French Level 1, Activity 06: Quel est votre horaire ? / What's Your Schedule ? (Face-to-Face)

Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: 

Please Note: Many of our activities 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. 

What's Your Schedule? / Quel est votre horaire?


In this activity students will practice identifying the days of the week and sharing their weekly schedule with their peers.

Semantic Topics

Schedule, day, month, week, daily routine, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, horaire, semaine, jour, routine quotidienne, mois, lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche, structures of responses, la structure des réponses


Google calendars, planners


Daily routines, weekday schedule, week-end schedule, les vacances


Importance of routine and consistency in one's schedule

  • In France, there is something called "le quart d’heure de politesse," or in English, "the 15 minutes of courtesy." This means that it is customary in France to arrive at a dinner party / soirée 15 minutes after the host has said.
    • Which is more important to you: strict punctuality or room to be respectfully late?

NCSSFL-ACTFL 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.

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

Idaho State Content Standards

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.

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

NCSSFL-ACTFL Can-Do Statements

  • I can identify days of the week.
  • I can ask someone questions about their week.
  • I can exchange information about what I do during my week.

Materials Needed

  • White boards
  • Wet erase markers and erasers
  • Schedule Sheets (Main Activity), one sheet per student
  • Google Slide Presentation
  • Worksheet [OPTIONAL USE] Use this interactive worksheet as a supplemental tool for the corresponding Pressbook Conversation Activity. It can be used as a way to keep students engaged, provide a place for them to take notes, and track their learning.

Would you like to make changes to the materials? Access the template below:


1. Begin by introducing the Can-Dos for today’s activity and distributing the white boards, wet erase markers and erasers to each student.

Aujourd'hui nous allons pratiquer les jours de la semaine. Nous allons identifier chaque jour et puis partager nos programmes hebdomadaires avec le groupe. (Today we are going to practice the days of the week. We will identify each day and share our weekly schedule with the group.)

2.  First, review the days of the week with your group.

Répétez après moi : lundi, mardi, mercredi, jeudi, vendredi, samedi, dimanche. (Repeat the days with me: Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday.)

3.  Next, tell them that they are going to write the answer to your question.

Je vais vous demander une question, et puis vous allez répondre sur votre table blanc. (I am going to ask you a question and then you will respond on your white board.)

4.  Write on your white board Aujourd'hui, c'est ___” and say it out loud. 

Aujourd'hui, c'est ___? Quel jour de semaine? Répondez sur votre table blanc. (Today is ___? What day of the week? Answer on your white board.)

5.  After the students write their answer, have them show you and make sure that they have correctly identified the day and spelling. 

Montrez-moi vos réponses. (Show me your answers.)

6. Next, ask “Demain, c'est___” (Tomorrow is...)

7. Continue with “Après demain, c'est___” (After tomorrow is...)

8. You can ask them varying questions that allow them to respond with a day of the week such as: 

  • J'ai un cours de français ___”
  • “Mon jour préféré de la semaine, c'est___
  • Je travaille ___”  (If students don't work, have them practice using the negation to say “Je ne travaille pas.”)
  • “Le week-end, c'est ___”
  • “Le jour de grâce, c’est tous les jours ___”

Main Activity

1. Students will receive a laminated blank schedule. They will, in pairs, describe their weekly schedule, day-by-day and in detail.

Les étudiants vont recevoir un programme. Avec un(e) partenaire, ils vont décrire leurs semaines, jour par jour en détail.

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

La personne qui écoute doit écrire le programme de son partenaire.

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

Après avoir écrit le programme de le/la premier(ère) partenaire, changez les rôles.

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 ils auront terminé, ils vont partager le programme de leur partenaire avec le groupe.


Ask the following questions to finish the activity: 

1."Trouvez-vous que vous êtes occupé ou non? Est-ce que vous avez beaucoup à faire chaque semaine?" (Do you find that you are busy or not? Do you have a lot to do this week?

2. "Quand est-ce que vous vous levez le matin?" (When do you wake up in the morning?)

3.  "Quel jour de la semaine est le plus occupé pour toi? Le plus libre?" (Which day of the week is the most busy for you? The most free?)

Cultural Notes

In France, the typical weekday consists of longer working hours, but they get more vacation time overall. Additionally, the French workweek is only 35 hours. The minimum amount of vacation time after one year of employment in France is 5 weeks. This is the minimum; depending on the industry and position some companies offer over 9 weeks. There is an emphasis on working hard and sticking to a fairly stick routine during weekdays, however there is more time for vacation.

End of Activity

  • Can-Do statement check-in... “Where are we?”
  • Read can-do statements and have students evaluate their confidence.
  • Encourage students to be honest in their self-evaluation
  • Pay attention, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements

  • I can identify days of the week 
  • I can ask someone questions about their week
  • I can exchange information about what I do during my week

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