Grade 3 ESL Test: Telling Time — Paper and Speaking Check (40 Marks)

About This Resource

A 3-page unit test: listening (Mei's Monday in Kuala Lumpur), clocks (write, draw, two ways), words, reading (Sok's Saturday in Phnom Penh) and writing about my day — 30 marks — plus a 10-mark speaking check and an answer key with the listening script.

Overview

This pack teaches Grade 3 ESL learners to tell the time in English and to understand what the clock words mean — not just learn them by heart. Children learn what each hand does (the short hand tells the hour, the long hand tells the minutes) and read o'clock and half past. A "Short Hand Detective" task hides the long hand so children notice that at half past the short hand sits between two numbers. A PAST side / TO side clock shows why quarter to 8 uses the next hour (7:45), and children say every time two ways (half past 7 = seven thirty = 7:30). They then use the times in real sentences about their own day — 12 daily routines (get up, have breakfast, go to school, do my homework, go to bed …), What time do you get up? – I get up at 6 o'clock, in the morning / in the afternoon / in the evening / at night — and decide if someone is early, on time or late. Spot-the-mistake tasks ask children to explain why a time is wrong. They read "Tam's Day" (Hanoi), do an information gap about Ploy's Saturday (Bangkok) and write about their own day. Beginner to elementary (pre-A1–A1), simple English and clear pictures throughout. It builds on your Grade 2 Daily Routines resources (routine words) and fits alongside the Grade 2 Math Telling Time pack (clock reading as maths). This listing covers the Assessment only.

Resource Details

Subject: ESL
Topic: Telling Time
Category: Assessments
File Type: PDF
File Size: 456.1 KB
Published: 15 Oct 2026
Downloads: 0

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Grade 3 45-55 Minutes Assessment Time Telling

Question Types & Suggested Use

Paper: Listening 6, Clocks 8, Words 6, Reading 6, Writing 4 = 30 marks, with score bands. Speaking check: 10 marks (say 5 times, answer 3 questions, ask 1 question).

Skills Assessed

Name the hour hand (short) and the minute hand (long) and explain what each one shows.
Read, say and write times on the hour and half hour: It's 4 o'clock. / It's half past 4.
Read, say and write quarter past and quarter to, and explain why quarter to uses the next hour (quarter to 8 = 7:45).
Say a time two ways (half past 7 = seven thirty = 7:30) and match clock words to digital times.
Name 12 daily routines and ask and answer: What time do you get up? – I get up at 6 o'clock.
Use in the morning / in the afternoon / in the evening / at night, and decide if someone is early, on time or late.
Read a short text about a child's day and write five sentences about their own day.

How to Administer

Give the paper test in one lesson (about 35 minutes). Read each listening sentence twice (script in the answer key, page 3). Do the speaking check one child at a time while the class works on something quiet.

Differentiation

Support: Give weaker students the paper clock from the Teacher Resources (page 2) to keep on the desk and let them make every time before they write it. In Parts A–C, let them say the time to a partner first, then write. Give them the "past side / to side" clock (Flashcards page 6) and the routine word cards for Parts G, H and K. For the writing in Part K, they can copy the routine phrase from the word bank and only add the time.
Extension: Stronger students say every clock time in both ways (half past 7 / seven thirty) and add five-minute times the digital way (seven twenty, seven fifty). They write their own "Spot the Mistake" clocks for a partner, explain the mistake in a full sentence ("The short hand has not got to 8 yet."), and write a longer My Day text with First, After that and Then.

Follow-Up Activities

Use the speaking check cards again as a pair activity: one child is the teacher.
After marking, put the most common mistake on the board and ask the class to explain it.

Teacher Tips

Build the clock with the class before you teach any time words. Stand at the front with your arms as the two hands: one arm straight up (the long minute hand at 12) and one arm bent short (the hour hand). Move the long arm slowly all the way round while the class counts, "5, 10, 15 … 60", and move the short arm a tiny bit at the same time. Stop half way round and ask, "Where is my short arm now? On the 7 or between 7 and 8?" Children see with their own eyes that the hour hand moves too, so half past 7 cannot have the hour hand on the 7. Use the same "human clock" each lesson for one minute: a student is the clock and the class says the time.

What's Included

Unit test, 3 pages: paper test (30 marks) + speaking check (10 marks) (DOCX + PDF)
Answer key with listening script and score bands, 3 pages (DOCX + PDF)