Camille Daw, Mimi Fahnstrom, Amber Hoye, Sara Bakari
Material Type:
High School, Community College / Lower Division, College / Upper Division
  • Daily Routine Vocab.
  • Day of the Week
  • Majors
  • License:
    Creative Commons Attribution Non-Commercial Share Alike
    English, Arabic

    My Daily Routine الروتين اليومي

    My Daily Routine الروتين اليومي


    In this activity, students will focus more on giving and completing tasks. The activity for this week will consist of two parts. Students will start by answering questions about their daily routine. Then they will pretend to be a character using cards provided to them.

    About Using the Boise State University Pathways Project Repository

    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

    Looking for the English Version of this activity to adapt for your language? CLICK HERE

    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.

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    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.

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    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 for your classroom, 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)

    About the Activity


    In this activity, students will focus more on giving and completing tasks. The activity for this week will consist of two parts. Students will start by answering questions about their daily routine. Then they will pretend to be a character using cards provided to them. 

    Proficiency Level: 

    Novice high


    Majors, day of the week, daily routine vocab.

    NCSSFL-ACTFL World-Readiness Standards:

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

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

    • Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the cultures of the Arab world.

    • Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of Arabic and their own languages.

    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.

    • CLTR 1.1: Analyze the cultural practices/patterns of behavior accepted as the societal norm in the target culture.

    • CLTR 1.3:Function appropriately in diverse contexts within the target culture.

    • COMP 1.1: Observe formal and informal forms of language

    NCSSFL-ACTFL Can-Do Statements

    • I can compare and share my daily routine with friends.

    • I can interact with a partner to create a daily routine.

    • I can explain daily schedules and how people organize their time.

    Warm Up and Main Activity


    1. Begin by opening the Google Slideshow and introducing the Can-Do’s for today’s activity. 

    2. Using the Google Slideshow, review vocabulary relating to school. Show students the pictures on the slideshow and review the related vocabulary.

    Main Activity (about 20 minutes) 

    1. Students will find a partner. With their partner, students will ask each other questions they receive on the sheet of paper.

    2. One student will receive the paper filled with questions like the ones shown below:

    ١. ماذا تحب أن تفعل عندما تستيقظ؟

    ٢. ما هو طعامك المفضل؟

    ٣. ماذا تحب أن تفعل خلال عطلة نهاية الأسبوع؟

    ٤. ما هو نوع الموسيقى المفضل لديك؟

    ٥. هل تفضل تناول وجبة الإفطار قبل أو بعد تنظيف أسنانك بالفرشاة؟

    ٦. هل تفضل الاستحمام في الصباح أم في الليل؟

    ٧. في أي وقت تنام خلال الأسبوع؟

    ٨. ماذا تحب أن تفعل في أوقات الفراغ؟

    1. One student will practice asking questions. Once the student is halfway through, the two students will swap roles. 

    2. Students will then be provided a card that contains a character. 

      1. This card will provide a name and other personal information about the character. 

    3. Students will then practice asking and answering the questions provided, responding as they would if they were the character on the card.


    1. Students will switch when they are halfway through with the questions. If there is still time, they can swap the character cards and practice talking as another character. 

    يقسم الطلاب إلى مجموعات مكونة من شخصين. توزع بطاقات الشخصيات على الفرد الأول من كل مجموعة. بطاقة الشخصيات مزودة بإسم لكل شخصية ومعلومتين شخصية. توزع بطاقات الأسئلة على الأفراد الآخرين من كل مجموعة. الآن، على الطالب الذي يحمل الأسئلة أن يبدأ بطرح الأسئلة على زميله. الزميل بدوره يجب عليه أن يتقمص الشخصية الموجودة في البطاقة ويجاوب على الأسئلة. قد تأخذ كل مجموعة ٣ الى ٥ دقائق. بعد ذلك يختارون بطاقات آخرى. يجب على كل فرد في المجموعة أن يسأل مرة ويكون الشخصية مرة أخرى.


    Wrap Up


    What is one thing that you shouldn't forget in your morning routine?

    ما هو الشيء الذي لا تنساه أبدًا في روتينك الصباحي؟

    What is your favorite time of the day?

    ما هو الجزء المفضل لديك من اليوم؟

    End of lab:

    • Read Can-Do statements once more and have students evaluate their confidence. 
    (Use thumbs up/thumbs down or download our student 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 compare and share my daily routine with friends.

    • I can interact with a partner to create a daily routine.

    • I can explain simple schedules and see how people organize their time.