A selection of English ESL jobs, work printables with video or movie activity, listening comprehension

Video or movie activity

Jobs, work

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

I´ve used this video (Richard St. John´s 8 secrets of success) as a supplement to a coursebook unit on the topic of success. This worksheet contains the exercises I prepared for my students. 1. The students have to listen for the 8 secrets of success and write the words in the spaces provided. 2. They fill in the gaps with the missing words 3. They match the people with their occupations.

The 8 secrets of success

The series "Listenings" is meant for young learners. There is always a link to a video or audio , followed by questions and vocabulary exercises.

If you like this worksheet, there are more listening exercices  here:

https://en.islcollective.com/mypage/my-creations?search_key=listenings&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



Listening - Jobs

a listening activity. first I cut the text into 9 pieces and ask Ss to put them in the right order. then they fill in the words from the table or, in higher levels, from hearing. the link to the video: http://www.wikihow.com/Call-in-Sick-when-You-Just-Need-a-Day-Off

hope it'll come in handy!

calling in sick

A worksheet based on a YouTube video. Two people meet for the first time and ask each other questions. The worksheet includes a link to the video, a transcript, grammar notes, a preparatory vocabulary activity, a listening comprehension activity and a listening cloze. 

Where do you come from?

I create this worksheet based on a video (there's a link on the sheet). Here you can find two excercises: "true or false" and Questions to answer. It's a very interesting listening excercise  for students, related to cultural topics such as:  working abroad for foreigners people and living in London.  

 Working in London - Listening A2

ESL Lesson Plan for Upper-Intermediate students B2-C1 focused on the topic of side hustle, expressions for making predictions, speculation and probability and talking about the future of the job market.



Based on Ted talk by Nicaila Mathews Okome, This is the Side Hustle Revolution



Video link: https://www.ted.com/talks/nicaila_matthews_okome_this_is_the_side_hustle_revolution

Side Hustle Revolution- Talking about future jobs 

In this worksheet there are 9 activities  for 90 minutes, it means two pedagogical hours. It is on a video. In activity 1 students have to watch the whole video and the people to the occupations;in activity 2 they have to watch the video from 0:00 to 0:27 for True or False ;iN activity 3 students watch the video from 0:28 to 0:46 and circle the right answer ;in 4 one they watch the video from 0:47 to 1:08 and match the incomplete phrases and in 5 they  watch the video from 1:09 to 1:29 and complete the sentences;and so on. 

describing jobs

The worksheet focuses on use the Past Simple tense of regular and irregular verbs (the form and pronunciation (for regular verbs)). The students check their knowledge of verb forms while watching the video about the history of Starbucks logo. Further tasks allow students to discover the patterns of the pronunciation of –ed in regular verbs and restore the rules. Finally, the students are asked to research the history of the logo of their choice and share their findings using the past simple tense. The tasks can be used for independent studies or distance-learning classes.

How Starbucks Found Its Mythical Mermaid - Past Simple Focus

I create this worksheet based on a Cam video (there's a link on the sheet). Here you can find two excercises: "true or false" and Questions to answer. It's a very interesting listening excercise  for students, related to cultural topics such as:  working abroad for foreigners people and living in London.  

This set of activities is based on the song "People work in the country" (https://www.youtube.com/watch?v=ORGLQudvMWE)

But it definately can be used without the song.

The first activity is matching pictures to the names of jobs, but it ups to your imagination, you can play many games with this cards. 

Another activity includes cards with people's descriptions. Ss have to say which job is good for each person. 

Hope you'll like it!

People work

LINK TO VIDEO: https://youtube.com/watch?v=AUNmsf25-W4

This activity involves a video about 10 of the most unusual jobs in the world and what they pay. Students will take turns describing different unusual jobs, then they watch the video and fill in the gaps with the word that they hear. After that, they will proceed to discuss the different jobs: which ones they would like to do, which ones they wouldn't mind doing, which ones they would never do, etc.

Weirdest Jobs in the World (Video Lesson)

Here is a worksheet I give to my 14-15 year old students to finish our chapter about jobs and job interviews. I usually use the DVD for the two extract.

1st extract : 13'01 --> 14'58

2nd extract : 19'15 --> 24'05.



In between, I also ask them to make some vocabulary research about the ad that the children want to publish in the Times.

22 Jobs, work, Video or movie activity, Listening Comprehension English ESL worksheets pdf & doc