16a On Sundays. 1 Listen and repeat. In the morning have a shower, have breakfast. In the afternoon have lunch, listen to music. In the evening visit my friend, have supper. At night watch a video, go to bed. 2. In the morning, at night, at seven o'clock. 3. Listen and match. get up, come home, go to school, watch TV, go to bed.

Part 1: Listen and repeat

This part of the exercise involves listening to audio and repeating phrases. Since there is no audio provided, I cannot complete this task. However, the phrases are:

• In the morning: have a shower, have breakfast
• In the afternoon: have lunch, listen to music
• In the evening: visit my friend, have supper
• At night: watch a video, go to bed

Part 2: Matching times and activities

This section requires matching phrases with corresponding times, likely from audio. The phrases and times are:

• In the morning
• At night
• At seven o'clock

Without audio, the matching cannot be definitively completed. However, based on typical daily routines:

• 'In the morning' could refer to having breakfast or getting ready.
• 'At night' could refer to going to bed or watching TV.
• 'At seven o'clock' is a specific time that could be associated with any of these activities depending on the context of the audio.

Part 3: Listen and match

This section involves listening to audio and matching activities with the correct numbers representing alarm clocks. Since there is no audio, this cannot be completed. However, the activities and corresponding numbers for the alarm clocks are:

• 1: Alarm clock showing approximately 7:00. Likely associated with 'get up'.
• 2: Alarm clock showing approximately 7:00. Likely associated with 'get up' or 'go to school'.
• 3: Alarm clock showing approximately 7:00. Likely associated with 'get up' or 'go to school'.
• 4: Alarm clock showing approximately 10:00. Likely associated with 'go to school' or 'watch TV'.

The activities to be matched are:

• get up
• come home
• go to school
• watch TV
• go to bed

Note: Without audio input for parts 1 and 3, and without explicit connections for part 2, a definitive match for all elements cannot be provided. The interpretation of the alarm clocks in part 3 is based on typical school/daily schedules.