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The Grab Bag

of

Work
A Collection of Work-Related
Activities for the ESL Classroom
Canadian Edition

Dan Ingram
Elizabeth Ganong
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Copyright Notice
Copyright Revised Edition 2004 ESL Resources All rights reserved

Important Copyright and Photocopy Permission Information


There seems to be more demand for ESL services and less money for books! Its not easy to be an ESL teacher without photocopying
books. ESL Resources recognizes this and provides ESL teachers with a relatively cheap source of legally reproducible books. For
$25 - $50 purchasing teachers get an ESL book with permission to photocopy. The cost of the book is often less than 50 cents per
reproducible page. Each book represents hundreds sometimes thousands of hours of preparation time. Teachers, how much is your
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A purchasing teacher is granted permission to photocopy this book for use by his/her students. You can be an itinerant teacher at
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If you need photocopy permission for your entire school it can be arranged for an additional fee. Please contact me at
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FAQ
Q: Can I make a copy for a teacher so she can photocopy from the photocopy for her students?
A: Photocopying from a photocopy of this book is known as a pirate copy and is illegal. Isnt it better just to purchase the book
with permission to photocopy for less than $50?
Q: Can I borrow this book from a resource centre or library then photocopy it?
A: No, that would be copyright violation. You only get a photocopy license if you purchase the book or your school has purchased a
site license.

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ISBN 1-894799-18-6

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Contents
Job Qualities...1

Pair Chat39

Affirm/Negate...75

Looking for Work...2

Jobs, Jobs, & More Jobs...40

Likes and Dislikes...76

Job Place...3

Starting Your Own Business...42

Joses Story...78

1, 2, 3 Step Challenge...7

Won Bok is Looking...43

Who am I?...79

Occupation Overload...8

Cover Letter Creation...44

Work Places...80

Writing Practice...10

Job/Skills Match...46

Question Cards...84

Job Talk...11

Complete the Call...47

Whats the Word?...85

Role Plays...12

Ad Read...48

Pounding the Pavement...86

Situational Interview...14

Places of Work Match...50

Are These True?...88

Interview Two...15

Correct Work...51

Online Search...90

Changing with the Times...16

Interviewing Advice...52

Resume Choices...91

About Abbreviations...18

Working at a Dictation...53

Sample Application Form...92

Complete the Interview...20

Resume Agree Disagree...54

Action Verbs...93

Building a Resume...21

Working with Adjectives...55

Sample Covering Letter...94

Job Share...22

Verb Variety...56

Sample Resume...95

Job Hunt...24

Business Talk...57

Canadian Language

Tic Tac Work...26

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

Work Out the Prepositions...29

Cover Letter Correction...62

Interview Order...30

Memory Work...64

Value Statements...31

Interview Match...66

Writing Starts...32

Occupation Challenge...67

Providing Details...33

Talking Small...68

Researching for an Interview...34

Choosing a Receptionist...69

A Theatrical Story...35

Find Someone Who...70

Verb Ladder...38

Find an Employee...72

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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.

About the Authors


Dan Ingram and Elizabeth Ganong met teaching Adult ESL at the Canadian Cooperative for Language
and Cultural Studies in Toronto in 1992. It was within this LINC and teacher-training environment that
the idea of sharing teaching materials formed. In 1995, they started The Grab Bag, a newsletter of
ESL teaching ideas. Over the past few years, they have facilitated workshops at numerous
conferences, including TESL Toronto, TESL North York/York Region, TESL Hamilton, TESL London,
TESL Ontario, and TESL Canada.
Dan had his BRE and M.Miss when he was introduced to ESL in Ecuador. When he returned from this
overseas experience, he got his TESL Certificate from CCLCS and started teaching LINC at CCLCS,
where he taught for many years. Dan is currently teaching overseas.
Elizabeth had her B.A. when she started working at Humber College in 1985. It was there that she was
introduced to ESL. After receiving her TESL Certificate from Humber, she taught ESL as a part-time and
sessional instructor. She also has experience working with Humbers Summer Language Program and
extensive experience with LINC at CCLCS. Elizabeth currently teaches with the Peel District School
Board. In addition, Elizabeth has her B.Ed, M.Ed, and ESL Part 1.

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.

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Titles in the Grab Bag Series


The Grab Bag of Socializing (2000)
The Grab Bag of Telephone Activities (2000) (Second Revised Edition)
The Grab Bag of Canada (2001)
The Grab Bag of Health (2003) (Second Revised Edition)
The Grab Bag of Work (2004) (Second Revised Edition)
The Mixed Bag Volume 1 (2004)
The Mixed Bag Volume 2 (2004)
The Grab Bag of America (2004)

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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.

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Looking For Work


Introduction:

In small groups, have the students discuss the following.

1. How many jobs have you had?


2. Which one was the best job? Why?
3. Which one was the worst job? Why?
4. How did you get your jobs?
5. How do people in your first country usually get jobs?
6. How do people in Canada get jobs?
To wrap up the discussion, ask each group to share its answers for one or two questions.
Then, talk as a whole group about looking for work in Canada. Elicit different ways to get a job.
After you have generated a comprehensive list, focus on the newspaper. Ask them which part
of the newspaper has job advertisements. Ideally, if you have enough papers for them to
share, have them find that section of the paper. Talk about why the advertisements are
difficult to read.
In pairs or small groups, have them try to figure out what the abbreviations below are.

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.

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Looking For Work


Instructions:

Use the newspaper to find a job advertisement for each one.

You need a licence.

Its full-time.

You must have experience.

You have to apply in person.

It starts immediately.

You need to send a resume.

You need computer skills.

You must have references.

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Job Place
Introduction:

Put the following on the board:

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.

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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

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Job Place Worksheet


Instructions:

Fill in the blanks.

1) A farmer works on a ____________________.

2) A ____________________ works at a garage.

3) A ____________________ works in a bakery.

4) A pharmacist works in a ____________________.


5) A cook works in a ____________________.

6) A ____________________ works in a store.

7) A nurse works in a ____________________.

8) A secretary works in an ____________________.

9) A ____________________ works in a factory.

10) A ____________________ works in a salon.

11) A bank teller works in a ____________________.

12) A ____________________ works in a library.

Extra: Write five more sentences about where people work.

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