Haitian Creole, Fall 2003 Benjamin Hebblethwaite, University of Florida at Gainesville Lesson Plan ~ week 1 day 1 1. Present syllabus in English

Fill in information cards [6:15 - 6:35; ~ 20 minutes]

Byenvini nan klas kreyòl! 1) Name: 2) Age: 3) Year in school: 4) Major:

5) Language(s) spoken at home growing up: 6) Language(s) spoken at this time: 7) Interests:

8) In your opinion, what makes a language class fun and interesting?

9) What are your reasons for taking Haitian Creole? 10) How much Haitian Creole do you understand? 1 – 10

where 1 = none and 10 = fluently

None Fluently Speaking 1 2 3 4 5 6 7 8 9 10 Reading 1 2 3 4 5 6 7 8 9 10 Writing 1 2 3 4 5 6 7 8 9 10 Listening 1 2 3 4 5 6 7 8 9 10

11) Do you listen to Haitian music? 2. TPR [notecards]

kanpe chita mache danse pale souri leve bra ou desann bra ou danse gouye chante manyen

[- 6:41; 6 minutes] 3. Ki jan ou rele?

a) rhetorical ~

Ki jan ou rele? Mwen rele Benn b) ask individuals in the class

c) chain drill [-6:47; 6 minutes] Ki jan li rele? d) rhetorical with picture (show 1 photo) Ki jan li rele? Li rele Prezidan Betran Aristid Ki jan yo rele? e) show ss several pictures, ask individual ss: Ki jan li rele? f) put up 5 pictures, ss mingle asking, ki jan li rele [-6:53; 6 minutes]

4. Ki jan ou ye

a) rhetorical ~

Ki jan ou ye? ☺ M byen > e ou menm? ☺ M kontan > e ou menm? ☺ M ap boule > e ou menm? M pa pi mal > e ou menm? M la > e ou menm? M ap kenbe > e ou menm? M pa byen > e ou menm? b) show ss the above responses. [1] c) choral & individual repetitions [2] d) ask individual ss [1] e) chain drill [2] f) ss mingle around the class asking each other [2] [-7:01; 8 minutes] --- 44 minutes --- 5) Dyalòg a) read the dialogue [1] b) read the dialogue w/ choral repetition [3] c) select 2 students to read the dialogue... select 2 more [3] d) read dialogue in pairs / switch roles [3] [7:11; 10 minutes]

6) Presentation of pronouns: mwen, ou, li, nou, yo & related vocabulary

a) rhetorical: pointing at ss

Se mwen? Wi, se mwen?

Se ou? Wi... Se li? Se nou? Se yo?

b) show ss list of pronouns and personal names, ask them ki moun sa a? 1. mwen 2. yo 3. nou 4. li

5. Jan ak Mari 6. Ou 7. Sadrak 8. Mwen, Bouki ak Timalis 9. Mari ak Jak 10. Liknè, Ti Blan ak Lolo

11. Tig

Continue activity with pictures, ask individual ss:

Ki moun sa a? Possible answers: Se li, se yo,

[7:19; 8 minutes] 7) New vocabulary

a) rhetorical w/ pictures ~

Ki moun sa a? Ki msye sa a?

Ki timoun sa a? Ki ti dam sa a? Ki madanm sa a? b) choral & individual reps w/ new vocabulary moun msye

timoun ti dam madanm

c) show ss photos, ask ss to ask partner who is in the picture, Example,

S1: Ki ti dam sa a. S2: Se li. [7:25; 6 minutes] HOMEWORK for Wednesday / DEVWA pou mèkredi Valdman, Albert. Ann pale kreyòl Li Leson En (1) Leson De (2) ak paj 9 (Leson 3) Fè B & C paj 2; Fè A & B paj 6 ------------------------------------------------------------------------------------------ Lesson Plan ~ week 1 day 2 1. Review

a) Rhetorical ~ Ki jan ou rele? Ask individual ss. Ss ask classmates. [3]

b) Rhetorical ~ Ki jan ou ye? Provide a reminder on document camera: Ki jan ou ye?

☺ M byen > e ou menm? ☺ M kontan > e ou menm? ☺ M ap boule > e ou menm? M pa pi mal > e ou menm? M la > e ou menm? M ap kenbe > e ou menm? M pa byen > e ou menm?

c) Choral & individual reps. d) Ask individual ss. Ss ask each other. [4]

e) Review vocab. & display pictures of various people

Ki moun sa a? Ki msye sa a?

Ki timoun sa a? Ki ti dam sa a? Ki madanm sa a? [4] [6:15-25; 10 minutes] 2. Dyalòg, p. 5 APK

a) Read the dialogue slowly [2] b) Choral rep. [3] c) Read dialogue, select ss to repeat after me [correct pronun.] [2] d) Select 2 ss to read the dialogue to the class [correct pronun.] [2] e) Read dialogue w/ partner. [3]

[-6:37; 12 minutes]

3. New vocabulary from the dialogue

a) choral & individual reps.

Bonjou, monchè. Bonjou, machè. b) rhetorical, show ss a picture of a man & woman, greet picture:

“Bonjou, machè!” c) ask various ss to do the same.

[-6:42; 5 minutes] 4. Grammar note working out from the dialogue.

f) ask ss to repeat the following excerpts from the dialogue after me: [3]

Ban m nouvèl ou?

Ban mwen nouvèl ou? M byen M ap boule

Mwen byen M pa pi mal Ou byen tou? Ou wè ou?

g) ss see the above on doc-cam.

h) for the pronoun mwen/m ask ss what conditions the short vs. long form. [1] = short form occurs in any position, short form prefered before & after a vowel

i) mechanical:

Mwen / m 1. Ban ____ nouvèl ou? 2. ___ byen. 3. ___ pa pi mal. 4. ___ ap boule.

Ou 5. ___ wè m. 6. M wè ___. 7. ___ wè ___. [2]

j) ask ss to repeat after me: [2]

L ap boule

Li byen tou? Li wè l.

N a wè, tande?

Nou byen tou? Nou wè n.

k) show ss the above, ask ss what conditions the short vs. long form [1]

= l and n may occur before & after a vowel l) mechanical:

Li / l 1. ___ ap boule. 2. ___ byen tou. 3. ___ Yo wè ____. Nou / n 4. ___ a wè, tande? 5. ___ byen wi. 6. ____ wè ___.

m) ask ss to repeat after me: [1]

Yo byen tou? Y al lekòl

Yo wè yo n) show ss the above, ask ss what conditions the short vs. long form [1]

= short form before a vowel, only the long form is acceptable after a vowel.. o) mechanical: [2] Y / Yo 1. ___ byen. 2. ___ ap kenbe.

3. Yo wè ___.

p) Now the students are ready to use the above: show ss several pictures with the following incompleted sentences below each picture. The ss must select the correct form (long/short) of the pronoun depending on the person in the picture. Egzanp, ___ ap boule > L ap boule. (Repons posib : Mwen, ou, li, nou, yo_

1. ____________ byen. 2. ____________ ap kenbe. 3. ____________ pa pi mal. 4. ____________ la. 5. ____________ ap boule. 6. ____________ al lekòl. 7. ____________ kontan. 8. ____________ a wè lòt senmenn. 9. ____________ rele Jan. 10. ____________ ale. [4] [-7:02; 20 minutes]

5. Short/long form of the pronoun and the progressive verb marker ap.

a) TPR:

M ap danse Ou ap danse N ap danse L ap mache Y ap mache M ap mache

[2]

b) Rhetorical, say to class: ~ Mwen ap mache. ~ M ap mache, m ap mache, m ap mache ANPIL! ~ Mwen ap pale ~ M ap pale, m ap pale, m ap pale ANPIL!

M ap jwe Jodi a m ap jwe foutbòl

Egzanp: Mwen ___ kenbe = M ap kenbe 1. Li ______ boule. 2. Yo ______ kenbe. 3. Nou _____ pale. 4. Ou _____ boule 5. Li _____ kenbe. 6. Mwen _____ pale 7. Nou _____ boule 8. Mwen _____ kontre 9. Li _____ wè 10. Yo _____ pale [5]

[7:13; 11 minutes] DEVWA YO Li Leson twa (3) 9-14 Fè aktivite A, B paj 11; A paj 12; A paj 13; Annou Tcheke paj 14, 1-6 [Extra, use to bring up differences between null verb (past tense) versus ap-verb (present tense]

Show ss a time line on the doc-cam:

27 29 4....

jodi a lòt senmenn c) Ask ss where to situate: mwen mache vs. m ap mache and m pale vs. m ap pale; and Ss practice

the use of the short/long pronouns w/ ap. Call on individual ss. [2]

Lesson Plan ~ Week 2, day 1 Review 1. Review a) Briefly review greetings by asking students how they are: Ki jan ou ye? [2]

Entwodui patnè ou:

Ki jan li rele? Li rele… Ki jan ou ye? E ou menm?

c) Ki sa sa ye? ~ discrimination drill: ask students se yon…oswa yon…? d) Rhetorical ~

Ki sa sa ye? Se yon liv Se yon kaye Se yon kreyon Se yon plim Se yon règ Se yon chifon Se yon biwo Se yon tablo Se yon tab [3]

e) Choral & individual reps. [3] f) Discrimination: se yon elèv oubyen yon tablo? [3] g) TPR ~ students mingle pointing [3] h) Rhetorical ~ Ki sa sa ye? Se yon lekòl Se yon klas. Se yon elèv Se yon ban / se yon chèz

Se yon pòt Se yon fenèt Se yon drapo Se yon chiffon Se yon televizyon Se yon mi [2] i) Choral & individual reps. [2] j) Discrimination: se yon elèv oubyen yon tablo? [2] k) TPR ~ students mingle pointing [3]

3. Dyalòg, page 9.

g) Read the dialogue slowly [2] h) Choral rep. [3] i) Read dialogue, 2 groups [correct pronun.] [2] j) Maybe select 2 ss to read the dialogue to the class [correct pronun.] [2]

[-6:44; 12 minutes]

b) Review of the short/long forms of the pronouns and ap. Ask ss to insert ap in the following sentences provided by the instructor orally and to use the appropriate form of the pronoun. Mwen mache > m ap mache… Yo pale > Nou danse > Li wè yo > Mwen kenbe li > Ou boule > Nou kontre yo > Li pale ak mwen >

Gason an jwe gita a Kote gason an ki jwe gita a? > [3]

c) Ask them to produce short sentences with pronoun + ap based on the following mimikry:

Teyat kreyòl. manje, bwe, gade, danse, chante, pale, jwe gita...

4. Grammar presentation: indefinite and definite article.

d) Indefinite article: using classroom objects, illustrate sg. vs. pl. of the indefinite article.

Gen yon chèz Gen chèz

Se yon chèz Se chèz Gen yon plim Gen plim Se yon plim Se plim Gen yon elèv Gen elèv Se yon elèv Se elèv... kreyon, tab, liv, etc. [2]

b) Discrimination drill: point to objects and ask ss Se yon... oubyen Se....? [2] c) Mechanical: show students pictures of classroom objects and ask them to use the correct form of the indef. article. [2] d) show ss classroom objects PP pictures

5. Prepositions

a) rhetorical:

Kote... chèz la? > Chèz la nan klas la. > Chèz la deyò klas la [1] > règ la anndan liv la

b) Show above on doc-cam. Choral & individual reps. [1] c) Ask ss, Kote chèz la? Kote liv la? [1] d) Discrimination (ask several ss): Eske chèz la nan klas la oubyen deyò klas la

[1]

e) Rhetorical:

> Liv la sou tab la > Liv la anba tab la

> Liv la devan tab la > Liv la dèyè tab la

Kote elèv la ? Kote djakout la ? Kote mèt kreyòl la? Kote fenèt yo? Kote pwojèktè a ? Kote kafe a? [1] f) Show above on doc-cam. Choral & individual reps. [1] g) Ask ss, Kote liv la? Kote chèz la? [1]

h) Discrimination (ask several ss): Eske chèz la anba tab la oubyen sou tab la [1] [2]

i) Communicative. Ss ask partner where classroom objects are:

Kote liv la? > Liv la anba tab la liv règ klas fenèt chèz pòt elèv [4; 7:18]

5. Present verbs

a) Rhetorical: Pran liv la Fèmen liv la Louvri liv la Depoze liv la Manyen liv la

b) Choral & individual reps. c) Give commands to individual students: pran liv la!

d) Rhetorical:

Ekri nan liv la Montre liv la Mache rive devan pòt la Kanpe sou liv la Gen liv la

e) Choral & individual reps. f) Give commands to individual students: pran liv la! g) Communicative: ss give partner commands, example

Montre liv la!

Itilize vokabilè ki nan klas la! DEVWA Li leson kat (4), 15-19 Fè aktivite B paj 13-14; A & B paj 16-17; B paj 18 -----------------------------------------------------------------------------------------------

Leson Plan ~ Week 2 day 2 1. Revision. a. TPR:

chita, kanpe, vire, mache, rete, danse, souke kò, yaya

b. Rhetorical:

Al sou chèz la...pran chèz la Al sou biwo a...louvri liv la

c. Ask a few ss (providing 1st clause): [1]

Al sou tab la... Al sou pòt la... Al sou tablo a... Al sou chèz la... Al sou biwo a... Al sou pòt la... Al sou tàb la

d. Show ss pictures of classroom objects they know. Rhetorically give ss example with 1 or 2 picture: i.e. Pran lèt la [1] e. Ask a few ss to model with commands. [1] f. Ss give commands to their partner. [2] h. Finally, ask ss to pluralize their commands, give ample examples i.e. Pran lèt yo. [2]

[12; 6:27] 2. The Definite Article d) The definite article: using classroom objects, illustrate the difference between the indef. and the def. art. Ask ss, ki diferans genyen? Gen yon chèz Gen chèz Gen chèz la Se yon chèz Se chèz Se chèz la Chèz la bon

Gen yon elèv Gen elèv Gen elèv la Se yon elèv Se elèv... Se elèv la Elèv la bèl

Gen yon kaye Gen kaye Gen kaye a

Se yon kaye Se kaye Se kaye a Kaye a bon Gen yon tablo Gen tablo Gen tablo a Se yon tablo Se tablo Se tablo a Tablo a bèl [3]

e) Once ss have determined that la and a are the def. arts., show the forms and ask, Ki diferans genyen? (i.e. C = la, V = a). Poukisa? = C_; V_

Se chèz Se chèz la Se elèv... Se elèv la Se kaye Se kaye a Se tablo Se tablo a [2]

f) Mechanical. Ask ss to supply the correct form of the def. article

Se elèv __ Se drapo__ Se fenèt ___ Se pòt ___ Se klas___ Se lekòl___ Se kaye___ Se règ___ Se biwo___ Se tablo___ Se tab___ [3] f) Present the pl. def. article with sg./pl. contrasts: Ki diferans genyen? Kisa yo ye?

Se elèv la > se elèv yo Se drapo a > se drapo yo Se fenèt la, se fenèt yo Se pòt la > se pòt yo [2]

g) Using finger(s), ask whether the items are sg. or pl. objects, ask students to provide the correct form: Se elèv ___ Se drapo__ Se fenèt ___ Se pòt ___

Se klas___ Se lekòl___ Se kaye___ Se règ___ Se biwo___ Se tablo___ Se tab___ [3]

h) Ask ss, pointing out objects in classroom: Kisa sa ye? Se pòt la! ~ Se kaye a! [2; 6:42] 2. The progressive marker ap:

a) Rhetorical ~ [Syntax: there may be a subcategorization issue with which null-verbs can bear a past reading in Haitian Creole]

Mwen pale ak elèv yo Mwen pale ak chèf la Mwen mache anpil jodi a M pale kreyòl... M li liv la M kenbe yon kreyon M pran yon chèz M kenbe yon bèl flè M bo madanm mwen [2]

b) Gradually show students the forms, choral & individual reps. [2] c) Show ss time-line, ask ss at which point on the time-line each verb belongs:

[2] 4 6 11

yè jodi a lòt senmenn

d. Rhetorically ask Kisa m ap montre?...and answer: M ap + V + object:

Kisa m ap...

M ap montre liv la M ap kenbe yon plim M ap pale ak Gabi M ap pran yon règ [2]

c. Ask a few ss. Kisa ou ap kenbe?

Kisa ou ap kenbe? Kisa ou ap montre? Kisa ou ap pran? Kisa ou ap kenbe?... epi kisa ou ap depoze?

---------------------------------------------------------------------- Kisa ou ap fè? Kisa ou ap aprann? Kisa ou ap fè aswè a? [2]

d. Now ask students, Kisa ou ap... and reply, m ap... (provide verbs):

pale achte vire fèmen manyen depoze pran louvri aprann etidye manje aswè a

e. Ask for ss to model their group work for the class. [2] 16

e. Introduce prale rhetorically, use pictures

Mwen prale nan klas la Ou prale nan jaden li Li prale lapòs Nou prale lekòl Yo prale legliz [2]

g. Show ss the forms, choral & individ. reps [2]

a. Next ask the ss: Ki diferans genyen ant de fraz sa yo? [2]

M ale nan dispansè a. M prale nan dispansè a. Kisa prale vle di? ap + ale = prale Istwa: apre + ale = apr + ale = pr + ale = prale pral

[24; 7:06] 3. Prale + new vocabulary

a. Rhetorically ask, Kote mwen prale?

M prale... nan yon magazen nan yon izin nan dispansè a nan yon jaden [2]

b. Choral & individ. reps [2] c. Show pictures, ask ss to ask partner [2]

Kote ou prale? Mwen prale

d. Rhetorically ask, Kote mwen prale? [2]

M prale... lapòs lavil lekòl legliz

e. Choral & individ. reps [2] f. Show pictures, ask ss to ask partner [2]

Kote ou prale?

g. Show ss column 1 & 2, ask them, Ki diferans genyen ant A ak B?

A. B M prale... nan yon magazen M prale... lapòs nan yon izin lavil nan dispansè a lekòl nan yon jaden legliz

A. = GEN PWEPOZISYON B. = PA GEN PWEPOZISYON.

= MO KOUMANSE AVÈK LA- AK LE-

h. Correctly associate pronouns with prale + place. Line up pictures again and include pronoun cues

under each picture (provide small line-drawing types).

Egzanp, Li > Li prale nan magazen

1. Ou 6. Jan-Jak 2. Sadrak 7. Larak 3. Mari ak Gabi 8. Ti Blan ak Lolo 4. Lik 9. Nou 5. Bobo 10. Mwen

[4; - 7:25] DEVWA Do Annou tcheke B, C paj 24 Read pages 22-25, chapter 5.

Do Annou pratike A, C paj 22, A paj 23 ------------------------------------------------------------------------

Revizyon atik defini an:

gade ...liv ...silabis ...radyo ...tab ...flè ...tablo M fè devwa ...esè Ou aktivite ...djòb Li Nou tcheke ...msye ...odinatè Yo ...fi ...sidi

koute ...mèt ...pwofesè ...mizik ...kasèt

Pran ...règ ...fig ...papye ...chemiz

Week 3 Day 1 1. Review a. Rhet., provide 2 or 3 examples:

Kisa sa ye? Se yon magazen... magazen izin dispansè jaden

lapòs lavil lekòl legliz

b. Provide pictures, ask students, Kisa sa ye? [3] c. Next reorganize the pictures and ask rhetorically, Kote mwen prale? > Mwen prale nan yon magazen. d. Ask for a few students for exemplification. e. Have students ask each other, Kote ou prale? [3] d. Next, review new verbs introduced in previous class + ap/prale rhetorically with the aid of pictures of classroom objects: [3] Konbine [Sijè + [Vèb + [Objè ]]]

Egzanp : M ap pale ak elèv yo Sijè : elèv msye Ti dam mwen yo li

Vèb yo : pale ak achte fèmen manyen

pran louvri chita nan kanpe sou

depoze li Objè yo :

kaye liv fenèt tab elèv pòt chèz

2. The Possesive: a. Introduce the possessive rhetorically: Se kreyon mwen? Wi, se kreyon ou.

Se lajan ou? Wi, se lajan mwen. Se plim li? Wi, se plim li. Se klas kreyòl nou? Wi, se klas kreyòl nou. Se liv yo? Wi, se liv yo [3] b. Get students to produce the possessive: Provide example with an advanced student: Gade twa bagay patnè ou genyen. Mande li si se pou li:

Se kaye ou? → Wi, se kaye mwen. Se klas yo? → Wi, se klas yo. [3] c. Now that they’ve used the poss., analyze it. Provide an example with English translation and ask ss what the difference is in terms of possessive pronoun placement.

Se klas ou? → Wi, se klas mwen. Is it your class? → Yes, it is my class. [2] d. Ask ss to transform the following sentences, replacing nouns with pronouns. Egzanp: Se kay Jak? Wi, se kay li. 1. Se plim Iv? 2. Se kay Mari ak Ti Jan? 3. Se chifon pwofesè a? 4. Se chèz elèv yo? 5. Se kafe Lwi ak Anita? 6. Se kreyon nou?

7. Se lapòs Gènzvil? 8. Se legliz ou? [3]

[- 7:36] 3. Vocabulary presentation coupled with the possessive a. Rhet. present 1st group of vocabulary. Mingle among students pointing out what they’re wearing. chemiz wòb chosèt kòsoj

vès pantalon ba yo kravat [2] b. choral & individ. reps [2] c. Discrimination: Se yon chemiz oubyen yon wòb? [2] d. Rhet. present 2nd group of vocabulary. Mingle among students pointing out what they’re wearing. mayo soulye kravat tenis sapat jip [2] e. Choral & individ. reps [2] f. Discrimination: Se yon chemiz oubyen yon wòb? [2] g. Put up pictures of clothing. Ss ask partner: Kisa sa ye? Reply, Se yon mayo... Patnè 1 Patnè 2 Egzanp, Kisa sa ye? → Se yon mayo h. Now include the possessive into the lesson. Rhet. ask ss:

Se chemiz mwen? → Wi, se chemiz ou Se soulye yo? → Wi, se soulye yo [2] i. Mingling activity. Ss ask each other if the clothing is theirs. Example: Se mayo ou? → Wi se mayo mwen [3; 7:56] 4. Practice new verbs and reinforce clothing vocabulary. a. Rhet. use 1st group of verbs with gestures to show students their meaning. Mwen mete mayo a Mwen wete chosèt yo Mwen eseye mayo a nan yon magazen

M boutonnen kòsaj la M deboutonnen chemiz la M zipe pantalon mwen M dezipe pantalon mwen [3] b. Choral & individ. reps with only the verbs (use gestures) [2] c. Now show ss pictures of the clothing, ask them: Kisa ou fè ak mayo a? Ou mete mayo a. [2] d. After a couple ss exemplify, with partners, they ask each other and reply. [3] e. Rhet. use 2nd group of verbs with gestures to show students their meaning. Mwen lave jip la Mwen siye soulye ou [1] f. Choral & individ. reps with only the verbs (use gestures) [2] g. Now show ss pictures of the clothing, ask them: Kisa ou fè ak mayo a? Ou lave mayo a. [3] h. Now ss give each other orders in a communicative activity. They and their roommate are late for an important meeting. The one has to hurry up the other with orders. Example: Boutonnen chemiz la vit! [3; 7:12] 5. Learn how to count with the aid of clothing and classroom vocabulary 1) Ss repeat, choral reps: 1-20 [2] 2) A few ss repeat [1] 3) Volunteers count in these sequences: [2] 1-5; 5-10; 10-15; 15-20 1-10; 10-20 3) Ss provide exact numbers 1 5 11 6 3 17 13 4 7 8

12 14 18 20 18 19 15 6 [2; 7:19] ----------------------------------------------------------- 6. Dyalòg (paj 15 chapter 4)

a. Read the dialogue slowly [2] b. Choral rep. (divide class in 2 groups) [1] c. Select indiv. ss to read for class after me [correct pronun.] [1] f. Rhetorically present new vocab. from dyalòg (set 1):

~ Ki jan ou ye? ~ M byen

~ E moun yo? ~ Tout moun anfòm, papa.

~ Ki kote ou prale la a? [1] g. Choral & individ. reps [1]

h. Introduce closely related constructions: Ki jan ou ye? Ki jan moun yo ye? Mwen anfòm! Se sa papa! Ki kote ou mache la a? [1] i. Choral & individ. reps [1] j. Rhetorically present new vocab. from dyalòg (set 2) M pral fè yon ti vire... Ou ap mache M pral... achte yon ti kafe... Ou ap bwè kafe pita N a wè pita... Ou ap dòmi pita

[1]

k. Choral & individ. reps [1] l. Introduce closely related constructions: [1]

M ap mache, m ap fè yon ti vire Kafe a bon! L a wè pita. Klas la pita. m. Choral & individ. reps [1; 7:30] --------------------------------------------------------------------------

Devwa Go to Listening lab or Class Website (see syllabus), “Sou wout petyonvil” listen to page 18 (Text of listening is on page 19 in APK, Koute byen section) Do Annou tcheke C page 24 Read 27-31 Do C page 28, Annou pratike A & B page 29-30

Aktivite rad + pozesyon Egzanp: Se mayo Lik? (Jòj)

Non, se mayo li / Non, se mayo Jòj Se jip mwen? (Sizàn) Se chosèt ou? (mwen) Se kravat mwen? (Bòb) Se soulye m? (Anita) Se jip Mari? (Àn) Se chapo Makati? (Jan-Klòd) Se mayo Ti Lolo? (Jid) Se vès Gari? (Nikola) Se pantalon Jak (mwen) Se sapat Wòz (ou)

Day 2 week 3 1. Review: a. Counting. Show ss classroom pictures of classroom objects in sets (5 pencils, 3, tables ~ all under 10) [2] b. Next show set-2 numbers on doc.-cam. Ask for volunteers 1. 11 2. 14 3. 18 4. 12 5. 15 6. 13 7. 20 8. 19 9. 17 10. 16 [2] c. Next, dictate the following 5 numbers and ask students to practice their writing: onz nèf katòz senk dizuit ven [2] d. Review of clothing + def. article; & verbs. e. With pictures of clothing, ask for the def. article. [2] f. Practice verbs + clothes + def. art. by giving partner an instruction. Zanmi mwen, mete chemiz la! mete ~ wete boutonnen ~ deboutonnen zipe ~ dezipe eseye lave siye pran achte [4; 6:27] --------------------------------------------------------- 6. Dyalòg (paj 15 chapter 4)

a. Read the dialogue slowly [2] b. Choral rep. (divide class in 2 groups) [1] c. Select indiv. ss to read for class after me [correct pronun.] [1]

3. The demonstrative determiner a. Rhetorical. Begin with def. det. > go to dem. determ. > then add adjective Endefini, Defini, Demonstratif a. b. c. d. Se yon tab > Tab la > Tab sa a > Manyen tab sa a Se tab > Tab yo > Tab sa yo > Manyen tab sa yo Se yon elèv > Elèv la > Elèv sa a > Pale ak elèv sa a Se elèv > Se elèv yo > Elèv sa yo > Pale ak elèv sa yo Those students Speak with those students Se yon kaye... Se yon liv... [examples if needed] [3] b. Before analysis, ss use the presented structure. Use classroom objects. Ask them “Ki tab?” “Ki kaye?” “Ki liv?” They transform using dem. det, i.e. “Wi, tab sa!” Egzanp: Ki tab? Tab sa a! Ki tab yo? Tab sa yo! [3] c. Show the ss columns c. & d. above and ask them what’s different about sa a / sa yo distinction. Ask for a translation into English and then ask them what the difference in word order is. [2] Elèv sa a > Pale ak elèv sa a Elèv sa yo > Pale ak elèv sa yo Those students Speak with those students d. Now the students are going shopping. Time to practice V + clothes + dem. det. Provide ss with a couple good models. Provide pictures. Elèv 1: Kisa ou ap achte? Elèv 2: M ap achte chemiz sa a.

or M ap achte ba sa yo. [3; 7:46] 4. Present family vocabulary 1. Display p 29 family tree on class overhead. a. Rhet (set 1) Orilya se madanm Similyen ~ mari manman ~ papa grann ~ gran papa

bèlmè ~ bòpè [2] b. Choral & individ. reps [2] c. Discrimination drill.

Eske Orilya se madanm Similyen oubyen grann li? Se madanm li / Se madanm Similyen. [2] d. Rhet. (set 2) [2] Lamèsi se pitit Orilya ak Similyen ~

Fi Gason Fi/Gason pitit

sè frè matant monnonk e. Choral & individ. reps [2] f. Discrimination drill. [1]

g. Rhet. (set 3) [1] Ivòn se pitit pitit Orilya ak Similyen Fi Gason Fi/Gason

pitit pitit bebe

nyès neve kouzin kouzen pitit fi pitit gason ti fi ti gason h. Choral & individ. reps [2] i. Discrimination drill. [1] j. Mechanical activity. Show family tree. Ask individual students: Kisa Lamèsi ye pou Tidjo? Lamèsi se matant li Kisa Orilya ye pou Sovè? Orliya se grann li. Ivòn ~ bebe Jak ~ Tidjo Chal ~ Anita Jan ~ Similyen Orilya ~ Jak Similyen ~ Ivòn [3] k. Communicative activity: family members + counting. Ss mill asking 2 people (set 1) Konben sè ou genyen Mwen gen... Konben frè ou genyen Mwen gen... Ou gen kouzen? kouzin? Mwen gen... [2] l. Ss report what they learnt [1] m. (Set 2): Konben pitit papa ou genyen? Li gen... Ki jan manman ou rele? Li rele... Ki jan papa ou rele? Li rele... [2] n. Ss report what they learnt. [2; 7:11] -----------------------------------------------------------------------

5. Present the dialogue a) read the dialogue [2]

b) read the dialogue w/ choral repetition [3] c) select 2 students to read the dialogue... select 2 more [3] Vocabulary + possessive: (1) Yon tab yon moulen kèk chèz M ap moulen yon ti kafe kounye a / atò / alèkile [2] ----------------------------------------------------------- (2) anba bra ou

Zouti m m ap pote nan lakay Anita a kay sè m [2] Mechanical: students make the following possessive Egzanp: Se lakay ________ (mwen) Se plim ________(Similyen) Se zouti ________(Toma ak Mari) Se kreyon ________(nou) Se chifon ________(ou) Se bra ________(Tidjo) Se bòpè ________(msye) Se monnonk ________(madanm) Se grann ________ (Jan ak Lwi) Se matant ________(konpè) Se kouzin ________(konmè) Se sè ________(Mari ak Orilya) [3; 7:26] ------------------------------------------------------- 2. Dictation.

a. Note that they were assigned to listen to the passage for their homework at the BH listening lab.

Jodi a se jou mache. De moun kontre nan yon kamyonèt sou wout Petyonvil. Youn rele Lwi, lòt la rele Mari. time permitting Mari pral nan mache ak pitit li. Pitit la rele Ajenò. [4] b. Ss correct partner’s dictation [4; 7:35] Devwa Fè Annou tcheke B paj 30, Fè D paj 28. Li paj 33-37, Fè Annou pratike A & B paj 34; B paj 36.

Week 4 day 1 1. Review: family + possessive; demonstratives 1. Rhet. First put the family tree up. Ask, Kisa Similyen ye pou Orilya = Similyen se mari li. 2. Ask several students relationship between figures in fam. tree. [2] 3. Students read question for the class and provide answer. Aktivite fanmi an 1. Se frè manman ou? 2. Se pitit sè ou (fi)? 3. Se manman manman ou? 4. Se pitit pitit granpè ou? 5. Se pitit monnonk ak matant ou (gason)? 6. Se pitit monnonk ak matant ou (fi)? 7. Se pitit frè ou (gason)? 8. Ou fè pitit ak li (gason)? 9. Ou fè pitit ak li (fi)? [4] 3. Rhet. Put up pictures of single/multiple classroom objects. Ask, Ki bagay sa a? Sa a se yon règ. Sa yo se règ/Se règ. [2] 4. Next ask individual students. [2] 5. Rhet. Eske ou kapab konte? Show the following Ki nimewo sa a ye? 1 5 10 15 20 [1] Ki nimewo sa a ye? 2 3 4 6 7 8 9 11 12 13 14 16 17 18 19 [2] [12; 6:30] 2. Present the dialogue a) read the dialogue [2]

b) read the dialogue w/ choral & individ repetition [3] c) select 2 students to read the dialogue... select 2 more [3]

1. Vocabulary & Grammar a. Present the following excerpts Li pa la? Non, li pa la. Li pa bèl.

Ou pa konn kote y ale? M pa konnen, non... Ou pa sanble li [2] Kesyon gramatikal : ki kote patikil negasyon pa a chita ? [bò kote vèb la!] b. Ask ss what pa does: Kisa mo pa a fè nan fraz yo? Ask for translations translate the above. Ask students where pa goes in HC word order? = in front of the predicate (adverb, adjective, verb) [2] c. Ask ss questions that should elicit negative answers Egzanp: ~ Eske ou gen yon timoun?

~ Non, m pa gen yon timoun. 1. Ou gen senk timoun? 2. Ou gen twa granpè? 3. Ou gen 20 kouzen? 4. Yo gen 10 timoun? 5. Li travay nan yon izin? 6. Nou achte yon timoun nan yon magazen? 7. Li prale lapòs apre klas la? 8. Yo wete soulye yo nan klas la? 9. N ap lave rad nou nan klas la? 10. Ou ap yaya nan klas la? [4] d. Next present pa + ap. Present the following: ask students to transform the following. Mwen pa + ap danse ak ou = ...p ap danse Li pa + ap achte nan magazen li = ...p ap achte Yo pa + ap dezipe pantalon yo = ...p ap dezipe Nou pa + ap deboutonnen chemiz nou = ...p ap deboutonnen e. Next see if they can translate the above. [4] f. Practice mechanical activity. Ss negate the following sentences with the progressive. Egzanp: 1. Eske ou ap achte kravat la.

= Non, ou p ap achte kravat la. 2. Eske y ap kenbe bagay la? 3. Eske n ap wete chosèt nou? 4. Eske l ap mache nan klas la? 5. Eske m ap pran règ la? 6. Eske y ap montre liv yo? 7. Eske n ap mete rad yo? 8. Eske y ap siye soulye yo? [3] g. Communicative: ss try to ask each other questions that require a negative answer. Eske ou gen senk timoun? = Non, mwen pa gen senk timoun! Eske ou ap achte mayo ou nan yon izin? = Non, mwen p ap achte mayo mwen nan yon izin! [4] [25; 6:55] 3. Vocabulary: the face. a. rhet.: present vocabulary (set 1). sousi popyè je plim je twou nen dan bouch [3] b. Discrimination: Eske sa se cheve oubyen popyè? Ask several ss. [2] c. Picture. Ss must name all parts of the face from above [2] d. rhet.: present vocabulary (set 2) cheve grenn / cheve swa linèt / vè kontak nen zòrèy je

moustach po bouch bab [3] e. Discrimination: Eske sa se vè kontak oubyen linèt? [2] f. Picture. Ss must name all parts of the face from above. [2] g. Ask ss to perform the following commands: Manyen tèt ou. Montre Kenbe... Frape Manyen Rale [3] h. Communicative: ss alternate asking each other questions in Akt. B page 35 regarding their physical appearance. Exemplify with Q. 1. After, obtain feedback. [4; 7:16] 4. Listening activity: “Koute Byen” from page 35 a. Before listening present bay + important vocabulary. Rhet. present the bellow

bay, ba, ban (ak pwonon long yo) Mwen bay yo kaye a

Mwen ba ou kaye a Mwen ba li kaye a Mwen ban mwen kaye a Mwen ban nou kaye a (ak pwonon kout yo)

M bay yo kaye a

M ba ou kaye a (ba w – oke!) M ba l kaye a (bay li – oke!) M ban m kaye a M ban n kaye a Ask ss what is interesting about this set? [3] b. Vocab: Bòs Bòs menizye

Mwen voye yon kado Mwen voye rele yon bòs / Mwen voye rele lapolis [2] c. Before listening to the text, ss read questions for [1] d. Explain that the answer can be VRE / PA VRE; ss listen to text 2 times [4]

Vre / Pa vre e. Check answers. Ss read Q, provide answer [3; 7:30] Devwa yo Li paj 39 – 46; Fè aktivite B paj 42, Fè B paj 43-44; B paj 45 (on top of page)

Kwiz I Write your name on your quiz Identify the following objects in Haitian Creole: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Part 2 Write a full sentence explaining where I can go to do the following activities [2 pts each]. Example: (I need to learn how to speak Creole) Ou prale lekòl. (I need to send a letter) Ou _________________________________________. (I want to buy a toy) Ou _________________________________________. (I want to pray) Ou _________________________________________. (I’m going to farm) Ou _________________________________________

Week 4, day 2 1. Review a. Review parts of the face with pictures. Ask ss, Kisa sa ye? Provide a few examples.

Sa yo se sousi. [4] b. Review eye and hair types & colors with book Sa se cheve swa. [4] --------------------------------------------------- c. Review pa + ap. Students negate the following: Revizyon pa + ap Egzanp, ~ N ap wete mayo a?

~ Nou p ap wete mayo a! L ap manje liv la? Y ap mache ak tig la? M ap wete chemiz la?

N ap li règ la? N ap ekri avèk yon chifon?

N ap dòmi nan klas kreyòl la? [3] d. Ask ss what clothes they’re not going to wear. Egzanp, Mwen p ap mete yon kravat! [3; 6:29] 2. Present the dialogue a) read the dialogue [2]

b) read the dialogue w/ choral & individ repetition [3] c) select 2 students to read the dialogue... select 2 more [3]

d) Ki vèb nan progresif avèk ap? [2] e) Ki vèb nan pase? [1]

Vokabilè: ap keyi fin sakle pran mennen voye kwit 1. Nou _______ plante lontan [a long time ago]. 2. M ___ travay. 3. Jak _______, mwen menm m kase flèch mayi. 4. Lè fini, m ________ pwa... 5. M ________ Sovè nan dlo. Ivòn _______ manje. 6. Jan ________bèf yo manje. 7. L al ________ leson kay Polemi . [3; 6:43] 3. Vocabulary and ap use. a. Ask students to close their books. b. Put up pictures of scenes from page 40-42. Ask ss: Kisa l ap plante? > L ap plante kafe. i.e. provide the verb in first pictures. Reveal answers 1 by 1. 1. L ap plante kafe 2. L ap keyi kafe 3. L ap kwit manje. 4. L ap mennen chwal la 5. L ap pran leson 6. L ap manje / l ap chita 7. Y ap pote dlo 8. L ap lave machin nan 9. L ap taye flè / plant 10. L ap pentire baryè a 11. Y ap rache zèb la 12. L ap wouze jaden li / plant li. difficult 13. Non, l ap sakle 14. L mennen bèt nan manje / nan dlo [5] c. Communicative: next students see a variety of pictures:

painting, animals, plants, cooking, weeding, harvesting, carrying water, watering d. Partner asks:

~ Kisa ou ap fè? ~ M ap pentire kay la. [5; 6:53] 4. Vocabulary presentation a. Place images of new vocab on doc-cam (page 43). Provide sentences and ask ss which word they match with. 1. M ap pote dlo pou manman mwen. 2. Y ap wouze jaden ak sa. 3. M ap manje nan bagay sa a. 4. L ap mare bèt ak bagay sa a. 5. N ap taye flè ak sa. 6. N ap kenbe dlo nan bagay sa a. 7. L ap sakle jaden ak li. 8. Y ap kenbe bèt ak sa. [baryè / kòd] [5] b. Communicative: The next activity reverses the treatment of vocabulary, i.e. ss see the objects and now must explain to their partner what they will do with it. Egzanp, penso. Kisa ou ap fè avèk penso a? M ap pentire kay mwen! M ap pentire baryè a. [5; 7:03] 5. Present vs. past distinctions with Vs a. In this activity the idea is to reinforce ss knowledge of futurity and the past. First provide an example, Rhet: 1. Ki sa ou ap fè kounye a? (kwit) > M ap kwit (manje). 2. E yè? ki sa ou fè yè? > M kwit (manje) [3] b. Next show ss the following list of Vs.

Egzanp 1. keyi kafe. Kounye a, m ap keyi kafe. Yè, m keyi kafe.

2. lave rad. 3. mete chemiz. 4. pentire kay la. 5. mennen bèt nan dlo. 6. plante mayi. 7. keyi kafe. 8. taye flè. 9. kenbe liv yo. 10. wouze jaden. [4; 7:10] 6. Fill in the blank activity. a. Ss open their books to page 45, activity B b. Explain that students either fill blank with ap or leave it blank, i.e. past c. Call on individ. ss. [7; 7:17] 7. Communicative activity. a. Ss see the following scenarios and must tell their partner what is required: Ss should provide both the verb and tool needed to complete task. Egzanp, Jaden gen anpil zèb. > YO = Y ap taye zèb yo. Y ap pran yon manchèt 1. Jaden bezwen dlo > NOU 2. Bèt bezwen manje / bwè. > YO 3. Kay la vye [old] > LI 4. Jaden bezwen kiltivasyon. > MWEN 5. Machin nan sal [dirty] > OU 6. Timoun bezwen manje [hungry]! > LI 7. Elèv bezwen aprann > YO 8. Pye kafe gen anpil grenn kafe > NOU [10]

Devwa yo A page 42, A page 43, A page 44-45 Read pages 47-50, act. A page 48

DEVWA Read pages 47 – 51, Activity B page 48 Annou Pratike A, B page 50 Annou Tcheke C page 51 1. Review: alert students that the activities today are all pertinent to EXAM I a. Review parts of the face with pictures. Ask ss, Kisa sa ye? Provide a few examples.

Sa yo se sousi. [4]

b. Review eye and hair types & colors. c. Introduce colors: using color markers show words below:

Kalite koulè cheve ak je yo:

ble tamaren ~ brown / black nwa / nwè vèt kannèl ~ rust-colored blan / gri jòn cheve grenn cheve swa [4] d. Put up color pictures and ask ss. Ki koulè cheve èske li genyen? [3]

e. vocabulary presentation/review: place images of new vocab on doc-cam (page 43). Provide sentences and ask ss which word they match with.

1. M ap pote dlo pou manman mwen. 2. Y ap wouze jaden ak sa. 3. M ap manje nan bagay sa a. 4. L ap mare bèt ak bagay sa a. 5. N ap taye flè ak sa. 6. N ap kenbe dlo nan bagay sa a. 7. L ap sakle jaden ak li. 8. Y ap kenbe bèt ak sa. [baryè / kòd] [5; 6:31]

3. Fill in the blank activity. a. Ss open their books to page 45, activity B b. Explain that students either fill blank with

ap oubyen _____ (= pase) c. Remind ss that they should keep an eye out for time-markers: kounye a and yè.

d. Call on individ. ss.

4. Communicative activity. a. Ss see the following scenarios and must tell their partner what is required: Ss should provide both the verb and tool needed to complete task. Egzanp, Jaden gen anpil zèb. > YO = Y ap taye zèb yo. Y ap pran yon manchèt 1. Jaden bezwen dlo > NOU 2. Bèt bezwen manje / bwè. > YO 3. Kay la vye [old] > LI 4. Jaden bezwen kiltivasyon. > MWEN 5. Machin nan sal [dirty] > OU 6. Timoun bezwen manje [hungry]! > LI 7. Elèv bezwen aprann > YO 8. Pye kafe gen anpil grenn kafe > NOU [10; 6:45] 5. Short dictation: a. Read each sentence twice.

Tout moun ap travay jodi a. Gabi ap kwit manje nan kay la, Chal ap mennen bèt yo nan dlo, epi Jòj ap sakle nan jaden.

Yè, tout moun nan kay la plante pwa. Apre yon fin plante, yo pentire kay la.

b. Ss correct partner’s dictation [7; 6:52]

6. Association activity.

a. Ss associate the following verbs and objects with their partners. Show students the following columns: VERBS ~ VÈB YÈ,... KOUNYE A,...

mennen ap wouze mache ap sakle ekri ap rache pale ap pentire keyi ap plante THINGS ~ BAGAY BAGAY YO tablo a baryè jaden papa mwen bèf kafe kaye a awozwa kalbas move zèb manchèt

Kounye a, n ap wouze avèk yon awozwa. [10; 7:03

7. Students describe the heads they see.

a. Put 3-4 different heads up. But before, put up one head and give it a complete describtion. Dekri tèt sa yo pou patnè ou.

ATIK DEFINI AN Egzanp: Kay _________ gwo. Fi ______ chita nan klas la. 1. Gade kreyon _________ (3) 2. Pran kaye ________. 3. Se ____ kaye. 4. Bokit ________gwo. 5. Timoun _________ pale anpil (Tidjo, Jan, ak Nikola). 6. Grann _________ trè bèl. 7. Granpè ________ gen anpil timoun. 8. Plim _________ bon. 9. Jip ______ kout. 10. Wòb ______ long (3) [7; 7:15] 9. Numbers review:

Ekri nimewo sa yo an kreyòl: 1. 2 ______________________

2. 9 ______________________

3. 13 _____________________

4. 16 _____________________

5. 19 _____________________ [5; 7:20]

10. Review of classroom vocab & verbs Ask ss to use verbs in order to describe what they do with the following things:

Nou efase tablo a avèk chifon an Nou chita sou chèz la Nou li liv la

Sijè Vèb Bagay Mwen aprann chèz chifon ou li tablo kaye li chita lekòl liv nou ekri sou tab pòt yo ekri ak ban drapo

montre biwo kreyon louvri plim fèmen

Devwa yo Page 49, C Page 50, Annou Tcheke A Read pages 53-57, A & B page 56 1. Present the dialogue a) read the dialogue [2]

b) read the dialogue w/ choral & individ repetition [3] c) select 2 students to read the dialogue... select 2 more [3]

d) Present vocab that’s in the dialogue: ss match the two columns

Mwen mache vit! M ap sòt lekòl a katrè Ki lè li ye? Ou gen tan, monchè Ki lè ou sòt lekòl? Li onzè [2]

2. Telling time a) Show ss my schedule and tell them what time I do things

A nevè Mwen leve A nevè eka Mwen lave A nevè edmi Mwen manje A dizè mwennka Mwen nan klas mwen A midi Mwen manje

A dezè vennsenk Mwen etidye A witè mwen ven Mwen etidye A dizè Mwen etidye toujou!

[4] b) Put the following times up on the screen: Ki lè li ye? Li dizè katòz... 10:14 10:15 10:30

10:45 12:00 noon

3:15 3:25 3:30

3:45 9:01 7:25 c) Student do activity B page 49 together. 3. Short intro to the remaining definite determiners

a) scroll down the following asking students to shout out examples of other nouns in the same category: Kay la Kaye a Machin nan Gason an Mont lan EXCEPTIONS fanmi an foumi an b) Ask for the correct def. determiners: provide the following nouns:

Konbine mo pou fè yon fraz: Yo sakle ak wou a sijè vèb bagay mwen mete pantalon chemiz ou montre mont gonm li pentire penso fanmi nou kenbe men kafe yo vizite machin plim

sakle ak wou awozwa wouze ak manchèt kwi manje ak jaden

efase travay (nan) Devwa yo Read pages 58-60 Activity A & B page 58 B page 59, D page 60 Read 63 - 65 1. Review: Def. Det. [(a) scroll down the following] Kay la C __ Kaye a V __ Machin nan NC __ Gason an NV __ Mont lan NV + C __ EXCEPTIONS ~ EKSEPSYON YO fanmi an NC + i ___ bikini an mi an [3] b) Ask for the correct def. determiners: provide the following nouns making use of the verb bay:

BAY (mwen) pantalon Egzanp, Ban m pantalon an! Ban mwen pantalon an! BAY (li) pantalon BAY (yo) chemiz BAY (li) mont BAY (mwen) gonm BAY (nou) penso BAY (yo) bikini BAY (li) moulen BAY (mwen) kafe BAY (nou) machin BAY (ou) plim BAY (nou) wou BAY (yo) awozwa BAY (mwen) manchèt BAY (li) kwi [4] c) Review telling time: ask ss Ki lè li ye? 12 :00 p.m. a midi nan apremidi 1 p.m. a inè en 2 p.m. a dezè de 3 p.m. a twazè twa 4 p.m. a katrè kat 5 p.m. a senkè senk nan aswè 6 p.m. a sizè sis 7 p.m. a setè sèt 8 p.m. a witè wit 9 p.m. a nevè nèf 10 p.m. a dizè dis 11 p.m. a onzè onz 12 a.m. nan maten

12:15 midi eka 12:20 midi ven 12:30 midi edmi 12:40 inè mwen ven 12:45 inè mwennka Kilè ou fè aktivite sa yo yè?

Egzanp, 10 p.m. (telefonnen zanmi ou)

Yè a dizè nan aswè m telefonnen zanmi mwen. 1 2 3 4 (1) 12:00 noon (pale ak zanmi ou) (2) 12:30 p.m. (gade match la) (3) 12:15 a.m. (danse nan yon ba) (4) 12:45 p.m. (manje ak fanmi ou) (5) 2:20 (chante nan koral) (6) 10:14 a.m. (fè devwa yo) (7) 3:45 a.m. (al dòmi) (8) 3:40 p.m. (ekri yon powèm) (9) 11:21 p.m. (gade yon fim) (10) 8:15 a.m. (leve) (11) 9:10 p.m. (lave rad) (12) 9:21 a.m. (achte manje) 2. Time vocab a) Introduce vocab. pertaining to time. Mwen dòmi nan maten Mwen travay nan apremidi Mwen rilaks nan aswè Mwen leve bonè / Mwen leve ta [4] b) Next ask ss to assign the above VOCAB to the expressions below: mwen leve mwen dòmi

mwen ale nan klas kreyòl la mwen vizite Benn nan lè biwo li

mwen gade televizyon mwen ale legliz mwen ale nan moske mwen ale nan sinagòg mwen ale nan peristil li senkè nan maten li onzè aswè li dizè nan maten, ou ap dòmi li twazè nan maten, ou p ap dòmi

b) Communicative activity. SS share their WED. schedules with partners.

odinatè la/a? plim nan/la? plim je a/nan? bouch a/la? men nan/ an? kay la/lan chat nan/la tig an/la elefan nan/an tas a/la kwi a/la zen a/an machin nan/a moun a/nan lendepandans nan/lan tab a/la tablo la/a fim nan/la izin la/nan kwizin a/nan sourit la/nan chanm nan/an lang la/lan mont nan/lan Kreyòl ayisyen, Kwiz II Part A [3 points each]

Vokabilè: non: chwal / leson / machin / manje / dlo / jaden vèb: mennen / pote / pran / lave / pentire / kuit / wouze

Egzanp, Kisa l ap fè? L ap kuit manje

1. Kisa l ap fè? 2. Kisa l ap fè? _____________________ _______________________ 3. Kisa y ap fè? 4. Kisa l ap fè? _____________________ _______________________ Part B [2 points each] Kisa sa ye? Egzanp: Se penso a 5. 6. 7. 8.

__________ __________ __________ _________

(1) A ki lè ou pral leve?

= Mwen pral leve ta. Mwen pral leve a dizè nan maten.

(2) Apre sa, kisa ou pral fè? = A onzè edmi mwen gen yon klas.

(3) Ki lè ou pral tounen?

= Mwen pral tounen ta. M pral tounen a dizè nan aswè.

3) Def. Det. and Dem. Det. a) Transform from DEF DET > DEM. DET [DO QUICKLY] Nou achte mayi a > Nou achte mayi sa a. Yo vann plim nan > Li kenbe chifon an > Nou wè gason yo > Yo tande kesyon an > Mwen pale ak madanm nan > Yo tcheke lanp lan > Ou pran awozwa yo > Nou kenbe manchèt la > Nou bwè nan kalbas yo > [4] b) Transform from DEM. DET > DEF DET Yo pote dlo sa a > Yo pote dlo a. Timoun yo manje pwa sa yo > Jan ap li liv sa a > Gabi kenbe gonm sa a > Jòj pale ak madanm sa a > Migèl achte mont sa a > Nikola mennen bèt sa a > Didin pote pantalon sa a >

Jak lave soulye sa yo > Benn pran lanp sa a > Djèf achte mayo sa a > [4] Lwi vann biniki sa a > c) Next provide pictures of classroom objects and clothes and provide the following verbs: Vèb yo pran manyen achte vann pote montre lave kenbe kache vide (empty) Pran plim sa a! Pran plim nan! [4;

4) Present the dialogue a) read the dialogue [2]

b) read the dialogue w/ choral & individ repetition [3] c) select 2 students to read the dialogue... select 2 more [3]

d) Present vocabulary: Mwen chita nan pa pòt la = se antre pòt la Mwen pran yon ti repo = ou pa travay Mwen p ap mize = “Abitan pa mize lavil” 5) Question strategies words. a) ask students to look at the dialogue and quote questions used

Ou pase bon jounen? ↑ Ou fè bon lavant? ↑ = ENTÒNASYON Ou pa desann lavil jodi a? ↑ = NEGASYON + ENTÒNASYON Kote yo ye? = KESYON MO ---------------------------------------------------- b) Introduce the following: kisa = Kisa ou vle achte? > Mwen vle achte yon mayo ki moun = Ki moun ou vle wè > Mwen vle wè manman mwen ki kote = Ki kote ou vle ale? > Mwen vle ale Ayiti c) Ask ss to ask the question appropriate to these answers: Ki kesyon ou ap mande? 1) Mwen vle achte bagay la. > Kisa ou vle achte ? 2) Yo prale ann Ayiti. 3) Gason sa a fè li. 4) Se nan Pòtoprens nou ye. 5) Yo vann pwa. 6) Grann mwen ap manje.

7) Sè mwen ban m yon kado! [4] d) Introduce the next set:

ki lè = Ki lè ou leve > Mwen leve a setè ki jan = Ki jan ou fè sa a? > Mwen fè sa ak yon plim poukisa = Poukisa ou fè sa a ? > Paske mwen vle M fè sa avèk zouti yo > Kijan ou fè sa ? Li fè sa paske li kapab. Yo travay a witè Nou ekri sa a ak yon plim Li pa fè sa paske se pa bon! M ap manje a midi e) Put up pictures for which questions may be asked using the above Q-words and strategies. [4; 7:20] 6) Prepositions a) Put up pictures that pertain to the following preps. Describe the pictures using the preps. nan anndan dèyè

anba nan mitan sou kote devan

b) Next put up picture from book, page 57 [photocopy it] Indicate who is who with markers on the doc.-cam. c) Ask ss questions from page 58, A. Kote...? [4; 7:27]

Week 6, day 2 Do activity A page 64, A & C page 65 Read 66- 73 Do activity A & B page 66 1) Review: DEF ARTICLE La / a / an manba sousi pon men

bouch gan kan bra po bouch zòrèy

liv plim je mamit chagren

bo gason Nan / lan bannann machann

mont bann gonm sans vant plim lendepandans

2) Present the dialogue a) read the dialogue [2]

b) read the dialogue w/ choral & individ repetition [3] c) select 2 students to read the dialogue... select 2 more [3]

d) Present vocabulary: Mwen chita nan pa pòt la = se antre pòt la Mwen pran yon ti repo = ou pa travay Mwen p ap mize = “Abitan pa mize lavil” [3; 7:05] 3) Question strategy words

1. kisa? = Kisa ou vle achte? Mwen vle achte yon mayo

E ou menm?

2. ki moun? = Ki moun ou vle wè

Mwen vle wè manman mwen E ou menm?

3. ki kote = Ki kote ou vle ale?

Mwen vle ale nan yon restoran E ou menm?

c) Ask ss to ask the question appropriate to these answers: Ki kesyon ou bezwen mande pou repons sa yo? Kisa...? Ki moun...? Ki kote...? Mwen vle achte bagay la. [de volontè] Yo prale ann Ayiti. Gason sa a fè li. [elèv nan gwoup yo] Se nan Pòtoprens nou ye. Yo vann pwa. Grann mwen ap manje

M travay ak yon wou nan jaden an [4] d) Introduce the next set: 4. ki lè ? = Ki lè ou leve ? >

Mwen leve a setè

5. ki jan ? = Ki jan ou fè sa a? >

Mwen fè sa ak yon plim

6. poukisa ? = Poukisa ou fè sa a ? >

Paske mwen vle 7. èske ? = Eske ou pale kreyòl ? > M pale l wi !

Ki kesyon ou bezwen mande pou repons sa yo? Ki lè...? Ki jan...? Poukisa...? Èske

M fè sa avèk zouti yo.

Li fè sa paske li kapab. Yo travay a witè Nou ekri sa a ak yon plim Li pa fè sa paske se pa bon! M ap manje a midi

M pa vle bwè kafe kounye a. Paske mwen vle! Konprann? Ou repare machin nan ak yon zouti. [4]

e) Put up pictures for which questions may be asked using the above Q-words and strategies. [4; 7:20] 4) Prepositions a) Put up pictures that pertain to the following preps. Describe the pictures using the preps [ask a student to step forward!!!!!]

nan

devan

dèyè

anba

nan mitan

sou

kote

anndan b) Next put up picture from book, page 57 [photocopy it] Indicate who is who with markers on the doc.-cam. c) Students ask each other questions from page 58, A. Kote...? [4; 7:27] Kote kabrit la? Kabrit la devan kay la a) rhetorically present these prepositions with the aid of a picture or the classroom nan devan dèyè anba nan mitan sou kote anndan [3]

b) show students the above list and provide a picture. Ask ss, Ki kote bagay sa a ye? [3] 5) Prepositions + Question words a) Use pictures on page 58, ask ss the following questions: Chal dèyè kay la? Ki kote kabrit la ye? Ki kote pyebwa palmis la ye? Ki moun ap kanpe devan tablo a? Eske li kanpe devan tab la tou? Ki kote bagay li yo ye? Eske kravat la anba chèz la? Ki bò soulye yo ye? Ki lòt bagay nou wè nan imaj la? Kisa nou wè nan imaj la ?

Ki kote chen an ye? Epi chapo a? Eske chat la devan chen an? b) with partner, show students a picture for which the following questions may be asked:

Ki kote _________ ye? Partner replies, Bagay la anba tab la, etc. [4; 6:34] c) Next, ss form questions based on the following statements:

COVER UP Li lakay mwen. Ki kote... M ap vini a setè. Ki lè... Mwen fè sa ak yon wou. Kijan / kouman... Li pran liv mwen Ki moun...

Wi, m ap manje ak ou Eske... N ap travay ak yon manchèt L ap vini a senkè M ap vide dlo sou tèt Benn

Yo la. Non, mwen pa kapab Li fè li. [6; 6:40]

Kreyòl ayisyen, Kwiz nimewo Non ou _______________________ Ben Hebblethwaite Kwiz: ki lè li ye ? I. Matching & sentence completion [2 points each]

Egzanp,

9 :10 ...a nevè dis nan aswè.

1) 12:30 p.m. ___ a midi edmi ______________________

2) 1:20 p.m. ___ a setè mwen ven ____________________

3) 2 p.m. ___ a witè mwen ven ___________________

4) 6:40 p.m. ___ a inè ven ________________________

5) 7:40 a.m. ___ a dezè ________________________

II. Write out what time it is [2 points each]

Ki lè li ye?

Egzanp,

9:30 a.m. Li nevè edmi nan maten.

6) 8:15 p.m. ______________________________________

7) 9:45 a.m. ______________________________________

8) 10:18 p.m. ______________________________________

9) 11:45 p.m. ______________________________________

10) 12:00 p.m. ______________________________________

Week 7, day 1 DEVWA POU MEKREDI B page 59, Li “annou li” paj 60 Dyalòg paj 63 B paj 64 Annou pratike paj 67 Annou tcheke C paj 68 1) Revision. Asking questions. a) Students generate questions Marye/matching

Kijan ou viv? Ki moun yo fè sa?

Ki kote yo te kwit? Ki bò travay nan bank sa a? Kisa yo repare machin sa yo? Poukisa ou sòti? b) Scroll down the following statements asking what question word can be used to bring about the statement. Ki kesyon ou ap mande?

1. Mwen vle achte yon plim.

ki sa = Ki sa ou vle achte? 2. Mwen vle wè tonton mwen. ki moun = Ki moun ou vle wè 3. Mwen vle ale an Ayiti. ki kote, ki bò = Ki kote ou vle ale?

4. Mwen leve a nevè. ki lè = Ki lè ou leve 5. Mwen fè sa ak yon plim ki jan = Ki jan ou fè sa a? 6. Paske mwen vle fè sa! poukisa = Poukisa ou fè sa a 2. Vocab from page 54 a) present vocabulary [use pictures]

NON: Kisa sa vle di an angle? moun andeyò (vs. moun lavil) rad sal (rad ou bezwen lave) kivèt (mete dlo nan sa) savon (pou lave rad)

fab (pou lave rad) batwèl (pou bat rad)

VÈB: Kisa sa vle di an angle fwote (friksyonnen rad) bat (frape) rense (koule dlo) tòde (kenbe rad pou dlo sòti) tann sou yon wòch / sou yon kòd (mete sou yon wòch) b) Put up picture from page 54, include new verbs ask students what Lisèt ak Fransi are doing? [3; 6:46] 3. Present the dialogue [adjectives] a) read the dialogue [3]

b) read the dialogue w/ choral & individ repetition [3] c) select 2 students to read the dialogue... select 2 more [3]

Vocabulary in the dialogue d) ask students to supply the adjectives found in the dialogue: gwo msye machin wouj e blan bèl kay jòn e vèt gwo kay beton gran jaden tonton tèt grenn baryè ble a [3] e) next ask ss where the adjective falls, devan oubyen dèyè [3] f) next provide ss with examples of the following preposed adjs. with pictures Se yon gran bilding Se yon ti liv Se yon bèl bagay Se yon bon gason Se yon vye kay Se yon gwo liv [2] g) discrimination drill: [2] Eske se yon gran bilding oubyen yon ti bilding? h) put up pictures, ask students to describe them with preposed adjs. [3] i) provide ss with examples of the postposed adjs. with pictures:

Se yon kreyon kout Se yon moun piti Se yon kreyon long Se yon chen mèg Se yon kay lèd Se on kochon gra Se yon kay wo Se yon moun rich Se yon moun pòv Se yon fi janti Se yon gason mechan [4]

Se yon kreyon ki kout Se yon moun ki piti

Se yon kreyon ki long Se yon chen ki mèg Se yon kay ki lèd Se on kochon ki gra Se yon kay ki wo Se yon moun ki rich Se yon moun ki pòv Se yon fi ki janti

Se yon gason ki mechan j) with pictures discrimination drill

Eske se yon gason mechan oubyen janti? [3] k) put up pictures, ask students to describe them with postposed adjs. [3] l) Using APK, p 65 activity B, ss practice pre/post- posed adjs. [5; 7:20] 5. Revision of adjectives a. Ss supply the correct adjective Egzanp, Kijan fi a ye? (rich) >

Se yon fi ki rich Kijan gason an ye? (piti) Kijan machin nan ye? (bèl) Kijan chat la ye? (mechan) Kijan bèf la ye? (lèd) Kijan kay la ye? (ti) Kijan moun yo ye? (mechan) Kijan pwofesè a ye? (mèg) Kijan tab yo ye? (bon) Kijan klas la ye? (gwo) Kijan leson an ye? (kout) Kijan chapit la ye? (long) [4] b. Ss use the list of adjs to describe a picture of clothes, people and classroom objects. gran ti bèl bon vye gwo kout piti pòv long mèg janti

lèd gra mechan wo rich 9. Counting a. Ss listen to pronunciation of numbers, ss turn to page 72 b. Students pronounce the numbers chorally and individually c. Ss write the corresponding numbers down 1. 2. 3. senkann de swasann dizuit swasann kenz tranteyen senkant nèf (senkann nèf) swasann kat karann sèt senkant uit (senkann uit) katreven dis katreven senk katreven sèz katreven onz [4] d. Ss provide numbers for: 71 85 98 33 61 89 99 57 46 42 37 72 [4]

Devwa yo Do activity A & C page 73 A page 74, A page 75, A page 76 Read 74 - 80 1) Review ~ a) show numbers, ask ss to provide right-hand column (go around the room) montre kache 69 swasann nèf 70 swasann dis 71 swasann onz 72 swasann douz 73 swasann trèz 74 swasann katòz swasannn... 75 swasann kenz 76 swasann sèz 89 katreven nèf 90 katreven dis 91 katreven onz katreven... [4] b) Ask ss to write the following numbers in notebook:

montre kache trann twa 33 karant sèt 47 senkann senk 55 swasann senk 65 katreven wit 88 katreven onz 91 swasann nèf 69

swasann diznèf 79 karanteyen 81 trann senk 35 san 100 venn senk 25 venn sis 26 venn sèt 27 vent uit 28 venn nèf 29 [4] 76 86 96 93 57 46 33 63 85 44 33 52 [4] c. Students provide phone numbers, APK act. A pp. 73 [3; 6:30] Time revision. a. Ask ss what time it is. Ss write down the time reading the numbers Ki lè li ye? Li setè mwen dis nan maten = 6:50 a.m. Li uitè eka nan maten Li nevè edmi nan aswè Li midi mwennka nan maten Li inè mwen ven nan apremidi Li dizè venntwa nan maten Li onzè trannsenk nan apremidi [4] b. Ss tell me the time based on the numerical options that follow: Ki lè li ye?

12:30 p.m. 11:45 a.m. 1:15 p.m. 9:05 p.m. 8:15 p.m.

10:40 a.m. [3; 6:37] b) students practice with C, p 73 Ki nimewo telefòn ou genyen? 8 7 5 91 22 Wit, sèt, senk, katreven onze, venn de [5] Devwa yo B page 79 Read 81-85, Act. A, page 83, A page 84 Go to class website: www.indiana.edu/~kreyol/kreyol Go to Voice of America Link, listen to 1 news cast Make a list of 5 topics addressed. 3. Review pre/post posed adjectives: a. Ss associate an adjective with a noun b. With pictures, rhetorically present a few adjectives

gason (gwo) Egzanp, Se yon gwo gason Non yo gason kay zonbi chat machin lougawou bèf kamyon tig Adjektif yo

gran ti bèl bon vye gwo Non yo

tab klas prezidan pwofesè liv règ

granmoun timoun bebe Adjektif yo

kout piti pòv long mèg janti lèd gra mechan wo rich 4) New vocabulary a. Present vocabulary rhetorically Biznis Pwodui Metye famasi vann grenn, renmèd, medikaman famasyen boulanje vann pen boulanje bouchri vann vyann bouche restoran vann manje kwit kwizinyè boutik vann anpil bagay pou manje libreri vann liv ponp gazolin vann gazolin makèt vann tout bagay bank sere lajan, fè prè [5] b. Based on cues, ss provide information Ou grangou, men ou pa vle kwit manje! Ou malad, ou bezwen renmèd Ou grangou, men ou pa gen anpil lajan Ou grangou, ou vle manje vyann Ou vle aprann yon bagay, ou vle li Ou bezwen achte yon ti kado pou zanmi ou Ou bezwen sere lajan ou an Machin ou grangou! Yon ti pen ak manba t ap bon! [4] c. Ki kote ou vle ale apre klas la?

Kisa ou pral achte? epi poukisa Ki kote ou vle ale apre klas la? Mwen pral achte medikaman yo paske mwen malad! 5. Present the dialogue a. Present new vocab. by means of a map Vèb yo Mwen desann lari Yo vire (adwat / agòch) Li swiv gason an Li sou men gòch N ap monte toudwat Non yo kazèn nan ri a / lari a famasi a libreri a Katedral la lapòs bank lan [4] b) read the dialogue [4]

c) read the dialogue w/ choral & individ repetition [4] d) select 2 students to read the dialogue... select 2 more [3]

Postposition definite articles: Nou vizite legliz Sent Trinite a Nou vizite legliz ___ Sent Trinite a

--------------------------------- gwo magazen Firèstonn ki anfas li a gwo magazen ___ Firèstonn ___ ki anfas li a

---------------------------------

Avni Marijàn nan Avni ___ Marijàn nan --------------------------------- MOVED BELOW: 6. Pronouns as direct objects a) Introduce the following forms: Li kontre l Mwen vann li Li kontre moun nan Mwen vann bagay la subject verb direct object b) Ss supply Subject and Object with the following forms, the main idea is that they select the correct short/long form in the Object position. Ou vann li. N ap achte l. Mwen / ou / li / nou / yo achte konnen vann sanble chache lave bat reponn rele monte desann tann [5] c) ss do activity B, page 76 Egzanp, Kote kay la Kote li? Kote l?

Ou wè moun nan Ou wè li? Ou wè l? [4; 6:52] EXTRA: Imperative a) Present the following forms: Ou lave rad Lave rad! Nou manje vit Manje vit! [2] b) Next ask ss to make imperatives from the following forms: Yo vini la > Vini la! Nou pran bannann yo Y ap siye soulye yo Nou pa wete rad nou Li mache vit Yo pran li Mwen desann lari a Yo vire agòch Ou pentire tab la Yo sakle jaden an Yo travay nan savann nan [5] c) Next introduce se pou Ki kote legliz la? Se pou desann lari sa a. A ki lè pou yo vini Se pou yo vini a witè [2] d) using APK, B practice the above structure

[4; 7:05]