Les Is The World Superstitious Speaq

Anna Luczak-Leblanc
Caroline Matte
Karine Ledoux
Maria Filatova
LES - Is the World Superstitious?

Microteaching
December 2010
Learning and Evaluation Situation (L.E.S)
Is The World Superstitious?
Description:
Cycle:
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 Ministre de lducation, du Loisir et du Sport.
Duration:
Cycle 2 - Secondary III
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
To use information
To adopt effective
work methods
To solve problems
To use information
and communication
technologies
PERSONAL AND SOCIAL
To construct his/her
identity
To cooperate with
others
COMMUNICATION RELATED
To communicate
appropriately
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)
Functional
Language
Vocabulary
Strategies
Cognitive
Communication
Social/affective
Language
Conventions
Text types
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
dont understand. Can you repeat? How do you say . . .? What do you mean? Whats . . .?)
Vocabulary related to each task of the LES.
(See NEW VOCABULARY on the lesson plans)
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 ones 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.
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"? ...).
Authentic texts: newspaper, Student Booklet, electronic literature.
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Evaluation Criteria
ESL competencies
C1
C2
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).
Participation in the response process.

Evidence of understanding of texts.
Use of knowledge from texts in a reinvestment task.
TASK #4: Evaluation Grid

for competency 2 Reinvest
understanding of texts
(Based on the evaluation criteria for competency 1 mentioned in the PFEQ)
Participation in the writing and production processes. TASK #1-2-3-4: Worksheets &
Homeworks
Formulation of the message.
C3
Evaluation Tools
Materials needed
Task #1
Task #2
Task #3
Student Booklet
Student Booklet
3 pictures (Pre-speaking task) Student Booklet
Worksheet #1
Text "Superstition Forces

Airline Logo Change"
Student Booklet
Worksheet #1
Worksheet #1
Part A & Part B
Worksheet #2
Worksheet #2
Worksheet #3
Answer key of Worksheet #1
Evaluation grid
Worksheet #1
Answer key of Worksheet #1 Answer key of Worksheet #1
Homework sheet
Homework sheet
Evaluation grid
Evaluation grid
Task #4

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
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).
Role of the students

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 teachers and peers use of language, processes,
strategies and resources.
Regulate their own competency development.
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TASK 1: FOCUS ON FORM

Purpose: 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.
Role of the teacher
Warm-up activity 5 min.

Ask students to predict the theme of the activity using the titles and the
pictures of the texts.
Students...
Read the texts.
Find all the verbs in the texts.
Classify the verbs in Present Simple and Past Simple.
Contextualize 20 min.
Formulate the rule of Past Simple.
Ask students to read and observe the texts Adapted from "The history of
Read the rule of Past Simple form for regular and irregular verbs.
common superstitions" by Janet Beal. Remind them to use resources.
Complete the form with regular and irregular verbs from the texts on p.1(work
After 10 minutes bring back their attention to the verbs and ask them if they
in team).
noticed something special about the texts (verbs in particular).
Do Worksheet #1 (work in pairs).
Ask students to form groups of 4. Explain students that they need to find all the Fill in the evaluation form.
verbs in the texts and highlight them. Assign the time for this task 5 min.
Do the homework for next class.
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.
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TASK #1: FOCUS ON FORM
INTERACTIVE GRAMMAR: Superstitions in Present and Past.

Cycle: Secondary III - Cycle 2
Competency link:

Structure
Time: 60 minutes
ESL Competency 1 (Interacts orally in English)

ESL Competency 2 (Reinvests understanding of text)
ESL Competency 3 (Writes and produces texts)
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
Setting
the scene
Discover different superstitions around the world.
Classroom
set-up
Groups of 2 to 4 students
Tell the students that they will increase their knowledge of different superstitions and beliefs. They will learn different facts about superstitions 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.
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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 dont understand
- Thank you for your help
- Can you repeat please
- What do you mean by x
- Please help me
New vocabulary
List 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-UP
Provide Feedback. Students fill in a self-evaluation and a partners evaluation form.
Superstitions in Present
and Past...
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TASK #1: Student Booklet
Grammar - PAST SIMPLE

Superstitions
in Present
and Past.
The history of common superstitions
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.
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
Drop a knife (spoon or
trees are so firmly rooted in the
fork) and company come: The
earth, knocking wood had the
best guess for this belief lied in
additional aspect of intensifying
centuries-old
standards
of
a wish.
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.
Adapted from: http://www.catalogs.com/info/history/common-superstitions.html
IS THE WORLD SUPERSTITIOUS?
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:
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.
GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST.

5. Read the rule of
Past Simple Form
Past
REGULAR VERBS
for regular and
infinitive + ed:
irregular verbs.
cross
6. Complete the
form with regular
verbs from the texts
yesterday
last week
a month ago
in 2002
Use question
words:
Question words:
What
When
Where
Who
Why
How
7. Do Worksheet #1
(work in pairs).
went
I believed
I went
I did not believe

I didn't believe
I did not go
I didn't go
Did you believe?
Did you go?
Use the pronoun + auxiliary did + not + infinitive:
Negative
on p.1(work in team).
Simple Past Signal words:
go
Use the same form of the verb:
Affirmative
and irregular
crossed
IRREGULAR VERBS
2nd column of
the table of the
irregular verbs:
Questions
Use the auxiliary did + pronoun + infinitive:
Your
examples
from the
texts:
Worksheet #1
1.
2.
3.
4.
5.
Work in pairs.
Ask you partner question.
Answer your partners questions.
Fill in the gaps.
Use the correct form of the verb in Past
Simple (Form Table p.2).
6. Fill in the evaluation form.
Self-evaluation
Competency
always
Use functional
language
Follow the
instructions
Reinvest
Grammar rules
Use resources
and strategies
sometimes
never
Partners evaluation
always
sometimes
never
GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST.

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?)
_______________________________________________.
GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. WORKSHEET 1
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?)____________.
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.
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.
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 .
GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. WORKSHEET 1_ANSWERS
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.
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
...you found good luck.

...you had bad luck.
you had a visit that day.
it brought you bad luck.
it protected you from evil spirits and
vampires.
it brought you good luck.
money came your way.
it brought rain.
you broke a bad luck spell.
...it kept the doctor away.
Yesterday was Friday the thirteenth ...

I found a rabbit's foot ...
The bride wore the wedding veil
A black cat crossed my path

I broke a mirror
I blew out all of the candles on my

birthday cake with the first breath
I crossed my fingers
I received a container of food
I opened an umbrella in the house
The bottom of my feet itched
GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. WORKSHEET 2 PAGE 1
...it was an unlucky day.

...it brought you good luck.
it protected her from the evil eye.
...you had bad luck.
...it brought you seven years bad luck.
you got whatever you wished for.
it helped to avoid bad luck and helped a
wish come true.
you should never return it empty.
it brought you bad luck.
you made a trip.
I found a four-leaf clover...

I walked under a ladder,
I dropped a fork/knife/spoon
A bird came in my window
I took some garlic with me
I wore clothes inside out

My palm itched
I washed a car
I turned 7 times in a clockwise circle

I ate an apple a day ...
GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. WORKSHEET 2 PAGE 2
1....it was an unlucky day.

2....it brought you good luck.
3. it protected her from the evil eye.
4....you had bad luck.
5....it brought you seven years bad luck.
6.you got whatever you wished for.
7.it helped to avoid bad luck and
helped a wish come true.
8.you should never return it empty
9.it brought you bad luck.
10.you made a trip.
1.Yesterday was Friday the thirteenth ...

2.I found a rabbit's foot ...
3.The bride wore the wedding veil
4.A black cat crossed my path

5.I broke a mirror
6.I blew out all of the candles on my

birthday cake with the first breath
7.I crossed my fingers
8.I received a container of food
9.I opened an umbrella in the house
10.The bottom of my feet itched
GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. WORKSHEET 2 PAGE 1 - ANSWERS
1....you found good luck.

2....you had bad luck.
3.you had a visit that day.
4.it brought you bad luck.
5.it protected you from evil spirits and
vampires.
6.it brought you good luck.
7.money came your way.
8.it brought rain.
9.you broke a bad luck spell.
10....it kept the doctor away.
1.I found a four-leaf clover...

2.I walked under a ladder,
3.I dropped a fork/knife/spoon
4.A bird came in my window
5.I took some garlic with me
6.I wore clothes inside out

7.My palm itched
8.I washed a car
9.I turned 7 times in a clockwise circle

10.I ate an apple a day ...
GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST. WORKSHEET 2 PAGE 2 - ANSWERS
A superstition story (write the text in Simple Past):

Students name:
Superstition:
Title:
Group #
Date:
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
________________________________________________
Competency evaluated - C3 Writing texts

A
support opinions
and ideas with
relevant
facts
and examples
Formulation text is very easy
to understand
Pertinence
Resources
B
support some opinions
with very few facts or
examples
C
opinions
and
ideas are not
supported
with
facts/ examples
text is understandable, Parts of the text
but some sentences are unclear
are unclear
very few or no Few (minor) mistakes Many (repeated)
mistakes
mistakes
D
the text is off topic
Most of the text is

unclear/not
understandable
No proof of the use
of a dictionary
Correction symbols:
SP
GR
PL
SG
VT
spelling
grammar
plural
singular
verb tense
W
FR
?
IRR
PR
word choice
French
unclear idea
irregular verbs
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.
Role of the teacher
Warm-up activity 7 min.
Tell students about superstitions that we see in advertising, present some
pictures of those advertisements. ---Activate studentsprior 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).

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.
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.
| 17 |
TASK #2: READING

READING: Superstitions in Media
Competency link:

Structure
Theme
Setting
the scene
Time: 60 minutes

New vocabulary
Understanding a text
Text analysis
Expressing opinions
Discussions
Discover superstitions around you; discover superstitions in media.
Material
Classroom
set-up
Student Booklet
Text "Superstition Forces Airline Logo Change"
Worksheet #1
Homework sheet
Evaluation grid
Groups of 2 to 4 students
Tell students that they will develop their knowledge about superstitions that surround them on regular basis. They will learn that superstitions 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.
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.
| 18 |
TASK #2: READING

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
- Im sorry but I dont understand you
Variations
+
Follow-up
VARIATION
Magazine article: In team of 4, write a magazine article about how superstitions affect peoples 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-UP
Provide Feedback. Students fill in a self-evaluation and a partners evaluation form.
Superstitions in
Media...
| 19 |
TASK #2: READING
TASK #2: READING
Reading - READING
Superstitions
in Media.
1. Scan the text and

make predictions
(Worksheet 1).
2. Read the text and
circle the words
related to superstitions
Superstition forces airline logo change

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 wouldnt
do on an airplane. Airline officials
were taken aback by the volume of
disapproving mail they received.
Particularly upset was the original
logos 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 airlines 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,
IS THE WORLD SUPERSTITIOUS ?
and advertisement.
Reading strategies
Look for chunks
in the word
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 fourteendot 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.
Connect to a word
you know
Use the dictionary
3. Define the words

bad and luck
(Worksheet 1).
Adapted from: http://www.usatoday.com/travel/flights/2007-02-21-brusselsairlines-superstitious-fliers-logo_x.htm

Adapted from: http://news.bbc.co.uk/2/hi/europe/6383171.stm
READING.READING. SUPERSTITIONS IN MEDIA.

4. Create a new airline
company
(Worksheet 2).
Dont make the

same mistakes that
Brussels Airlines did!
5. Share your ideas with
Worksheet #2 - Explanations
1.
2.
3.
4.
5.
6.
Work in groups of 4.
Think about ideas for your new airline.
Fill in the details of the table together.
Pair with another group.
Share your ideas.
Give each other advice on better ideas for
the airlines.
7. Improve your grid if necessary.
another group.
Functional language to
SHARE ideas
We think that...
What about you?
Can you repeat?
What do you mean?
Give the reason why.
I dont understand.
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.
6. Present your
company to the class.
Functional language to
PRESENT ideas
We decided tobecause
We think that because
We have the best airline
because
7. Fill in the evaluation

form.
8. Do the homework for
Evaluation form
Competency
Use functional
language
Follow the
instructions
Reinvest
Grammar rules
Use resources
and strategies
Self-evaluation
always
sometimes
never
Partners evaluation
always
sometimes
never
next class
READING.READING. SUPERSTITIONS IN MEDIA.
TASK #2: READING
TRUE / FALSE: Look at the articles 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 articles 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.
The airline received a flood of emails from complaining passengers.
Airline officials were not surprised at how many emails they got.
Thirteen is the number of African destinations the airline flies to.
Airline officials have decided to paint 14 dots on their airplanes.
The number 14 is lucky everywhere in the world.
A frequent business flyer said superstitions are very logical.
Brussels Airlines is the result of a merger with Virgin Express.
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.
Definition
Collocates
Synonyms
BAD
LUCK
failing to reach an acceptable

standard
unfavorable
not fresh
not sound
inadequate or unsuited to a purpose
Bad luck, Bad idea, From bad to worse,
A bad man, Bad mood, Bad temper,
Bad day, Bad weather, Bad condition
Poor, Unacceptable, Wrong,
Unsatisfactory, Inferior, Incorrect,
Incorrect
a force that brings good fortune or

adversity
the events or circumstances that
operate for or against an individual
favoring chance
success
Good luck, Bad luck, Hard-luck, A piece of
luck, Dumb luck, The luck of the draw
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 - Evaluation grid
Evaluation Grid Task 2. Reading Comprehension

CATEGORY
3 Excellent
2 Average
1 Fair
0 Poor
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.
Students
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.
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.
Ability to provide
feedback
Total
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.
Role of the teacher
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).
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.
| 28 |
TASK #3: ORAL INTERACTION

ORAL INTERACTION: Friday the 13th.
Competency link:

Structure
Theme
Setting
the scene
Procedure
Time: 60 minutes

ESL Competency 2 (Reinvests understanding of texts)
New vocabulary
Expressing opinions
Text analysis
Discussions
Discover one of the most widespread superstitions: "Friday the 13th"

and find out some of the theories behind this superstition.
Material
Classroom
set-up
3 Pictures (Pre-speaking task)

Student Booklet "Friday the 13th" (Task #3)
Worksheet #1 - Part A & B + Homework
Groups of 4 students
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.
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.
(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).
4. Feedback and evaluation 5 min.
Ask students what they have learned from the lesson. Elicit a brief discussion.
Have students fill in their teams evaluation form.
Evaluate students using the teachers 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.
| 29 |
TASK #3: ORAL INTERACTION

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 its 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, thats 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.
STEPS
1- 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-UP
Provide Feedback and have students fill in their teams evaluation form.
Evaluate students using the teachers evaluation grid.
| 30 |
TASK #3: ORAL INTERACTION - Pre-Speaking Task
Oral Interaction
Friday
the 13th
TASK # 3
ORAL INTERACTION
the most widespread superstitions!

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.
Dont be afraid to
make mistakes
when you speak!
Often times, hotel skip the number 13

when numbering rooms. Its 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
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.
New vocabulary
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. Dont 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?
Pre-Speaking TASK
Remains = continue, persist

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

________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
________________________________
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
SOURCE Adapted from: http://news.nationalgeographic.com
ORAL INTERACTION. FRIDAY THE 13TH

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.
Participate in a discussion
When its your turn, think of a sentence
to
INTRODUCE your point of view
In my opinion
I think that
I really believe that
Etc.
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.
SUPPORT it with a fact, an example or a

reason
I know that
I learned that
X because
Etc.
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.
REACT to the opinions of others

I totally agree
I disagree
That is incredible, crazy
Etc.
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.
END the conversation

Well, thats 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.
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
Evaluation form
Teams evaluation
Competency 1
Interacts orally in English
always
sometimes
never
Put an x in the appropriate cases.
Student Name
Student Name
Student Name
Student Name
Do not forget to use the cases that match

your color.
1
TASK #3 - Evaluation Criteria
Participation in oral interaction.
Articulation of the message.
Teachers Evaluation Tools
TASK #3: Evaluation Grid (MELS) for
competency 1 Interact Orally in English.
Each member engages discussions and

participates in oral interaction.
Articulation of the message: members should be

able to use correct pronunciation of verb endings, Past
tense, WH-Questions.
Each member uses and manages different

strategies and resources.
Each member shows evidences of understanding of

texts.
ORAL INTERACTION. FRIDAY THE 13TH
TASK #3 Friday the 13th Worksheet #1 PART A

As 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 Ph
ilip IV o
PART Atheory 1
f Franc
Adam and Eve
PART Atheory 2
PART B
PART Atheory 3
PART B
PART Atheory4
PART B
PART Atheory5
PART B
Scandin
avian
goddes
ses
The Last Supper
PART B
TASK #3 Friday the 13th Worksheet #1 PART B

The 5 theories behind Friday the 13th
Religious standpoint
There 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, its well known among Christians as the day Jesus was crucified.
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.
Scandinavian (Germanic tribes living in Nordic countries before and during the Christianization of Northern Europe.)
The Scandinavians 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!
Some biblical scholars believe Eve tempted Adam with the forbidden fruit on Friday, and later died on a Friday.
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.
TASK #3 Friday the 13th Worksheet #1

The 5 theories behind Friday the 13th
Knights Templar
King Ph
ilip IV o
PART Atheory 1
f Franc
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.
PART Atheory 2
Adam and Eve
Some biblical scholars believe Eve tempted Adam with the forbidden fruit on Friday, and later died
on a Friday.
PART Atheory 3
The Last Supper
There 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, its well known among Christians
as the day Jesus was crucified.
DID YOU KNOW? The Last Supper
was painted by Leonardo da Vinci...
Judas
PART Atheory4
Freya
Scandin
avian
goddes
ses
Frigga
Scandinavian (Germanic tribes living in Nordic countries before and during the Christianization of Northern Europe.)
The Scandinavians 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!
PART Atheory5
Numerology
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.
PART B
PART B
PART B
PART B
PART B
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, doesnt it?
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.
Do superstitions work for you (if yes: which superstitions do you believe in?) or do you simply consider them to be old tales?
Your Personal Answer
Teams Answer / Consensus (To complete next class)
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?
Next class, be ready to discuss

Your Name:
with your partners the new facts

you have learned.
TASK #3: ORAL INTERACTION - Evaluation grid

Version
prliminaire
Hiver 2008
Competency 1, Interacts orally in English

1 grid / team
End of Secondary
Cycle One, Core Program
Student
_______
Participation in oral interaction

5
4
3
Interacts actively and spontaneously (i.e. initiates, reacts, maintains)

AnD
may facilitate interaction (e.g. prompts peers, helps with words)
Interacts actively and perseveres despite some difficulties
Contributes to discussions mostly when prompted
Interjects or responds occasionally (no sustained interaction, more

isolated statements)
Says only one or two sentences during the entire discussion
1 oR
says a few isolated words or interacts non-verbally
Pertinence of the message
2
Discusses ideas to explore and better understand the topics/issues

addressed
Expresses ideas related to the topic and explains/supports ideas
Expresses ideas related to the topic
Expresses general ideas (e.g. I think its good; Me too)

oR
repeats the same ideas (using the same or different words) or what
others say
Does not express ideas
1
Articulation of the message
5
Speaks somewhat fluently (i.e. pauses and hesitations do not

hinder interaction)
Speaks with some difficulty (i.e. pauses and hesitations
sometimes hinder interaction)
Speaks with difficulty (i.e. long or frequent pauses and
hesitations break down interaction)
oR
tries to express ideas but is not successful (e.g. begins
sentences but does not independently complete them)
Does not express messages or interacts non-verbally only
Messages are easily understood and contain very few errors
Fluency
4
3
4
Accuracy
Speaks fluently (i.e. with ease)
3
2
1
Messages are understood with little interpretation despite

errors
Messages are understood with interpretation (i.e. contain
errors that may hinder comprehension) or with clarification
(e.g. must rephrase, repeat)
Parts of messages are not understood
Does not express messages or interacts non-verbally only
10
Student
_______
Annexe I
Student
_______
Student
_______
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.
Role of the teacher
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.)
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.

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.
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.
| 41 |
TASK #4: REINVEST UNDERSTANDING OF TEXTS (LISTENING)

REINVEST UNDERSTANDING OF TEXTS (LISTENING) - Sports rituals
Competency link:

Structure
Theme
Setting
the scene
Procedure
Time: 60 minutes

Watching a video
Using imagination
Writing a text
Understanding a text
Discussing
Sports rituals.
Material
Classroom
set-up
Worksheets #1 and answer key

Worksheets #2
Video: The Hockey Sweater
http://www.nfb.ca/film/sweater/
Student Booklet
Evaluation grid
Individually and in pairs
Tell the students that they have explored superstitions and that they will now learn about rituals and how the two differ from each other.
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.)
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.)
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.
| 42 |

Language
expected
Variations
+
Follow-up
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
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...
| 43 |
TASK #4:
UNDERSTANDING OF TEXTS (LISTENING)
#3: REINVEST
ORAL INTERACTION
TASK #4:
UNDERSTANDING OF TEXTS (LISTENING)
#3: REINVEST
ORAL INTERACTION
Reinvestment - Listening
Pre-listening task
Sports rituals
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
1a) How would you distinguish superstitions and rituals?
Superstitions
that you will discover.
Rituals
Answer question #2 on
this page.
3. To help you understand
the story, review the
listening strategies below:
1b) Do you know athletes who have rituals? Who are they? What do
Listening Strategies
Do not panic
they do?
Athletes
Rituals
Concentrate
Listen to the intonation
Notice words you know
Pay selective attention
2) The Hockey Sweater
My predictions...
REINVESTMENT.LISTENING. SPORTS RITUALS.

Evaluation Criteria C2
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
Participation
in the
response
process
Evidence of
understanding
of texts
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.
Students 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).
Worksheet #2.
8. Look at the evaluation

criteria on this page.
9. Review the Simple Past tense

on this page.
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.
Student answers all questions about the text.
Student formulates responses that are clearly linked to the
text.
10. To help you create a new

ending to the story, review
the writing strategies below;
Simple Past Tense
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
Regular verbs
Verbs ending in e
Add d : Live = lived
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
Irregular verbs
You have to know them

by heart!
Be = was/were
Go = went
Take = took
Eat = ate
Buy = bought
Think = thought
...
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.
Criteria
Perseverance
in trying to
understand the
text
Sharing
responses with
others
Use functional
language
Self-evaluation
always
sometimes
never
Partners evaluation
always
sometimes
never
Use resources
REINVESTMENT.LISTENING. SPORTS RITUALS.

Worksheet #1
Name: ______________________
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 Carriers idol at that time?
_________________________________________________________________________________
d. What was the number written behind his idols 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 wasnt happy when he received the package?
_________________________________________________________________________________
i. Why Mr. Eaton hasnt 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 didnt 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
Eatons 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: ______________________
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 Carriers idol at that time?

Maurice Richard.
d. What was the number written behind his idols 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 wasnt happy when he received the package?
Mr. Eaton has sent a Toronto Maple Leafs sweater.
i. Why Mr. Eaton hasnt 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.
Students name :____________________
Student produces a personalized text corresponding to the instructions.
Students new ending to the story shows clear links to the original text.
b)
c)
1= very poor
2= poor
3= adequate
4= good
d) Student uses dictionary and grammar (the absence of error in the final
copy demonstrates the use of resources).
Total Score
4. Management of strategies and resources

a) Student completes the mapping of the new story (Preparing to write
on Worksheet #1).
b) Student uses simple past tense and the verbs and highlights them in the
draft.
c) Student includes two hockey rituals and circles them in the draft.
Student produces a personalized text corresponding to the given theme.
a)
3. Use of knowledge from texts in a reinvestment task
b) Student formulates responses that are clearly linked to the text.
2. Evidence of understanding of texts

a) Student answers all questions about the text.
b) Student takes risks when sharing his/her responses and keeps an open
mind to others responses.
c) Student cooperates with others when sharing his/her ideas and opinions.
Section
1. Participation in the response process
a) Student perseveres in trying to understand the text.
5= very good
/60
/20
/15
/10
Your score
/15
Comments
Evaluation grid for task #4 C2 Reinvests understanding of texts
THE HOCKEY SWEATER
TASK #4: REINVEST UNDERSTANDING OF TEXTS - Evaluation
INTEGRATING
Purpose: 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.
Role of the teacher
Start a class discussion about what students have learned during the LES. Ask Think about what you have learned during the LES.
Share your opinions about the topic of the task and the activities done during
questions such as :
the LES (what you liked, disliked...).
Is the World Superstitious?
Demonstrate your understanding of the topic.
Why do you think so?
Analyze how you have worked during the LES (individually and in teams).
(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.
| 52 |
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 change
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
Friday the 13th
Adapted from: http://news.nationalgeographic.com
Video based on the story The Hockey Sweater by Roch Carrier
MELS evaluation criteria - Programme de formation de lcole qubcoise
http://www.mels.gouv.qc.ca
Programme de formation de lcole qubcoise, English as a Second Language
http://www.mels.gouv.qc.ca/sections/programmeFormation/secondaire2/medias/5-pfeq_engseclangmerged.pdf
| 53 |

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Anna Luczak-Leblanc

LES - Is the World Superstitious?

Learning and Evaluation Situation (L.E.S)

Is The World Superstitious?

Cycle 2 - Secondary III

Broad areas of learning

Health and well-being

Environmental awareness and consumer rights

Personal and career planning

Citizenship and community life

PERSONAL AND SOCIAL

The student reacts to

The student prepares to listen to

The student prepares to write

The student takes the initiative

The student demonstrates

The student composes texts

The student maintains oral

The student carries out

The student revises his/her texts

Learning and Evaluation Situation (L.E.S)

Is The World Superstitious?

TARGETED RELATED CONTENT

According to the MELS program the teacher:

Learning and Evaluation Situation (L.E.S)

Is The World Superstitious?

Participation in oral interaction.

TASK #3: Evaluation Grid (MELS)

Participation in the response process.

TASK #4: Evaluation Grid

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

(Based on the evaluation criteria for competency 2 mentioned in the PFEQ)

3 pictures (Pre-speaking task) Student Booklet

Text "Superstition Forces

Answer key of Worksheet #1 Answer key of Worksheet #1

Answer key of Worksheet #1

Learning and Evaluation Situation (L.E.S)

Is The World Superstitious?

Role of the students

Learning and Evaluation Situation (L.E.S)

Is The World Superstitious?

TASK 1: FOCUS ON FORM

Role of the students

Warm-up activity 5 min.

Learning and Evaluation Situation (L.E.S)

Is The World Superstitious?

TASK #1: FOCUS ON FORM

INTERACTIVE GRAMMAR: Superstitions in Present and Past.

ESL Competency 1 (Interacts orally in English)

Contextualize: Text The history of common

Discover different superstitions around the world.

1. Warm-up activity 5 min.

Learning and Evaluation Situation (L.E.S)

Is The World Superstitious?

TASK #1: FOCUS ON FORM

TASK #1: Student Booklet

Grammar - PAST SIMPLE

Superstitions from the Ancient World

IS THE WORLD SUPERSTITIOUS?

1. Read the texts.

stress, to give emphasis

GRAMMAR. PAST SIMPLE. SUPERSTITIONS IN PRESENT AND PAST.