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TitleFunction and Meaning: Maxi needs a babysitter!
SourceCASLS Activity of the Week
Body

Renee Marshall is CASLS' International Programs Specialist.

Overview: In this activity students will be explaining to the babysitter how to watch their child while they are away for the night. Instead of “we’re learning about reflexive verbs” or “we’re talking about daily routines,” in this task students are engaging in something that happens often in real life conversation. How often do you describe your daily routine to your friend? Not too often. But if you’re a parent, at one point or another you will probably have to explain to a babysitter or friend or family member how to take care of your child.

Learning objectives: Students will be able to give instructions verbally to another person on how to take care of their child (or younger brother or sister, whatever you chose to do)

Modes: Presentational Speaking

Materials neededMaxi needs a babysitter handout, modified for your class needs; possibly a while-listening handout consisting of the chart from the Maxi needs a babysitter handout

Procedure:

1.)Set up a scenario for your students in which they are going out for the night and have a babysitter coming to babysit their son/daughter/younger brother/younger sister/etc. You could choose a famous family and have them pretend to be that family, or they can use their own family. It’s a good idea to model this conversation for them, so you may want to lead into it with your own example of giving instructions to a babysitter.

2.)Handout Maxi needs a babysitter and explain the activity. They need to explain to the babysitter how to take care of the child. Part A is to help them brainstorm activities and special notes. Part B is for them to practice. As they practice with their partners, walk around and see how students are doing. Offer any help/guidance as needed.

3.)Have students present to the class, pretending the class is the babysitter. The class can take notes on what’s said (maybe you reuse the chart from handout as a notetaking guide) and at the end the student presenting needs to find out if the class understood the directions or not!  Alternatively, students could create videos of themselves giving directions to the babysitter, and they could be watched in class with students taking notes and indicating whether they understood the directions or not.

Notes (adaptations, etc.):  1. You can add on to this by also making them write down the instructions for the babysitter. Then it switches from presentational speaking and becomes a presentational writing task. 2. A spin off of this activity could be more of a "naughty nannies" caught on camera type of scenario where students have to either make a video or a skit where they tell the babysitter what to do, leave the house, and then the babysitter does (or doesn't) do the things they are supposed to do, all the while they are being recorded on the secret hidden camera in the house! 

Publishdate2017-01-02 02:15:01