French 201 Lab 04 - Daily Routine - Intermediate Low

Please Note: Many of the activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact with any suggestions and we will update the content in a timely manner.  — The Pathways Project

About the Boise State World Languages Resource Center (WLRC) Language Activity Repository

The activities provided by the Boise State World Languages Resource Center (WLRC) serve as foundational activities which can be adapted by any language and scaled up or down on the proficiency scale. Many of these activities offer an English Version that is “language-agnostic” to provide language instructors from around the country a platform to remix these instructional materials, infusing them with their target language and culture! The activities within the Pathways Project OER Repository seek to help students solidify their interpersonal speaking and interpretive skills through task-based situations or communicative activities. These activities should be facilitated in the target language for approximately 90% (or more), per the recommendation of the American Council on the Teaching of Foreign Languages.

How to use the WLRC Repository’s Activities:

1. Use the Activity as is:

Before you begin:

  • Most activities are 30 minutes in duration, unless otherwise specified.
  • Be sure to read through the activity description, and review the list of required materials. You will notice that the activity materials are also highlighted in yellow throughout the activity instructions.

If you have any suggestions about grammar, syntax, and content, please kindly contact

2. Remix for Your Language Classroom:

When you are ready to begin remixing the activity, in order to adapt it for the needs of your language classroom, simply click the blue “Remix This Resource” button at the top of your screen. This will then take you to a screen with a NEW, editable version of this activity. The text provided in purple is a suggestion of what you might say to your students in the target language, and may be altered for different levels and age groups. All activities have “NCSSFL-ACTFL Can-Do” statements, a warm-up, a main activity, and a wrap-up.

Many of the activities include printable cards and other instructional materials such as Google Slideshows. If you would like to make changes to these materials in Spanish, follow the instructions below:

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3. Adapt for Another Language:

  • See the linked English Version at the top of the activity (English Version may not be available for all activities)

La routine quotidienne


Students will practice describing different body parts in French. Students will also practice talking about their daily routine with a partner

Proficiency Level:

Intermediate Mid


daily routine, body parts, describing, schedule, daily, routine

World-Readiness Standards:

Standard 1.1: Students engage in conversations or correspondence in French to provide and obtain information, express feelings and emotions, and exchange opinions.

Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.

Standard 1.3: Students present information, concepts, and ideas in French to an audience of listeners or readers.

Idaho Content Standards for World Languages:

COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.

COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

COMM 3.1: Present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media in the target language.

NCSSFL-ACTFL Can-Do Statements:

  • I can identify body parts
  • I can ask someone questions about their routine
  • I can talk about my daily routine

Materials Needed:

White boards

White board markers

Google Slideshow

Monster Cards


1. Have students get with a partner.

Demandez aux étudiants de se mettre en équipe de deux.

2. Hand each student a picture of a monster.

Donnez à chacun une photo d’un monstre.

3. Tell them they will be describing their monster to the group. (How many eyes, legs, arms, teeth, color, etc.) 

Dites-leur qu’ils devront décrire leur monstre au reste du groupe (combien d’yeux, de jambes, de bras, de dents, quelle couleur, etc.).

4. Give them 2 minutes to prepare. 

Donnez-leur 2 minutes afin de se préparer.

Main Activity

1. Students will receive a white board and marker. Have them separate their whiteboard into two sections (morning and night) They will, in pairs, describe their morning routine and night routine in detail.

Vous allez recevoir un tableau blanc et un feutre. Demandez de séparer votre tableau en deux section (matin et soir). En équipe de deux, ils devront décrire en détail leur routine du matin et leur routine du soir.

2. The person listening will write their partner's schedule on their whiteboard.

La personne qui écoute devra écrire l’horaire de son partenaire sur le tableau blanc.

3. Once they have filled out the week, the partners will switch roles and the other person will fill theirs in.

Après avoir complété l’horaire de la semaine, ils devront échanger de rôle.

4. After they have both filled in each other's schedules, they will share their partner's schedule out loud to the rest of the group. 

Quand les deux auront terminé, ils devront partager le programme de leur partenaire avec le groupe.


Ask the following questions to finish the lab: 

1. Trouvez-vous que vous êtes occupé ou non? Est-ce que vous avez beaucoup à faire chaque semaine?

2. À quelle heure vous vous levez le matin?

3. Quel jour de la semaine est le plus occupé pour toi? Le plus libre?

End of lab:

  • Read can-do statements and have students evaluate their confidence with cards 
  • Encourage students to be honest in their self evaluation
  • Pay attention, and try to use feedback for future labs!

NCSSFL-ACTFL Can-Do Statements:

  • I can identify body parts
  • I can ask someone questions about their routine
  • I can talk about my daily routine
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