A selection of English ESL professions printables

A vocabulary worksheet I've created for my Community Workers presentation. It contains a vocabulary sheet with pictures, matching activity, word search and writing. I suggest to use it as a part of your lesson with my pptx presentation about professions.





Community workers | Jobs |Professions vocabulary & worksheet

I hope this guide help you Jobs and professions is for students of 12th grade. This guide is focus on passive voice, also there is a letter of aplication and if clauses type 2 and a list of vocabulary with some phrasal verbs

 Use it if you need it :)

Guide Jobs and Professions Passive voice 

text for the students of special colleges  and institutes. It's really helpful if you include the solutions in the resource as it makes it easier for us in class to check the answers. Also, the solutions make the resource suitable for self-study.

Future Professions - A Social Worker - Reading Comprehension

Made to go with:

http://en.islcollective.com/worksheets/worksheet_page?id=22709

and 

http://en.islcollective.com/worksheets/worksheet_page?id=23947



My final practice worksheet.



1 page, 13 questions, answer key included.

worksheet for S in verbs and professions

Colour worksheet to review jobs and places.Grammar point: persent simple tense regular and irregular verbs(This ws can be used  with Past simple tense) Asking what did they do...etc.

Grammar Review - Professions - What Do They Do

I created this for my age 4 infants.  



The idea is to discuss different jobs and what items we associate with the jobs.



The children have to circle and join the different items to the different professions. 



The names of each item are shown at the bottom of the sheet to ensure correct descriptions. 

OCCUPATIONS - Join the item to the profession

This is a comprehensive, multi-part English grammar worksheet focused on vocabulary for professions and the use of the modal structures "have to" and "don't have to" to express necessity and lack of necessity.

Part 1: Vocabulary Practice introduces the topic by asking students to write the names of various professions, which are depicted in accompanying images. This section serves as a warm-up and vocabulary builder.

Part 2: Grammar Practice provides controlled practice where students must complete sentences with the correct form of "have to" or "don't have to" (including the third-person singular "has to" and "doesn't have to") based on a given positive (+) or negative (-) context. This helps students understand the core grammar rule.

Part 3: Make Sentences moves to a more productive exercise. Students are given prompts with a profession and two verbs, and they must form their own correct full sentences, following a provided model. This reinforces sentence structure.

Part 4: Answer the Questions further develops writing and comprehension skills. Students must answer both open-ended ("What does a doctor have to do?") and closed ("Does a police officer have to wear a uniform?") questions, requiring them to apply their knowledge creatively and accurately.

Part 5: True or False acts as a reading comprehension and concept check. Students read statements about professional obligations and decide if they are true or false, testing their understanding of both the vocabulary and the grammar point.

Professions and Obligations: "have to/don't have to" Practice Worksheet

this handout will help our pupils to learn some vocabulary about professions and how to use verb to be, they  will find a small exercise to practice their knowledge.

Verb To be with Professions, Grammar, vocabulary, and practice. (3 PAGES)

drive pdf link - https://drive.google.com/file/d/16t6fpXXVkkL3yAeBjx4wJ_gbjMesBn1Q/view?usp=sharing 
for kids ot primary school level, colourfull, playfull - everything fr a fun class. A quickvocabulary into needed before the lesson and help wit filling te crossword.

Professions! - perfect quality PDF attached! for kids or primary school level

A worksheet to practice jobs, present simple (third person) and future with will. After practicing with this ws, the teacher may want to ask them to write about what they want to be when they grow up, what their parents do, what each professional does, etc. It’s completely editable to better fit your needs. Hope it’s useful. 

What will you be when you grow up? – jobs, present simple and future (will) [2 tasks] ((2 pages)) ***editable

An ESL/EFL worksheet to practice the names of jobs, professions (occupations) in English. Students will have to match the pictture of each worker with their jobs.

Jobs (Matching Ex.)

This worksheet is a two-page reading comprehension on the topic "Unusual Jobs". The worksheet contains exercises aimed at practising students' vocabulary, reading and writing skills.

UNUSUAL JOBS

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

161 Professions English ESL worksheets pdf & doc