doing homework in english

English Homework

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Grammar Homework (pre-intermediate)

Grammar homework (intermediate), vocabulary homework (intermediate).

• Homework: Present Continuous I am doing, I am not doing...
• Homework: Present Simple I am, I am not, I have, I don't have...
• Homework: Future Simple I will do, I won't do...
• Homework: SHOULD/SHOULDN'T you should do, you shouldn't do...
• Homework: Past Continuous I was doing, we were doing, they were doing...
• Homework: MUST vs HAVE TO must do, mustn't do, have to do, don't have to do...
• Homework: Comparative Adjectives colder, better, easier, more expensive...
• Homework: Superlative Adjectives the smallest, the worst, the most expensive...
• Homework: Definite or Indefinite Article a, at, the
• Homework: Demonstrative Determiners this, that, these, those
• Homework: Zero Conditional If I don't get exercise, I get fat
• Homework: First Conditional If you go to bed late, you’ll be tired tomorrow
• Homework: Second Conditional If I saw a snake, I would scream
• Homework: GOING TO it is going to rain...
• Homework: Prepositions of Place at, in, above, below...
• Homework: Prepositions of Time at, in, on
• be Questions Who is he? Are you hungry? What is his name?...
• Choice Questions Do you want coffee or tea? Would you like red wine or white?...
• Question-Word Questions Where are you going? What did you do? How much was it?
• Yes/No Questions Do you? Can you? Are you? Have you? Would you?
• Compound Nouns bedroom, container ship, football, toothbrush, check-in...
• Reported Requests She asked him to call her. Matt asked me to help him...
• Reported Orders He told me to stand up. She ordered them to be quiet...
• Reported Questions He asked me if I was tired. I asked her where the bank was...
• Reported Statements She said that she was bored. He told me he was tired...
• Modal Verbs must, can, would, may, ought to...
• Nouns as Adjectives horse race, accounts department, shoe store...
• Homework: Interrogative Pronouns who, whom, whose, which, what...
• Grading Adverbs slightly, rather, very, extremely...
• Non-Gradable Adjectives freezing, tiny, filthy, boiling, furious...
• Homework: Reported Speech Tom said he was bored, I asked where he was...
• Homework: Countable vs Uncountable Nouns job/work, suitcase/luggage...
• Homework: Tag Questions It's cold, isn't it?...
• Homework: Phrasal Verbs put up, turn off, break down...
• Homework: Future Continuous I will be doing, I won't be doing...
• Homework: Future Perfect I will have done, I won't have done...
• Homework: Past Perfect Continuous I had been doing, I hadn't been doing...
• Homework: Past Perfect I had seen, he had seen...
• Homework: Reflexive Pronouns myself, yourself, himself, herself, itself...
• Homework: Adverbs of Place where, here, there, downstairs, everywhere...
• Homework: Adverbs of Degree fairly, pretty, quite, extremely, totally...
• Homework: Adverbs of Manner badly, well, slowly, easily, loudly...
• Homework: Adverbs of Time now, then, yesterday, tomorrow, earlier...
• Homework: BE USED TO vs USED TO I’m used to waking up early / I used to wake up early...
• Homework: Third Conditional If I had known it was your birthday, I would have sent you a card
• Homework: Coordinating Conjunctions for, and, but, or, yet...
• Homework: Subordinating Conjunctions although, despite, while, because, since...
• Homework: Indefinite Pronouns somebody, anybody, nothing, everything, anywhere...
• Homework: Infinitive or -ing to be/being, to do/doing, to eat/eating...
• Homework: Passive Voice is made, are used, was born, was invented, were stolen...
• Homework: Past Simple vs Present Perfect Simple I did vs I have done...
• Homework: Present Perfect Simple vs Continuous I have done vs I have been doing...
• Homework: Quantifiers a few, a little, much, many, a lot of...
• Homework: Possessive Pronouns mine, yours, his...
• Homework: Relative Pronouns who, whom, which, that...
• Homework: Beach Vocabulary lighthouse, sunbather, surfboard, spade, life buoy...
• Homework: Car Vocabulary bonnet/hood, boot/trunk, tyre/tire, windscreen/windshield...
• Homework: Police Vocabulary patrol, firearm, cell, pickpocket, arrest...
• Homework: Taxi Vocabulary fare, fine, motorway, seatbelt, traffic jam...
• Homework: Housekeeping Vocabulary vacuum, mop, sheets, towels, detergent...
• Homework: Christmas Vocabulary stocking, sleigh, mistletoe, turkey, magi...
• Homework: Cashier Vocabulary till, float, customer, aisle, receipt...
• Homework: Tour Guide Vocabulary custom, scenery, postcards, depart, monument...
• Homework: Hotel Vocabulary valet, room service, amenities, reception desk...
• Homework: Restaurant Vocabulary dessert, wine list, menu, appetiser...
• Homework: Fractions three quarters, two thirds, half, a quarter...
• Homework: Measure Words with Uncountable Nouns packet, piece, grain, bar, jar...
• Homework: Prepositions of Movement towards, over, around, across, past...
• Homework: Common Prepositions as, for, since, but, plus...
• Homework: Nouns the are Countable and Noncountable delight/delights, iron/irons, glass/glasses...
• Homework: Negative Contractions mustn't, daren't, can't, won't, mightn't...
• Homework: Positive Contractions it's, it'll, we've, he'd, she'll...
• Homework: Partitive Expressions with Uncountable Nouns piece of advice, drop of blood, grain of truth...
• Homework: Common Collocations take a photo, do your nails, pay attention...
• Homework: Company Structure Vocabulary A.G.M., president, Sales Dept, shareholder...
• Homework: Internet Vocabulary phishing, forum, subscribe, hacker, forward...
• Homework: Presentations Vocabulary marker, flip chart, finally, microphone, OHP...
• Homework: Meetings Vocabulary ballot, adjourn, vote, agenda, minutes...
• Homework: Resume Vocabulary skill, bilingual, reference, cover letter, career...
• Homework: Numbers Vocabulary plus, subtract, kilo, zero, billion...
• Homework: Negotiation Vocabulary haggle, dispute, deadlock, compromise, low-ball...
• Homework: Marketing Vocabulary brand, trademark, launch, product, digital marketing...
• Homework: Newspaper Vocabulary editor, tabloid, journalist, sensationalist, headline...
• Homework: Insurance Vocabulary premium, policy, claim, goods in transit, liability...
• Homework: Pollution Vocabulary sewage, smog, industrialised, fossil fuels, pollution...
• Homework: Advertising Vocabulary billboard, target, ad, promote, commercial...
• Homework: Property Vocabulary tenant, rent, estate agent, freehold, landlord...
• Homework: Law Vocabulary jury, barrister, sentence, sue, attorney...
• Homework: Money Vocabulary invest, hard currency, transaction, cashier...
• Homework: Animal Vocabulary herd, kitten, lioness, calf, peacock...
• Homework: Medical Vocabulary pain, swollen, allergic, side-effects...
• Homework: Air Travel Vocabulary baggage claim, board, jet-lag, runway...
• Homework: Body Vocabulary calf, cheeks, liver, thumb, wrist...
• Homework: Rooms, Furniture, Appliances Vocabulary attic, counter, freezer, hallway...
• Homework: Telephone Vocabulary hang up, pay phone, missed call, receiver...
• Homework: Employment Vocabulary dismiss, interview, recruit, salary, staff...
• Homework: Criminals Vocabulary arsonist, bigamist, burglar, murderer, thief...
• Homework: Computer Vocabulary app, email, modem, external drive, ebook...
• Homework: Weather Vocabulary chilly, flood, hail, drought, temperature...
• Homework: Music Vocabulary band, beat, verse, genre, artist...
• Homework: Movies Vocabulary sci-fi, director, cast, genre, comedy...
• Homework: Sports Vocabulary score, compete, cheer on, beat, train...
• Homework: Cooking Verbs boil, grate, whisk, fry, stir...
• Homework: Confusing Words accept/except, bring/take, raise/rise...
• Homework: Homophones bear/bare, fare/fair, desert/dessert...
• Homework: Interjections hmm, shh, yuck, aah, wow...
• Homework: CAN, COULD, BE ABLE TO I can run, I could run, I will be able to run...
• Homework: Modal Verbs of Deduction can't be, must be, could have been...
• Homework: Prefixes re-, mis-, over-, under-, ex-...
• Homework: Opposite Prefixes INappropriate, IRregular, IMpolite...
• Homework: Adjective Suffixes -ing, -ous, -able, -ive, -ful...
• Homework: Noun Suffixes -al, -er, -ment, -ness, -tion, -y...

See also: Talking Point Homework and Discussion

• The Cult of Homework
• Who Invented Homework?
• The pros and cons of homework for English language learners

Make your own worksheets using the FREE EnglishClub.com Worksheet Maker !

• Professional development
• Managing resources

The role of homework

Homework seems to be an accepted part of teachers’ and students’ routines, but there is little mention of it in ELT literature.

The role of homework is hardly mentioned in the majority of general ELT texts or training courses, suggesting that there is little question as to its value even if the resulting workload is time-consuming. However, there is clearly room for discussion of homework policies and practices particularly now that technology has made so many more resources available to learners outside the classroom.

Reasons for homework

• Attitudes to homework
• Effective homework
• Types of homework
• Homework is expected by students, teachers, parents and institutions.
• Homework reinforces and helps learners to retain information taught in the classroom as well as increasing their general understanding of the language.
• Homework develops study habits and independent learning. It also encourages learners to acquire resources such as dictionaries and grammar reference books. Research shows that homework also benefits factual knowledge, self-discipline, attitudes to learning and problem-solving skills.
• Homework offers opportunities for extensive activities in the receptive skills which there may not be time for in the classroom. It may also be an integral part of ongoing learning such as project work and the use of a graded reader.
• Homework provides continuity between lessons. It may be used to consolidate classwork, but also for preparation for the next lesson.
• Homework may be used to shift repetitive, mechanical, time-consuming tasks out of the classroom.
• Homework bridges the gap between school and home. Students, teachers and parents can monitor progress. The institution can involve parents in the learning process.
• Homework can be a useful assessment tool, as part of continual or portfolio assessment.

Attitudes to homework Teachers tend to have mixed feelings about homework. While recognising the advantages, they observe negative attitudes and poor performance from students. Marking and giving useful feedback on homework can take up a large proportion of a teacher’s time, often after school hours.

• Students themselves complain that the homework they are given is boring or pointless, referring to homework tasks that consist of studying for tests, doing workbook exercises, finishing incomplete classwork, memorising lists of vocabulary and writing compositions. Where this is actually the case, the negative effects of homework can be observed, typified by loss of interest and a view of homework as a form of punishment.
• Other negative effects of poorly managed homework include lack of necessary leisure time and an increased differential between high and low achievers. These problems are often the cause of avoidance techniques such as completing homework tasks in class, collaborating and copying or simply not doing the required tasks. In turn, conflict may arise between learners, teachers, parents and the institution.

Effective homework In order for homework to be effective, certain principles should be observed.

• Students should see the usefulness of homework. Teachers should explain the purpose both of homework in general and of individual tasks.
• Tasks should be relevant, interesting and varied.
• Good classroom practice also applies to homework. Tasks should be manageable but achievable.
• Different tasks may be assigned to different ability groups. Individual learning styles should be taken into account.
• Homework should be manageable in terms of time as well as level of difficulty. Teachers should remember that students are often given homework in other subjects and that there is a need for coordination to avoid overload. A homework diary, kept by the learner but checked by teachers and parents is a useful tool in this respect.
• Homework is rarely co-ordinated within the curriculum as a whole, but should at least be incorporated into an overall scheme of work and be considered in lesson planning.
• Homework tends to focus on a written product. There is no reason why this should be the case, other than that there is visible evidence that the task has been done.
• Learner involvement and motivation may be increased by encouraging students to contribute ideas for homework and possibly design their own tasks. The teacher also needs to know how much time the students have, what facilities they have at home, and what their preferences are. A simple questionnaire will provide this data.
• While homework should consolidate classwork, it should not replicate it. Home is the outside world and tasks which are nearer to real-life use of language are appropriate.
• If homework is set, it must be assessed in some way, and feedback given. While marking by the teacher is sometimes necessary, peer and self-assessment can encourage learner independence as well as reducing the teacher’s workload. Motivating students to do homework is an ongoing process, and encouragement may be given by commenting and asking questions either verbally or in written form in order to demonstrate interest on the teacher’s part, particularly in the case of self-study and project work.

Types of homework There are a number of categories of useful and practicable homework tasks.

• Workbook-based tasks Most published course materials include a workbook or practice book, mainly including consolidation exercises, short reading texts and an answer key. Most workbooks claim to be suitable for both class and self-study use, but are better used at home in order to achieve a separation of what is done in class and at home. Mechanical practice is thus shifted out of class hours, while this kind of exercise is particularly suited to peer- or self-checking and correction.
• Preparation tasks Rarely do teachers ask learners to read through the next unit of a coursebook, though there are advantages in involving students in the lesson plan and having them know what is coming. More motivating, however, is asking students to find and bring materials such as photographs and pictures, magazine articles and realia which are relevant to the next topic, particularly where personalisation or relevance to the local context requires adaptation of course materials.
• Extensive tasks Much can be gained from the use of graded readers, which now often have accompanying audio material, radio and TV broadcasts, podcasts and songs. Sometimes tasks need to be set as guidance, but learners also need to be encouraged to read, listen and watch for pleasure. What is important is that learners share their experiences in class. Extensive reading and listening may be accompanied by dictionary work and a thematic or personalised vocabulary notebook, whereby learners can collect language which they feel is useful.
• Guided discovery tasks Whereas classroom teaching often involves eliciting language patterns and rules from learners, there is also the option of asking learners to notice language and make deductions for themselves at home. This leads to the sharing of knowledge and even peer teaching in the classroom.
• Real-world tasks These involve seeing, hearing and putting language to use in realistic contexts. Reading magazines, watching TV, going to the cinema and listening to songs are obvious examples, offering the option of writing summaries and reviews as follow-up activities. Technology facilitates chat and friendship networks, while even in monolingual environments, walking down a shopping street noticing shop and brand names will reveal a lot of language. As with extensive tasks, it is important for learners to share their experiences, and perhaps to collect them in a formal or informal portfolio.
• Project work It is a good idea to have a class or individual projects running over a period of time. Projects may be based on topics from a coursebook, the locality, interests and hobbies or selected individually. Project work needs to be guided in terms of where to find resources and monitored regularly, the outcome being a substantial piece of work at the end of a course or term of which the learner can claim ownership.

Conclusion Finally, a word about the Internet. The Web appears to offer a wealth of opportunity for self-study. Certainly reference resources make project work easier and more enjoyable, but cutting and pasting can also be seen as an easy option, requiring little originality or understanding. Conferring over homework tasks by email can be positive or negative, though chatting with an English-speaking friend is to be encouraged, as is searching for visual materials. Both teachers and learners are guilty of trawling the Net for practice exercises, some of which are untried, untested and dubious in terms of quality. Learners need guidance, and a starting point is to provide a short list of reliable sites such as the British Council's  LearnEnglish  and the BBC's Learning English  which provide a huge variety of exercises and activities as well as links to other reliable sources. Further reading Cooper, H. Synthesis of Research on Homework . Educational Leadership 47/3, 1989 North, S. and Pillay, H. Homework: re-examining the routin e. ELT Journal 56/2, April 2002 Painter, L. Homework . English Teaching Professional, Issue 10, 1999 Painter, L. Homework . OUP Resource Books for Teachers, 2003

First published in October 2007

Mr. Steve Darn I liked your…

Mr. Steve Darn I liked your method of the role of the homework . Well, I am one of those laggard people. Unfortunately, when it comes to homework, I definitely do it. Because, a student or pupil who understands new topics, of course, does his homework to know how much he understands the new topic. I also completely agree with all of Steve Darn's points above. However, sometimes teachers give a lot of riff-raff homework, just like homework is a human obligation. This is a plus. But in my opinion, first of all, it is necessary to divide the time properly, and then to do many tasks at home. Only then will you become an "excellent student" in the eyes of the teacher. Although we live in the age of technology, there are still some people who do not know how to send homework via email. Some foreign teachers ask to send tasks by email. Constant email updates require time and, in rare cases, a fee. My above points have been the cause of constant discussions.

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Setting homework, setting homework.

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Top 7 English Homework Tips for Teachers, Students and Parents

7 ways to create meaningful English homework. Tips for teachers, parents and students

Homework. The bane of student life everywhere. And teachers too! Won’t someone please think of the teachers?

It has been one of the hottest debates among progressives and traditionalists in education circles for many years now; is homework help or a hindrance?

Millions of student hours per year are wasted on busy work, which adds little to student learning. But that doesn’t mean that the judicious use of homework can’t add greatly to student learning, particularly in an area as complex as literacy.

Regarding reading and writing homework, there are good points to be made on both sides. But, as with many hot-button issues, the truth likely lies somewhere in the middle.

In this article, we will look at what we need to consider when we set homework to ensure it provides value to our students’ learning. We will look at what to do, what not to do, and just how much of it to do.

ENGLISH HOMEWORK TIP 1: Bin the Busy Work!

Ask your average student what their pet peeve is regarding their current station in life, and more often than not, homework will be mentioned in the reply. It is just as much a fixture in the life of a student as an oven is in the life of a baker. Unfortunately, as many students robotically complete their homework as teachers that robotically set the tasks. And here lies our first problem – busy work!

Homework should ALWAYS be focused. It should be carefully designed and purposeful. Without clear objectives built-in, the homework serves little to no pedagogical purpose. It is more likely to be a waste of the student’s time and the time of the teacher who is doomed to mark it.

The first rule of Homework Club is Bin the Busy Work!

ENGLISH HOMEWORK TIP 2: Make The Homework Fit for Purpose

It may seem obvious, but homework must be suited to the ability of the student. How often have diligent students pulled their hair out struggling over a problem all night, press-ganging parents into the effort, only to be soundly trounced by a problem Einstein himself would need his morning coffee before attempting.

Avoid setting homework that will stretch the student to the elastic limits of their abilities. We don’t want anyone ‘snapping’ here. The material chosen for reading or writing homework should, however, challenge the student to some degree. Just as with strength training, some resistance is required to build ‘muscle’ here.

As in Rule #1 above, homework should be carefully designed to achieve a certain objective. But, one size most certainly doesn’t fit all. Be sure to differentiate homework appropriately for the different abilities of different students. Often, you won’t need to set different tasks, a slight tweak in the instructions given will be enough to make it suitable for the various ability levels.

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ENGLISH HOMEWORK TIP 3: Set Time Limits

We all have both good days and bad days, and all sorts of days in between. Regardless of what sort of day you had, one thing is for sure, there were 24 hours in it. One of the more difficult things as a teacher, especially in a school with a vague homework policy, is just how much homework to set. The answer is, of course, it depends , and while time is certainly an imperfect means of gauging this, it at least provides some guidelines.

Just how much time depends on quite a few things. The time of year, for example. If exams are ongoing, you may want to avoid heaping extra pressure on your students. Perhaps too, your school has a very prescriptive homework policy that restricts your flexibility in terms of how much time you can set for homework tasks.

All that aside, the general wisdom on setting homework is that it should start at around 10 minutes for grade 1 and gradually increase by around ten minutes per grade, up to a maximum of 2 hours per day for the oldest students.

Like most things in teaching, however, this is more of an art than a cold, hard science. Pay attention to your students and how they are bearing up under the workload. Your priority here should always be to maximize the learning done in the classroom, so don’t overdo it.

ENGLISH HOMEWORK TIP 4: Give Timely Feedback

For feedback to be useful, it must be timely. If a student has spent hours composing an essay; researching their material, drafting an outline, organising their structure, writing and rewriting to submit their finished piece only to be told 4 weeks later that the third paragraph lacks purpose, the third paragraph will not be the only thing that lacks purpose.

If feedback is to be of any value, you must strike while the mental forge is still hot. Our students’ lives are most likely busy and interesting. Often their focus will be transient, if not downright fickle. If you want your feedback to stick – it must be delivered while the smoke still hangs in the air.

ENGLISH HOMEWORK TIP 5: Get Creative with the Tasks

Many of our students hate homework. Perhaps ‘despise’ would be a better word. And is it any wonder? Especially when it comes to reading and writing. Learning to read and write well requires lots of practice, and a certain amount of repetition is inescapable. But, I would argue, there should be no reason for homework to be boring. There isn’t a more wondrous subject in the world than literacy, after all!

Reading and writing are very broad areas of learning. Ample opportunities are afforded to allow you to come up with engaging and creative ways for your students to reinforce their learning. You just need to begin with your learning objective and reverse engineer unique ways to get there.

Let’s take instruction writing as an example. Say you have already taught the key criteria of instruction writing: a title, a resource list, some diagrams with captions, bullet or numbered points, use of transition words and imperatives etc. You now want the students to consolidate their understanding of the genre by writing their own set of instructions at home, but how to do it in an interesting fashion?

Well, let’s brainstorm and see if we can’t make things a little more interesting for our students. Recipes are a type of instruction writing. You could set them the task of writing a recipe for their favorite sandwich, but that’s kind of, well, lame!

How about writing a recipe for the most disgusting sandwich in the world? Yes, now that’s much better. Maybe they could word process it too and include Creative Commons images to support the text, Or, they could even make a script and record a video instructional, sharpening up their video-editing skills along the way.

Regardless of which of these methods you choose, your students would still be fulfilling the original objective of reinforcing their understanding of the criteria of the genre.

Bear in mind, however, you should not set homework that requires students to use resources that they don’t have access to, so be sure to give this due consideration when getting creative with your homework tasks.

ENGLISH HOMEWORK TIP 6: Leverage Interest

“ You can bring a horse to water, but you can’t make it drink ”, as the old saying goes – and it certainly applies to homework.

This rule relies heavily on the relationship you build with your students over time. Allied to the point above, there are a million different ways to teach an objective, but try to engineer activities that leverage the specific interests of your students.

If you are setting a homework task to reinforce reading comprehension skills, for example, are there opportunities for you to select, or allow your students to select, material that they are interested in?

The same applies when selecting topics for writing. Where student interest is engaged, learning often becomes effortless.

ENGLISH HOMEWORK TIP 7: Give Homework At The Start of the Lesson

It is general practice to give homework at the end of the lesson. By then, you will have introduced a lesson objective, worked through some examples during class, and now you can set homework for the students to further consolidate their understanding at home.

It makes sense, right? Well, yes, but there is another option.

Sharing the homework task with your students at the start of class may, at times, be preferable. There are several benefits to this. Often, at the end of class, our students are worn out. They are like greyhounds at the starting gate, raring to go home, to the next class, or for lunch. The last place their attention is is on more of the topic they have just been working on. Setting homework at the start of the class avoids the feeling like you are trying to herd cats at the end of class.

Another strong benefit to setting the homework at the start of the class is that it focuses the students on specific learning goals for the lesson to come. Students will be motivated to engage more with their learning as it will make their homework much easier to do that evening. Give it a go with your class and see!

The Takeaways

Homework should be used as a means of consolidating learning done in the classroom. Tasks should be focused and offer opportunities for students to improve their understanding of important concepts or develop specific skills.

Homework should be designed in such a way that it is manageable by students. It should not be beyond the limits of their abilities and time limits should be set to prevent student frustration from boiling over if they struggle to complete it.

Feedback needs to be given in a timely fashion for it to serve any useful purpose. This means that consideration must be given to your workload when assigning homework. Will you have enough time to mark the students’ work and provide the necessary feedback in a timely manner?

If not, reconsider the tasks you are setting. Remember, you may also find value in peer assessment activities too.

Also, try setting homework at the start of class to motivate student participation in the lesson to come. And, you’ll avoid that tussle at lesson’s end as the students rush for the door!

Literacy is such a fascinating subject area that there will always be room to create interesting homework tasks. You just require a little space to allow your imagination to run freely. The personal interests of your students can provide a great starting point for the creation of engaging and fun homework tasks.

Remember too, there’s an upper limit to how much homework you should set, and it may not always be necessary to set homework. When you do set homework, set it judiciously, and you will undoubtedly add to the learning experience of your students.

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ESL Conversation Questions – Homework

Table of contents, a2 level (elementary).

• Do you like doing homework?
• What subject do you have the most homework in?
• Where do you usually do your homework?
• Do you listen to music while doing homework?
• How long does it take you to finish homework?
• Do you do homework alone or with friends?
• What time do you start your homework?
• Do you use a computer for homework?
• How do you feel when you finish homework?
• What’s the hardest part of your homework?
• Do you ask for help with homework?
• What do you do if you don’t understand homework?
• Do you have a favorite pen or pencil for homework?
• How do you organize your homework tasks?
• Do you take breaks while doing homework?
• Do you have a special desk for homework?
• What snacks do you eat during homework?
• How do you stay focused on homework?
• Do you prefer reading or writing homework?
• What do you do after finishing homework?

B1 Level (Intermediate)

• Why is homework important?
• How does homework help you learn?
• What are the challenges of doing homework?
• How do you balance homework with other activities?
• What’s your strategy for difficult homework?
• How has technology changed homework?
• What skills do you learn from doing homework?
• How do you plan your homework schedule?
• What is group homework like?
• How do you deal with distractions during homework?
• What are the pros and cons of online homework?
• How does homework prepare you for tests?
• Do you think teachers give too much homework?
• How do you motivate yourself to start homework?
• What’s the best environment for doing homework?
• How do you handle multiple homework assignments?
• What’s your opinion on homework during holidays?
• How do you review and check your homework?
• What role do parents play in your homework?
• How do you think homework will change in the future?

B2 Level (Upper Intermediate)

• Discuss the impact of homework on student well-being.
• How does homework influence academic success?
• What are the alternatives to traditional homework?
• How can teachers make homework more engaging?
• Discuss the role of homework in skill development.
• How does homework vary in different educational systems?
• What’s the impact of homework on time management skills?
• Discuss the equity issues related to homework.
• How does homework affect family life?
• What are the long-term benefits of consistent homework habits?
• How do collaborative homework assignments benefit students?
• Discuss the role of feedback in homework.
• How does homework relate to lifelong learning?
• What are the challenges of homework for ESL students?
• How can technology be better utilized in homework?
• Discuss the balance between digital and written homework.
• What’s the role of creativity in homework assignments?
• How does homework foster independent learning?
• Discuss the importance of interdisciplinary homework.
• How can homework be tailored to individual student needs?

C1 Level (Advanced)

• Analyze the pedagogical theories behind homework.
• Discuss the role of homework in critical thinking development.
• Evaluate the effectiveness of homework in different subjects.
• Explore the impact of homework on student creativity and innovation.
• Debate the necessity of homework in modern education.
• Analyze the relationship between homework and student motivation.
• Discuss the global differences in homework practices and expectations.
• Evaluate the role of homework in preparing students for higher education.
• Explore the psychological effects of excessive homework.
• Discuss the integration of project-based learning in homework.

C2 Level (Proficiency)

• Critically assess the long-term academic and social implications of homework.
• Debate the role of homework in reinforcing or exacerbating educational inequalities.
• Explore the evolution of homework practices over the past century.
• Analyze the correlation between homework, burnout, and academic pressure.
• Examine the impact of cultural attitudes towards homework on educational outcomes.
• Discuss the potential for homework to foster independent and critical thought.
• Critique the standardization of homework across diverse learning styles.
• Analyze the effectiveness of flipped classroom models in relation to homework.
• Explore innovative approaches to homework that encourage student engagement.
• Debate the future of homework in an increasingly digital educational landscape.

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Guide to Writing Homework in English for Students

English is important and writing homework in English can be difficult for students. It covers grammar, translating written text, and doing English assignments. With so much to do, finding time can be tricky. That’s where professional writing services come in. They’ll handle your English homework, delivering it on time with expert help. So you can get help with your English homework online . It’s a popular option for many students. 

It’s okay to have subjects you prefer over others. Everyone has strengths and weaknesses. If you’re struggling with a subject and need a good grade, it’s okay to get help. It’s important not to ignore homework and grades because they contribute to your overall performance. Whether it’s positive or negative depends on your effort.

Here are some useful homework hacks to help you finish your assignments faster:

• Plan and Make a List: Before you start, plan out what needs to be done and make a list of tasks. This helps you stay organized and focused.
• Gather Your Materials: Get all the books, notebooks, and supplies you’ll need before you begin. This saves time from having to search for things later.
• Find a Quiet Workspace: Choose a quiet, distraction-free area to work. This helps you concentrate better and get through your homework more efficiently.
• Minimize Distractions: Turn off your phone or put it on silent mode to avoid interruptions while working.
• Listen to Music: Consider listening to classical music while working. It can help create a calm atmosphere and improve focus.
• Stay Energized: Have snacks and water nearby to keep your energy levels up and stay hydrated while working.
• Take Short Breaks: Take short breaks in between tasks to rest and recharge. This prevents burnout and helps maintain productivity.

English Homework Assignments For College

Doing homework should become as routine as brushing teeth or making the bed. It’s crucial to establish this habit early, even starting from the first grade. Children should have a set time for studying, and it can be helpful to create a ritual, like turning on a table lamp or opening notebooks, to signal the start of homework. This routine helps the brain get into the right mindset for work immediately after the ritual.

Research indicates that the amount of time spent on English homework directly impacts students’ test scores:

• Students who either don’t do English homework or spend more than an hour a day on it tend to have below-average test results.
• Conversely, students who spend no more than an hour a day on English homework tend to have above-average test results.

This pattern holds true for homework in other subjects as well:

• Children who either don’t do homework or spend more than 30 minutes daily on it typically have lower test scores.
• On the other hand, those who spend less than 30 minutes a day on homework tend to achieve above-average results.

Choose Apps that Help With English Homework

You can easily order English homework assignments online from the comfort of your own home. Here’s how it works:

• Fill out the online application form: Provide essential details such as the quantity of assignments, formatting requirements, and submission deadline.
• Answer the manager’s questions: Once you submit the form, a manager will get in touch with you to discuss your requirements further and find a suitable author for your task.
• Transfer the advance payment: To initiate the work, you’ll need to make an advance payment of at least 25% of the total cost.
• Transfer the remaining payment: After the author completes the assignment, you’ll need to make the rest of the payment.
• Download your completed homework: Once the payment is complete, you’ll receive a link to download the completed English homework from your account.

Writing services assist students with assignments in any subject. Their specialists will ensure that your homework meets methodical recommendations, teacher’s requirements, and your preferences. You’ll receive high-quality and unique work that thoroughly explores the research topic and earns a high grade. The author will blend their own insights with scholarly analysis to fully address the task.

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