A selection of English ESL guess the job printables

this worksheet encourages the students speak describing Jobs. 

guess the Job

To practice the verb 'to be' in the past tense form and jobs vocabulary. Students guess what job the celebrities had before they were famous, then discuss ideas as a class.

Guess the job

LET STUDENTS READ THE CARD AND THE OTHERS HAVE TO GUESS WHAT KIND OF JOB IT MAY BE.

GOOD FOR CONVERSATION LESSONS.

HAVE FUN!

GUESS THE JOB

Cut out the cards. Students should match the words with their definitions and then match a suitable picture with  each word. This activity will help your students learn some new names of jobs. Hope you find it useful!

GUESS the JOB - Matching activity

Great activities for students who like to draw!

This is really two worksheets, but I used them in the same class. The first worksheet gives a picture and asks the students to guess what the thing will become in the future. The example is a tomato becomes ketchup.

The students write a sentence or two about their predictions, then draw a picture.



On the second worksheet,  the students write and draw about their own future jobs, homes, and families.



The worksheet currently uses "will" but it could easily be changed to use "going to"

New vocabulary for students include the words "become" and "creative".

Drawing the Future

A pair work activity in which you give each student a set of definitions ( there are TWO sets of DIFFERENT definitions they read the definitions  and the other has to guess the name of the job in a definite time, the winner is the one who has most anwsers

Jobs : Pass the word

This should be a nice practice for testing vocabulary for countries, jobs, physical appearance. One student draws a card without one's teammates see. Ask questions to guess who the famous person/cartoon character is. 

Guess who the famous character is

A board game to guess the job. Students are divided into pairs. Discuss the defenitions of the job and try to guess what it is. The teacher listens to them, correct and discuss the mistakes.

Jobs activities Elementary level

Sts match the text to the descriptions and say the occupation.  Ana:-)))

GUESS MY JOB

This a worksheet is about the jobs guessing. The students just need to read the descriptions of the jobs given under the people's names and guess which jobs that each person has. Write down the answers next to the questions, the first letter has been given to each jobs descriptions, the students just need to complete it. An answer key is available. Hope it'll be useful.

Guess Their Jobs

The  teacher makes copies and gives them to each pupil. They have to talk about the activities they do. The rest of the class guess  the job.  Hope they enjoy it.

GAME ABOUT JOBS

Rules:
Divide players into two teams.
One player from the team is the “speaker” for the round.

How to Play:
The speaker picks a card with a secret word at the top and a list of “taboo” words below it.
The speaker’s job is to help their team guess the secret word without saying the secret word or any of the taboo words.
The speaker can use other words, sounds, or gestures but cannot use any taboo words or parts of the secret word.

Time Limit:
Each round lasts for a set time (usually 1 minute). Use a timer to keep track.

Scoring:
The team earns one point for every secret word correctly guessed within the time limit.

Switching Turns:
After the time is up, the other team takes their turn with a new speaker.

Winning the Game:
Play continues until all cards are used or for a set number of rounds.

The team with the most points at the end wins!


Taboo Game (Personality adjectives)

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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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

59 Guess the job English ESL worksheets pdf & doc