Our Daily Routine BAFLP Seminar 4
Hélène Chan, Akiyo Hirose, Sally Mearns, & Antonella Wemple
Our Daily Routine: A 5 Step lesson sequence FUNCTION:
Describing and listing activities
CONTENT:
Daily routine
LANGUAGE LEARNING CONTINUUM Stage I SETTING THE STAGE:
Pictures on wall Various everyday items are around the room (alarm clock, pillow, makeup, etc.). Teacher is wearing nightgown and lying on floor with pillow. Alarm goes off. She wakes up and pantomimes a morning routine (showering, drying, brushing hair, teeth, etc.) using all usual morning items. Film: (French school in Africa showing students’ daily routine) or PowerPoint presentation: Froggy se viste (from children’s story)
COMPREHENSIBLE INPUT:
Hélène and her dogs: (Jacques et Phideau). She introduces vocabulary using stuffed animals, washtub, etc. following the outline of “Going to the Dogs.” Vocabulary includes all the items necessary to describe daily routine plus verbs, both reflexive and non, to talk about actions.
CHECKS FOR UNDERSTANDING:
Yes or no? (Does Jacques wake up? Am I brushing Phideau?) Either/or? (Is Phideau getting up or going to bed?) Flashcard activities: (Student have either large copies of vocabulary pictures or the sentences which describe them. They must find their “partner” to put them together.) TPR: Students act out various activities in the daily routine as teacher gives the words. Put the activities in order: Students arrange pictures in the order given by the teacher.
GUIDED PRACTICE:
What are they doing?: (Description of pictures with numbers. This may be done either with an overhead and the entire class or as a partner activity. Concentration: Students are given sets of cards, each of which has either a picture or the words. Cards are shuffled and laid out face down on the desks. Players turn over two cards at time and try to make a match. Tic-tac-toe: Using picture cards Charades: Students act out the vocabulary words, and their group must guess what it is. Discovery: “What do you do in the morning?” 1
Fill in the blank: “Going to the Dogs” (Use of reflexive pronouns) Verb games: Verb wheels with subjects + vocabulary cards. Dice game. Battleship. Connect Four. Verb race. APPLICATION AND EXTENSION:
Interviews: “What do you do when?” Oral activities: Students put the pictures of Virgil, Toto and Tito in order and describe their day to their partner. Composition: “Virgil, Toto and Tito” Finish the story according to the drawings. Use your imagination and write at least two sentences for each drawing. It’s seven a.m., and Virgil and his two dogs, Toto and Tito, are still in bed. The alarm rings and … Filmstrip activity: My Daily Routine (Todo lo mío)
EVALUATION:
Mini-Books: Students prepare mini-books with one page and two sentences for each activity for the day. Aunt Gigi’s Birthday Party*: Learning scenario: It is 4 o’clock and you’ve just come back from a soccer game with your brothers and sisters. You are all invited to Aunt Gigi’s formal Sunday dinner. She is an elegant lady, and she expects formal attire of those attending. Working in small groups, each member must draw a series of pictures on the butcher paper, depicting the activities you must accomplish before you embark in the family car en route to Aunt Gig’s house. Do not write any sentences on the pictures. However, you are encouraged to write a script, rehearse your roles, and perform the skit for the class. You will present the skit orally to your classmates. You may wish to use props and visual aids to enhance your presentations. You will assist in the assessment of the other groups’ presentations. *Thank you to Carol Sparks for this scenario
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Name Partner
Discovery: What do you do in the morning? Choose five things that you do in the morning. Write them in complete sentences in the spaces at the right. Add an adverbial expression to each sentence. When your partner asks you about these five activities, answer in a complete sentence. Example: I brush my hair in a hurry. When you guess your partner’s five activities, write his or her complete answers. Example: Ellen gets up early every morning. The first person to guess the five activities is the winner. Me
Me
My partner to take a bath to comb your hair to brush your teeth to eat breakfast
My Partner
to run to school to feed the dog or cat to wake up your brother/sister to wake up cheerful to wake up tired
Me
to take a shower to listen to the radio to do your homework to wash your hair to wash your hands and face
My Partner
to get up early to comb your hair to put on a jacket to take the bus to get dressed to get dressed in a hurry
Adverbial phrases: very early, generally, before leaving home, every morning, without saying anything, occasionally 7
Going to the Dogs Fill in the blanks with a reflexive pronoun if one is needed. Use a reflexive pronoun only if the subject is doing the action to himself/herself. En la mañana, yo __________ despierto a las 7 cuando el despertador suena. Fido y Nacho duermen todavía. Yo __________ despierto a los perros. Fido __________ levanta, pero Nacho quiere quedarse en la cama. Vamos al baño. Yo __________ lavo en el baño. Me encanta lavar __________. Digo, “¡Lávense!” a los perros, pero ellos no __________ lavan. Ahora tomo un cepillo y el jabón y yo __________ lavo a Nacho. No está contento. El llora. Después, yo __________ lavo a Fido. Fido es inteligente; é1 sonríe. Entonces yo __________ miro en el espejo. ¡Mi pelo es horrible! Ahora, yo __________ cepillo. ¡Qué bien! ¡Es mejor así! Yo decido cepillar __________ a los perros. Cuando yo __________ cepillo a Nacho, é1 llora. Nacho es muy desobediente. Como a Nacho le gusta mucho el parque, vamos allí. Yo __________ paseo un poco solo. Yo miro alrededor de mí. Una joven bonita pasea cerca de un árbol Le pregunto, “¿Quiere Ud. pasear conmigo?” La chica dice, “Sí.” Así es que nosotros paseamos, pero Nacho está celoso. Llora. Ahora la joven y yo __________ paseamos a los perros. Desafortunadamente, ella tiene miedo de Nacho, y se va. Yo digo “adiós” a la joven y yo __________ paseo a Fido y Nacho un poco más. Fido es un perro muy inteligente, pero Nacho corre detrás a un pájaro. Volvemos a casa. Es tarde. Tenemos sueño. Vamos al dormitorio y yo __________ acuesto a Fido. Es obediente. Ahora yo __________ acuesto a Nacho, pero el está triste. Tiene ganas de volver al parque. Por fin, yo también __________ acuesto al lado de los perros. Pero ¡ay caramba! La cama está mojada! ¡Qué lata! Nacho hace pipi en la cama. !Qué mal perro! from No Longer Routine, Carol Armstrong & Kenneth Kirkeby
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Going to the Dogs Fill in the blanks with a reflexive pronoun if one Is needed. Use a reflexive pronoun only if the subject is doing the action to himself/herself. Le matin, je __________ réveille à 7 heures quand le réveil sonne. Phideau et Jacques dorment toujours. Je __________ réveille les chiens. Phideau __________ lève, mais Jacques veut rester au lit. Nous allons dans la salle de bains. Moi, Je __________ lave dans la baignoire. J’adore __________ laver. Je dis, « lavez-vous! » aux chiens, mais ils ne __________ lavent pas. Alors je prends une brosse et du savon et je __________ lave Jacques. II n’est pas content. II pleure. Puis, Je __________ lave Phideau. Phideau est sage. II sourit. Ensuite, Je __________ regarde dans le miroir. Mes cheveux sont horribles! Alors, Je __________ brosse. Voilà, c’est mieux comme ça! Je décide de __________ brosser les chiens. Quand Je __________ brosse Jacques, il crie. Jacques est très désobéissant. Puisque Jacques aime le parc, nous y allons. Je __________ promène un peu tout seul. Je regarde autour de moi. Une jolie jeune fille __________ promène sous un arbre. Je lui demande, « Est ce que vous __________ promenez avec moi? » La fille dit « oui. » Alors nous __________ promenons, mais Jacques est jaloux. II pleure. Alors la fille et moi, nous __________ promenons les chiens. Malheureusement, elle a peur de Jacques et elle part. Je dis « au revoir » à la fille et je __________ promène Phideau et Jacques encore un peu. Phideau est un chien très sage, mais Jacques court après un oiseau. Nous rentrons à la maison. II est tard. Nous avons sommeil. Nous allons à la chambre et je couche Phideau. II est obéissant. Alors je __________ Jacques, mais il est malheureux. II a besoin de retourner au parc. Enfin, moi aussi, je couche à côté des chiens. Mais zut, alors! Le lit est humide! Oh là là! Jacques a fait pipi dans le lit. Quel mauvais chien! from No Longer Routine, Carol Armstrong & Kenneth Kirkeby
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Verb games VERB WHEELS Buy or make wheels or spinners with a different subject on each slice of the “pie.” Students play in groups. Each one spins the wheel and draws a vocabulary card. They must give the correct verb form for the subject and verb. With more advanced classes this can be made more complicated by the addition of an extra set of cards which give clues for the subjunctive (“It’s important that …”) or a past tense (“Frequently …”), etc. At all levels you can encourage/insist that they make additions for more interesting sentences. (Not just: “We speak.” but “We speak Russian.” Or instead of “It’s important that we speak.”, “It’s important that we speak with the teacher before leaving school.”) DICE GAME If you don’t have wheels, you can do almost the same activities using dice. Each number on the die represents one subject pronoun. (1 = yo, je; 2 = tú, tu, etc.) Students draw a verb card with an infinitive or a picture, roll the die, and then give the correct form of the verb. BATTLESHIP Each partner has a grid with subjects and infinitives. Each hides 3-5 ships on the grid. The ships are of various sizes: submarine = 2 spaces (diagonal, horizontal, vertical) destroyer = 3 spaces battleship = 4 spaces aircraft carrier = 5 spaces The students write the verb forms in their selected spaces. The object is to find the opponent’s navy. If they select any square which does not have part of the navy and give a correct form, it is a miss. If they give an incorrect form, no matter where it is, it is a misfire. If they select the correct square and give the correct form, it is a hit. They must hit all of the squares which make up the ship in order to sink it. CONNECT FOUR This game can be played with the same grid as Battleship, but this time you use only one paper for two people (or three if the numbers are odd). The students take turns writing verb forms in the blanks with the object of getting four in a row. Of course, they will do their best to block the opponents. If they think their opponent has an incorrect form, they may challenge and use their books. If they are right, the opponent loses a turn. If the verb form was correct, the challenger loses a turn. More than one game can be played on the same grid. (Thanks to Abby Dealing) VERB RACE Create two identical verb grids on the board, infinitives across the top and subjects down the sides. Divide the class into two teams. Give them a time limit (5 minutes works fairly well, but I adjust so they have time to get most of the forms but not all.) Give the first student in each group a white board marker or piece of chalk. They are to run to the board where they can write any one form they wish. They do not have to go in order. Then they pass the marker to the next person on the team who also will write one form. If a student makes a mistake, another student may correct it but then may not write a new form. At the end of the designated time, the team with the most perfect verbs wins. You can say that calling out the answers to their teammates is cheating, but I’m inclined to ignore it, because I like to have them all involved, and they are learning. Sally Mearns
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La Routine Je Se raser Se baigner Se maquiller Se brosser Se réveiller Se coucher S’habiller Se lever Se peigner Se laver Se doucher Se sécher
Nous
Vous
Elles
Guy et moi
On
Suzanne
Mes amis
Tu
La Rutina yo Afeitarse Bañarse Maquillarse Cepillarse Despertarse Acostarse Vestirse Levantarse Peinarse Lavarse Ducharse Secarse
Nosotros
Usted
Ellas
Pepe y yo
Ustedes
Susana
Mis amigos
tú
Interview: What do you do when? Using the form below, students list five activities they do regularly and when they do them. They need not give specific times—but merely some indication of sequencing (e.g., after breakfast). They then circulate in the class and try to find students who do the same things at the same time—or in the same general order. To debrief, the teacher asks several students to tell what they found out—whom they most resemble and whom they do not.
Interview Form Activity I do
When I do it
Who else does it then?
1. 2. 3. 4. 5.
What I found out:
From No Longer Routine, Carol Armstrong and Kenneth Kirkeby 13
Virgil, Toto and Tito
Pictures from No Longer Routine Carol Armstrong & Kenneth Kirkeby 14
Movie: My Daily Routine Everyone has a daily routine. Think about what you do in a typical day (or your best or worse day) and draw your activities. You need to draw at least 8 activities and be prepared to present them using a variety of reflexive verbs and related vocabulary. You’ll need to: • write a first draft using a large variety of reflexive verbs • in groups of 2 to 4, correct the rough drafts • create a film strip of 9 segments, including a title* • illustrate 8 different activities • present the film strip in class without notes (your drawings will be your notes.)
Rubric Language: Structure & Vocabulary
0-6.5 (F to D) no evidence/ little evidence
7-8.5 (C- to B) below expectations /meets requirements
9-10 (A- to A) exceeds expectations / superior/
frequent verb errors; pronouns weak or absent; limited use of daily routine vocabulary; errors cause confusion; uses English
communicates in spite of some verb tense problems; includes a fair variety of daily routine vocabulary; some errors in structure
uses verbs and reflexive pronouns correctly; includes a wide variety of daily routine vocabulary; excellent pronunciation & very few errors in structure
Conversation Skills
reads narration; voice and intonation add little to communication; difficult to understand
uses notes; some hesitation impedes communication; voice and intonation could be improved
narrates story without hesitation and without referring to notes; voice and intonation enhance communication
Effort & Preparation
little evidence of preparation; presentation seems thrown together without much thought or organization; doesn’t hold attention of audience
story line completes assignment; preparation evident, but presentation could have been improved with a little more effort
story line shows originality, creativity, and/or sense of humor; presentation shows effort and care and keeps the interest of audience; interesting pictures; lots of evidence of preparation
*If you prefer, you may prepare a poster with large pictures or photos or do a PowerPoint presentation. adapted from Todo lo Mío
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Filmstrip Template Ideas 1. Longer filmstrip: Give each student two strips which can be taped together to form a 10-12 frame filmstrip. You can also make three copies of this page and then hand paste a legal size template with three longer strips. 2. Short filmstrip: Use this template as is: Each student produces a short 6-frame filmstrip. Save paper by pasting a third strip over these directions. 3. Be creative! With the help of your copy machine, you can enlarge these to any size. (Keep in minds, though, that the small size of the filmstrip makes this project seem “doable” even for non-artists.) 4. Plastic filmstrip: To show filmstrips on an overhead projector you will need a plastic fi1mstrip. Use a Thermofax machine or make an overhead transparency with your copier. Permanent color markers can be used to draw the pictures. Transparent tape works well to connect strips.
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How to make a mini book Take a piece of white paper (8_ X 11) Step1: Fold in half (in a Hamburger way). Make a heavy crease. Step 2: Fold in half again. Make a heavy crease again. Step 3: Open the paper. Fold the paper in half lengthwise (in Hot Dog way). Step 4: Unfold the paper. Now you have 8 rectangles. Turn the paper, and fold back in half (Hamburger way). Cut the paper following the center line and stop at the intersection. Step 5: Open the paper (Hot Dog way). Press the paper together and make an open mouth; then press the opening together until the two corners touch each other; then fold the paper in booklet form Now you have succeeded in making a mini booklet! Hélène Chan
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