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EXTRAIT UNIT 12 x Legends of the Medieval Times Sommaire Unit Presentation Quick Unit Planning Connections and Related Content Quick Project Planning Preparation Carrying Out Grammar Extra Carrying Out Integration/Reinvestment Suggested Procedures for Projects Audio CD Script

50A 50B 50C 50D 50 56 66 68 75 75A-F 75G

© 2011, Éditions Grand Duc, une division du Groupe Éducalivres Inc. 955, rue Bergar, Laval (Québec) H7L 4Z6 Téléphone : 514 334-8466 ႛ Télécopie : 514 334-8387 Tous droits réservés. Nous reconnaissons l’aide financière du gouvernement du Canada par l’entremise du Fonds du livre du Canada (FLC) pour nos activités d’édition. Gouvernement du Québec – Programme de crédit d’impôt pour l’édition de livres – Gestion SODEC L'usager qui a acquitté les frais de ce document À reproduire se voit accorder par les Éditions Grand Duc l’autorisation d’adapter le présent document et de le reproduire sous sa forme originale ou adaptée un nombre de fois qui ne dépasse pas le nombre d'élèves dans sa classe, et ce, seulement aux fins d'utilisation dans sa classe. CODE PRODUIT 70123508 ISBN 978-2-7655-1076-5 Dépôt légal –2006 Bibliothèque et Archives nationales du Québec, 2006 Bibliothèque et Archives Canada, 2006

EXTRAIT Comment utiliser le PDF enrichi

Ce PDF enrichi est un document reproductible.

Contenu du document PDF •

1re partie : Teacher’s Book En cliquant sur le symbole du microphone, vous démarrez la lecture de la capsule sonore. Pour fermer la fenêtre de lecture, cliquez sur son coin supérieur droit.

2e partie : Handouts – Units and Projects Dans cette seconde partie du PDF, vous trouverez l’intégralité des fiches reproductibles se rapportant à ce chapitre ainsi que les corrigés.



20 min.

Material needed: Track 8, Audio CD Script, p. 75G

Reproducible document: In This Unit, p. 12-1

This opening activity allows the students to get a first look at the world of medieval times by exploring real and fictional characters, some of whom are already known to the students. It is meant to be a doorway into both the real and imagined time period. 1. First, allow the students time to match the characters with the riddles. Ask them if they used the visual clues in the illustration to help them make the match. 2. Ask the students to match the names of the characters with the pictures. 3. Play Track 8 on the audio CD to give students the necessary information to confirm and validate their choices. 4. Then have a group discussion in order to decide whether each character is real or fictional.

Competency Development Reinvests understanding of texts Encourage students to reactivate the meaning of every word and cognate they know while they read the riddles and to look for the meaning of words in the dictionary only if they are sure they can’t understand the meaning of the riddle without it. This way, y the activity helps students tolerate ambiguity and strive to understand the meaning of the text. 2


Answer Key

Le corrigé des activités est réservé aux enseignants et n'est pas visible sur le feuilleteur. 1. A) Robin Hood

2. 1) Richard the Lion-Heart

B) Richard the Lion-Heart

2) Lancelot

C) Marco Polo

3) Robin Hood

D) Lancelot

4) Joan of Arc

E) Charlemagne

5) King Arthur

F) Joan of Arc

6) Marco Polo

G) King Arthur

7) Merlin

H) Merlin

8) Charlemagne

4. Robin Hood, Lancelot, King Arthur and Merlin are fictional; Richard the Lion-Heart (1157-1199), Marco Polo (1254-1324), Charlemagne (742 or 747-814) and Joan of Arc (1412-1431) are real.



Carry out the activvity with h the whole group and askk difffereent students too read the riiddles and th hen n givve th heirr answerss.

Unit 12 • Legends of the Medieval Times


In This Unit You Will... Read the first part of the introduction R to the learning and evaluation situation aloud. The objective is to give students an overview.

Text Types Invite the students to use the In This Unit handout, p. 12-1. This is a checklist to help students chart their progress throughout the unit.

Grammar and Language The simple past is very useful when telling stories. In this unit, the simple past will be reinvested in the projects as this will require the students to use it when explaining their processes. Ordinal adjectives will also be reinvested to allow students to present their writing or production process in the project presentation. Finally, students will experiment with functional language (Agr A reement, Disagreement r and Opinionss) when discussing the ideas and information (Response R prrocesss) found in the texts.

Strategies Projects You have two opportunities to give the students an overview of the three suggested projects: • They could be introduced right from the start of the learning and evaluation situation. This will give students ample time to plan their project. • Or, they could be introduced after Step 4. This will give the students a more focused approach while working through some of the activities in this section. Whenever you choose to introduce the projects, first distribute the appropriate “How to” Checklist, t a handout that students will need to carry out the selected project. Then ask them to choose one of the suggested projects or select one for them. The students will consult this handout throughout the unit.

The strategies are presented in the Strategies section on pp. 206-223. Invite the students to look at this section and reactivate their knowledge of these strategies, if needed. Use U semantic mapping (p. 220) is one particular strategy students are encouraged to develop and explore through SSteps 1 and 4 of the unit.

Evaluation Cues Self-evaluation Ask students to use the In I This Unit U handout, p. 12-1, to keep track of their learning throughout the unit and to self-evaluate. This handout should be kept in the portfolio to show their progress and monitor their strengths and weaknesses. It can be used as a basis for discussion during teacher/student conferences.

Unit 12 • Legends of the Medieval Times






Handouts – Units and Projects • Handouts • Optional handouts • Project handouts • Competency observation grid

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Unit 12, pp. 56-57


Cardinal and Ordinal Numbers/Adjectives




About Cardinal and Ordinal Numbers • Cardinal numbers are used to express the quantity of something or the number of an item (thus becoming adjectives since they are modifying nouns). > This book has two hundred and sixteen pages. (216) > My friend scored five goals in last night’s soccer game. (5) • Ordinal numbers are used to express rank. > My cousin arrived on the twenty-seventh of August. (27th day – date) > This athlete finished in the thirteenth position in her category. (13th) Number 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 30 40 50 60 70 80 90 100 1,000 1,000,000

106 109


Cardinal adjective zero / nothing one two three four five six seven eight nine ten eleven twelve thirteen fourteen fifteen sixteen seventeen eighteen nineteen twenty twenty-one twenty-two twenty-three twenty-four thirty forty fifty sixty seventy eighty ninety one hundred one thousand one million one billion

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Rank 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th 11th 12th 13th 14th 15th 16th 17th 18th 19th 20th 21st 22nd 23rd 24th 30th 40th 50th 60th 70th 80th 90th 100th 1000th 106th 109th

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Ordinal adjective first second third fourth fifth sixth seventh eighth ninth tenth eleventh twelfth thirteenth fourteenth fifteenth sixteenth seventeenth eighteenth nineteenth twentieth twenty-first twenty-second twenty-third twenty-fourth thirtieth fortieth fiftieth sixtieth seventieth eightieth ninetieth one hundredth one thousandth one millionth one billionth

Unit Handout



Pedagogical Notes


Unit 12, pp. 56-57

Presentation These optional handouts can be used to help students reactivate their knowledge about cardinal and ordinal numbers or to learn this grammar point in order to integrate the use of ordinal numbers when describing the rank of something.

Procedure • Distribute the optional handouts (pp. 12-7 and 12-9) to students. • Ask students to look at the About Cardinal and Ordinal Numbers box on p. 12-7. Ask them what they already know about using both types of numbers. Then point out that compound numbers between 21 and 99 need a hyphen (when spelled out) and that they can consult their Student Book to verify the spelling of a number whenever necessary. Also make sure students notice that when writing an ordinal number, they can use the number itself and the last two letters of the version spelled out in superscript (e.g., first = 1st). These are printed in bold in handout p. 12-7. • Ask students to fill in p. 12-9. Students may have to refer to the Write About it ! box on p. 12-7.


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Unit 12, pp. 56-57

Exercise 1. Underline the correct cardinal or ordinal number. 2. Write down this number in word form. Example: A suit of armour weighed (20th – 20 ) kilos. twenty a) Stone castles existed in the ( 9th – 9) century.

b) In some cases, it took more than (100th – 100 ) years to build.

c) A page became a squire at the age of (14th – 14 ).

d) In medieval times, most people did not live past their ( 50th – 50) birthday.

e) He sold his sheep for (20th – 20 ) pieces of silver.

f) The formula for gunpowder was discovered in the ( 13th – 13) century.

g) The crossbow was first used in France on December ( 31st – 31) in the year 1182.

h) The (100th – 100 ) Years War did not last that long.

i) There were (50th – 50 ) foot soldiers for every knight.

j) There was a total of (6th – 6 ) crusades in a period of ( 176th – 176 ) years.

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Unit Handout


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EXTRAIT UNIT 12 Legends of the Medieval Times © 2011, Éditions Grand Duc, une division du Groupe Éducalivres Inc. 955, rue Bergar, Laval (Q...

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