A selection of English ESL morning printables

Worksheet for children, beginner to elementary level.  The students have to write the sentences under the appropriate pictures. Then they should write another  suitable  sentence for each image.

If you like this worksheet, you can find more picture stories here: https://en.islcollective.com/mypage/my-creations?search_key=Picture+story&type=printables&option=published&id=5163&grammar=&vocabulary=&materials=&levels=&studentTypes=&skills=&languageExams=&dialect=&functions=&page=1&sorting_type=most_newest&filter_type=filter_all&view_type=list&view_length=12

Picture story -  Father and son - Morning routine

What do I do in the mornings? 

In this little worksheet, the children have to write next to the images what our character Katie is doing. To make the exercise a little more complicated, you could erase the words a the bottom of the page. 

Daily routine: What does Katie do every morning?

Another fun and colourful worksheet. They must cut out the words to complete the sentences above then practice and repeat the sentences. Each word corresponds with a different shape so they'll have no problem!

My Morning Routine 2 - cut and paste words

Posters for which students have to decide if they would say good morning, good afternoon or good night (good evening) at a given time.



A picture with a clock helps them recognize the period of the day.

When to say Good morning, Good Afternoon, Good night?

Hey  Teachers!



I recently published an updated free lesson plan on Fluentize based on a short informational video from Business Insider about the morning routines of some famous billionaires.



I would say this lesson plan is probably most suitable for intermediate (B1) - upper intermediate (B2) students.



In order to view the video, please visit the lesson page on Fluentize via the link below.



https://app.fluentize.com/lesson/morning-routines-billionaires



I've recreated the lesson plan here and attached the first half of the lesson up to the Viewing Activity. You can download the full PDF lesson plan with all of the post-viewing activities directly from Fluentize for free when you're registered and logged in.



As you'll see in the lesson plan, students discuss topics and questions related to morning routines and what kinds of morning habits are good or bad to do as part of a routine. Students also learn some of the important phrases that they'll hear in the video such as make something a priority, get right to work, and stay true to a brand.



There is a short grammar activity on the usage of indirect and direct speech, which seemed to be pretty prevalent as a grammatical theme in several cases throughout the video, including...



"Warren Buffet likes to sleep. He says he usually sleeps a full 8 hours a night."



"Jack Dorsey says he gets out of bed at 5 AM."



You can follow everything up with additional discussion based on some of the following topics...



- Whether students make it a priority to get a full 8 hours of sleep per night



- Whether students think it's better to read news stories in the morning or read a book



- What students would think the pros and cons would be of being a billionaires



From the creator’s standpoint, my favorite part of the lesson is the second speaking task on Post-Viewing 3 after the discussion topics mentioned above, as it gives students a chance to not only learn some healthy new habits, but practice explaining why certain habits are good for them. I especially enjoy doing lessons in which you can teach actual life skills as a natural result of the topic you're covering!



I hope you have a great lesson exploring the topic of morning routines with your students! I've attached the full materials for the printable, interactive, and teacher's guide below.



Thanks and enjoy the lesson!



Jake from Fluentize

How 9 Billionaires Start Their Mornings - ESL Lesson Plan

This material will be useful and helpful for teachers who teach elementary, beginner and primary students to read and understand texts, answer the questins and  do tasks after reading.

My Day. Good Morning! Reading" (Beginner, Elementary, For Kids)

A text on the tradition of Groundhog Day, celebrated every year on February 2nd in the United States and Canada . The worksheet includes a vocabulary exercise, some comprehension questions and a writing prompt.

GROUNDHOG DAY 2026: A MORNING OF MAGIC & MYTHS (RC)

A worksheet with several exercises to understand and use the adverb of frequency and the present simple to describe habits, with some exercises to describe the students' habits as well. Fully editable.



Hope your students enjoy. Happy teaching!

What do they always do in the morning? (present + adverb)

In this worksheet you'll find flashcards with keywords and some pictures to help pupils to make up sentences about their daily routine. The verbs are given in the infinitive, so they should know the rules of the present simple tense.

Daily routine: in the morning, in the afternoon, in the evening

A reading comprehension worksheet based on an article "12 Morning and Evening Routines That Will Set Up Each Day for Success" by Stephen Altrogge. There are also t3 exercises: Answer the questions, make questions and find the opposites. Hope you'll like it. There are no keys, but if you need them, please, don't hesitate to write me and I'll add them.

Morning Routines to Help You Start the Day Off Right (part 1)

used to

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

Get here and you are ready to study in English at university

110 Morning English ESL worksheets pdf & doc