Our Daily Routine

BAFLP Seminar 4

Hlne 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 childrens story)

COMPREHENSIBLE INPUT:

Hlne 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. Its 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 mo)

EVALUATION:

Mini-Books: Students prepare mini-books with one page and two

sentences for each activity for the day.
Aunt Gigis Birthday Party*: Learning scenario: It is 4 oclock
and youve just come back from a soccer game with your brothers
and sisters. You are all invited to Aunt Gigis 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 Gigs 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

101

335

555

666

819

122

205

365

284

464

567

579

683

715

962

888
6

475

621

762

998

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
partners 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 maana, yo __________ despierto a las 7 cuando el despertador suena. Fido y
Nacho duermen todava. Yo __________ despierto a los perros. Fido __________
levanta, pero Nacho quiere quedarse en la cama.
Vamos al bao. Yo __________ lavo en el bao. Me encanta lavar __________. Digo,
Lvense! a los perros, pero ellos no __________ lavan. Ahora tomo un cepillo y el
jabn y yo __________ lavo a Nacho. No est contento. El llora. Despus, yo
__________ lavo a Fido. Fido es inteligente; 1 sonre.
Entonces yo __________ miro en el espejo. Mi pelo es horrible! Ahora, yo
__________ cepillo. Qu bien! Es mejor as! Yo decido cepillar __________ a los
perros. Cuando yo __________ cepillo a Nacho, 1 llora. Nacho es muy desobediente.
Como a Nacho le gusta mucho el parque, vamos all. Yo __________ paseo un poco
solo. Yo miro alrededor de m. Una joven bonita pasea cerca de un rbol Le pregunto,
Quiere Ud. pasear conmigo? La chica dice, S. As es que nosotros paseamos, pero
Nacho est celoso. Llora. Ahora la joven y yo __________ paseamos a los perros.
Desafortunadamente, ella tiene miedo de Nacho, y se va.
Yo digo adis a la joven y yo __________ paseo a Fido y Nacho un poco ms. Fido
es un perro muy inteligente, pero Nacho corre detrs a un pjaro. Volvemos a casa.
Es tarde. Tenemos sueo. Vamos al dormitorio y yo __________ acuesto a Fido. Es
obediente. Ahora yo __________ acuesto a Nacho, pero el est triste. Tiene ganas de
volver al parque. Por fin, yo tambin __________ acuesto al lado de los perros. Pero ay
caramba! La cama est mojada! Qu lata! Nacho hace pipi en la cama. !Qu mal perro!
from No Longer Routine, Carol Armstrong & Kenneth Kirkeby

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 __________ rveille 7 heures quand le rveil sonne. Phideau et Jacques
dorment toujours. Je __________ rveille les chiens. Phideau __________ lve, mais
Jacques veut rester au lit.
Nous allons dans la salle de bains. Moi, Je __________ lave dans la baignoire. Jadore
__________ 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 nest 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. Voil, cest mieux comme a! Je dcide de __________ brosser les
chiens. Quand Je __________ brosse Jacques, il crie. Jacques est trs dsobissant.
Puisque Jacques aime le parc, nous y allons. Je __________ promne un peu tout seul.
Je regarde autour de moi. Une jolie jeune fille __________ promne 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 la fille et je __________ promne Phideau et Jacques encore un
peu. Phideau est un chien trs sage, mais Jacques court aprs un oiseau. Nous rentrons
la maison.
II est tard. Nous avons sommeil. Nous allons la chambre et je couche Phideau. II est
obissant. Alors je __________ Jacques, mais il est malheureux. II a besoin de retourner
au parc. Enfin, moi aussi, je couche ct des chiens. Mais zut, alors! Le lit est humide!
Oh l l! Jacques a fait pipi dans le lit. Quel mauvais chien!
from No Longer Routine, Carol Armstrong & Kenneth Kirkeby

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 (Its 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 Its important that
we speak., Its important that we speak with the teacher before leaving school.)
DICE GAME
If you dont have wheels, you can do almost the same activities using dice. Each number on the die
represents one subject pronoun. (1 = yo, je; 2 = t, 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 opponents 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 Im inclined to ignore it, because I like to
have them all involved, and they are learning.
Sally Mearns

10

La Routine
Je
Se raser
Se baigner
Se
maquiller
Se brosser
Se
rveiller
Se coucher
Shabiller
Se lever
Se peigner
Se laver
Se doucher
Se scher

Nous

Vous

Elles

Guy et
moi

On

Suzanne

Mes amis

Tu

La Rutina
yo
Afeitarse
Baarse
Maquillarse
Cepillarse
Despertarse
Acostarse
Vestirse
Levantarse
Peinarse
Lavarse
Ducharse
Secarse

Nosotros

Usted

Ellas

Pepe y
yo

Ustedes

Susana

Mis
amigos

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 timesbut 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 timeor in the same
general order. To debrief, the teacher asks several students to tell what they found outwhom 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. Youll 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; doesnt 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 Mo

15

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.

16

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!
Hlne Chan

17