A copyable weekly English homework plan
Example learning goal: explain a change of plan and ask one useful question. The reading and writing use the same fictional notice so learners have a reason to reuse its information. Adjust the language and amount of work to your class.
The times below are estimates for planning, not a recommended minimum or a promise of how quickly learners will finish. Ask how long the first task took, account for other commitments and agree on a stopping point if it takes longer than expected.
| When | Learner action | What to bring or return | Teacher follow-up |
|---|---|---|---|
| Before the week | Check the task, due times and return method with the teacher. | One question about the instructions or access, if needed. | Preview the notice and show how to return the work. Offer a paper copy. |
| Monday: read Estimated 8-12 minutes | Read the notice. Answer four questions and underline the evidence. | Four answers and one phrase to ask about. Suggested return: the agreed time on Tuesday. | Check the changed location, arrival time and optional item. |
| Wednesday: write Estimated 10-15 minutes | Write the 40-60-word message. Use the checklist and revise if needed. | The message and one explanation of a language choice. Suggested return: the agreed time on Thursday. | Respond to one useful feature and one next step tied to the goal. |
| Next lesson Estimated 5 minutes | Explain the change to a partner, then try a new arrival-time example. | A spoken explanation and a fresh sentence. | Notice what learners can explain without copying the model. |
Copy, fill in and share with your class
Our goal: Explain a changed plan and ask a useful question.
First task: Read the club notice and answer questions 1-4. Due: ______
Second task: Write the message to Sam and check it. Due: ______
Return method: ______
Paper/offline option: ______
If I get stuck or run out of agreed time: ______
Next lesson: Explain the change to a partner and try a new example.
Choose a return method already used by your class, such as a notebook or your institution's approved classroom channel. The notice and writing task below are not automatically added to a platform assignment or marked by this page.
A student checklist: start, check and return
Before I start
- I can explain what I need to produce.
- I know the due time and where to return it.
- I can open the material, or I have the paper version.
- I know which support I may use and what to do if I get stuck.
While I work
- I try the task before opening a model answer.
- I mark the words in the notice that support my answer.
- If I use a dictionary, translation or other support, I can explain what it helped me do.
- If I cannot continue, I note the exact question or access problem to bring to the teacher.
Before I return it
- I compare my work with the task requirements, not only a score.
- I make a useful correction if needed; I do not change an already correct sentence just to show a revision.
- I can explain one phrase or decision in my own words.
- I return the work by the agreed method and keep it for the next lesson.
Original homework task: a change of venue
This fictional notice and task can be used online or copied for classroom and personal use. The page collects no learner answers. Write in a notebook or another place your teacher has agreed. If you print this guide, the model answers are hidden.
Thursday conversation club: new room
Thursday's conversation club will meet in Room 2 at the community centre, not in the library. The library is being painted. Start time is still 6:15 p.m., but please arrive five minutes early. Bring a notebook. You can borrow a pen at reception, so you do not have to bring one. If you cannot attend, tell the organiser by Wednesday evening.
Session 1: read for the information you need
- Where will the club meet this Thursday?
- Why has the location changed?
- What time should you arrive?
- Must you bring your own pen? Explain your answer using the notice.
Underline the evidence before checking. Write down one word or phrase you would like to use in your own message.
Show the four answers and explanations
- Room 2 at the community centre. The first sentence replaces the library location.
- The library is being painted. This explains why the club needs a different room.
- 6:10 p.m. The club starts at 6:15, and the notice asks you to arrive five minutes earlier.
- No. You can borrow a pen at reception. Do not have to means it is not necessary to bring one; it does not prohibit bringing your own.
Accept equivalent wording that preserves these details. Return to the relevant sentence when checking a mistake.
Session 2: help a classmate
Sam missed the notice and thinks the club is meeting at the library. Write 40-60 words to Sam. Include the new place, why it changed, the requested arrival time, what Sam should bring and whether a pen is necessary. End with one question to help you meet or make a plan together.
- Will Sam know the correct room and building?
- Have I distinguished the 6:10 arrival time from the 6:15 start?
- Have I made the notebook instruction and optional pen clear?
- Does my final question help us arrange something?
Support if needed: Hi Sam, the club is in ... because ... . Please arrive at ... . Bring ... . You don't have to ... . Can we ...? Use fewer sentences or an oral response if that is the version agreed with your teacher.
Show one possible message and why it works
Hi Sam, Thursday's club is in Room 2 at the community centre because the library is being painted. Please arrive at 6:10 p.m. and bring a notebook. You don't have to bring a pen because you can borrow one. Can we meet at the entrance?
This 45-word example includes the changed place, reason, arrival time, notebook instruction and optional pen, then asks a useful question. Other messages can meet the same requirements.
Reflect on one language choice
Complete one frame: “I changed ___ to ___ because ___.” Or, if no change was needed: “I kept ___ because ___.” For example, explain the difference between “You don't have to bring a pen” and “You mustn't bring a pen.”
Check the meaning contrast
Don't have to means there is no obligation; bringing a pen is still allowed. Mustn't means it is forbidden, which is not what the notice says. The auxiliary and modal practice pack includes more contextual examples.
Use the homework in the next lesson
Ask a partner to identify the new place and arrival time from the learner's message. Then focus feedback on a specific feature: a missing detail, an unclear question or wording that changes the meaning. Give the writer time to respond to that feedback.
The British Council's guidance on feedback for exercises and tasks recommends going beyond the correct answer to explore the reason and the learner's difficulty. Here, ask which words support the answer and what the classmate needs to understand.
A fresh transfer check
Give a new situation: “A workshop starts at 7:00 p.m. Please arrive ten minutes early. Paper is provided, so bringing paper is optional.” Ask the learner to write the arrival time and one sentence about the paper.
Possible response
6:50 p.m. You don't have to bring paper because it is provided. Accept other wording that preserves the time and optional meaning. This checks the new response; it does not turn the homework into a proficiency test.
If time or key details were misunderstood, revisit the notice with the learner. If meaning is clear but the question form needs help, use the WH-question practice. For a short response after a later lesson, adapt a grammar or functional-language exit ticket.
Plan for access, support and missing work
- Preview the route. In class, show where the task is and what to return. Check the required account, device and materials before setting online work.
- Offer an equivalent offline route. Give the notice and instructions on paper, and agree that the learner can return the same answers in a notebook. Keep classroom credit separate from platform completion.
- Agree on allowed support. A word bank, dictionary, read-aloud version or sentence frame may be appropriate. Record support if comparing responses later. A read-aloud adaptation changes the task conditions; it is not the same evidence of independent reading.
- Set a practical stopping rule. If the task exceeds the agreed time, ask the learner to mark where they stopped and bring a specific question. Adjust the workload after the first attempt.
- Ask before judging missing work. Check whether the problem was access, instructions, a competing demand, difficulty or something else. Agree on the next step with the learner.
For adults, the needs analysis questionnaire can help you discuss study time and communication goals. For different support needs in one class, see the mixed-ability lesson plan.
Where platform practice fits in the routine
Use platform practice when its task matches the goal and learners can access it. Substitute a suitable activity for part of the example week instead of automatically adding more work. Tell learners which part is a platform task and which is a separate classroom response.
On The Kingdom of English, assignments go to a class. Reading, listening and Reading RoboTeacher use completion counts; writing, grammar and vocabulary use selections from their lists. Ordinary reading and listening use multiple-choice answer keys, while writing and Reading RoboTeacher have separate AI-supported workflows. A reading count does not assign this page's notice to everyone.
The 40-60-word message here is below the platform writing workflow's 250-word minimum, so keep it as a classroom or notebook task; see the writing practice guide before setting platform writing.
Follow the assignment setup guide for dates, task choices and completion requirements. Consult the progress guide to distinguish completed work from attempts, scores and classroom evidence. An offline answer or notebook revision does not automatically appear in those records.
Points, ranks and flames are not proof that a learner has understood the week's language. Choose the next task from the work and the learner's explanation, rather than promising that a motivation feature will make homework happen.
Frequently asked questions
How much online English homework should I set?
Choose work for one lesson goal, then ask learners how long it actually took. The example here estimates 8-12 minutes for reading and 10-15 minutes for a short message on separate days. These are planning estimates, not an ideal workload for every learner. Agree on what to do if the task takes longer.
Can students do this homework without internet access?
Yes. The notice, questions and writing task can be copied onto paper and brought to the next lesson. Agree on the return method beforehand. Paper work is a separate classroom record; it does not automatically create a completed platform assignment.
Does this weekly plan create assignments on The Kingdom of English?
No. This is a copyable teaching plan and original task for your normal classroom communication or notebook. Set platform work separately using the assignment form. Reading and listening use completion counts rather than selecting this notice as a platform text.
Is all homework marked by AI?
No. Standard reading and listening practice use multiple-choice answer keys. Writing and the separate Reading RoboTeacher mode have AI-supported workflows. The original notice and message here are teacher-set classroom tasks; they are not automatically submitted or marked by the platform.
What should I do if homework is missing?
Check access, instructions, workload and the agreed deadline before inferring effort or ability. Ask what stopped the learner, agree on a manageable next step and review it. Use a fresh classroom response as learning evidence alongside any completion record.
About the materials: The plan, fictional notice, tasks and models are original materials by The Kingdom of English, prepared with AI-assisted drafting. Teaching guidance is linked where used; product descriptions were checked against the current assignment and practice workflows on 4 October 2026.