Anna Luczak-Leblanc Caroline Matte Karine Ledoux Maria ...nardelli.weebly.com/uploads/7/9/2/7/7927512/friday_the...Is The World Superstitious? Description: Students learn about superstitions

Anna Luczak-Leblanc Caroline Matte Karine LedouxMaria Filatova

LES - Is the World Superstitious?Microteaching

December 2010

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Learning and Evaluation Situation (L.E.S)Is The World Superstitious?

Description: Students learn about superstitions around the world and reflect whether or not the world is superstitious. At the end of the LES, they will have acquired knowledge regarding different beliefs linked to superstitions. They will have worked to develop the 3 competencies in the English as a Second Language (ESL) program as defined by the Ministère de l’Éducation, du Loisir et du Sport.

Cycle: Cycle 2 - Secondary III Duration: 4 periods of 60 minutes

Broad areas of learning

Health and well-being Environmental awareness and consumer rights and responsibilities

Personal and career planning Citizenship and community life

Media literacy

Cross-curricular competencies

INTELLECTUAL METHODOLOGICAL PERSONAL AND SOCIAL COMMUNICATION RELATED

To use information To adopt effective

work methods To construct his/her identity

To communicate appropriately

To solve problems To use information and communication technologies

To cooperate with others

To exercise critical judgment

To use creativity

ESL Competencies

TO INTERACT ORALLY IN ENGLISH

TO REINVEST UNDERSTANDING OF ORAL AND WRITTEN TEXTS TO WRITE TEXTS

The student reacts to messages using strategies

The student prepares to listen to and read texts using strategies

The student prepares to write texts using strategies

The student takes the initiative to transmit oral messages using strategies

The student demonstrates understanding of oral and written texts using strategies

The student composes texts using strategies

The student maintains oral interaction using strategies

The student carries out meaningful tasks using strategies

The student revises his/her texts using strategies

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TARGETED RELATED CONTENT (ESL Core Program, Secondary grades)

FunctionalLanguage

According to the MELS program the teacher: • Provides functional language and models of interaction. • Explicitly teaches grammar, intonation, pronunciation, and vocabulary through proactive teaching.

Functional Language: • Question words ( e. g. who, what, when, where, why, how many) • Yes/no questions (e.g. Do you have . . .? Do you want . . .? Do you like . . .?) • Asking for help or clarification ( e. g. Can you help me? I need some help. I have a problem. I don’t understand. Can you repeat? How do you say . . .? What do you mean? What’s . . .?)

Vocabulary • Vocabulary related to each task of the LES. (See NEW VOCABULARY on the lesson plans)

Strategies • Cognitive• Communication• Social/affective

According to the MELS program the teacher: • Models how to use and manage cognitive strategies.• Elicits or reminds students how to use and manage communication and social/affective strategies.

• Delay speaking (buying time to think out a response).• Asking for help or clarification (requesting assistance, repetition or precision).• Circumlocution (making up for the lack of a precise word or expression).• Self-monitoring (questioning the pronunciation of new words read or heard, using and selecting the appropriate strategies, checking and adjusting one’s ongoing performance).

• Self-evaluation (reflection on what has been learned).• Predicting (foretelling based on prior knowledge, topic, task at hand, title, pictures, glancing through a text).

• Infering (making intelligent guesses based on all available cues such as context, cognates, known words and expressions, visual clues, contextual clues, intonation, patterns).

• Practice (repeating, rehearsing, regrouping, integrating and assimilating key functional language expressions).

• Creating, monitoring, and controlling a suitable learning environment (affective strategy).• Resourcing (making use of human and material resources: word and expression banks, graphic organizers, posters, checklists, quick references, books, thematic and visual dictionaries, information technology).

• Scanning (looking for specific information in a text).• Cooperation (working together, learning together, helping each other).• Risk- taking (daring to speak English only, experimenting with known language, attempting to integrate new language).

• Accepting not being able to understand everything listened to or read.

Language Conventions

• Verb tenses (Present, Past (Common verbs in the simple past tense - regular and irregular forms), Future).

• Intonation and pronunciation for the functional language frequently used in class.• Question words ( who, what, when, where, why).• Yes/no questions (Do you have «X»? Do you believe «X»? Do you like "X"? ...).

Text types Authentic texts: newspaper, Student Booklet, electronic literature.

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ESL competencies

Evaluation Criteria Evaluation Tools

C1

• Participation in oral interaction.• Content of the message.• Articulation of the message.• Management of strategies and resources.

• TASK #3: Evaluation Grid (MELS) for competency 1 Interact Orally in English (Annex I - Task 3 section).

(Based on the evaluation criteria for competency 1 mentioned in the PFEQ)

C2

• Participation in the response process.• Evidence of understanding of texts.• Use of knowledge from texts in a reinvestment task.• Management of strategies and resources.

• TASK #4: Evaluation Grid for competency 2 Reinvest understanding of texts


C3

• Participation in the writing and production processes.• Content of the message.• Formulation of the message.• Management of strategies and resources.

• TASK #1-2-3-4: Worksheets & Homeworks


Materials needed

Task #1

• Student Booklet

• Worksheet #1

• Worksheet #2

• Worksheet #3

• Answer key of Worksheet #1


• Evaluation grid

Task #2

• Student Booklet

• Text "Superstition Forces Airline Logo Change"

• Worksheet #1


• Homework sheet

• Evaluation grid

Task #3

• 3 pictures (Pre-speaking task)

• Student Booklet

• Worksheet #1 Part A & Part B


• Homework sheet

• Evaluation grid

Task #4

• Student Booklet

• Worksheet #1

• Worksheet #2


• Evaluation grid

• Video based on the story “The Hockey Sweater” by Roch Carrier

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CLASSROOM ACTIVITIES

PREPARING (TRIGGER)

Purpose: A TRIGGER ACTIVITY is used to introduce a new Learning and Evaluation Situation (LES). It can take the form of a pre-activity (warm-up activity) or a group discussion led by the teacher. It is used in order to activate students’ prior knowledge and to prepare them for the new LES.

Role of the teacher Role of the students

Warm-up – 5 min.

Tell your students that they will increase their knowledge of different superstitions and beliefs. They will learn different facts about superstitions and learn how to share experience and information through the whole LES.

Explain them that they will have to participate and complete 4 tasks in order to succeed the LES.

Discuss the following topics with the students – 5 min.

• What does the word “superstition” mean to you?• Is it good or not to be superstitious?• Do you already know some superstitions?

Use pictures, gestures, visuals... – 5 min.

• Have the students look over the pictures and identify some of the superstitions that will be presented in the LES.

• Ask questions about the pictures (What do you see?).

• Ask relevant question (WH-?) to bring up keywords (essential knowledge / related content), draw a mind-map of the keywords on the blackboard (especially unanticipated answers).

Students should adopt a positive attitude • Awareness of their individual interests and strengths.• Motivation and desire to learn.

They also have to...• Look at the title, the pictures and the clues about the new LES that is

introduced.• Question themselves about the meaning

of “superstitions”.

Think about...• Am I superstitious?• Is it good or not to be superstitious?

And...• Speak English in all classroom situations.• Take risks with language and ideas.• Interact respectfully and cooperate with others.• Participate in maintaining a positive learning environment.• Develop an attitude of respect and openness to English cultures.• Participate in some decisions regarding topics, tasks and ongoing evaluation.• Carry out tasks with as much regard for the process as for the product.• Demonstrate individual accountability when working with others.• Request and integrate feedback.• Seek to learn from the teacher’s and peers’ use of language, processes,

strategies and resources.• Regulate their own competency development.

TASK 1: FOCUS ON FORMPurpose: According to the MELS program Focus on form refers to communicative teaching that draws students’ attention to the structure of the English language within the context of the interactive classroom. Although the primary focus of classroom communication is on the meaning of the message, students are becoming increasingly aware of their errors. They know that the accuracy of the form contributes to the clarity of the message. Teachers and students use reactive feedback to deal with errors contextually as they arise in oral interaction and written communication.


Warm-up activity – 5 min.• Ask students to predict the theme of the activity using the titles and the

pictures of the texts.

Contextualize – 20 min.• Ask students to read and observe the texts Adapted from "The history of

common superstitions" by Janet Beal. Remind them to use resources. After 10 minutes bring back their attention to the verbs and ask them if they

noticed something special about the texts (verbs in particular).• Ask students to form groups of 4. Explain students that they need to find all the

verbs in the texts and highlight them. Assign the time for this task – 5 min. Bring back students’ attention to the verbs that were used in Simple Present and

Simple Past. Ask students to formulate the rules of Simple Past verbs formation and illustrate them with the examples they found in the texts. – 5 min.

Decontextualize (Mini-Lesson) – 10 min. • Explain the rules of Simple Past formation for regular and irregular verbs and

model the affirmative, negative and question forms using the verbs from the texts as examples. (Simple Past Form (Student Booklet) – 5 min.

• Ask students to complete the form with their own examples of regular and irregular verbs from the texts (work in pairs). Assign the time for this task – 5 min.

Recontextualize (Worksheet #1) – 20 min. • Ask students to work in pairs. They need to fill in the blanks in the text asking

and answering questions (this is an interactive activity with Grammar features and students need to reinvest Grammar rules, use functional language, resources and learning strategies).

• Distribute material. Ask students to follow the instructions. Model the activity. Assign the time – 15 min.

• Ask students to evaluate their work in pairs. Do the follow-up and provide feedback.

Homework – 5 min.• Distribute Worksheet #3 and explain the homework (C3).• Explain the parameters of evaluation and the correction symbols.

Students...• Read the texts.• Find all the verbs in the texts.• Classify the verbs in Present Simple and Past Simple.• Formulate the rule of Past Simple. • Read the rule of Past Simple form for regular and irregular verbs.• Complete the form with regular and irregular verbs from the texts on p.1(work

in team). • Do Worksheet #1 (work in pairs).• Fill in the evaluation form.• Do the homework for next class.

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INTERACTIVE GRAMMAR: Superstitions in Present and Past.

Cycle: Secondary III - Cycle 2 Time: 60 minutes

Competency link: ESL Competency 1 (Interacts orally in English) ESL Competency 2 (Reinvests understanding of text) ESL Competency 3 (Writes and produces texts)

Structure Simple Past Tense (Regular verbs / Irregular verbs)Question words and structures (Review)Why do we use SIMPLE PAST / QUESTION WORDS

Material Contextualize: Text “The history of common superstitions” and text “Superstitions in Ancient World” (Student Booklet)

Decontextualize: Simple Past Form Table & Mini-task to fill in the form (Student Booklet)

Recontextualize: Worksheet #1 / Variation task: Sentence cards in envelopes (Worksheet #2 ) Answer key Homework: (Worksheet #3 - Reproducible)

Theme Discover different superstitions around the world. Classroom set-up

Groups of 2 to 4 students

Setting the scene

• Tell the students that they will increase their knowledge of different superstitions and beliefs. They will learn different facts about super-stitions in the past and learn how to share experience and information.

Visual support – different pictures (knocking wood, black cat, Friday 13th, utensils)

Procedure 1. Warm-up activity – 5 min.• Ask students to predict the theme using the title of the texts and the pictures, ask them to which superstitions they already know.

Warm-up questions: • Do you know some superstitions? • What are some superstitions that you believe in?

2. Contextualize – 20 min.• Ask students to read and observe the texts. Remind them to use resources (dictionary, vocabulary boxes, functional language to ask

questions to clarify and find information). • After 10 minutes bring back their attention to the verbs and ask them if they noticed something special about the texts (verbs in particular).• Ask students to form the groups of 4. The students need to find all the verbs in the texts and highlight them. Assign the time for this task (5 min.)• Bring back their attention to the verbs that were used in Simple Present and Simple Past. Ask students to formulate the rules of Simple

Past verbs formation (regular and irregular verbs) and illustrate them with the examples they found in the text. – 5 minutes.

3. Decontextualize - Simple Past Form (Student Booklet) – 10 min.• Explain the rules of Simple Past Formation for regular and irregular verbs and model the affirmative, negative and question forms using

the verbs from the texts as examples. – 5 min• Ask students to complete the form with their own examples of regular and irregular verbs from the texts (work in pairs). Assign the time

for this task (5 min.)

4. Recontextualize - Worksheet #1 – 20 min. • Ask students to work in pairs. They need to fill in the blanks in the text asking and answering questions (this is an interactive activity

with Grammar features and students need to reinvest Grammar rules, use functional language, resources and learning strategies) • Distribute material. Ask students to follow the instructions. Model the activity. Assign the time (15 min.)• Ask students to evaluate their work in pairs. Do the follow-up and provide feedback.

5. Homework – 5 min.• Distribute Worksheet #3. Explain their homework (C3). Students need to write a text (60-80 words) about a history of a superstition (or

a personal story of a superstition) that was not mentioned in the text. Explain them the parameters of evaluation and the correction symbols.


TASK #1: FOCUS ON FORM

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Language expected

STRUCTURE• Simple Past Tense (Regular verbs / Irregular verbs)• Question words and structures (Review)• Why do we use SIMPLE PAST / QUESTION WORDS

InTERACTIon- Do you know “x”- I don’t understand- Thank you for your help- Can you repeat please- What do you mean by “x”- Please help me

nEW VoCABULARyList of words that may need explanation (Vocabulary box in Student Booklet, page 1.).- superstitions- belief/believe/believers- good luck/bad luck- serve/protect,- rational/irrational - dark side/bright side of magic- spirits/gods/evil/devil/witch- folk tradition

Variations+

Follow-up

VARIATIon

Worksheet #2 – 20 min.• Ask students to form the groups of 2. • Distribute the envelopes with Sentence Cards that they need to match up together. • Student 1 receive Envelope A, student 2 has an envelope B. • Model a sentence. Assign the time for this task (15 min.)• Do the follow-up and provide feedback.

FoLLoW-UPProvide Feedback. Students fill in a self-evaluation and a partner’s evaluation form.



Superstitions in Present and Past...

Superstitions from the Ancient World

Knock wood: Knocking wood for luck came from times when people believed that trees served as the homes for protective spirits or gods. Since trees are so firmly rooted in the earth, knocking wood had the additional aspect of intensifying a wish.

Drop a knife (spoon or fork) and company come: The best guess for this belief lied in centuries-old standards of hospitality. Travel was dangerous, and folk traditions of all kinds emphasized the importance of welcoming strangers. Surely the aroma of a meal in preparation could likely draw a friend or traveling stranger, and at mealtime utensils were most likely subject to being dropped.

Grammar - PAST SIMPLE

Even people who claim they have no superstitions are likely to do a few things they cannot explain. A superstition is a behavior that has no rational basis or history or a history that is long-lost. Here are some common superstitions that non believers and believers alike still seem to hang onto.

The history of common superstitions

emphasize vt – to

stress, to give emphasis or prominence to intensify vt – to make more intense, strengthen

A common superstition was that if a black cat crossed your path, a barrier of evil was created between you and

heaven.

Superstitions in Present and Past.

1. Read the texts.

2. Find all the verbs in

the texts.

3. Classify the verbs in

Present Simple and

Past Simple.

4. Formulate the rule of

Past Simple.

VOCABULARY:

GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST.

IS THE WORLD SUPERSTITIOUS?

TASK #1: Student Booklet

Adapted from: http://www.catalogs.com/info/history/common-superstitions.html

REGULAR VERBS IRREGULAR VERBS

infinitive + ed:

2nd column of the table of the irregular verbs:

cross crossed

go went

Affirmative Use the same form of the verb:

I believed I went

Negative Use the pronoun + auxiliary did + not + infinitive:

I did not believe I did not go

I didn't believe I didn't go

Questions Use the auxiliary did + pronoun + infinitive:

Did you believe? Did you go?

Your examples from the

texts:

Self-evaluation Partner’s evaluation Competency always some-

times never always some-

times never

Use functional language

Follow the instructions

Reinvest Grammar rules

Use resources and strategies

1. Work in pairs. 2. Ask you partner question. 3. Answer your partner’s questions. 4. Fill in the gaps. 5. Use the correct form of the verb in Past

Simple (Form Table p.2). 6. Fill in the evaluation form.

Past

Worksheet #1

5. Read the rule of

Past Simple Form

for regular and

irregular verbs.

6. Complete the

form with regular

and irregular

verbs from the texts

on p.1(work in team).

Simple Past - Signal words: yesterday last week a month ago in 2002

Question words:

7. Do Worksheet #1

(work in pairs).

GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST.

Use question words: What When Where Who Why How



1. Ask your partner a question about different facts using the question word in the brackets. Do not forget to put the verbs into the correct form in Past Simple.

2. Listen carefully and fill in the gaps with missing verbs in your own text.

Black cats bring bad luck: For centuries people ____________ cats with the dark side of magic. They thought that cats possessed of (What?) ____________ and that they were serving as mediums for witches. Modern cat owners will tell you that few cats are completely black, the color of witchcraft. Having one cross your path ____________ a sign of evil spirits.

See a penny, pick it up, all the day you'll have good luck: Especially popular when a penny ____________ a loaf of bread or a sack of grain.

Break a mirror, bring seven-years' bad luck: For centuries (What?) ________________________ was handmade, expensive and precious. The back of a glass with silver ____________ a reflection and it increased (What?) ____________. A poor family ____________ for years to buy a mirror.

Spilled salt brings the devil: Salt was precious (When?) ____________ . People ____________ it to preserve and season food. Wasting something precious was regarded as a sin of carelessness. That's why people neutralized (What?)____________ by throwing a pinch of salt over the left shoulder. They threw it into the devil's eyes (Why?) _______________________________________________.

1. Ask your partner a question about different facts using the question word in the

brackets. Do not forget to put the verbs into the correct form in Past Simple. 2. Listen carefully and fill in the gaps with missing verbs in your own text.

Black cats bring bad luck: For centuries (Who?) ____________ associated cats with the dark side of magic. They thought that cats ____________ of nine lives and that they were serving as mediums for witches. Modern cat owners will tell you that few cats are completely black, the color of witchcraft. Having one cross your path was a sign of (What?)____________.

See a penny, pick it up, all the day you'll have good luck: Especially popular when a penny bought (What?) ____________ or a sack of grain.

Break a mirror, bring seven-years' bad luck: For centuries glass in any form ____________ handmade, expensive and precious. The back of a glass with silver created (What?) ____________ and it ____________ the cost of the mirror. A poor family saved for (How long?)____________ to buy a mirror.

Spilled salt brings the devil: Salt ____________ precious long ago. People used it (How?) ________________________ . Wasting something precious was regarded as a sin of carelessness. That's why people ____________ bad luck by throwing a pinch of salt over the left shoulder. They ____________ it into the devil's eyes because the devil stood behind the left shoulder.

GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. – WORKSHEET 1



1. Ask your partner a question about different facts using the question word in the brackets. Do not forget to put the verbs into the correct form in Past Simple.

2. Listen carefully and fill in the gaps with missing verbs in your own text.

Black cats bring bad luck: For centuries people associated cats with the dark side of magic. They thought that cats possessed of (What?) nine lives and that they were serving as mediums for witches. Modern cat owners will tell you that few cats are completely black, the color of witchcraft. Having one cross your path was a sign of evil spirits.

See a penny, pick it up, all the day you'll have good luck: Especially popular when a penny bought a loaf of bread or a sack of grain.

Break a mirror, bring seven-years' bad luck: For centuries (What?) glass in any form was handmade, expensive and precious. The back of a glass with silver created a reflection and it increased (What?) the cost of the mirror. A poor family saved for years to buy a mirror.

Spilled salt brings the devil: Salt was precious (When?) long ago. People used it to preserve and season food. Wasting something precious was regarded as a sin of carelessness. That's why people neutralized (What?) bad luck by throwing a pinch of salt over the left shoulder. They threw it into the devil's eyes (Why?) because the devil stood behind the left shoulder .

1. Ask your partner a question about different facts using the question word in the

brackets. Do not forget to put the verbs into the correct form in Past Simple. 2. Listen carefully and fill in the gaps with missing verbs in your own text.

Black cats bring bad luck: For centuries (Who?) people associated cats with the dark side of magic. They thought that cats possessed of nine lives and that they were serving as mediums for witches. Modern cat owners will tell you that few cats are completely black, the color of witchcraft. Having one cross your path was a sign of (What?) evil spirits.

See a penny, pick it up, all the day you'll have good luck: Especially popular when a penny bought (What?) a loaf of bread or a sack of grain.

Break a mirror, bring seven-years' bad luck: For centuries glass in any form was handmade, expensive and precious. The back of a glass with silver created (What?) a reflection and it increased the cost of the mirror. A poor family saved for (How long?) for years to buy a mirror.

Spilled salt brings the devil: Salt was precious long ago. People used it (How?) to preserve and season food. Wasting something precious was regarded as a sin of carelessness. That's why people neutralized bad luck by throwing a pinch of salt over the left shoulder. They threw it into the devil's eyes because the devil stood behind the left shoulder.

GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. – WORKSHEET 1_ANSWERS

GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. – WORKSHEET 1_ANSWERS


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GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. – WORKSHEET 2 – PAGE 1

.


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GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. – WORKSHEET 2 – PAGE 2


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GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. – WORKSHEET 2 – PAGE 1 - ANSWERS

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GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. – WORKSHEET 2 – PAGE 2 - ANSWERS


A superstition story (write the text in Simple Past):

Student’s name: Group # Superstition: Date: Title: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Competency evaluated - C3 Writing texts

A B C D Pertinence support opinions

and ideas with relevant facts and examples

support some opinions with very few facts or examples

opinions and ideas are not supported with facts/ examples

the text is off topic

Formulation text is very easy to understand

text is understandable, but some sentences are unclear

Parts of the text are unclear

Most of the text is unclear/not understandable

Resources very few or no mistakes

Few (minor) mistakes Many (repeated) mistakes

No proof of the use of a dictionary

Correction symbols:

SP spelling W word choice GR grammar FR French PL plural ? unclear idea SG singular IRR irregular verbs VT verb tense PR pronoun


.


TASK 2: Competency 2: TO REINVEST UNDERSTANDING OF ORAL AND WRITTEN TEXTS (READING)Purpose: According to the MELS program the competency Reinvests understanding of texts gives students the opportunity to use and integrate newly acquired knowledge. They listen to, read and view a variety of authentic popular, literary and information based texts to explore ideas and issues associated with the cultures of the English-speaking world, as well as for personal enjoyment. They construct meaning of texts through the response process. Reinvests understading of texts is developed in synergy with the two other ESL competencies.


Warm-up activity – 7 min. • Tell students about superstitions that we see in advertising, present some

pictures of those advertisements. ---Activate students’prior knowledge, ask them to reflect on the message that the advertisements convey.

• Have students spend 2 minutes writing down different words they associate with the word “logo”. Have them share ideas with partner(s) and discuss.

Before reading – 5 min. • Have students predict what will be the content of the text (adapted from the

USA Today and the BBC). Use the True/False rubric provided. (group of 2) • Elicit from students information what they suppose to do if they do not

understand a word (context, dictionnary). While reading – 10 min. • Have students (individually) circle the words related to advertisement and

superstitions. • Have students modify the True/False rubric provided earlier (group of 2). • Ask students to share answer with the class.

After reading – 10 min. • Word Search: Ask students to find in their dictionaries: collocates, other

meanings, information, synonyms … for the words ‘bad’ and ‘luck’. • Have students share their ideas with their partners (groups of 2).

Post-reading – 20 min. • In groups of 4 have students to fill in the table in order to create a new airline

company. Remind them to avoid the mistakes which Brussels Airline made.• Have students pair with another group of 4, ask them to share their ideas.• Have each group of 4 present their ideas to the class.

Feedback (Conclusion) – 3 min. • Ask students, what they learned from the lesson. Elicit a brief discussion.

Homework – 5 min. • With the help of the Internet, have students find more information about

the Brussels Airlines logo story. Ask them to be ready for the next lesson discussion with their partner about new facts they have learned.

Students...• Scan the text and make predictions (Worksheet 1).• Read the text and circle the words related to superstitions and advertisement.• Define the words “bad” and “luck” (Worksheet 1).• Create a new airline company (Worksheet 2).• Share your ideas with another group.• Present your company to the class.• Fill in the evaluation form.• Do the homework for next class.

| �� |


| �8 |


TASK #2: READING

READING: Superstitions in Media



Structure new vocabulary• Understanding a text• Text analysis• Expressing opinions• Discussions

Material Student Booklet Text "Superstition Forces Airline Logo Change" Worksheet #1 Answer key of Worksheet #1 Homework sheet Evaluation grid

Theme Discover superstitions around you; discover superstitions in media. Classroom set-up

Groups of 2 to 4 students

Setting the scene

• Tell students that they will develop their knowledge about superstitions that surround them on regular basis. They will learn that supersti-tions are often presented on radio televisions, Internet, etc.

Visual support – different pictures, posters, advertisements provided

Procedure 1. Warm-up activity – 7 min. • Tell students about superstitions that we see in advertising, present some pictures of those advertisements. ---Activate students’ prior

knowledge, ask them to reflect on the message that the advertisements convey. • Have students spend 2 minutes writing down different words they associate with the word “logo”. Have them share ideas with

partner(s) and discuss.

2. Before reading – 5 min. • Have students predict what will be the content of the text (adapted from the USA Today and the BBC). Use the True/False rubric

provided. (work in pairs) • Elicit from students what they are supposed to do if they do not understand a word (context, dictionnary). 3. While reading – 10 min. • Have students (individually) circle the words related to advertisement and superstitions. • Have students modify the True/False rubric provided earlier (work in pairs). • Ask students to share their answers with the class.

4. After reading – 10 min. • Word Search: Ask students to find in their dictionaries: collocates, other meanings, information, synonyms … for the words ‘bad’ and

‘luck’. • Have students share their ideas with their partners (work in pairs).

5. Post-reading – 20 min. • In groups of 4 have students to fill in the table in order to create a new airline company. Remind them to avoid the mistakes which

Brussels Airline made.• Have students pair with another group of 4, ask them to share their ideas.• Have each group of 4 present their ideas to the class.

6. Feedback (Conclusion) – 3 min. • Ask students, what they have learned from the lesson. Elicit a brief discussion.

7. Homework – 5 min. • With the help of the Internet, have students find more information about the Brussels Airlines logo story. Ask them to be ready for the

next lesson discussion with their partners about new facts they have learned.

| �9 |

Language expected

nEW VoCABULARy List of words that may need explanation will be provided during the lesson.- ...

InTERACTIon- I think that the best name for the airline company is...- How about you? What do you think?- The best logo will be...- Can you repeat please?- What do you mean by this...?- Please, give the reason why- I’m sorry but I don’t understand you

Variations+

Follow-up

VARIATIon

• Magazine article: In team of 4, write a magazine article about how superstitions affect people’s lives. Read what you wrote to another team. Which article was best and why?

• Letter: Write a letter to the CEO of Brussels Airlines. Explain them what you think about the airline adding an extra dot. Ask them three questions. Give them three pieces of advice. Read your letter to another team.

FoLLoW-UPProvide Feedback. Students fill in a self-evaluation and a partner’s evaluation form.


TASK #2: READING

Superstitions in Media...


TASK #2: READING


TASK #2: READING

Reading - READING

Superstition has forced a European airline to change its logo.

New Belgian carrier Brussels Airlines had to change its 13-red-dot logo on the tail of all its planes because of a flood of complaints from passengers about the combination of thirteen red balls representing bad luck. This number is unlucky in Western culture and many would-be passengers thought it just wouldn’t do on an airplane. Airline officials were taken aback by the volume of disapproving mail they received. Particularly upset was the original logo’s designer Ronane Holt. She said the thirteen dots “looked just right” and had extra significance because the number of dots matched the destinations it flew to in Africa. The design, in the shape of a “b”, also resembled the pattern of lights on an airport runway as planes taxied before take off. All of the airline’s planes now have to go back to their hangars for a paint job. A fourteenth red dot will be added to the top of the “b”. However, this may not go down well in China,

Superstition forces airline logo change

where the number fourteen is unlucky. One-four in Mandarin sounds like the phrase "to want to die". Passengers at Brussels airport were in two minds as to whether or not they thought the fourteen-dot logo would bring better luck. Frequent business flyer Rene Charles said: “In this day and age, superstitions are a little silly. There is no logic behind them.” However, she did admit that she shared the concerns of other passengers and was happier that the newer logo has an extra dot. Brussels Airlines is the result of a merger between SN Brussels Airlines and Virgin Express. It begins flying, with the fourteen dots, on March 25.

Reading strategies Look for chunks

in the word

Connect to a word you know

Use the dictionary

Superstitions in Media.

1. Scan the text and

make predictions

(Worksheet 1).

2. Read the text and

circle the words

related to superstitions

and advertisement.

3. Define the words

“bad” and “luck”

(Worksheet 1).

READING.READING. SUPERSTITIONS IN MEDIA.

IS THE WORLD SUPERSTITIOUS ?


Adapted from: http://www.usatoday.com/travel/flights/2007-02-21-brussels-airlines-superstitious-fliers-logo_x.htm

Adapted from: http://news.bbc.co.uk/2/hi/europe/6383171.stm

Self-evaluation Partner’s evaluation Competency always some-


times never


Follow the instructions

Reinvest Grammar rules

Use resources and strategies

Worksheet #2 - Explanations 1. Work in groups of 4. 2. Think about ideas for your new airline. 3. Fill in the details of the table together. 4. Pair with another group. 5. Share your ideas. 6. Give each other advice on better ideas for

the airlines. 7. Improve your grid if necessary.

Homework With the help of the Internet, find more information about the Brussels Airlines logo story. Be ready to discuss with your partners about new facts you have learned.

4. Create a new airline

company

(Worksheet 2).

5. Share your ideas with

another group.

6. Present your

company to the class.

7. Fill in the evaluation

form.

8. Do the homework for

next class

READING.READING. SUPERSTITIONS IN MEDIA.


Don’t make the

same mistakes that Brussels Airlines did!

Functional language to SHARE ideas We think that... What about you? Can you repeat? What do you mean? Give the reason why. I don’t understand.

Evaluation form

Functional language to PRESENT ideas We decided to…because… We think that… because… We have the best airline

because…


TRUE / FALSE: Look at the article’s headline and guess whether these sentences are true (T) or false (F):

An airline changed its logo because it had a big, red “13” in it. T / F

The airline received a flood of emails from complaining passengers. T / F

Airline officials were not surprised at how many emails they got. T / F

“Thirteen” is the number of African destinations the airline flies to. T / F

Airline officials have decided to paint 14 dots on their airplanes. T / F

The number 14 is lucky everywhere in the world. T / F

A frequent business flyer said superstitions are very logical. T / F

Brussels Airlines is the result of a merger with Virgin Express. T / F

1. Fill in the grid to define the words « bad » and « luck ». 2. Share your information with a partner and complete your grid if necessary.

BAD LUCK Definition

Collocates

Synonyms

READING. READING. SUPERSTITIONS IN MEDIA. – WORKSHEET 1

TASK #2: READING

TRUE / FALSE: Look at the article’s headline and guess whether these sentences are true (T) or false (F):

An airline changed its logo because it had a big, red “13” in it. F

The airline received a flood of emails from complaining passengers. T

Airline officials were not surprised at how many emails they got. F

“Thirteen” is the number of African destinations the airline flies to. T

Airline officials have decided to paint 14 dots on their airplanes. T

The number 14 is lucky everywhere in the world. F

A frequent business flyer said superstitions are very logical. F

Brussels Airlines is the result of a merger with Virgin Express. T

1. Fill in the grid to define the words « bad » and « luck ». 2. Share your information with a partner and complete your grid if necessary.

BAD LUCK Definition failing to reach an acceptable

standard unfavorable not fresh not sound inadequate or unsuited to a purpose

a force that brings good fortune or adversity

the events or circumstances that operate for or against an individual

favoring chance success

Collocates Bad luck, Bad idea, From bad to worse, A bad man, Bad mood, Bad temper, Bad day, Bad weather, Bad condition

Good luck, Bad luck, Hard-luck, A piece of luck, Dumb luck, The luck of the draw

Synonyms Poor, Unacceptable, Wrong, Unsatisfactory, Inferior, Incorrect, Incorrect

Fortunateness, Fortune, Luckiness, Fate, Destiny, Chance

*All information was taken from the Merriam-Webster online dictionary.


TASK #2: READING

CHARACTERISTICS DECISIONS REASONS WHY

Airline name

Slogan

Logo

Airplane colours

Kind of service

Flight attendant uniform

How to beat your competitors


TASK #2: READING


TASK #2: READING - EvALUATION GRID

Evaluation Grid Task 2. Reading Comprehension

CATEGORY 3 Excellent 2 Average 1 Fair 0 Poor Total Comprehension/ Understanding

Clearly demonstrates understanding of task, completes all requirements, and provides an insightful explanation/opinion that links to or extends aspects of the text.

Demonstrates understanding of task, completes all requirements, and provides an some explanation/opinion that links using situations or ideas from text.

May address all of the requirements, but demonstrates a partial understanding of task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation.

Demonstrates minimal understanding of task, does not complete requirements, and provides only a vague reference to the text.

Contribution to class discussions

Student responds to class material in a manner which demonstrates understanding and critical thinking, as evidenced by thoughtful evaluation of the material. Outside sources are referenced.

Student consistently demonstrates understanding and familiarity with material. Feedback is insightful and thoughtful. Outside sources are periodically referenced.

Student exhibits inconsistent knowledge of assigned reading. Contributions are based on student opinion and do not reflect content knowledge.

Student’s discussion and contributions are minimal. Student is unprepared for class.

Interaction with class members

Student is able to engage in class discussions with others, demonstrates awareness of emotional needs of others, makes consistent effort to be constructive and non judgemental. Student contributions enhance and expand the collective learning experience.

Student can interact with other class members demonstrating awareness of and sensitivity to the emotional needs of others. Opinions and ideas are offered in a positive manner. Validation of other's opinions is evident fairly consistently.

Student is able to engage with others in respectful, positive manner most of the time. At times, opinions are offered in a manner that is judgmental or negative. Student is sometimes insensitive to the needs of others to be heard.

Student demonstrates little or no awareness to the needs of other class members. Student is opinionated and refuses to consider alternative viewpoints and perspectives.

Ability to provide feedback

In discussions, student is able to offer observations and opinions in a non judgmental and sensitive manner. Awareness/ understanding of others is enhanced.

In discussions, student is able to articulate and offer feedback in a positive and helpful manner.

Responses to discussions are impulsive Feedback is often only reluctantly given.

Student responses to group discussions are judgmental.

TASK 3: Competency 1: TO INTERACT ORALLY IN ENGLISH (ORAL INTERACTION)Purpose: According to the MELS program the competency Interacts orally in English (C1) is developed in synergy with the two other ESL competencies. It contributes to both the development of Reinvests understanding of texts (C2) and Writes and produces texts (C3). Through the development of this competency, students experiment with and expand their language repertoire and build on their knowledge of strategies and resources. Interacting orally in English allows students to construct learning together.


1. Pre-speaking task (Activate students’ prior knowledge) – 15 min. • Have students form teams of 4.• Explain to students that they will be evaluated regarding the MELS evaluation

criteria. • Remind students about some superstitions they discovered since the

beginning of the LES. • Ask students to look at the pictures and make predictions.• Lead the opening discussion.• Distribute the Student Booklet (1 Student Booklet / team). • Remind students about some of the “reading” and “communication” strategies

they can use while carrying on the task.• Indicate to students where they can find synonyms for some “vocabulary

words” they may not know (Student Booklet).• Ask students to take 5 minutes to read the text on page 1 in the “Student

Booklet” (each team member should participate in the reading. E.g. 1 paragraph/team member).

• Have students share ideas with their teammates and discuss about what they have read (RoundRobin style).

2. TASK: interaction task (Worksheet #1 – Part A) – 15 min. • Distribute Worksheet #1 – Part A (1/Team).• Explain to students task #1 (Student Booklet page 2+Worksheet #1– Part A).• Ask students to take few minutes to observe and analyze each picture.• Have students share ideas with their teammates, debate their point of view,

and try to identify the theory related to Friday the 13th for each picture. • Have students fill in the grid together and prepare students to be ready to

share their answers with the class.3. Post-speaking task (Worksheet #1 – Part B) – 20 min.• Distribute Worksheet #1 – Part B (1/Team).• Explain to students that now that they have heard some theories from other

teams, they will look at the theories proposed by Internet sources. • Have students read the 5 theories (each member of the team has to read one

theory and share it with their teammates). • Explain to students that in team they have to match the pictures with the

appropriate theory.• Model the task. (E.g. Ask to one student to read the theory “A” on part 2 and try

to match it with the appropriate theory on part 1. Indicate students to write the letter A,B,C,D or E in the appropriate rectangle).

• Have each group of 4 present their ideas to the class. 4. Feedback and evaluation– 5 min. • Provide feedback and have students fill in their teams-evaluation.• Evaluate students using the teachers’ evaluation grid (Annex 1).5. Homework – 5 min. (individual and team work)• Distribute the homework sheet, explain and model the homework.

Pre-Speaking task• Take few seconds to review some of the “reading” and “communication”

strategies you can use while carrying on this task.• Look at the pictures (on the blackboard), scan the text (Friday the 13th… the

most widespread superstition!) and make predictions.• Do not be afraid to make mistakes when you speak, participate and share

ideas with the group.

oral interaction task (Worksheet #1 – Part A)• Work in teams of 4.• Observe and analyze each picture.• Share your ideas and try to identify the theory related to Friday the 13th for

each picture.• Fill in the grid together.• Be ready to share with the class.

Post-speaking task (Worksheet #1 – Part B)• Work in teams of 4.• Observe and analyze each picture. • Read the 5 theories (each member of the team has to read one theory and

share with their teammates) – The 5 theories behind “Friday the 13th” worksheet.

• In teams, try to match the pictures with the appropriate theory.• Be ready to share with the class your final results.• Fill in the evaluation form.

And...• Speak English in all classroom situations.• Take risks with language and ideas.• Interact respectfully and cooperate with the others.• Participate in maintaining a positive learning environment.

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| �9 |

ORAL INTERACTION: Friday the 13th.


Competency link: ESL Competency 1 (Interacts orally in English) ESL Competency 2 (Reinvests understanding of texts) ESL Competency 3 (Writes and produces texts)

Structure • New vocabulary • Text analysis• Expressing opinions • Discussions

Material 3 Pictures (Pre-speaking task) Student Booklet "Friday the 13th" (Task #3) Worksheet #1 - Part A & B + Homework

Theme Discover one of the most widespread superstitions: "Friday the 13th" and find out some of the theories behind this superstition.

Classroom set-up

Groups of 4 students

Setting the scene

• Tell your students that they will develop their knowledge and discover one of the most widespread superstitions: «Friday the 13th». Inform them that they will find out some of the theories behind this superstition.

Procedure1. Pre-speaking task (Activate students’ prior knowledge) – 15 min. • Have students form teams of 4.• Explain to students that they will be evaluated regarding the MELS evaluation criteria. (Participation in oral interaction / Content of the message / Articulation of the message / Management of strategies and resources)• Remind students about some superstitions they have discovered since the beginning of the LES. (knock on wood, drop a knife (spoon

or fork) and company come, black cat). • Ask students to look at the pictures and make predictions (What is the focus? What do you see on the pictures?).• Lead the opening discussion with the following questions: • What do these pictures tell you? • What do you know about FRIDAY the 13th?• Distribute the Student Booklet (1 Student Booklet / team). • Remind students about some of the "reading" and "communication" strategies they can use while carrying on the task.• Indicate to students where they can find synonyms for some "vocabulary words" they may not know (Student Booklet).• Ask students to take 5 minutes to read the text on page 1 in the "Student Booklet" (each team member should participate in the

reading. E.g. 1 paragraph/team member).• Have students share ideas with their teammates and discuss about what they have read (RoundRobin style). 2. TASK: interaction task (Worksheet #1 – Part A) – 15 min. • Distribute Worksheet #1 – Part A (1/Team).• Explain to students the task #1 (Student Booklet page 2 + Worksheet #1 – Part A) • Ask students to take few minutes to observe and analyse each picture. • Have students share ideas with their teammates, debate their point of view, and try to identify the theory related to

Friday the 13th for each picture. • Have students fill in the grid together and prepare students to be ready to share their answers with the class.3. Post-speaking task (Worksheet #1 – Part B) – 20 min.• Distribute the Worksheet #1 – Part B (1/Team)• Explain to students that now that they have heard some theories from other teams, they will look at the theories proposed by Internet

sources. • Have students read the 5 theories (each member of the team has to read one theory and share it with their teammates)

– The 5 theories behind “Friday the 13th” worksheet. • Explain to students that in teams they have to try to match the pictures with the appropriate theory.• Model the task. (E.g. Ask one student to read the theory “A” on part 2 and try to match it with the appropriate theory on part 1. Indicate

students to write the letter A,B,C,D or E in the appropriate rectangle).• Have each group of 4 present their ideas to the class. 4. Feedback and evaluation– 5 min. • Ask students what they have learned from the lesson. Elicit a brief discussion. • Have students fill in their team’s evaluation form.• Evaluate students using the teacher’s evaluation grid (Annex 1).5. Homework – 5 min. (individual and team work)• Distribute homework sheet (1 sheet / student).• Explain and model the homework: • With the help of the Internet, member of your family, or any other sources, find more information and share your ideas. • Fill in the grid using complete sentences. • For the next class: be ready to share ideas with your teammates and to participate to class discussion.


TASK #3: ORAL INTERACTION

| �0 |

Language expected

nEW VoCABULARy List of words that may need explanation will be provided during the lesson.- remain = continue, persist- skip = omit, pass over- high rise = elevated, high- sequence = series, order- avoid = skip, stay away from- occur = happen, take place...

InTERACTIon- Participate in a discussion

When it’s your turn, think of a sentence to…

INTRODUCE your point of view…- In my opinion…- I think that…- I really believe that…- Etc.

SUPPORT it with a fact, an example or a reason…- I know that…- I learned that…- “X” because…- Etc.

REACT to the opinions of others…- I totally agree…- I disagree…- That is incredible, crazy…- Etc. END the conversation…- Well, that’s what I think.- That is all I have to say.- I want to hear what you have to say about it.- It is your turn to give opinion.- Etc.

Variations+

Follow-up

VARIATIon

• Listening activity : Instead of reading the 5 theories provided on “The 5 theories behind Friday the 13th” worksheet, students listen to them.

STEPS1- Teacher reads 2 time each theory. 2- Students take notes of keywords, verbs and of what they understand for each theory. 3- Students take times to share with their teammates what they have discovered and to exchange information.4- Teacher leads a class discussion and each student participates and shares what he/she think the theories are.

FoLLoW-UPProvide Feedback and have students fill in their team’s evaluation form.Evaluate students using the teacher’s evaluation grid.


TASK #3: ORAL INTERACTION


TASK #3: ORAL INTERACTION - Pre-Speaking Task


TASK #3: ORAL INTERACTIONTASK #3: ORAL INTERACTION - Pre-Speaking Task


TASK #3: ORAL INTERACTIONTASK #3: ORAL INTERACTION - Pre-Speaking Task

Oral Interaction

For a long time we have been told that Friday the Thirteenth was an unlucky day. It was a day that bad luck would visit. Whatever the reason why they told us this thing when we were young, it has often made us wonder and believe that there must be something weird about the number 13. For most people, 13 remains an unlucky number. Don’t think so? Then why do they skip the 13th floor when naming the floors in a high rise? Have you ever seen an elevator that stops on the 13th floor? Why not? Often times, hotel skip the number 13 when numbering rooms. It’s not unusual to find auditorium seats also skip thirteen in their numbering sequence. Even airlines and theatres avoid using the number thirteen… So there must be more to the superstition than simple coincidence. … But what? Well, it seems that a Friday occurring on the 13th day of any month is considered to be a day of bad luck in English, German, Polish and

…the most widespread superstitions!

Portuguese-speaking cultures around the globe. Similar superstitions exist in some other traditions. In Greece or Spain, for example, Tuesday the 13th takes the same role. In Russia, the unlucky day is Monday. Although no one can say for sure when and why human beings first associated the number 13 with misfortune, the superstition is assumed to be quite old. Few theories have been proposed regarding the origin of Friday the 13th. Be ready to discover some of them. SOURCE Adapted from: http://news.nationalgeographic.com

Reading strategies Look for chunks in the word Connect to a word you know Use the dictionary

Communication strategies Paraphrasing Asking for repetition Asking for clarification Rephrasing

ORAL INTERACTION. FRIDAY THE 13TH…


Friday the 13th… Pre-Speaking TASK 1. Take few seconds to review

some of the “reading” and “communication” strategies you can use while carrying on this task.

2. Look at the pictures (on the blackboard), scan the text (Friday the 13th… the most widespread superstition!) and make predictions.

3. Do not be afraid to make mistakes when you speak, participate and share ideas with the group.

ORAL INTERACTION

TASK # 3

New vocabulary Remains = continue, persist Skip = omit, pass over High rise = elevated, high Sequence = series, order Avoid = skip, stay away from Occurring = happen, take place Questions about vocabulary ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________ ________________________________

Don’t be afraid to make mistakes

when you speak!


.

Team’s evaluation Competency 1 Interacts orally in English Student’ Name Student’ Name Student’ Name Student’ Name

always sometimes never

Put an “x” in the appropriate cases.

Do not forget to use the cases that match your color.

1 Each member engages discussions and participates in oral interaction.

2 Articulation of the message: members should be able to use correct pronunciation of verb endings, Past tense, WH-Questions.

3 Each member uses and manages different strategies and resources.

4 Each member shows evidences of understanding of texts.

Oral interaction task (Worksheet #1 – Part A)

As you may now know, few theories have been proposed regarding the origin of Friday the 13th. Look at these pictures and try to find out how these pictures are related to Friday the 13th.

1. Work in teams of 4. 2. Observe and analyse each picture. 3. Share your ideas and try to identify the theory related to Friday the 13th for

each picture. 4. Fill in the grid together. 5. Get ready to share with the class.

Post-speaking task (Worksheet #1 – Part B)

Now that you have heard some theories from other teams, look at the theories proposed to you from some Internet sources.

1. Work in teams of 4. 2. Observe and analyse each picture. 3. Read the 5 theories (each member of the team has to read one theory

and share it with their teammates) – The 5 theories behind “Friday the 13th” worksheet

4. In team, try to match the pictures with the appropriate theory. 5. Get ready to share your final results with the class.

Variation

Listening variation: Instead of reading the 5 theories provided on “The 5 theories behind Friday the 13th” worksheet, get ready to listen to them. Your teacher will read 2 times each theory. Take notes and share with your teammates (and the whole class) what you have discovered.

Worksheet #1

TASK #3 - Evaluation Criteria • Participation in oral interaction. • Content of the message. • Articulation of the message. • Management of strategies and resources. Teacher’s Evaluation Tools • TASK #3: Evaluation Grid (MELS) for

competency 1 Interact Orally in English.

ORAL INTERACTION. FRIDAY THE 13TH…


Participate in a discussion When it’s your turn, think of a sentence to… INTRODUCE your point of view… In my opinion… I think that… I really believe that… Etc.

SUPPORT it with a fact, an example or a reason… I know that… I learned that… “X” because… Etc.

REACT to the opinions of others… I totally agree… I disagree… That is incredible, crazy… Etc.

END the conversation… Well, that’s what I think. That is all I have to say. I want to hear what you have to say

about it. It is your turn to give opinion. Etc.

Evaluation form



TASK #3 Friday the 13th Worksheet #1 PART AAs you may know now, few theories have been proposed regarding the origin of Friday the 13th. Look at these pictures and try to find out how these pictures are related to Friday the 13th.

Brainstorming... 1. What do you see? 2. What happened? 3. When do you think it happened? 4. What is related to the period in link with the pictures? 5. How could it be related to Friday the 13th?.

King Philip IV of France

Scan

dinav

ian g

odde

ssesPART ATheory 1

PART ATheory 2

PART ATheory 3

PART ATheory4

PART ATheory5

PART B

PART B

PART B

PART B

PART B

The Last Supper

Adam and Eve


TASK #3 Friday the 13th Worksheet #1 PART B

The Knights Templar One theory about the origin of the superstition traces the event to the arrest of the legendary Knights Templar. According to one expert: “The Knights Templar were a monastic military order, whose mission was to protect Christian pilgrims during the Crusades”. Over the next two centuries, the Knights Templar became extraordinarily powerful and wealthy. Threatened by that power and eager to acquire their wealth, King Philip secretly ordered the mass arrest of all the Knights Templar in France on Friday, October 13, 1307 - Friday the 13th.

Religious standpointSome biblical scholars believe Eve tempted Adam with the forbidden fruit on Friday, and later died on a Friday.

Religious standpointThere is a biblical reference to the unlucky number 13. Judas, the apostle who was said to have betrayed Jesus, was the 13th guest to the Last Supper. As for Friday, it’s well known among Christians as the day Jesus was crucified.

Scandinavian (Germanic tribes living in Nordic countries before and during the Christianization of Northern Europe.)

The Scandinavian’s believed that the number 13 was unlucky due to the mythological 12 demigods being joined by a 13th, an evil one, who brought misfortune upon humans. The day Friday was named after Frigg (or Frigga), the Norse goddess of marriage. Later she was confused with the goddess of love, Freya, who in turn became identified with Friday. When the Norsemen and Germanic tribes became Christians, Freya was supposed to have been banished to the mountains as a witch. Friday came to be called “witches’ Sabbath” for it was believed that on this day, each week, twelve witches and the Devil met - thirteen evil spirits up to no good!

numerology Numerology is any of many systems, traditions or beliefs in a mystical or esoteric relationship between numbers and physical objects or living things.

In numerology, the number twelve is considered the number of completeness, as reflected in the twelve months of the year, twelve signs of the zodiac, twelve hours of the clock, twelve tribes of Israel, twelve Apostles of Jesus, twelve gods of Olympus, etc., whereas the number thirteen was considered irregular, transgressing this completeness.

A

B

C

D

E

The 5 theories behind “Friday the 13th”


TASK #3 Friday the 13th Worksheet #1

Knights TemplarKing Philip IV of France

The Last Supper

Judas

Adam and Eve

FriggaFreya

Scan

dinav

ian g

odde

sses

Numerology

The Knights Templar One theory about the origin of the superstition traces the event to the arrest of the legendary Knights Templar. According to one expert: "The Knights Templar were a monastic military order, whose mission was to protect Christian pilgrims during the Crusades". Over the next two centuries, the Knights Templar became extraordinarily powerful and wealthy. Threatened by that power and eager to acquire their wealth, King Philip secretly ordered the mass arrest of all the Knights Templar in France on Friday, October 13, 1307 - Friday the 13th.

Religious standpointSome biblical scholars believe Eve tempted Adam with the forbidden fruit on Friday, and later died on a Friday.

PART ATheory 1

PART ATheory 2

PART ATheory 3

PART ATheory4

PART ATheory5

Religious standpointThere is a biblical reference to the unlucky number 13. Judas, the apostle who was said to have be-trayed Jesus, was the 13th guest to the Last Supper. As for Friday, it’s well known among Christians as the day Jesus was crucified.

Scandinavian (Germanic tribes living in Nordic countries before and during the Christianization of Northern Europe.)The Scandinavian’s believed that the number 13 was unlucky due to the mythological 12 demigods being joined by a 13th, an evil one, who brought misfortune upon humans. The day Friday was named after Frigg (or Frigga), the Norse goddess of marriage. Later she was confused with the goddess of love, Freya, who in turn became identified with Friday. When the Norsemen and Germanic tribes became Christians, Freya was supposed to have been banished to the mountains as a witch. Friday came to be called “witches’ Sabbath” for it was believed that on this day, each week, twelve witches and the Devil met - thirteen evil spirits up to no good!

numerology Numerology is any of many systems, traditions or beliefs in a mystical or esoteric relationship between numbers and physical objects or living things.

In numerology, the number twelve is considered the number of completeness, as reflected in the twelve months of the year, twelve signs of the zodiac, twelve hours of the clock, twelve tribes of Israel, twelve Apostles of Jesus, twelve gods of Olympus, etc., whereas the number thirteen was considered irregular, transgressing this completeness.

DID yoU KnoW? The Last Supper was painted by Leonardo da Vinci...

PART B

PART B

PART B

PART B

PART B

A

B

C

D

E

The 5 theories behind “Friday the 13th”


Friday the 13th Homework - C3 To produce & write texts

While we know from history that the number 13 may have some significance in terms of being an unlucky number, how do you think a superstition gets to be so well accepted by the general population? No seat 13 on aircraft ? No 13th floor? It seems to be a serious coincidence, doesn’t it?

Do superstitions work for you (if yes: which superstitions do you believe in?) or do you simply consider them to be old tales?

HOMEWORK: With the help of the Internet, member of your family, or any other sources, find more information and share your ideas. Use complete sentences.

Next class, be ready to discuss with your partners the new facts you have learned.Your Name:

Are your friends superstitious? Explain.

Superstitions are present in your day-to-day life. Give some examples that you can see here and there?

Do you know some lucky superstitions and charms (e.g. Four leaf clovers)

How do you think a superstition gets to be so well accepted by the general population?

Your Personal Answer Team’s Answer / Consensus (To complete next class)






TASK #3: ORAL INTERACTION - EvALUATION GRID

10

Annexe ICompetency 1, Interacts orally in English

End of Secondary Cycle One, Core ProgramStudent_______

Student_______

Student_______

Student_______

Participation in oral interaction

5Interacts actively and spontaneously (i.e. initiates, reacts, maintains) AnDmay facilitate interaction (e.g. prompts peers, helps with words)

4 Interacts actively and perseveres despite some difficulties 3 Contributes to discussions mostly when prompted 2 Interjects or responds occasionally (no sustained interaction, more

isolated statements)

1Says only one or two sentences during the entire discussion oRsays a few isolated words or interacts non-verbally

Pertinence of the message

5 Discusses ideas to explore and better understand the topics/issues addressed

4 Expresses ideas related to the topic and explains/supports ideas 3 Expresses ideas related to the topic

2Expresses general ideas (e.g. I think it’s good; Me too) oRrepeats the same ideas (using the same or different words) or what others say

1 Does not express ideas Articulation of the message

5 Speaks fluently (i.e. with ease)

4 Speaks somewhat fluently (i.e. pauses and hesitations do not hinder interaction)

3 Speaks with some difficulty (i.e. pauses and hesitations sometimes hinder interaction)

2

Speaks with difficulty (i.e. long or frequent pauses and hesitations break down interaction) oRtries to express ideas but is not successful (e.g. begins sentences but does not independently complete them)

Flue

ncy

1 Does not express messages or interacts non-verbally only

5 Messages are easily understood and contain very few errors 4 Messages are understood with little interpretation despite

errors

3Messages are understood with interpretation (i.e. contain errors that may hinder comprehension) or with clarification (e.g. must rephrase, repeat)

2 Parts of messages are not understood

Accu

racy

1 Does not express messages or interacts non-verbally only

VersionpréliminaireHiver 2008

1 GRID / TEAM

TASK 4: Competency 2. TO REINVEST UNDERSTANDING OF ORAL AND WRITTEN TEXTS (LISTENING)Purpose: According to the MELS program the competency Reinvests understanding of texts gives students the opportunity to use and integrate newly acquired knowledge. They listen to, read and view a variety of authentic popular, literary and information based texts to explore ideas and issues associated with the cultures of the English-speaking world, as well as for personal enjoyment. They construct meaning of texts through the response process. Reinvests understading of texts is developed in synergy with the two other ESL competencies.


Pre-listening task – (12 min)• Ask students to distinguish superstitions and rituals by giving definitions. • At the same time, write their answers on the board using a graphic organizer

and ask students to copy the words in their Student Booklet. • Ask students if they know rituals related to sports and if they know athletes

who perform some of them. • At the same time, write their answers on the board using a graphic organizer

and ask students to copy the words in their Student Booklet. • Have students read the title of the story and look at the pictures. • Have them make predictions about the text in the space provided in their

Student Booklet. • Give background information about the video.• Tell the students that they will watch the video two times.• Review the listening strategies.

Listening task – (30 min.)• Distribute Worksheets #1.• Have students read the questions. • Tell students that they will listen to the text 2 times.• Tell them to answer the questions during the second play.• Start the video and play it twice. • Have students form pairs to compare their answers. • Do the correction of this activity with the group.

Post-listening task – (15 min.)• Distribute Worksheets #2.• Read the presentation of the task with students.• Look at the evaluation criteria with students. • Review the Simple Past tense with students. • Review the writing strategies with students. • Answer questions if any.• Have students do the “Preparing to write” section on Worksheet #2.

Feedback (conclusion) – (2min)• Ask students what they have learned from the lesson. Elicit a brief discussion.

Homework– 1 min)• Ask students to do their draft and write the final version at home. • Tell them to get ready to share their ending with their partner at the beginning

of next class.

Pre-listening task• Think about what you have learned concerning superstitions. Answer questions

#1a and #1b (Student Booklet).• Make predictions about the content of the story that you will discover. Answer

question #2 (Student Booklet). • Get ready to watch the video; review the listening strategies (Student Booklet).

Listening task• Read the questions on Worksheet #1.• Listen to the story.• Answer questions on Worksheet #1 and compare your answers in pairs.

Post-listening task• Read the presentation of the reinvestment task on Worksheet #2.• Look at the evaluation criteria in your Student Booklet.• Review the Simple Past tense in your Student Booklet.• Review the writing strategies in your Student Booklet.• Ask questions about the task, if necessary.• Do the “Preparing to write” section on Worksheet #2.

Feedback and evaluation • Discuss about what you have learned during the lesson.• Fill in your team-evaluation grid.

Homework • Write your draft and final copy at home. • Get ready to share your new ending with your partner at the beginning of next class.

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REINVEST UNDERSTANDING OF TEXTS (LISTENING) - Sports rituals



Structure • Watching a video • Understanding a text• Using imagination • Discussing• Writing a text

Material Worksheets #1 and answer key Worksheets #2 Video: The Hockey Sweater http://www.nfb.ca/film/sweater/ Student Booklet Evaluation grid

Theme Sports rituals. Classroom set-up

Individually and in pairs

Setting the scene

• Tell the students that they have explored superstitions and that they will now learn about rituals and how the two differ from each other.

Procedure 1. Pre-listening task: (10 min)• Ask students to distinguish superstitions and rituals by giving definitions. • At the same time, write their answers on the board using a graphic organizer and ask students to copy the words in their Student

Booklet. • Ask students if they know some rituals related to sports and if they know some athletes who perform some of them. • At the same time, write their answers on the board using a graphic organizer and ask students to copy the words in their Student

Booklet. • Have students read the title of the story and look at the pictures. • Have them make predictions about the text in the space provided in their Student Booklet. • Give background information about the video. • Review the listening strategies.

2. Listening task: (32 min.)• Distribute Worksheets #1.• Have students read the questions. • Tell students that they will watch the video 2 times.• Tell them to answer the questions during the second play.• Start the video (1st time). • Ask 2-3 questions about the story to ensure students’ understanding.• Start the video (2nd time). • Have students form pairs to compare their answers. • Do the correction of this activity with the group.

3. Post-listening task: (15 min.)• Distribute Worksheets #2.• Read the presentation of the task with students. • Look at the evaluation criteria with students. • Review the Simple Past tense with students. • Review the writing strategies with students. .• Answer questions if any.• Have students do the “Preparing to write” section on worksheet #2.

4. Feedback (conclusion) – (2min)• Ask students what they learned about the lesson. Elicit a brief discussion.

5. Homework (1 min)• Ask students to do their draft and write the final version at home. • Tell them to get ready to share their ending with their partner at the beginning of next class.


TASK #4: REINvEST UNDERSTANDING OF TEXTS (LISTENING)

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Language expected

• Rituals and superstitions related vocabulary . Examples : tradition, religion, symbolic value.• Functional language: expressing an opinion, comparing, agreeing, disagreeing• Focus on form : Simple Past verbs – regular and irregular

Variations+

Follow-up

VARIATIon

Pre-listening activity• Instead of asking questions about the movie, you can print some pictures of the scenes in the video and ask students to put them in

chronological order. • Instead of making predictions with the title and the book cover of the story, show some pictures taken from the movie or the book and

ask students to predict what the story is about.

Listening activity • Instead of using a television to present the video, you could read the story to the students or go to the computer lab and give them the

link to view the video online.

Homework• Instead of finishing the writing activity as homework, you could continue the activity next class.

FoLLoW-UP

• Provide feedback about the work done in class.• Have students fill in the evaluation grid.

Sports rituals...


TASK #3: ORAL INTERACTIONTASK #4: REINvEST UNDERSTANDING OF TEXTS (LISTENING)


TASK #3: ORAL INTERACTIONTASK #4: REINvEST UNDERSTANDING OF TEXTS (LISTENING)

Superstitions Rituals

Athletes Rituals

Reinvestment - Listening

Sports rituals Pre-listening task 1. Think about what you

learned concerning

superstitions. Answer

questions #1a and #1b

on this page.

2. Make predictions about

the content of the story

that you will discover.

Answer question #2 on

this page.

3. To help you understand

the story, review the

listening strategies below: Listening Strategies

Do not panic

Concentrate

Listen to the intonation

Notice words you know

Pay selective attention

REINVESTMENT.LISTENING. SPORTS RITUALS.


1a) How would you distinguish superstitions and rituals?

1b) Do you know athletes who have rituals? Who are they? What do

they do?

2) The Hockey Sweater

My predictions...


Evaluation Criteria – C2

Participation in the

response process

• Student perseveres in trying to understand the text. • Student takes risks when sharing his/her responses and

keeps an open mind to others’ responses. • Student cooperates with others when sharing his/her ideas

and opinions. Evidence of

understanding of texts

• Student answers all questions about the text. • Student formulates responses that are clearly linked to the

text.

Use of knowledge

from texts in a reinvestment

task

• Student produces a personalized text corresponding to the given theme.

• Student produces a personalized text corresponding to the instructions.

• Student’s new ending to the story shows clear links to the original text.

Management of strategies

and resources

• Student completes the mapping of the new story (“Preparing to write” on Worksheet #1).

• Student uses simple past tense and the verbs and highlights them in the draft.

• Student includes two hockey rituals and circles them in the draft.

• Student uses dictionary and grammar (the absence of error in the final copy demonstrates the use of resources).

Simple Past Tense Regular verbs Irregular verbs

Verbs ending in “e” Add “d” : Live = lived You have to know them

by heart! Be = was/were

Go = went Take = took

Eat = ate Buy = bought

Think = thought ...

Consonant + “y” Change y to “i”, then add “ed” : Try = tried

One vowel + one consonant (but NOT “w” or “y”) Double the consonant, then add “ed” : Tap = tapped

Anything else including “w” Add “ed” : Talk = talked

Self-evaluation Partner’s evaluation Criteria always some-


times never

Perseverance in trying to understand the text

Sharing responses with others


Use resources

IS THE WORLD SUPERSTITIOUS? REINVESTMENT.LISTENING. SPORTS RITUALS.

Listening task

4. Read the questions on

Worksheet #1.

5. Listen to the story.

6. Answer questions on

Worksheet #1 and compare

your answers in pairs.

Post-listening task

7. Read the presentation of the

reinvestment task on

Worksheet #2.

8. Look at the evaluation

criteria on this page.

9. Review the Simple Past tense

on this page.

10. To help you create a new

ending to the story, review

the writing strategies below;

Writing strategies

Brainstorm about ideas

Construct an outline of the

text

Revise your text

Add, substitute, delete and

rearrange ideas

Rework your draft

Use dictionary

11. In pairs, do the “Preparing

to write” section on

Worksheet #2.

12. Alone, do the “Writing the

draft” section on another

sheet of paper.

13. Finish your draft and final

version as homework.

14. Fill in the evaluation form

on this page.


Worksheet #1 Name: ______________________

http://www.nfb.ca/film/sweater/

The Hockey Sweater Questions

1. Test your understanding of the story by first answering these questions alone and then comparing them in pairs: a. Where does the story take place?

_________________________________________________________________________________ b. What are the 2 events that were mandatory during the weekend?

_________________________________________________________________________________ _________________________________________________________________________________

c. Who was Roch Carrier’s idol at that time? _________________________________________________________________________________

d. What was the number written behind his idol’s sweater? _________________________________________________________________________________

e. Which hockey team was his favourite one? _________________________________________________________________________________

f. Name 3 things that kids were doing like their idol: _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

g. Do you think that these rituals were making them better? Why or why not? __________________________________________________________________________ __________________________________________________________________________

h. Why Roch wasn’t happy when he received the package? _________________________________________________________________________________

i. Why Mr. Eaton hasn’t sent the good sweater? __________________________________________________________________________ __________________________________________________________________________

j. Why did Roch lose his temper during the game? _________________________________________________________________________________

k. What did he ask God? ___________________________________________________________________________


Worksheet #2 Team members: _________________ _________________

CHANGE THE END OF THE STORY...WHAT HAPPENED? To reinvest your understanding, you will have to imagine a new end to the story of Roch

Carrier. First, you will brainstorm in pairs to find ideas for your new ending. Second, you will write your new ending individually. Next class, you will present your new ending to your

partner. You will discover a different text made with the same initial ideas!

Preparing to write 1. In pairs, imagine a new end to the story.

a) Choose one of the possibilities below: Roch received a Montreal Canadiens sweater, as he wanted. Roch proudly wore his Toronto Maple Leafs sweater on the rink.

b) What happened next? The story surely didn’t end the same way. List some ideas:

c) Which hockey rituals could you include in your new ending? List some ideas:

Writing the draft 1. On another sheet of paper, write your new version of the story starting when Roch received the

Eaton’s package. The first sentence should be: “When Roch received the package, he opened it and ...”

2. Write your verbs in Simple Past - highlight them in your draft. 3. Include 2 hockey rituals – circle them in your draft. 4. Write 250-300 words. Writing the final version 1. On a new sheet of paper, write your story in blue or black ink and double-spaced your text. 2. Hand in your text next class.


Worksheet #1 Name: ______________________

http://www.nfb.ca/film/sweater/

The Hockey Sweater Answers

1. Test your understanding of the story by first answering these questions alone and then comparing them in pairs: a. Where does the story take place?

In a small village in Quebec. b. What are the 2 events that were mandatory during the weekend?

The mass on Sunday and the Saturday night hockey game. c. Who was Roch Carrier’s idol at that time?

Maurice Richard. d. What was the number written behind his idol’s sweater?

9 e. Which hockey team was his favourite one?

Montreal Canadiens. f. Name 3 things that kids were doing like their idol:

They comb their hair like Maurice Richard, using a kind of hair glue. They lace their skates like Maurice Richard. They tape their stick like Maurice Richard.

g. Do you think that these rituals were making them better? Why or why not? Answers will vary.

h. Why Roch wasn’t happy when he received the package? Mr. Eaton has sent a Toronto Maple Leafs sweater.

i. Why Mr. Eaton hasn’t sent the good sweater? The mother asked for a Canadiens hockey sweater but there were 2 teams in Canada so Mr. Eaton probably thought that she meant the Toronto Maple Leafs team since he lives in Toronto.

j. Why did Roch lose his temper during the game? Because the coach refuses to let him play and he got a penalty for being on the ice.

k. What did he ask God? He asked God to send moths to eat the Maple Leafs sweater.



TASK #4: REINVEST UNDERSTANDING OF TEXTS - EvALUATION TH

E H

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EY S

WEA

TER

Stud

ent’

s na

me

:___

____

____

____

____

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1= v

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poor

2

= po

or

3=

adeq

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4

= go

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5=

very

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d

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rid

for

task

#4 –

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a)

St

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b)

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shar

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his/

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INTEGRATINGPurpose: To elicit a discussion about the main question of the LES: “Is the World Superstitious?” To make a recap of the 4 tasks in the LES.


• Start a class discussion about what students have learned during the LES. Ask questions such as :

• Is the World Superstitious? • Why do you think so?

(Teacher can suggest students to support their answers with examples taken from the 4 tasks)

• Congratulate students for their great job during the LES.• Motivate and encourage students to learn more about superstitions.• Motivate and encourage students to be open-minded towards others’ beliefs. • Give feedback on the individual and team work that was done during the LES.

• Think about what you have learned during the LES.• Share your opinions about the topic of the task and the activities done during

the LES (what you liked, disliked...).• Demonstrate your understanding of the topic.• Analyze how you have worked during the LES (individually and in teams).

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SoURCES

FoCUS on FoRM "The history of common superstitions" by Janet Beal.Adapted from: http://www.catalogs.com/info/history/common-superstitions.html

Superstition forces airline logo changeAdapted from: http://www.usatoday.com/travel/flights/2007-02-21-brussels-airlines-superstitious-fliers-logo_x.htmAdapted from: http://news.bbc.co.uk/2/hi/europe/6383171.stm

Friday the 13th Adapted from: http://news.nationalgeographic.com

Video based on the story “The Hockey Sweater” by Roch Carrierhttp://www.nfb.ca/film/sweater/

MELS evaluation criteria - Programme de formation de l’école québécoisehttp://www.mels.gouv.qc.ca

Programme de formation de l’école québécoise, English as a Second Languagehttp://www.mels.gouv.qc.ca/sections/programmeFormation/secondaire2/medias/5-pfeq_engseclangmerged.pdf

Documents

Anna Luczak-Leblanc Caroline Matte Karine Ledoux Maria ...nardelli.weebly.com/uploads/7/9/2/7/7927512/friday_the...Is The World Superstitious? Description: Students learn about superstitions