Unit 3: Daily Routines

Focus 1: “What time do you get up?”

Starter activity: “Are you a morning flower or a morning monster?”

1.1 Answer the following questions.

1.2 Check your answers.

 Dialogue 1: “What time do you get up?”

1. Dialogue 1: Listening exercise 1.

Listen to the conversation and write all the activities Lucy does (and write
the time, if it’s possible).

Time Activity
1.

2.

3.

4.

5.

6.

7.

8.

9.

2. Dialogue 1: Listening exercise 2.

Listen again and fill-in the gaps.

John: What time do you get up?

Lucy: My mom wakes me up at ________________ but I usually ________________ at
________________.
John: That’s _____________ early! What’s the ________________ thing you do when you
get up?
Lucy: I make the _________________, then I ____________________ a glass of
___________________, I take a _______________________, I brush my
_____________________ and I get dressed.
John: What time do you eat _______________________?
Lucy: I __________________ breakfast at ______________________, with my brother and
my two ________________________. Then I brushed my _______________.
John: What time do you leave the ______________________?
Lucy: I leave the house at ____________________ to go to ______________________.
 Daily routines: vocabulary exercise.

1. Look at the words in the list below and write them under the correct pictures.
to go to work • to arrive home • to have dinner • to get dressed • to watch TV
• to go to bed • to take a shower • to have lunch • to finish work • to get up
• to start work • to have breakfast

1) __________________ 2) ________________ 3) _________________ 4) _________________

5) __________________ 6) ________________ 7) _________________

8) __________________ 9) ________________ 10) _________________

11) _________________ 12) _________________

Daily routines: vocabulary and expressions.

1. Verbs

to wake up _________________________ >>> to wake someone up _____________________

to get up _________________________ to have a shower _________________________
to get dressed _________________________ to have breakfast _________________________
to be late _________________________ to brush my teeth _________________________
to leave house _________________________
to go to work/school/university _______________________________________________________________
to go for a run _________________________ to run to the bus __________________________
to finish school _________________________ to go back home _________________________
to go to bed _________________________ to sleep __________________________

2. Grammar rule: the time.

 o’clock ou rien pour l’heure juste : it’s nine (o’clock) ______________________

 half past pour l’heure et demie : it’s half past nine ______________________

 (a) quarter past pour l’heure quart : it’s (a) quarter past five __________________

 (a) quarter to pour l’heure moins quart : it’s (a) quarter to six ______________________

 past sert dans les autres cas de l’heure juste à l’heure et demie :
it’s twenty past one_________________________ / it’s ten past seven ______________________________

 to sert dans les autres cas de l’heure et demie à l’heure juste:

it’s five to two____________________________ / it’s twenty-five to eight __________________________

Remarques importantes :

 Dans ce système, il faut pouvoir écrire les chiffres en lettres de 'one' à 'twenty-nine'
(1  29)
 Pour les heures, les anglais divisent la journée en deux périodes de 12 heures. On
n’utilise donc que les chiffres de 1 à 12, sauf dans de rares cas (trains, horaires
officiels par exemple).
Cela signifie que vous ne devez pas dire 14 heures, mais 2 heures. Ainsi, on dit « 2
heures » quand il est deux heures du matin, et on dit aussi « 2 heures » quand il est
deux heures de l’après-midi.

 Souvent c’est le contexte qui nous renseigne si c’est le matin ou l’après-midi. Mais
parfois il faut préciser si on est le matin ou l’après-midi.
Il faut donc marquer la différence entre le matin et l’après-midi autrement :

Pour le matin : 7.05 am avant-midi

Pour l’après-midi : 7.05 pm après-midi

Exercices : What time is it ?

01. huit heures dix ______________________________________

03. dix-neuf heures trente ______________________________________
05. six heures quarante ______________________________________
06. deux heures trente-huit ______________________________________
07. treize heures cinq ______________________________________
08. dix heures cinquante-cinq ______________________________________
09. sept heures vingt-trois ______________________________________
3. Grammar rule: the present simple.

A. Formation :

Affirmative sentences Negative sentences Interrogative sentences

I work I do not/don’t work Do I work?
You work You do not/don’t work Do you work?
He/she/it works He/she/it does not/doesn’t Does he/she/it work?
work
We work We do not/don’t work Do we work?
You work You do not/don’t work Do you work?
They work They do not/don’t work Do they work?

Short answers : Do you play tennis ? Yes, I do / No, I don’t.

Does she sing well? Yes, she does / No, she doesn’t.

B. Remarques sur la 3e personne du singulier :

On a pu voir dans le premier tableau qu'il faut ajouter un -s à la 3e personne (he/she/it).

Il y a cependant des cas ou la terminaison à la 3e personne devient -es ou -ies.

Note :

Verbe se terminant en –y :
→ -ies seulement pour les verbes se terminant en –y précédé d’une consonne
Exs : - study → he studies

MAIS - play → he plays

C. Exercices :
1. Put the verbs in brackets into the correct form of present simple

1. She usually ___________________________ to school. (to walk)

2. Every Sunday we ___________________________ to see my grandparents. (to go)
3. You ___________________________ Chinese food. Don't you? (to like)
4. He ___________________________ TV in the morning. (to watch)
5. ________________________________________ books? (you / to read)
6. They___________________________ tennis this week. (not to play)
7. _______________________________________ in a restaurant? (she / work)
8. She always ___________________________ when she reads romantic books. (to cry)
9. ___________________________ happy to be here? (they / to be)
10. We ___________________________ a taxi to go the school. (to take)
11. The cinema ___________________________ at 8.00 p.m. (to close)
12. My sister___________________________ to school by train. (to go)
13. Shakira ___________________________ very well. (to sing)
14. I ___________________________ cooking. (not to like)
15. __________________________________________ at school? (they/to eat)
16. We __________________________________ very well. (not to dance)
17. When ________________________________________ at home? (he/to arrive)
18. Every day he _______________________________ a lot. (to study)
19. Tom __________________________________ water enough. (not to drink)
20. _______________________________________________ every day? (his mother/to cook)

2. Write short answers.

4.1 Does he go to school every day? - Yes, he does.

4.2 Do you like Justin Bieber? – No, ________________ .
4.3 Are you a good student? – Yes, _________________ .
4.4 Is he from Spain? – Yes, ____________________ .
4.5 Do they play football? – No, ________________ .
4.6 Have they got sisters? – No, ________________ .
4.7 Does he play tennis? - Yes, _____________________ .
4.8 Do you go to school on Saturday? - No, _____________________ .
 4.9 Are we students? - Yes, _____________________ .
4.10 Has he got a bike? - No, _____________________ .
4.11 Do we go to the cinema tonight? – No, _____________________ .
4.12 Are your parents from Italy? - No, _____________________ .
4.13 Do you like Maths? - Yes, _____________________ .
4.14 Does he come to school by train? - No, _____________________ .

Focus 2: “How much time do you spend with friends?”

Starter activity: “How many hours do you…?”

Divide a typical day into main activities (for example “sleep” or “work
at school”) and say how many hours you spend for each one.
Then, create your pie chart below.

Dialogue 2: “How much time do you spend with friends?”

1. Dialogue 2: Listening exercise 1.
Listen to the short dialogues and complete the table below.

Activities Time Extra information

1. work

2.

3.

4.

5.
 2. Dialogue 2: Listening exercise 2.
Listen again and write down the five questions you hear.

1. …………………………………………………………………………………………….….
2. …………………………………………………………………………………………….….
3. …………………………………………………………………………………………….….
4. …………………………………………………………………………………………….….
5. …………………………………………………………………………………………….….

3 questions to
remember

 How much + uncountable noun : ____________________________________________________________

e.g.: How much time do you sleep? __________________________________________________________

 How many + countable noun : ____________________________________________________________

e.g.: How many hours do you sleep? _________________________________________________________

 How long : ______________________________________________________________________________

e.g.: How long do you sleep? _________________________________________________________________

3. Grammar rule: interrogative sentences.

A. Interrogative words:
 B. How to make questions:

C. Exercises
1) Complete the sentences with the correct question word. Then match these
questions to the right answer. Follow the example.

2) Make questions.
E.g.: He likes his sister → Does he like his sister?
3.1 You are happy to be here : __________________________________________________________________
3.2 He prefers detective films : __________________________________________________________________
3.3 They go on holiday every year: _____________________________________________________________
3.4 I have a sister: __________________________________________________________________
3.5 My mother works in a hospital: ____________________________________________________________
 3) Make questions according to the answers.

1. _________________________________________________? Yes, she plays tennis every Saturday.

2. ________________________________________________________________? They get up at 7 o’clock

when they go to school.
3. _______________________________________________________? They go to the cinema by bus.

4. ____________________________________________________________? No, he wants to be a pilot.

5. __________________________________________________? He is happy because he visits his

grandmother tomorrow.
6. _________________________________________________? I meet my friends at the coffee shop.

7. _________________________________________________? They are twenty-one.

8. _____________________________________________________? No, I don’t want to go to school.

➔ See speaking activity n°6

Focus 3: Description of a typical day

Starter activity: “What do you usually do at 8 o’clock?”

a) Look at the different times below and say what you usually do during the
week at these moments.

8.00 a.m. :

11.15 a.m. :

1.30 p.m. :

4.30 p.m. :

8.30 p.m. :

11.30 p.m. :

b) Compare with your classmates.

 Dialogue 3: “Fred’s typical day at school”
1. Dialogue 3: Listening exercise 1.
Watch the video and answer the following questions in English.

1) Where does Fred live?

2) What time does Fred get up?

3) What does he eat for breakfast?

4) How does he go to school?

5) How many students are there in his school?

6) What time does he have a break in the morning?

7) How many lessons does he have per day?

8) When does he finish school?

2. Dialogue 3: Listening exercise 2.

Watch the video again with the subtitles to help you. Write down the
vocabulary you don’t know/understand.
 Description of a typical day: extra vocabulary.

1. Verbs

to make the bed _________________________ to get dressed ___________________________

to have/take a shower/bath ______________________________________
to brush my hair _________________________ to do my hair ___________________________
to pack my bag _________________________ to take the bus/train _____________________

to have dinner _________________________ to make dinner _________________________

to do the dishes _________________________

to relax _________________________ to play the guitar _________________________

to surf the net _________________________ to exercise _________________________
to get out (with a friend) ________________________ to go for a walk _________________________

to have classes/lessons from …. to … ___________________________________________________________

to start school _________________________ to finish school ____________________________
to do homework _________________________ to study ______________________________

Description of a typical day: written exercise.

It’s your turn! Write a short text about your typical day at school. Use adverbs of
frequency and don’t forget to give expressions of time.

➔ See speaking activity n°7

 Focus 4: What I like doing in my free time
Starter activity: hobbies and interest
1. Look at the words in the list below and write them under the correct pictures.

camping • climbing • doing shopping • fishing • going out with friends • hiking
• ice skating • listening to music • playing a board game • playing paintball •
playing the guitar • playing tennis • reading a book • riding a bike • riding a
horse • singing song • scuba-diving • spending time with the family • walking •
watching TV

2. Dialogue 4 – Listening exercise: “Have you got any hobbies Jessica?”

Listen to Jessica and tick the correct boxes.
 3. Dialogue 4 – Listening exercise: “Have you got any hobbies Jessica?”
Listen to the conversation again and fill-in the blanks.

Tim: Have you got any hobbies, Jessica?

Jessica: Ehm, yeah, I _______________, ehm… taking photographs.
I’ve got a digital camera, and it’s really good, and I
can, like put the _______________________ on my computer, and ehm… I
_______________ going on the __________________, you know… and computer
games … I ________________ playing computer games and things, yeah.
Tim: And what about ___________________? Do you do any sports?
Jessica: Well, I _______________________________ sports, and at school we can choose
running or swimming, but I __________________ running and I hate
swimming, so it’s _____________________ and, ehm, yeah… but I like playing
football…
Tim: Football?
Jessica: Yeah, it’s cool.

Talking about your free time and hobbies: vocabulary.

1) In my free time, I love doing boxing.

➔ Verbe de préférence + V-ing to love to enjoy to hate

2) When I have free time, I usually play video games.

➔Adverbes de fréquence

0% 100%

never rarely occasionally sometimes often usually always

3) Every Saturday, I go swimming with my friends.

➔ every + weekend / Saturday afternoon / day / …

➔ once / twice / three times + a + week / month / year

4) What do you do in your free time?

Stoffels M.
 Unit 3: « Daily routines »
Evaluations des UAA

UAA1 : Expression orale en interaction

Situation : jeu de rôle par deux, duo tiré au hasard.

Objectifs : poser/répondre à des questions à/d’ un interlocuteur sur ses habitudes de vie
quotidienne (questions sur ses horaires, sur les activités qu’il fait sur la
journée, ses hobbys, etc.).

Critère de réussite : UAA acquise à 22/40.

UAA2 : Expression orale sans interaction

Objectifs : présentation orale individuelle de minimum 2min dans laquelle tu décris une
journée type de ta vie quotidienne, une journée du week-end et tu parles de
tes hobbys.

Critère de réussite : UAA acquise à 13/25.

UAA3 : Compréhension à l’audition

Objectifs : Être capable de comprendre une discussion entre personnes qui parlent des
habitudes de leur vie quotidienne et leurs hobbys, ou d’une personne seule qui
décrit ses habitudes et ses hobbys.

Critère de réussite : UAA acquise à 10/20.

UAA4 : Expression écrite

Objectifs : Être capable de rédiger un texte dans lequel on décrit ses habitudes de vie
quotidienne (d’une journée type et/ou d’une journée de week-end) et ses
hobbys, ou les habitudes et hobbys d’une tierce personne.

Critère de réussite : UAA acquise à 12,5/25.

UAA5 : Compréhension à la lecture

Objectifs : Être capable de lire et comprendre un texte sur le thème des routines/
habitudes de la vie quotidienne et des hobbys en vue de répondre à des
questions en français.

Critère de réussite : UAA acquise à 10/20.