My Morning Routine
Write about what you do every morning, from the moment you wake up to the moment you leave home.
- Time
- 15 min
- Length
- 40-60 words
Writadia · A1 · Descriptions
NameClassDate
The situation
Your English class is making a wall poster called "Our Mornings". Every student writes a few sentences about their morning routine.
Your task
Write about your morning. Include:
- what time you get up
- three things you do before you leave home
- what you have for breakfast
- how you go to school or work
Writing toolkit
Open these only when you need them. Try the first draft on your own.
Plan it in steps
- Write the time you get up in the first sentence.
- Use then and after that to put your actions in order.
- Write one sentence about breakfast.
- Finish with how you travel and what time you leave.
Useful phrases
Time
Order
Breakfast
Travel
Tap a phrase to add it to your text. Gaps (…) are selected so you can type over them.
Vocabulary
- get up
- leave your bed in the morningI get up at 6:30.
- brush my teeth
- clean your teeth with a brushI brush my teeth after breakfast.
- get dressed
- put on your clothesI get dressed quickly.
- on foot
- walkingI go to school on foot.
Model answer (55 words)
Read it after you’ve written your own version. Notice the highlighted parts. The numbers explain why they work.
I get up at seven o'clock.1 First, I wash my face and get dressed. Then I go to the kitchen. For breakfast, I have bread, cheese and tea.2 After that, I brush my teeth and find my bag. I leave home at half past seven. I go to school by bus with my friend Deniz.3
- Start with the time: simple and clear.
- Use "have" for food and drinks.
- One extra detail (a friend) makes it more interesting.
Teacher notes
Warm-up: mime five morning actions; students call out the phrase (get up, get dressed, brush my teeth...).
Focus: present simple with I (no -s) and time expressions at seven o'clock, at half past seven.
Extension idea: students compare routines in pairs and find two differences.
Extra challenge
Write three sentences about your morning at the weekend. What is different?
Lesson plan
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 6 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: get up, brush my teeth, get dressed, on foot.
- 7 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “I get up at seven o'clock.”, “I usually leave home at half past seven.”, “First, I ... Then I ... After that, I ...”.
- 15 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (40-60 words)
- 5 minPeer review
Students swap texts and fill in the peer-review sheet.
- 2 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
Assessment rubric
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task | All the requested information is there. | One point is missing. | Several points are missing. | Little connection to the task. | |
| Organisation | Sentences in order; and, but, because used well. | Mostly in order. | Order is confusing. | Unconnected sentences. | |
| Vocabulary | Topic words used; most spelled correctly. | Simple but enough. | A lot of repetition and spelling errors. | Words do not carry the meaning. | |
| Grammar and mechanics | Capitals, full stops and basic tenses correct. | A few errors, meaning clear. | Frequent errors, meaning sometimes lost. | Hard to understand. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- I wrote the time I get up.
- I used first, then or after that.
- I wrote about breakfast.
- I used the present simple: I get up, I go, I have.
Teacher comment
Peer-review sheet
Students swap texts and give each other feedback with this sheet.
Before you finish
Before you finish
- I wrote the time I get up.
- I used first, then or after that.
- I wrote about breakfast.
- I used the present simple: I get up, I go, I have.
Writadia · A1 · Descriptions
Assessment rubric: My Morning Routine
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task | All the requested information is there. | One point is missing. | Several points are missing. | Little connection to the task. | |
| Organisation | Sentences in order; and, but, because used well. | Mostly in order. | Order is confusing. | Unconnected sentences. | |
| Vocabulary | Topic words used; most spelled correctly. | Simple but enough. | A lot of repetition and spelling errors. | Words do not carry the meaning. | |
| Grammar and mechanics | Capitals, full stops and basic tenses correct. | A few errors, meaning clear. | Frequent errors, meaning sometimes lost. | Hard to understand. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- I wrote the time I get up.
- I used first, then or after that.
- I wrote about breakfast.
- I used the present simple: I get up, I go, I have.
Teacher comment
Writadia · A1 · Descriptions
Peer-review sheet: My Morning Routine
WriterReviewer
Read your partner’s text carefully. Be kind and specific: say why, not just “good”.
Task checklist
| Yes | Partly | No | |
|---|---|---|---|
| I wrote the time I get up. | |||
| I used first, then or after that. | |||
| I wrote about breakfast. | |||
| I used the present simple: I get up, I go, I have. |
Questions
- Does the text give all the information asked for?
- Does every sentence start with a capital and end with a full stop?
- Did the writer use and, but or because? Copy one example.
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Writadia · A1 · Descriptions
Lesson plan: My Morning Routine
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 6 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: get up, brush my teeth, get dressed, on foot.
- 7 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “I get up at seven o'clock.”, “I usually leave home at half past seven.”, “First, I ... Then I ... After that, I ...”.
- 15 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (40-60 words)
- 5 minPeer review
Students swap texts and fill in the peer-review sheet.
- 2 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
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