A selection of English ESL time markers printables

Looking for another amazing Christmas lesson activity? We\'ve got it right here!



Snake Race is our original game similar to Snakes and Ladders, but easier. It is great for lower-level students in ESL classes, and you only need dice and place markers (like erasers or magnets). Just roll the dice, count as you move along the snake, and say the word you land on. If you are lucky and land on a “Roll again” spot, you can try one more time. But if you are unlucky, you might have to go back a couple of spaces. If your students are confident speakers, they can practice conversations by asking original questions based on the words they land on.



Here is a list of words that can be found in this game:

a Christmas tree, Santa Claus, a reindeer, a star, presents, a candy cane, a snowman, an elf



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- another two snake race board games with more vocabulary

- tons of flashcards

- more games and fun activities

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Christmas Snake Race Board Game 1 from free-flashcards-download.com

Students love talking about their free time activities. This worksheet will help them discuss the topic in class. I propose an activity to revise time markers. The worksheet also includes personal writing and class speaking activities.

Free time

1.Cut out and laminate the word cards. Pick one at random and find the picture representing the word. You can colour the cards or mark words with colourful stamps for even more fun! 

2. Pick a word at random and read it aloud or use it in a sentence. The rest of the group has to find the word on the sheet. Whoever can do it the fastest wins! 

3. Cut the word cards in the marked places and tear them off. Don't worry - it doesn't have to look good. Glue the words next to the pictures that represented them. Now you have an awesome dictionary you can use to memorise words.

4. If you laminate the sheet, you can use the worksheet multiple times and use washable markers to mark the words

Find it - Food

Another activity that I find useful. Kids love when they can create something.. In this game they complete a thinking map and write there what they have learnt about the town. They use basic vocabulary: buildings, who live there, what they can buy in shops, what types of town they know etc. you can add more bubbles :)

* I have laminated it and kids write words with a  marker. So you can use it more times ;)

Town - thinking map

The objective is to identify the tenses for each verb. The learner has to take into account the different markers of time and the different structures and aspects. 



Identifying tenses

An alternative way of teaching -ed the past tense marker. I have experienced every time I used this activity that students understand the rules faster and better. They benefit from the activity when speaking and reading aloud. Be sure to download part 1 as well to have many balls/words to practice on.

Baskeball Shootout about -ed (2nd part)

Practice distinguishing between Present Simple and Present Continuous based on context and time markers (e.g., "every morning" vs. "right now").Suitable for A2 learners, as it provides controlled practice with clear scaffolding.

Present Simple vs Present Continuous

Students will learn about irregular verbs while having fun. Just print the cards and bingo boars to cut them an take a random card with the tenses. 

1)Print the cards   2) cut and plasticize 3) give students board markers to mark each time they hear one verb. 3) read aloud each verb (previously cut the cards) and have fun-

Irregular Verbs Review & Bingo Cards

based on the game 'What's the time Mr. wolf?



Usual board game rules, if the person lands on 'dinner time' they go back to the start.



Things you need, dice, game sheet and markers

time board game

Explanations, examples, and an exercise to review time markers with intermediate students. A list of the most frequent adverbs of time, most of which are familiar but are commonly misused. The examples help to distinguish them. Takes about 20 minutes  for gapfill/correction, student examples can then be written/oral/homework/game format : flexible.

Time Words

1.Cut out and laminate the word cards. Pick one at random and find the picture representing the word. You can colour the cards or mark words with colourful stamps for even more fun! 

2. Pick a word at random and read it aloud or use it in a sentence. The rest of the group has to find the word on the sheet. Whoever can do it the fastest wins! 

3. Cut the word cards in the marked places and tear them off. Don't worry - it doesn't have to look good. Glue the words next to the pictures that represented them. Now you have an awesome dictionary you can use to memorise words.

4. If you laminate the sheet, you can use the worksheet multiple times and use washable markers to mark the words.

Find it  - Food

1.Cut out and laminate the word cards. Pick one at random and find the picture representing the word. You can colour the cards or mark words with colourful stamps for even more fun! 

2. Pick a word at random and read it aloud or use it in a sentence. The rest of the group has to find the word on the sheet. Whoever can do it the fastest wins! 

3. Cut the word cards in the marked places and tear them off. Don't worry - it doesn't have to look good. Glue the words next to the pictures that represented them. Now you have an awesome dictionary you can use to memorise words.

4. If you laminate the sheet, you can use the worksheet multiple times and use washable markers to mark the words.



Take a look at our platform:

http://bit.ly/2gSEoaY



and our Hello School - English Grammar App (you can display it on your projector)

http://bit.ly/2gRllOs





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>

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26 Time markers English ESL worksheets pdf & doc