Unité 7.4

Field of Experience: Daily Experiences

Topic to be developed: Daily routines

Experiential Goal: Students will describe a typical week including school days and a weekend.

Learning Objectives

The students will:

• participate in a variety of language activities on the topic of daily routines
• strive for more accurate and effective use of linguistic structures and vocabulary
• plan and make a presentation about their typical activities during a week in the school year
• be aware of the 24-hour clock

Common Essential Learnings

Because of the potentially repetitious content of the presentations, criteria for evaluation of the project could include originality. Discuss with the students at Step 2 what might constitute an original presentation. (CCT)

Adaptive Dimension

In some cases, it may be preferable to keep the discussion to school activities. Some students may not wish to discuss their after school, evening and weekend activities. Students should be cognizant of the fact that the after school responsibilities of students will differ.

To add variety to the presentations, the experiential goal may be adapted to include a week during summer or winter vacation.

Experiential Goal

The following vocabulary and linguistic content is included throughout the unit. The teacher and the students should decide what elements will be inlcuded in the experiential goal.

• usual daily activities
• the twenty-four hour clock
• morning activities
• school day activities
• after school and evening activities
• weekend activities
• seasonal activities

Unité 7.4

Field of Experience: Daily Experiences

Topic to be developed: Daily routines

Experiential Goal: Students will describe a typical week including school days and a weekend.

Suggested steps:

1. Become familiar with daily activities experienced by all members of the class.
2. Discuss the experiential goal and the possible steps to achieve the goal.
3. Become familiar with the twenty-four hour clock.
4. Become familiar with morning activities.
5. Become familiar with school day activities.
6. Become familiar with after school and evening activities.
7. Discuss typical weekend activities.
8. Discuss the different types of activities that take place during the different seasons.
9. Plan and present a typical week during the school year. (any month)

Resources

• School timetable
• Entre Amis 1, Unité 1, Prentice-Hall

Teaching Notes

• Students may wish to take on a new identity and describe a week of activities experienced by their characters. They may also wish to describe the week of someone else and they would then need to use the third person.
• Students will be exposed to the twenty-four hour clock. They should be aware of this wayof telling time since they will see it on official documents such as plane and train schedules as well as announcements for television programs and official invitations. The twenty-four hour clock is not usually used in everyday conversation.

Unité 7.4

Field of Experience: Daily Experiences

Topic to be developed: Daily routines

Experiential Goal: Students will describe a typical week including school days and a weekend.

Suggested steps:

1. Become familiar with daily activities experienced by all members of the class.

Activities

1.1

Have the students list a number of activities that they think might be experienced on a daily basis by most members of the class. Post this list in the classroom for future reference and add to it as the unit progresses. Assign one activity per student and have them depict the activity by drawing a stickperson graphic on an activity card.

1.2

Gather the activity cards and divide the class into two groups. Have one student from one group mime the action that is depicted on the card and have the other members of the group try to guess the action. If after a certain amount of time, the group does not guess the activity, it is up to the other group to guess the same activity and/or act out another activity.

1.3	7.4 Annex 1 Have the students survey one another to determine who does what activity. They should try to find different students for each of the questions.

1.4

7.4 Annex 2 Working in pairs, have the students read the questions in the annex and predict what answers their partners will give. Then have them ask and answer the questions and verify their answers. The students then return to the large group and as a group, the students are quickly asked if their answers to the questions were in the affirmative or the negative.

2. Discuss the experiential goal and the possible steps to achieve the goal.

Activities

2.1	Students may discuss the different methods of presenting their typical week. Examples of presentations might include a timetable, a video tape, an interview, etc.

3. Become familiar with the twenty-four hour clock.

Activities

3.1	To familiarize the students with the twenty-four hour clock, make a complete set of 24 cards with the hours from 01h00 to 24h00. The teacher or student calls out a time such as 9h00 and the two students with the 9h00 a.m. card and the 21h00 card (9:00p.m.) hold up their cards.

3.2	Create a large clock for the classroom that includes both the a.m. and p.m. times. Refer to this clock throughout the unit.

3.3	7.4 Annex 3 The students become familiar with the twenty-four hour clock by comparing their day to a typical day in the life of Monique. Have the students read about Monique's day and then fill in their own information. They then share this information with a partner or the rest of the class.

4. Become familiar with morning activities.

Activities

4.1	7.4 Annex 4a, 4b Working in pairs, have the students match the questions and answers in Annex 4a about typical weekday morning activities. When they have completed the activity, have them do the activity in Annex 4b where they interview each other and fill in the missing information.