A selection of English ESL clock printables

This is a worksheet which uses the story of the Chinese Zodiac to present ordinal numbers to Elementary students. 



Tips:



Before you begin Ex.2, and read the story, you may wish to pre-teach: ride, reach, scare, shore, emperor, push and sleepy.



Depending on where you are teaching, your students may already be familiar with the order of the animals. If so, elicit the animal names and the order then ask them to find and underline the ordinal numbers. 



The ordinals have a lot of difficult sounds such as '-th' and consonant clusters. When you drill the words after Ex.2, break down the words i.e "SI" - "XTH" -  "SI-XTH" - "SIXTH".



As an optional extension task, you could get the students to quiz each other i.e "Which animal was fourth?", "Which place was the snake?", "Who was before the sheep?" etc.



Answer Key



1 (going clockwise) rat, dragon, pig, rooster, monkey, tiger, snake, horse, ox, rabbit, dog, sheep/ram.



2 B fifth D tenth E  ninth F third G sixth H seventh I second J fourth K eleventh L eighth 

Ordinal Numbers in the Chinese Zodiac

This worksheet is designed for first year Japanese junior high school students. It introduces words and phrases associated with time, daily activities, and when / how often things are done. 

Teacher should review telling time with the students using a clock or blackboard. What time is it? Then introduce new phrases: What time do you wake up? When do you usually eat breakfast?

Worksheet includes: new words, a model dialogue, partner practice, and telling time.

Dialogue involves asking about someone's daily routine and when certain activities are done. Students practice the vocabulary, listen to a model conversation between 2 teachers (ALT/JTE team teaching). The students then partner up and complete the dialogue on the back page.  

Daily Routine and Time

Have fun practicing your ability to tell time by playing time bingo. Review the basic time words and the position of the hands on a clock before playing the game.

Bingo Cards Game

This is an empty cube that can be used in any way the teacher wishes, it can be adapted to any level as long as they are able to use scissors and glue. 

For my class I did a "Daily Routine" lesson, students were given a chart with typical routine examples they could choose from. Each student had to write and draw a picture to represent what they do on a daily basis. They also had to include the time, so 6 clocks were added to the cube, one in each box and students drew the hands on the clock to indicate the time.  The boys did exceptional well in this activity and completed the task before most of the girls. This may be due to the fact that the lesson took a tactile or kinesthetic approach. This kind of outcome has never happened before in any of my low level classes. If time permitted, students had a conversation about their daily routine.

Items needed: 

Scissors, glue, crayons and relevant chart/sheet to assist lower level students or to get them thinking.

Multiple Activities Cube

Telling the time for your young learners

It's a vocabulary worksheet for stydying the time for your young learners 7-12 years old.

There are 9 clocks on this page with the time below each clock. Your students are going to read the text and draw an hour hand and a minute hand in each clock.

What's the time

Very simple worksheet about time. It has an image to explain it and an activity to cut and glue according to each clock. To practise o'clock, half past, quarter past and quarter to.

The time

the idea of this material is to practise the time, writing and drawing the hands in the clock, write some daily actions using the 1st person singular; finally, complete a chart using adverbs of frequency and write sentences based on students´choices. 

It was designed as a test. 

Present simple Practice (time, daily actions, adverbs of frequency)

Students have to write the correct time under the clocks.

WHAT TIME IS IT?

Students write the time they see on the clocks.

What time is it?

Present Simple, Present Continouse, clock

Present Simple, Present Continouse

Sentence cubes to use when teaching daily routines. Set contains an action cube and a time cube. Times displayed on analog clocks. 



Students roll an activity and a time, then use them to make sentences, e.g. "I get up at 7 o'clock", "She goes to sleep at 9pm".



Work best if printed on stiff paper and in colour. If you cover them in tape, you can disinfect them after each use, making them somewhat virus-proof.



Not (easily) editable. 

Sentence cubes - daily routine

Times

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

296 Clock English ESL worksheets pdf & doc