Everyone has a favourite day. Maybe it's Saturday because you can play all day, or Wednesday because you enjoy a special lesson at school.
Write about your favourite day of the week in 60 - 80 words. To make it easier, first draw a timeline of your day (morning → afternoon → evening → night). Then use the questions below to help you organise your writing into clear paragraphs:
P1: Which is your favourite day of the week? (e.g. My favourite day of the week is Friday because I feel excited for the weekend.)
P2: What time do you usually get up? What do you do first? Do you make your bed? Who makes your breakfast? What do you usually eat? What do you do after breakfast?
P3: What time do you usually have lunch? What's your favourite lunch? Do you eat with your family? What do you do in the afternoon? Do you play with your friends/pets, go to the park, walk your dog, or go shopping?
P4: What do you do in the evening? Do you watch TV, read books/comics, listen to music, or play games? What time do you usually have dinner? Who prepares it? Do you help? What do you usually eat? What time do you go to bed? What do you do before you go to bed?
P5: Why is this day special?
- If it's a schoolday, how many lessons have you got then? Can you name them? Which subjects do you enjoy most? Do you like morning or afternoon shifts better? Why? What do you do during break time? What after-school activities do you join?
You can use the following game as the example.
This Class 5 generation’s favorite song is one we learned three years ago.
When it was time to revise the present simple, it was the perfect warm-up. Later, the pupils used activities from the song to write about what they always or sometimes do, and to practise the -s ending with he or she.
It turned out to be a fun way to practise grammar while enjoying music.
My Class 2 pupils enjoy listening to, reading, and talking about stories. In our eTwinning project The Seagull and the Cat, they discovered a group of very unusual cats.
The children were surprised that a cat wanted to help and protect a seagull. They thought it was amazing that an animal could be so kind and responsible. They could hardly believe that a cat knew everything from books. The names of the cats — Zorba, Colonel, Secretary, Sopravento, Diderot and Bubulina — sounded funny and interesting to them, and they tried to imagine what each cat might look like.
A lot of pupils were eager to read parts of the story aloud. Some were not very confident, but their classmates encouraged and supported them, which made everyone feel proud.
After watching a video, the pupils drew Zorba first, then the other cats.
Some groups were so inspired by this activity that they went further and wrote and illustrated their own stories — not about cats, but about new characters they invented. They read these stories aloud and shared them with the class, which brought lots of smiles and applause.
Class 2 pupils revised the names of animals and then worked in teams to create posters showing farm, forest, jungle, and ocean animals.
They sang songs connected with each habitat, which made the activity fun and gave them ideas to improve their posters. Each team carefully labelled the animals they had drawn, so the posters became colourful and easy to understand.
As part of our project activities, Class 2 pupils explored SDG 14: Life Below Water.
We began by watching a short video and discussing what we saw, especially how the sea animals felt when surrounded by things that do not belong in the ocean.
To make learning fun, we sang songs and played games to revise and learn the names of underwater animals.
Next, we joined forces with our international partners to create a collaborative story about animals, pollution, and hope for a cleaner ocean. Each school chose a situation, added a drawing to illustrate it, expressed an animal’s feelings, or suggested a solution.
I invited my pupils to create a poster together. Each child drew a sea or ocean animal and labelled it, so the poster became a colourful collection of marine life.
Finally, we agreed on our own rules for protecting the ocean and added them to a digital poster.
This way, the pupils not only learned about underwater animals but also shared their ideas for keeping the underwater clean and safe.
My two Class 5 groups shared their festive spirit in different ways.
First, they talked about what they usually do in December and completed our December activities survey.
Finally, they joined a collaborative writing activity, creating a comic about a travelling gingerbread man. Each partner prepared two panels, used the present simple with frequency adverbs, and illustrated their story.
These activities were part of our eTwinning projects English Quest and A Year of Friendship & Discovery.
Together with our project partners, we recreated the title of The Seagull and the Cat eTwinning project.
My Class 1 pupils had just finished learning the Cyrillic Alphabet with their class teachers. In our English lesson, they enjoyed colouring the letters that are the same in the Latin Alphabet, using ScrapColoring.
Class 2 pupils joined in by making the letters N and S with their bodies, showing how teamwork can bring letters to life.
Finally, we used Copilot to design the letter T, inspired by the story itself.
Each international team contributed in a different way, and the whole activity showed that unity really is strength.
In our first lesson after the winter break, I read The Gingerbread Man with my Classes 1 and 2 pupils. Before starting, I asked if they had heard the story before, and reminded those who had to keep quiet so they wouldn't reveal anything.
First, Class 1 pupils drew the characters and then watched a short video of the story. Then, I asked them to number the characters in the correct order. I also asked them simple comprehension questions and whether they liked the story, what they enjoyed, or what they didn’t.
Class 2 pupils also drew the characters in their notebooks, but they labelled them as well. We read the story together and did some fun tasks that they really enjoyed.
It was a lively start to the term, and both groups showed great enthusiasm for the story and activities.
We were delighted to receive beautiful cards filled with warm wishes from our friends, pupils, and teachers—Zemira from Bosnia and Herzegovina, Alison and Joana from Spain, Margherita from Italy and Heng-Ting from Taiwan. Their creativity and kindness brightened our days both before and after the winter break. Even more, our friends from Taiwan surprised us with traditional cakes, which each child from my ten groups sampled and voted on to choose the best of three flavours.
