This is an enjoyable little lesson activity that could really spice up the somewhat dull topic of morning routines.
- Elicit from the students English surrounding the topic of morning routines. Get it up on the board.
- Get them thinking about whether every morning is exactly the same, whether every day is exactly the same. They should soon be talking about good days and bad days.
- Ask the students if they can suggest what the phrase “Get up on the wrong side of the bed” might mean. (There are usually similar phrases in the students’ L1.)*
- Divide the students into pairs. Arrange them so that the pairs are facing each other, with only one partner facing the board, or wherever you are going to display the movie. You are probably familiar with this technique. One partner will watch the movie and describe everything they see as they see it and the other partner has to write it down.
- Tell them they are going to watch a short video using a lot of the ‘morning routine’ vocabulary that they came up with. The whole class will see the first 12 seconds. This helps them to understand that the video is going to look at two alternative realities.
- Go through a practice run with the students describing to each other what they saw.
- Watch it again so the students can practise observing and describing at the same time as well as dictating the notes. Get one half of the class to focus on the left story, the other half to focus on the right.
- Run through the video once.
- Get all the writers together to compare and build their notes. Get all the speakers together for them to ask the teacher questions about specific vocabulary, pronunciation, etc.
- Run through the video a second time.
- Get the pairs to look over the notes together. Can the watcher give any last help or piece of information?
- Get writers to read what they have. Write up any errors you hear and open the floor to corrections. Also make sure to write up good phrases and chunks of language as well – never good to just focus on the mistakes.
- Get the whole class to watch the video. (By this point the writers will want to see the video.)
* It would not be a waste of time to pay attention to these various counterpart L1 phrases. Maybe get them on the board, or get the students to write it (or them, if there are multiple L1s). A little bit of translation work to make the various phrases accessible would certainly help the students to remember it and if it is a multi-cultural/multi-lingual class there are obviously other benefits to students each taking a turn to present just a smidgeon of their culture.
Dramatic Finish (for those teachers brave enough and depending on your group)
The students are going to devise and act out their own ‘wrong side of the bed’ day. But first, get one of the students to read this summary of the story out, one line at a time. The teacher acts out these plot points. The reason for this is to give a model and help students not feel so self-conscious.
- The alarm goes off.
- The man turns off the alarm… but accidentally breaks his glasses at the same time.
- The man gets dressed… but trips over while putting his trousers on.
- The man opens the curtains… but they fall off the rail.
- The man makes some toast… but it is burnt.
- The man washes his hands… but the water splashes all over him.
- The man leaves his house… but his scarf is caught in the door.
- The man is shouting at a homeless man… and his wallet is stolen.
- The man wants to eat an apple on the way to work… but he forgot it.
- The man is knocked down… but a lady helps him up.
While there is a temptation to pick all this English apart and analyze it with the class, your students can only assimilate a certain amount at one time. Maybe just focus on the vocabulary or the use of ‘and’ and ‘but’, or a few phrases like ‘get dressed’, ‘open the curtains’, ‘on his way to…’.
So after this model acting, get the class into groups, give them some time to work on a ‘worst-case scenario’ morning of their own and make sure they have an actor and one or more narrators. Float around the class now feeding in phrases and chunks as and when needed.
If you do this part, make sure you allow enough time for every group to perform!