the instructions for the role-play. Ask if students have any questions.

Turn to page 7 in their Student Booklet and read the instructions for the role-play. Pay attention to the instructions given. Ask questions if needed. DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION Turn to page 8 in their Student Booklet. Three students read the strategies and the others listen. COOPERATE TAKE RISKS STALL FOR TIME ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION Turn to page 9 in the Student Booklet, read the role-play scenario and listen/direct attention to the teacher. DIRECT ATTENTION INFER ACTIVATE PRIOR KNOWLEDGE ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION Join their predefined teams of two and start roleplaying. They personalize their role-play. Ex: (I was walking in the forest near my tent when I heard a frightening yell. It was 10 pm.) After approximately 10 minutes, the students change roles. They speak only in English. DIRECT ATTENTION INFER ACTIVATE PRIOR KNOWLEDGE TAKE RISKS ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION COOPERATE ENCOURAGE SELF AND OTHERS STALL FOR TIME

Pairs

20min

Tell the students to turn to page 8 in their Student Booklet. Ask three different students to read the three strategies.

Ask the students to turn to page 9 in the Student Booklet and read the role-play scenario with the students. Give an example for the personalization of the scenario. (Ex: I was walking in the forest near my tent when I heard a frightening yell. It was 10 pm.)

Invite the students to join their predefined teams of two and to start roleplaying. After approximately 10 minutes, tell the students to change roles. Walk around to help students and to evaluate them with the help of the observation grid. Remind the students to speak only in English and to refer to the strategies on page 9 of the Student Booklet.

Step 4: Post-activity and wrap-up Tell the students to get back to their seats. Ask the students to turn to page 4 of the Student Booklet and to fill in the chart regarding what they want to know about the three myths and mysteries that were covered in class. Mention that the students have to use W-questions to do so and to refer to the role-play scenario on page 9 of the Student Booklet for the proper structure.

Return to their seats. Whole Turn to page 4 of their Student Booklet class and fill in the chart regarding what they want to know about the three myths and mysteries that were covered in class. Use W-questions to do so and refer to the role-play scenario on page 9 of the Student Booklet for the proper structure. DIRECT ATTENTION

15min

TAKE RISKS ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION Ask the students to turn to page 11 and 12 in Turn to page 11 and 12 in the Student the Student Booklet and to complete the self- Booklet and complete the self-evaluation evaluation sheet. sheet. SELF-EVALUATE Tell the students to leave the Student Booklets on their desks to pick them up and to look at the work done during the period. Leave the Student Booklets on their desks.

Congratulate the students for their good Direct their attention to the teachers work during the period. Explain that now they comments. know more about how to conduct interviews DIRECT ATTENTION in English, and how to express their knowledge regarding some myths and mysteries.

TASK 2:
PURPOSE: TO UNDERSTAND TESTIMONIES AND DESCRIPTIONS FROM AN ORAL TEXT THAT RAISE AWARENESS ON THE SPECULATIONS
REGARDING THE EXISTENCE OF UFOS, BIGFOOT AND THE LOCH NESS MONSTER. TO TRANSFER THIS UNDERSTANDING AND AWARENESS THROUGH THE CREATION OF A W ANTED POSTER, TO STIMULATE THE STUDENTS AND PUBLICS IMAGINATION.

Role of the teacher Step 1: Warm-Up Greet the students with a warm welcome. Ask students how they are doing today.

Role of the learners Direct attention towards teacher and answer the questions being asked. DIRECT ATTENTION

Grouping Class

Time 5 min

Ask students if they remember the video that they watched in the previous class. Ask one or two students to give a quick description of what the video was about. Tell students that they will be watching the video again today.

Reflect about the video they watched last class, continue to direct attention towards the teacher and answer the questions asked. For example: The video is about the Loch Ness Monster, Bigfoot and UFOs. It presents different interviews of different witnesses. DIRECT ATTENTION Open Student Booklet to the correct page. Continue to direct attention towards the teacher.

Tell students that they will be using the Student Booklet again for todays class; redistribute the booklet to the students. Step 2: Pre-Activity Ask students to open the Student Booklet to page 13 (wordle).

Identify words known. Raise hand to share prior knowledge with the class. For example: Evidence, Myth, Mysteries. ACTIVATE PRIOR KNOWLEDGE Read the words on the wordle and identify new, unknown vocabulary words. Ask teacher for clarification, and direct attention towards teacher. For example:

Class

20min

Ask students to look at the words they see on the wordle and identify and share with the class any words that they recognize (from the previous class or prior knowledge).

Ask students to read over the words on the wordle and identify any new vocabulary words that they do not recognize. Ask a few students to read the unknown word and give examples of definitions to the class. NOTE: Ask if any students in the class know the definition before revealing it to the class.

Flipper, I think that fish use flippers to swim. DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION INFER

Ask students to complete the glossary section (on page 41) with at least two words from this wordle, using their own definitions and examples. Remind students to use their strategies and ask for help if necessary.

Go to page 41 and complete the glossary section with at least two words from the wordle. Ask for help if necessary. For example: Flipper, I think that fish use flippers to swim. TAKE RISKS TAKE NOTES

Tell students that they will now be watching the video interview on myths and mysteries in order to analyze the information presented in the video. Tell the students that they will need to watch and listen closely because they will need to answer some comprehension questions. Ask students to turn to page 14 of the Student Booklet. Review the strategies for C2 (viewing a video). Ask selected individual students to read each strategy aloud to the class. Ask students to turn to page 15 of the Student Booklet (comprehension questions). Tell students that while they are watching to video, they will need to listen for the answers to the comprehension questions. Ask different students to read each question and ensure students understand the task. Remind students to ask for clarification or help if they do not understand the questions.

Direct attention towards the teacher. DIRECT ATTENTION

Turn to page 14 of the Student Booklet. Selected students read aloud the different strategies. ACTIVATE PRIOR KNOWLEDGE TAKE RISKS Turn to page 15. Direct attention towards the teacher. Read aloud when asked and ask questions when necessary. Ask for clarification or help when necessary. DIRECT ATTENTION ASK FOR CLARIFICATION

Step 3: Main Activity Tell students that they will now watch the video. Remind students to pay attention and listen closely for the answers to the questions. Play video for a first time. Play video for a second time. Play video for a third and final time. Remind students to review their answers and fill in

Direct attention towards teacher. Watch video attentively scanning for the answers to the questions. SCAN TAKE NOTES DIRECT ATTENTION PREDICT Watch video, review answers and fill in any missing information. (REFER TO

Class

25min

any missing information. NOTE: Guide students if necessary after each video watching to ensure that students are following along and comprehending the material presented.

ATTACHED QUESTIONNAIRE ANSWER KEY). SCAN PAY SELECTIVE ATTENTION

Give 10 minutes to allow students to jot down any notes or things they remember about the information presented in the video, to finish answering the questions, and verify their writing (spelling, grammar, etc.) Ask students to share their answers in pairs. Give feedback to the students when necessary. Correct the answers with the class Step 4: Post Activity & Wrap-Up Ask students to turn to page 17 in the booklet. Tells students that for this activity they will be working in pairs.

Reflect on their answers. Review their answers for any mistakes. Share their answers in pairs.

Direct attention towards teacher. DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION

Pairs

20min

Tell students that they will need to create a wanted poster for one of the creatures from the video (Bigfoot or Nessie). Tell students that they will need to use the information that they gathered from the beginning of the class in order to complete the poster. Tell students that they will need to complete at least three complete sentences to describe their creatures physical characteristics and the area where it might be seen. Remind students to use their imagination and be creative when completing their sentences. Show model poster to the students and point out each criteria as an example. Remind students that they will need to communicate only in English for this activity.

Ask the students to get into pairs and begin working on their poster. NOTE: Ensure that student comprehension by walking around the class and answering questions and intervening when necessary to correct unwanted errors.

Get into pairs and begin working on their poster. Example answers expected: Bigfoot is a giant primate, half man, and half beast. He weighs 800 pounds. He has long arms and no neck. He can be seen in Ohio state in the USA. COOPERATE ENCOURAGE SELF AND OTHERS ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION

RECOMBINE Tell students that the time is up. Ask one or two groups to present their poster to the rest of the class. Direct attention towards teacher. Selected students present their poster to the rest of the class. DIRECT ATTENTION TAKE RISKS Return to their seats. Turn to page 20 and 21 in the Student Booklet and complete the Reflecting on my Task section. SELF-EVALUATE Leave the Student Booklets on their desks. Direct their attention to the teachers comments. Answer the question posed by the teacher. For example: Yes, I think the information is credible or No, I do not think the information is credible. DIRECT ATTENTION

Ask students to return to their seats. Ask students to turn to page 20 and 21 in the Student Booklet and to complete the Reflecting on my Task section.

Tell the students to leave the Student Booklets on their desks to pick them up and to look at the work done during the period. Congratulate the students for their good work during the period. Ask students if they think that the information is credible in regards to the myths and mysteries presented.

Tell the students that next class they will elaborate more on this informations credibility. TASK 3:
PURPOSE: TO UNDERSTAND TESTIMONIES AND DESCRIPTIONS FROM A WRITTEN TEXT THAT TRIGGER REFLECTIONS AIMING AT
EXERCISING CRITICAL JUDGMENT ON THE SPECULATIONS REGARDING THE EXISTENCE OF UFOS, BIGFOOT AND THE LOCH NESS MONSTER. TO TRANSFER THIS UNDERSTANDING AND THESE REFLECTIONS THROUGH THE CREATION OF AN ARGUMENTATIVE PARAGRAPH ON THESE MYTHS BELIEVABILITY AND THE CREATION OF ORIGINAL TITLES FOR AN UPCOMING ARTICLE FOR THE MYTHS AND MYSTERIES MAGAZINE (TASK 4).

Role of the teacher Step 1: Warm-Up Greet the students with a warm welcome. Ask students how they are doing today.

Role of the learners Direct attention towards teacher and answer the questions being asked. DIRECT ATTENTION Try to remember what was the question asked by the teacher at the end of the previous class, continue to direct attention towards the teacher and try to answer the questions asked. For example: You asked us if we believe that these myths and mysteries are true. Do we believe it or not. DIRECT ATTENTION Direct attention towards the teacher and give synonyms for the word credible. For example: believable, possible, probable, reliable, convincing, conclusive.

Grouping Class

Time 5 min

Ask students if they remember the question that was asked at the end of the previous class concerning the myths and mysteries of the Loch Ness Monster, Bigfoot and UFO's. If students don't remember, provide clues to help them remember. For example: I told you to start thinking about something in particular, and maybe to look for additional information to help you. Remind students that they had been asked to start thinking about whether or not they believe that these myths and mysteries are credible. Bring students' attention to the

word credible. Ask students to give synonyms and words that they relate to the word credible. Write some of the words on the board and add some to the list. Explain to students that they need to understand the words credible and believable because it is important that they learn to question themselves to know if the information they get is believable or not.

DIRECT ATTENTION ACTIVATE PRIOR KNOWLEDGE

Direct attention towards the teacher DIRECT ATTENTION ACTIVATE PRIOR KNOWLEDGE

Tell students that this is exactly what they Direct attention towards the teacher. will be doing today. Tell students that today DIRECT ATTENTION they will be reading very interesting texts about information on Bigfoot, UFO's, and the Loch Ness Monster. Tell them that these texts will also help them question themselves and decide whether or not they believe in these myths and mysteries. Redistribute the Student Booklets to the students. Distribute the Reading Booklet as well. Continue to direct attention towards the teacher. Receive their Student Booklet and Reading Booklet.

STEP 2: Pre-Activity Ask students to turn to page 22 in the Student Booklet (true or false statements) and ask students to have their Reading Booklet on hand. Ask one student to read aloud the instructions for this activity and read the example given in the first statement. Remind students to use the titles, subtitles and images from the texts to guess the answer for the true or false statements.

Open Student Booklet to the correct Pairs page. Continue to direct attention towards the teacher. Direct attention towards the teacher and one student who reads aloud the instructions for the pre-activity. Direct attention towards the teacher DIRECT ATTENTION

15min

Ask students to get in teams of 2 to complete Get in teams of 2. Complete the true or the true or false statements. false statements. Make use of their strategies. COOPERATE ACTIVATE PRIOR KNOWLEDGE PREDICT INFER TAKE NOTES ASK FOR HELP Conduct a quick survey in the class to know how many teams think that statement number 1 is true, how many teams believe that statement number 2 is true. Participate by raising their hand.

Tell students that they will have the chance Direct attention towards the teacher. later in the class to readjust their true or false statements after the reading.

Ask students to go back to their seats and ask them to turn to p. 23 of the Student Booklet. Ask some volunteers to read aloud the description of the response process.

Go back to their seats and turn to p. 23 of the Student Booklet. Some volunteers read aloud the description of the response process. DIRECT ATTENTION Turn to pp. 24-25 of the Student Booklet. Some volunteers read aloud the strategies for the response process and the reading strategies. DIRECT ATTENTION Direct attention towards the teacher and take their Reading Booklet.

Ask students to turn to pp. 24-25 of the Student Booklet. Ask some volunteers to read aloud the strategies for the response process and the reading strategies.

Ask students to take their Reading Booklet. Explain that there are 3 texts in the booklet. One for each mystery: Loch Ness Monster, Bigfoot and UFO's. Tell students they will be working individually and in teams, as they are used to, in order to help them understand the texts. Assign students to teams of 3 by giving each student a number from 1 to 3. Tell students that student number 1 will read text number 1 (North American Sasquatch) only and answer the corresponding questions. Tell them that student number 2 will read text number 2 (Amateur Scientist Films Nessie) only and student number 3 will read text number 3 ( Saucer-Like Object in the Sky) only. Give each student his or her corresponding Response Process booklet (RP) (questions booklet). Ask students to open their Response Process Booklet. Explain that they have to answer the first page and second page: my first reaction to the text and questions 1 to 5 and also questions 1 to 3 on the second page. Ask students to take 1 minute to read the questions before reading the text and ask students if they have any questions. Ask students to turn to the last page in their Reading Booklet (word bank). Direct students' attention to the word bank and ask students to read aloud the definition of some of the difficult words in the word bank. Ask students what they can do if they come

Direct attention towards the teacher.

Direct attention towards the teacher.

Direct attention towards the teacher.

Turn to the correct page and ask question if needed.

Silently read individually the questions and ask questions if needed.

Read aloud the definition of some words when asked.

Try to answer the teacher's question. For

across a word that they don't understand and that is not mentioned in the word bank.

example: look up the word in the dictionary.

Remind students about the strategies they can use: try to use the context in order to understand the meaning of the word and if necessary use the dictionary. STEP 3: Main activity Ask students to start reading their assigned texts individually and answer the questions associated with their texts individually (approx. 15 minutes).

Direct attention towards the teacher.

Read the text and answer questions individually. Make use of their strategies. DIRECT ATTENTION INFER SCAN TAKE NOTES Get in their expert teams.

Class (individual and teams of 3)

35min

Ask all students number 1 to get together, all students number 2 to get together and all students number 3 to get together. Give 10 minutes to have students compare and share all their answers from the first page (first reaction and questions from 1 to 5 only) and second page (1 to 3). Remind students that they must make complete sentences when exchanging the information and use the prompts provided in the Response Process Booklet to help them.

Compare and complete their answers. Share information. (Example: One explanation of the exact nature of the Loch Ness monster is that the phenomenon is simply bubbling in the water caused by volcanic activity at the bottom of the loch. Did you find another possible theory in the text?). COOPERATE TAKE NOTES ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS Share their answers and discuss the text. (Example: If I suddenly see a Nessie-like creature, I would try to film or to take a picture of it to show to everyone that the myth is real. What would you do?). COOPERATE TAKE NOTES TAKE RISKS Get back in their original teams.

Walk around the classroom, monitor and guide the students answers. Provide feedback to each expert team. Help with the answers if needed.

Ask students to go back to their original teams.

Ask students (each expert), one at a time, to share the information they have on Bigfoot, the Loch Ness Monster, and UFO's. Remind students to share the answers from their questions. While sharing the information, ask the other students from the team to complete the information grid on the second page from the RP booklet (approx. 10 minutes).

Share their information and take notes of the other team members information given. (Example: Lieutenant Colonel Wayne Mattson believes in the existence of UFOs and he says that he saw one in 1969). COOPERATE TAKE NOTES

Ask students to also readjust their true or false statements sheet. Remind students that they must make complete sentences when exchanging the information and use the prompts provided in the Response Process Booklet to help them. Ask for students' attention and ask the following question: for text number 1 what do you think were the most important elements of the text? Why? For text number 2 and for text number 3 (quick summarizing). Ask students if they were good at guessing the answers for the true or false statements and if they had to change some answers.

ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION

Direct attention towards the teacher and answer the questions asked. (Example: For text number 2, I think that the most important elements are that many natural phenomena can explain the mystery around the Loch Ness Monster, such as volcanic activity. There is no real proof of the monsters existence even if there is a good footage made by Mr. Holmes. Also, many people depend on the legend to earn money.) (Example: I thought that statement number 9 was true at first, but now I know that it is false).

STEP 4: Post-Activity & Wrap Up Ask students to turn to page 4 in the Response Process Booklet.

Turn to the correct page and direct attention towards teacher. DIRECT ATTENTION Read the instructions for the final task.

Class

20min

Ask a student to read the instructions for the final task. Remind students that they have to write a few short sentences explaining why they do or do not believe in these myths and mysteries based on the information from the texts.

Direct attention towards the teacher. DIRECT ATTENTION

Remind students that next class they will Direct attention towards the teacher. have to write their magazine article so they will begin to find ideas for a title. Show model example for the article title. Remind students to use their imagination to find an attractive title for their article.

Ask students to start working. Ensure student comprehension by walking around the class and answering questions and intervening when necessary to correct unwanted errors. Ask some students to read aloud their answers and title ideas. Ask students to return to their seats. Ask students to turn to page 26 and 27 in the Student Booklet and to complete the

Start working on their short opinion text and find ideas for their article titles. ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION RECOMBINE Read aloud and share their ideas. TAKE RISKS Return to their seats. Turn to page 26 and 27 in the Student Booklet and complete the Reflecting on my Task

Reflecting on my Task section.

section. SELF-EVALUATE Leave the Student Booklets on their desks. Direct their attention to the teachers comments.

Tell the students to leave the Student Booklets on their desks to pick them up and to look at the work done during the period. Congratulate the students for their good work during the period. Have them notice that even if the texts were not easy they have been able to understand it. Ask them what they think has helped them understand the text better. Tell students that next class will be the last class of our LES and that they will have to write their final article for the magazine myths and mysteries.

Try to answer the teacher's questions. Expected answers: the word bank, the true or false statement, and the other members in the team.

TASK 4:
PURPOSE: TO FAMILIARIZE THE STUDENTS WITH THE FORM, MEANING AND USE OF THE SIMPLE PAST. TO MAKE USE OF THE
ACQUIRED KNOWLEDGE TO WRITE AN ARTICLE FOR THE ESL-UQTR MAGAZINE.

Role of the teacher Step 1: Warm-Up Greet the students and distribute the Student Booklets. Ask them if they remember what the focus of the last task was. Mention that it is time to work more on the students writing skills, but beforehand, they will explore an essential grammar notion allowing them to write an article for the magazine Myths and Mysteries.

Role of the learners

Grouping

Time 3 min

Answer the teachers question. (Ex: We Whole read texts on Bigfoot, the Loch Ness class Monster and UFOs, we answered comprehension questions individually and in teams, and we wrote a short text on the myths believability.) Receive their Student Booklet.

Step 2: Contextualization Ask the students to turn to p. 28 of the Student Booklet where the strategies to be used for the step of contextualization are written. Ask three volunteers to read one at a time the descriptions of the three strategies.

Turn to p. 28 of the Student Booklet where the strategies to be used for the step of contextualization are written. Three volunteers read one at a time the descriptions of the three strategies. INFER ACTIVATE PRIOR KNOWLEDGE COMPARE Activity 1: Turn to p. 29 of the Student Booklet. Read the two from the texts North American Sasquatch and Saucer-like Object in the Sky in the Reading Booklet (Task 3). The excerpts are on p. 29 of the Student Booklet. Pay a particular attention to the words in bold and the underlined words. ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS PAY SELECTIVE ATTENTION

Whole class and pairs

10 min

Activity 1: Ask the students to read the two from the texts North American Sasquatch and Saucer-like Object in the Sky in the Reading Booklet (Task 3). Tell that the excerpts are on p. 29 of the Student Booklet. Ask the students to pay a particular attention to the words in bold (NOTE: these words are verbs in the simple past, regular and irregular) and the underlined words (NOTE: these words are temporal keywords expressing the past).

Activity 2: Ask questions to the students so as to help them to infer that the words in bold are verbs in the past tense. (Ex: What is the category of the words in bold? What are the temporal keywords or words that express time in the text? If you examine the time, what can you conclude about the actions/events? Do you see marks of the past in the verbs that are used? If so, what are they? If students do not see marks of the past in the verbs, move directly to the activity 3.

Activity 2: Answer the teachers questions. (Ex: What is the category of the words in bold? (They are verbs), What are the temporal keywords or words that express time in the text? (Temporal keywords are more than ten years ago, in June 1947, etc.), If you examine the time, what can you conclude about the actions/events? (The actions/events happened in the past), Do you see marks of the past in the verbs that are used? If so, what are they? (-ed at the end of many verbs., I know that saw is to see in the simple past.)). ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS PAY SELECTIVE ATTENTION Activity 3: Complete in pairs the column Infinitive of the chart on p. 29 of the Student Booklet. For each conjugated verb from the text, find the infinitive form. ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS COOPERATE PAY SELECTIVE ATTENTION Activity 4: Complete in pairs the second and third columns of the chart (Regular Verbs, Irregular Verbs) on p. 29 of the Student Booklet. Classify according to their guesses the verbs in bold from the text in the appropriate column (Irregular Verbs, Regular verbs). ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION COOPERATE TAKE RISKS PAY SELECTIVE ATTENTION Activity 5: Students answer the teachers general questions to infer some details of the rules of the simple past tense. (Ex: When you compare the regular and irregular verbs with their infinitive form, what is similar? What is different? Do you see a repeated structure? Do you see structures that are completely different? (For the regular verbs,-ed or d is added to the infinitive form. The irregular verbs do not look like their infinitive form). ASK FOR HELP, REPETITION,

Activity 3: Ask students to complete in pairs the column Infinitive of the chart on p. 29 of the Student Booklet. Tell that for each conjugated verb from the text, the students have to find the infinitive form. Move around the class to guide the students when needed (Ex: answer certain questions, verify that they are on the right track with the help of the answer key.) Activity 4: Ask students to complete in pairs the second and third columns of the chart on p. 29 of the Student Booklet. Tell that they have to classify according to their guesses the verbs in bold from the text in the appropriate column (Regular Verbs, Irregular Verbs). Move around the class to guide the students when needed (Ex: answer certain questions, verify that they are on the right track with the help of the answer key.)

Activity 5: Ask students general questions to make them infer some details of the rules of the simple past tense. (Ex: When you compare the regular and irregular verbs with their infinitive form, what is similar? What is different? Do you see a repeated structure? Do you see structures that are completely different?).

CLARIFICATION, CONFIRMATION TAKE RISKS Step 3: Decontextualization Ask students to turn to p. 30 of the Student Booklet and invite them to take notes in the margin if they want to add some details to the explanations already written. Explain first how the simple past tense is formed. As for the affirmative form, mention that it consists in the verb +ed for a regular verb. The conjugated verbs in the second column of the chart on pp. 35 to 37 of the Student Booklet are to be used in the case of irregular verbs. Give examples that are adapted from the ones on p. 31 of the Student Booklet for subsequent reference (ex: 3.d). Interact with the students during the whole explanations of the decontextualization. (Ex: Ask them to read aloud and make links between the rules and the examples.) As for the negative form, it consists in did + not (or didnt) + verb (base form). There is no difference between regular and irregular verbs. Mentions that the terms infinitive form and base form are synonymous. Explains that in the negative form, the mark of the past is moved from the verb to the auxiliary did and the word not marks the negative form. Did and not are also always come in a pair. It is possible to contract the two words to make didnt, the apostrophe replacing the letter o in not. Mention that did not is the equivalent of do not in the past. Give examples that are adapted from the ones on p. 31 of the Student Booklet for subsequent reference (ex: 2.d and 1.d). Mention the exception of the verb to be, which does not require the auxiliary did and which has two forms: was and were. Was is used with the first person singular and third person singular, while were is used for all the other positions/persons. The negative form of the verb in the simple past tense is was/were + not. In the contracted form, following the principle of did and not, it becomes wasnt and werent. Give examples that are adapted from the ones on p. 31 of the Student Booklet for subsequent reference (ex: 4.a). Add that for all the verbs, in the cases of the

Turn to p. 30 of the Student Booklet and direct their attention to the teachers explanations and examples. Take notes in the margin if they want to add some details to the explanations already written. Look at the chart of irregular verbs on the pp. 35-37 of the Student Booklet. Throughout the explanations in the decontextualization, look at the examples featured on the p. 31 of the Student Booklet and make links with the rules. (Ex: For the example 3.d, the base form work is combined with ed. So, it is a regular verb in the affirmative form.) DIRECT ATTENTION TAKE NOTES ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS

Whole class and pairs

20min

affirmative and the negative forms, except for the verb to be, the conjugation of the verb does not change depending of the position/ person (singular or plural). It is not like the simple present, which requires as a main rule to add -s to the verb at the third person singular. Move on to the process to follow in order to determine if a verb is regular or irregular and how to conjugate it. Tell the students to look at the diagram on p. 30 of the Student Booklet. To start off, explain that when they come across a verb in the simple past tense or that they want to write a text in the simple past, they should first verify if the verb that they look is in the chart of irregular verbs on pp. 35-37 of the Student Booklet. If the verb is there, they look at the second column of the chart in which the verbs are already conjugated in the simple past. If the verb is not there, then the students have to conclude that it is a regular verb. In this case, three important rules must be followed. First, for most of the regular verbs, the students have to add ed to the base form (ex: work worked). Second, for the regular verbs ending in e, they have to add d to the base form of the verb (ex: close closed). Third, for the verbs ending with a consonant (C) and y, they change y for i in the base form of the verb and add ed (ex: hurry hurried, try tried). When the verbs ending with a vowel and y, ed is simply added to the base form of the verb (ex: play played). The examples that are given can be found on p. 30 of the Student Booklet. Ask a volunteer to tell the process that was just described in his/her own words. Look at the diagram on p. 30 of the Student Booklet and direct their attention to the teachers explanations and examples. Take notes in the margin if they want to add some details to the explanations already written. DIRECT ATTENTION TAKE NOTES ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS

A volunteer tells the process that was just described in his/her own words. DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS

Then, ask the students to turn to p. 31 of the Student Booklet. Explain the four contexts mentioned on the page when the simple past tense is used with the help of the provided examples (ask to pay a particular attention to the temporal keywords in the rectangles). (Ex: Ask them to read aloud and make links between the different contexts and examples.)

Turn to p. 31 of the Student Booklet and direct their attention to the teachers explanations and examples. Throughout the explanations, look at the examples featured on the p. 6 of the Student Booklet and make links with the different contexts. (Ex: For the example 1.e, the movie was completely seen yesterday. This is why it is a competed action in the

Ex: 1. For a /a series of completed action(s) in the past: 1.e I saw a movie yesterday. (Ex: The movie was completely seen at a precise moment in the past: yesterday.) For certain examples in which temporal keywords are not put in rectangles, if the time allows it, ask the students to find them. (Ex: 3.d and 4.a).

past.) DIRECT ATTENTION TAKE NOTES ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS For certain examples in which temporal keywords are not put in rectangles, find them. (Ex: For the example 3.d, the temporal key word is after school. For the example 4.a, the temporal key word is as a child.) DIRECT ATTENTION TAKE NOTES ACTIVATE PRIOR KNOWLEDGE ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS If the time allows it, give personal examples of sentences for each of the four contexts where the simple past tense is used. (Ex: The sentence I met my best friend when I was in grade 6 expresses a completed action in the past.) DIRECT ATTENTION TAKE NOTES ACTIVATE PRIOR KNOWLEDGE ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS Turn to p. 32 of the Student Booklet and direct their attention to the teachers explanations. DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION Activity 1: Do in pairs the exercise Simple Past Versus Simple Present which involves choosing between two options, one in the simple present (a verb tense that they already master) and one in the simple past. Circle the form of the verb corresponding to the simple past. PRACTISE DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS COMPARE ACTIVATE PRIOR KNOWLEDGE

Ask the students to give personal examples of sentences for each of the four contexts where the simple past tense is used. Tell the students that during another period, they will explore the way of formulating questions in the simple past tense and some other exceptions to the rules that have just been given.

Tell students that they will practise the simple past tense through exercises Ask the students to turn to p. 32 of the Student Booklet.

Activity 1: Ask the students to do in pairs the exercise Simple Past Versus Simple Present which involves choosing between two options, one in the simple present (a verb tense that they already master) and one in the simple past. Explain that they have to circle the form of the verb corresponding to the simple past. Move around the class to guide the students when needed (Ex: answer certain questions, verify that they are on the right track.)

COOPERATE

Activity 2: Ask the students to do in pairs an exercise that involves filling some blanks. Explain that they have to conjugate the verbs in the simple past (the infinitive form is in parentheses). Mention that the exercise is split into two parts. First, they have to conjugate the verbs in the affirmative form. Second, they have to conjugate the verbs in the negative form. Move around the class to guide the students when needed. (Ex: answer certain questions, verify that they are on the right track.) Give individual corrective feedback through elicitation, clarification requests, metalinguistic feedback and/or repetition. (Ex: Could you write this verb differently? What do you mean by using this form of the verb? Do you remember how to write this verb in the simple past tense? The coach tried?) Ask students to go back to their seats. Correct the two exercises with the whole class with the help of the answer key. Ask students to justify their answers.

Activity 2: Do in pairs an exercise which involves filling some blanks. Explain that they have to conjugate the verbs in the simple past (the infinitive form is in parentheses). First, conjugate the verbs in the affirmative form. Second, conjugate the verbs in the negative form. Correct their mistakes with the help of the teachers techniques and remember to avoid these mistakes in subsequent occasions. PRACTISE DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS COMPARE ACTIVATE PRIOR KNOWLEDGE COOPERATE

Go back to their seats. Correct the two exercises with the teacher. Justify their answers. (Ex: In the exercise Simple Past Versus Simple Present, the answer for the third statement My best friend (visits / visited) me last night is visited because it is form with the base form visit and ed. Visits is in the simple present because the main rule for the verbs conjugated at the third person singular in this tense is that the verbs finish with -s.) DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION

Step 4: Recontextualization Ask the students to turn to p. 33 of the Student Booklet where the strategies to be used for the step of recontextualization are written. Ask three volunteers to read one at a time the descriptions of the three strategies.

Turn to p. 33 of the Student Booklet where the strategies to be used for the step of contextualization are written. Three volunteers read one at a time the descriptions of the three strategies. PRACTISE ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS Turn to p. 34 of the Student Booklet and direct their attention to the teachers explanations. DIRECT ATTENTION ASK FOR HELP, REPETITION,

Individual

20min

Ask students to turn to p. 34 of the Student Booklet. Explain that the ESL-UQTR Magazine wants to publish their testimonies to complete its volume for next week. Tell the students that they have to write a article

between 80 and 100 words about how they solved a myth or mystery (Bigfoot, the Loch Ness Monster, or UFOs). Tell them not to forget to use the simple past tense and to follow the process on p. 30 of the Student Booklet as a guide. They can have access to all the tasks and the activities that they have done during the LES, and especially to the glossary, which is on p. 41 of the Student Booklet. For the title of the article, they can use the ideas that they wrote in their Response Process Booklet in Task 3 (p. 4).They have access to dictionaries, too. Ask the students to write in the cloud on p. 34 in the Student Booklet ten verbs in the simple past tense that could inspire their writing of the testimony.

CLARIFICATION, CONFIRMATION

Write in the cloud on p. 34 in the Student Booklet ten verbs in the simple past tense that could inspire their writing of the testimony. PRACTISE DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS ACTIVATE PRIOR KNOWLEDGE Write an article between 80 and 100 words about how they solved a myth or mystery (Bigfoot, the Loch Ness Monster, or UFOs). Use the simple past tense and follow the process on p. 30 of the Student Booklet as a guide. Access to all the tasks and the activities that they have done during the LES, and especially to the glossary, which is on p. 41 of the Student Booklet. For the title of the article, possibly use the ideas that they wrote in their Response Process Booklet in Task 3 (p. 4). Also, use dictionaries. Write their article on the lines provided on p. 34 in the Student Booklet by starting with the following prompt: Last week, I encountered a very interesting creature. I was.Do a draft only. PRACTISE DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS ACTIVATE PRIOR KNOWLEDGE

Ask them to write their article on the lines provided on p. 34 in the Student Booklet by starting with the following prompt: Last week, I encountered a very interesting creature. I was. Tell them to do a draft only and that the teacher will pick up the Student Booklets at the end of the period to evaluate the article in order to make sure that they understand well the basic rules of the simple past tense. Move around the class to guide the students when needed (Ex: answer certain questions, verify that they are on the right track.)

INTEGRATING
PURPOSE: TO WRAP UP THE FOURTH TASK AND TO REVIEW AT THE SAME TIME WHAT THE STUDENTS HAVE LEARNED DURING THE
WHOLE LES.

Role of the teacher Tell the students that it was the last period spent on the theme of the myths and mysteries. Reminds them that they just answered to the guiding question of the LES: Can these myths and mysteries be solved? Ask them to share with the whole class the content of the article for the ESL-UQTR magazine that they wrote. Animate the discussion by asking guided questions. (Ex: Which myth or mystery did you choose? Why?, What elements did you include? Why?, Did you decide that the myth or mystery was a hoax or a reality? Why?)

Role of the learners Pay attention to the teachers comments and explanations. DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION

Grouping Whole class

Time 15min

Participate in the discussion and answer the teachers guided questions. (Ex: I chose to write my article on Bigfoot because it fascinated me as a child and it still does. I decided to solve the mystery by concluding that it is a hoax because I do not believe that such a huge creature has not been discovered yet. I imagined that I found a costume and human hair on it when I was exploring a forest in Ohio. Also, I found speakers generating the howls of the Bigfoot hidden in different trees.). PRACTISE DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION TAKE RISKS ACTIVATE PRIOR KNOWLEDGE COOPERATE Fill in the Reflecting on my Task section and the final self-evaluation from pages 38 to 40 in the Student Booklet. Sign the final self-evaluation sheet on p. 40. Fill in the KWL chart What I Learned (p. 5 in the Student Booklet). (Ex: The biggest mystery related to UFOs is probably the Roswell incident, which happened in June 1947.) SELF-EVALUATE DIRECT ATTENTION ASK FOR HELP, REPETITION, CLARIFICATION, CONFIRMATION Once they are done, give their Student Booklet to the teacher.

Ask the students to fill in the Reflecting on my Task section and the final selfevaluation from pages 38 to 40 in the Student Booklet. Ask the students to fill in the KWL chart What I Learned (p. 5 in the Student Booklet). Move around the class to guide the students when needed (Ex: answer certain questions, verify that they are on the right track.)

Once the students are done, pick up the Student Booklets to evaluate them in order to make sure that they understand well the basic rules of the simple past tense. Also, look at the Reflecting on my Task section and the final self-evaluation. Look at what the students wrote in the in the KWL chart What I Learned.

Annex 1: Answer Keys

Answer keys for the exercises included in Task 1 *As for all the activities in Task 1, answers will vary.

Answer keys for the exercises included in Task 2 Comprehension questions on the video Myths and Mysteries (Answer key) (Student Booklet, pp.15-16) 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? The U.S. Air Force missile expert has seen a missile like what is shown on the screen. The U.S. Air Force missile expert has never seen a missile like what is shown on the screen. 3. Thousands of witnesses all over the world claim to have laid eyes on a giant primate: half man, half beast. 4. Researchers in Ohio recorded a very intense and loud noise. There was a tribute to Bigfoot. True or False: A university in Texas verified that it was definitely a human primate making that noise. False. 5. What is the Loch Ness Monsters nickname known around the world? Nessie. 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 two 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.

Here are possible elements of information that can be noted by the students: Bigfoot The Loch Ness Monster - Giant primate, half-man, half-beast. - Up to 8 feet tall. - 800 pounds. - Hairy. - Upright walking. - Long arms. - No neck. - Human-looking face. - Black or silvery. - The part of its body out of the water can measure 5 feet or 8 feet. - Huge. - 25 to 30 feet in length. - Long neck. - Barrel-shaped body. - Flippers.

Answer keys for the exercises included in Task 3 True/False Statements (Student Booklet, p. 22) 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 Sasquatch or the Yeti. (F) 2.Bigfoot can weight as much as 800 pounds. (T) 3.Many people have reported having seen UFOs. (T) 4.People have been trying to produce false evidence for the existence of Bigfoot (such as false footprints).(T) 5.UFO stands for Unidentified Fast Objects (F) 6.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. (F) 7.The Loch Ness Monster is a sea creature that lives in many lakes throughout the world. (F) 8.Many hotels and boating tours companies in Scotland make a living out of the Loch Ness Monster's legend. (T) 9.Research and scientists have gathered a great number of convincing evidence for the existence of the Loch Ness Monster, Bigfoot and UFOs. (F) 10.Some people think that UFOs are Aliens spaceships and that we are being visited by aliens. (T)

Answer key: Response Process Response Booklet 1: North American Sasquatch (p. 2) 1. Give 3 physical characteristics mentioned in the text to describe Bigfoot's appearance. Tall, hairy, ape-like creature, 6-10 feet, 800 pounds 2. What 2 other names are used to describe Bigfoot? Yeti, Sasquatch, abominable snowmen 3. In what type of environment can Bigfoot be found? What type of people often spots Bigfoot? Wooded regions, mountains, hunters, campers, hikers 4. What are the different types of evidence that support the existence of Bigfoot? Eyewitness sightings, footprints, recordings, somatic samples 5. What do scientists believe in regards to Bigfoot's existence? Most scientists do not take into account the existence of Bigfoot Response Booklet 2: Amateur Scientist Films Nessie (p. 2) 1. Give 2 physical characteristics to describe Nessie's appearance. Large, marine reptile, long neck, tiny head, has flippers 2. What type of ancient reptile does Nessie resemble? Plesiosaur 3. What is the expression used by the British scientist Gordon Holmes to explain his reaction when he saw this jet-black thing moving in the water? I couldn't believe my eyes 4. Give one theory advanced to explain the exact nature of the Loch Ness monster. Misidentification of seals and fish, unusual wave patterns and bubbling from volcanic activity 5. Why is the legend of Nessie likely to endure for quite some time? Because many people make a living out of Nessie's existence Response Booklet 3: Saucer-Like Object in the Sky (p. 2) 1. What does the abbreviation UFO mean? Unidentified Flying Objects 2. Name two common shapes that UFOs can look like. Saucer-like, balls, triangles 3. What happened in June 1947 in Roswell, New Mexico, USA? They recovered debris from a supposed UFO crash 4. Give 2 possible explanations most researchers say that some UFOs can be. Light flashes, bright stars, meteors, unusual looking clouds 5. What did Col. Wayne Mattson experience in 1969? He saw what he think was a UFO appear and disappear in the sky

*As for the answers to the other questions in the Response Booklets, they will vary.

Answer keys for the exercises included in Task 4 (Student Booklet) Contextualization (p. 29) Irregular Verbs Said Were Saw Found Kept Saw Brought Regular Verbs Described Captured Crashed Happened Rotated Disappeared Confessed Infinitive Described = to describe Said = to say Were = to be Saw = to see Captured = to capture Crashed = to crash Found = to find Kept = to keep Happened = to happen Saw = to see (idem) Rotated = to rotate Disappeared = to disappear Brought = to bring Confessed = to confess

Decontextualization Practice exercises (p. 32)

Simple Past Versus Simple Present: 1. went 2. snowed 3. visited 4. had 5. ran Fill in the blanks: 1. spent 2. broke 3. played, forgot 4. tried 5. cooked 1. did not (didnt) ride 2. did not (didnt) call 3. did not (didnt) forget 4. did not (didnt) go 5. was not (wasnt) Recontextualization (p. 34): Answers will vary.

Analysis of What Took Place

Most Successful Activities: Why?

Least Successful Activities: Why?

Things I will do differently next time: How?