Documente Academic
Documente Profesional
Documente Cultură
of
Work
A Collection of Work-Related
Activities for the ESL Classroom
Canadian Edition
Dan Ingram
Elizabeth Ganong
The Grab Bag of Work 2004 eslresources.com 1-866-833-9485
Photocopiable by Purchasing Teacher
Copyright Notice
Copyright Revised Edition 2004 ESL Resources All rights reserved
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Printed in Canada
ESL Resources
15 Ravina Crescent Toronto Ontario Canada M4J 3L9
Toll free 1-866-833-9485
fax 416-466-4383
www.eslresources.com
e-mail thane@eslresources.com
ISBN 1-894799-18-6
Contents
Job Qualities...1
Pair Chat39
Affirm/Negate...75
Job Place...3
Joses Story...78
1, 2, 3 Step Challenge...7
Who am I?...79
Occupation Overload...8
Work Places...80
Writing Practice...10
Job/Skills Match...46
Question Cards...84
Job Talk...11
Role Plays...12
Ad Read...48
Situational Interview...14
Interview Two...15
Correct Work...51
Online Search...90
Interviewing Advice...52
Resume Choices...91
About Abbreviations...18
Working at a Dictation...53
Action Verbs...93
Building a Resume...21
Job Share...22
Verb Variety...56
Sample Resume...95
Job Hunt...24
Business Talk...57
Canadian Language
In Working Order...58
Benchmarks Index...97
Practice Interview...27
Out of Work...60
General Index...Page 98
Words of Importance...28
Contributing Factors...61
Interview Order...30
Memory Work...64
Value Statements...31
Interview Match...66
Writing Starts...32
Occupation Challenge...67
Providing Details...33
Talking Small...68
Choosing a Receptionist...69
A Theatrical Story...35
Verb Ladder...38
Find an Employee...72
Introduction
Why are your adult ESL students enrolled in your class? Many of them want to find work or
find a better job, and they believe that mastering the language will help them achieve their
career objectives. In addition to improving language skills, they want to learn about looking for
work in Canada. A Grab Bag of Work gives you the tools to help your students reach their
language and employment goals.
Acknowledgements
Thanks to the teachers who tested the material. They are: J. Alexander, A. Armstrong,
S. Peterson, C. Randewich and E. Swinton. Thanks to others who also assisted with the first
publication in 1998. They are: Ray Ganong, Deborah Lucas, Glyn McDonald, VytalNet (now
EVault) and Peter Williams.
Job Qualities
Introduction:
Put the puzzle below (without the answers) on the board. Tell the class
that the words across are characteristics and the one word down is the name of an
occupation. A person who did that occupation well would have those qualities. Then, give
them clues for the words across. The clues are as follows (you may need to provide more
clues for certain words):
1. A person who can do something is...
2. A person who is sure about himself or herself is...
3. A person who doesnt panic is...
4. A person who does everything completely is...
5. A person who thinks about something before making a quick decision is...
1)
3)
5)
2)
4)
Activity:
Following this, have each pair or small group of students choose an occupation,
make their own puzzle, and share it. Before they start their puzzles, you may want to check
which occupations they have chosen. You might want to build in a lesson about
gender-neutral terminology.
1. FT
2. Lic
3. Exp
4. ASAP
1. hr
2. req
3. PT
4. ref
Then, give each pair or group of three a copy of the scanning exercise on the next page. Using
the paper, the students search for the advertisements, cut them out, and glue them on the
page.
Extension:
Have the students use the advertisement which instructs them to apply in
person. They should develop a conversation around it.
Variation:
Use the same idea with a job search website. The students could use the
information on the next page as a guide for browsing through an Internet site.
Its full-time.
It starts immediately.
Job Place
Introduction:
TEACHER
RESTAURANT
COOK
LIBRARY
PHARMACIST
LIBRARIAN
SCHOOL
DRUGSTORE
As a whole group, match the jobs and the places of work. Ask your students if they can think
of any other places where people work.
Activity:
Give each small group of three or four students a set of cards made from what is
on the next page. If the class is familiar with the material, have them immediately play FISH.
If the class is not familiar with it, have the students match up the cards before they play.
One student in each group can deal out three cards to each person in the group and put the
remaining cards in the middle of the table. The person to the left of the dealer starts. The first
player chooses another player and asks him or her for a place (if he or she has the
occupation) or for a job (if he or she has the place). For example, the first player has farm,
so he or she asks, Do you have farmer? If the other player does not have farmer, he or she
says, No. Go fish. The first player takes a card from the pile in the middle, and it is the next
players turn. If a player gets a match, he or she can ask another question. The first player to
get rid of his or her cards wins.
Extensions:
Give each group ten blank cards. Have them create their own matching game.
They should have five occupations and five matching places of work. Then, the groups can
exchange games.
The students can discuss the advantages and disadvantages of each workplace. For example,
a drugstore would not be an ideal workplace for someone who loved the outdoors.
Complete the Job Place Worksheet on page 6.
baker
bakery
nurse
hospital
salesperson
store
bank teller
bank
factory worker
factory
farmer
farm
secretary
office
hair stylist
salon
mechanic
garage
cook
restaurant
librarian
library
pharmacist
drugstore