A selection of English ESL time of a day printables

Good morning,afternoon,evening,night,hello and goodbye complete the spelling WS activity

Greeting

This is a simplified version of a day in the life of a GP. It can be done as a reading and used to learn some new words/phrases but mainly it was created to stretch talented learners in ESOL classes, learning time of the day and how to report someone's activities in the third person (using simple present). it is useful to practise time of the day, daily schedule, reading and reporting daily schedule in third person.

A day in the life of a GP

Worksheet to learn the names of days, and parts of a day (morning, noon, afternoon, evening, night) + what prepositions to use with time expressions (In, on, at)

Week days, parts of a day

A worksheet relating to jobs and time about a zoo keeper's daily schedule, there is a second page with an interview and the student has to put the correct question word to complete. Hope it's useful

Schedule and interview of a zoo keeper

Pair work activity. Students ask each other questions about Alice's day in order to complete the table. Great way to review the time and the third person. Then the students use it as a guide to ask each other questions about their days. I hope that you will enjoy. It took me a while to draw all of the hands on those clocks!

A Day in the Life of Alice Scott



This worksheet introduces young learners to the daily life of an astronaut on the International Space Station (ISS). It provides a simple, engaging narrative about their morning routines, daily activities, exercise habits, meals, and relaxation time. The story is followed by comprehension questions to test understanding. Additionally, a Bamboozle game is included with 15 key vocabulary words and their Czech translations to make learning fun and interactive for EFL students aged 8. The worksheet aims to enhance comprehension skills and expand vocabulary related to space and astronauts.

A Day in the Life of an Astronaut

A pair-work speaking activity to discover times and actions in the daily routine of a working girl. Asking questions, giving the time, using the present simple.  Can be adapted with the past simple.  

A day in the life of working girl Jenny Marsh

This version of the game is tailored to pre-intermediate level ESL/EFL students. This version also includes a vocabulary list, and small role cards for the Derds.

In this game half the class will be Derds (a fictional people), the other half engineers who help the Derds build their first bridge. An actual bridge will be built from cardboard paper in English class. Hilarity will ensue after the two teams meet and start working on the bridge. :)



Derd role description:


You live in a country called ‘Derdia.’ There is a deep canyon between your village and the market of the nearby town. This is a huge inconvenience (=problem), because if you want to go grocery shopping there, you have to walk for 2 days to get around the canyon and reach the market. If there was a bridge over the canyon, the trip would take only 2 hours.Now the Derdian government hired (=paid) a construction company from the EU to visit you and teach you the science of building bridges. That means you are going to be the first engineers in Derdia with a license to construct bridges in your country.Also, you and the engineers will build the first bridge of Derdia together.

You will use cardboard paper, pens, scissors and glue to build the bridge. You are familiar with (=you know) the materials, but not with the construction methods (=how to build it).





Engineer role description:


You are engineers working for a construction company in the European Union. The Derdian government has recently hired your company teach a group of Derds how to construct (=build) bridges. You will visit their village and build the first bridge together. You have to keep the deadline (=finish in time) agreed upon, otherwise you will not get paid and will lose your jobs.Derdia is a mountainous country beyond the Operentsian Sea with deep canyons and valleys, but without any bridges. There is a deep canyon between the Derdian village you are visiting and the market of the nearby town. This is a huge inconvenience (=problem), because if they want to go grocery shopping there, they have to walk for 2 days to get around the canyon and reach the market. If there was a bridge over the canyon, the trip would take only 2 hours.It is important to not just build the first bridge, but also to train (=teach) the first Derdian engineers how to build bridges alone in Derdia.

Bridge for the Derds - Construction Game

This will allow the learners to draw one activity they do when it is raining. After drawing call the learners individually and let them speak about their work.  The teacher has to discuss first the different activities done on a rainy day.

Me on a Rainy Day

A pair game to revise days of the week, time and free time activities. Based on New English Adventure 3 Unit 6. The aim of the game is to name the activities, unscramble words, fill in the missing letters, tell the time and then if it is done correctly cross 1 square. Players take turns to cross a square. The first who crosses 4 squares in a row wins.  

A pair game. Revision of days of the week, free time activities, time. Based on NEA 3 Unit 6

Recognize and identify each day of the week.
Understand the sequence of days in a week.
Connect daily activities or themes with each day to create a routine.
Enhance memory retention by associating specific tasks or feelings with each day.
Develop a sense of time and order by consistently referring to the days of the week during circle time.

Days of the Week

A revision of Present Continuous and Present Simple through a variety of exercises (9)that require production and recognition.I hope it saves you time. Have a nice day! 



Revising Present Simple and Continuous

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)

For personal or classroom use only. Uploading on other internet sharing platforms or any commercial use NOT PERMITTED. Share Alike.

Creative Commons Attribution Share Alike License

Creative Commons Attribution No Derivatives License

Creative Commons Attribution Non-Commercial License

Creative Commons Attribution Non-Commercial Share Alike License

Creative Commons Attribution Non-Commercial No Derivatives License

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

241 Time of a day English ESL worksheets pdf & doc