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Jobs in your Free Time A2

Jobs in your Free Time A2

  • Level: A2
  • Topic: Job skills
  • Learning Outcome: Can ask for and give advice about part-time jobs.
  • Grammar: Modal verbs for Advice
Key Language:

Strengths: people-skills; reliable; helpful; friendly; sociable; computer literate; responsible; fluent in English; willing to work weekends.

Bella, Tom, and Kelly talk about their summer holiday plans. Bella and Tom want to buy expensive things, so Kelly suggests they look for summer jobs together. They think about what they’re good at and what they like, to find the best job. What are they good at? What kind of job is right for them? Discover what they decide to do!

Transcript

Jobs in your free time_Transcript
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Aim of Activity

30 minutes

To check students’ understanding of the video, familiarise them with job-related vocabulary, develop their speaking skills through extended answers, and improve their listening skills.

Steps for Students

Click the link: Activity 1a

  1. Remember what you know from the video about Bella, Kelly and Tom. Talk to your partner(s).  
  2. Listen to the questions about Bella, Kelly and Tom and statements on the left about Bella, Kelly and Tom and decide which is true – A, B or C. 

 

Click the link: Activity 1b

  1. Remember what you know from the video about Bella, Kelly and Tom. Talk to your partner(s).  
  2. Listen to the questions about Bella, Kelly and Tom and statements on the left about Bella, Kelly and Tom and decide if it’s True/False.  

There are two activities checking students’ understanding of the video: 

 

You can run the activities in different ways: 

📍Option 1- Group work/Competition/Jigsaw task 
  1. Divide students into two groups.  
  2. Provide group A with correct answers to Activity 1a. Get the group to do Activity 1a and discuss the answer (encourage peer teaching) 
  3. Provide group B with correct answers to Activity 1b. Get the group to do Activity 1b and discuss the answer (encourage peer teaching) 
  4. Pair students up with a partner from the other group. Ask students to test each other on the comprehension of the video by answering each other’s comprehension questions. Encourage students to discuss answers. Turn the activity into a competition.   

 

Option 2- Whole class listening task 
  1. Run both tasks as a whole class. Alternatively, choose either Activity 1a or 1b to check students’ comprehension.  
  2. Activity 1a – don’t reveal the questions, play them instead so students can practise their listening skills. Only show students the multiple-choice options. Play the question at least twice.  
  3. Make sure you give students time to discuss the questions in pairs/small groups before you take feedback.  
  4. Activity 1b – don’t reveal the questions. Play the audio, turn the task into a listening activity. Get students to correct wrong statements and provide explanations to correct statements.  
Activity 1a

 

Activity 1b

True

  • Bella and Kelly want to work during the holidays.
  • Bella wants to buy a new computer.
  • Tom wants to buy a new smartphone.
  • Bella is good at working with people.
  • Bella is willing to work weekends.
  • Kelly suggests that Bella applies for a job in a souvenir shop.
  • Tom would like to work as a vet.
  • A dog sitter is a person who looks after other people’s dogs.
  • Tom is not interested in working with computers.
  • Kelly thinks Tom is good with animals.

False

  • Kelly thinks Tom is good with animals.
  • Tom is going on a holiday for three weeks.
  • Tom is good at playing the piano.
  • Kelly suggests that Tom applies for a job as a shop assistant.
  • Bella wants to work full-time during the holidays.

Aim of Activity

30 minutes
Activity 2a (mini-activity) – Language presentation 

To introduce the examples of the target language presented in the video (talking about plan& asking for and offering advice), as well as to elicit and clarify the meaning and the form of the target language.

 

Activity 2b – Language practice 

To help students practise the language for asking for and giving advice.

Steps for Students

Activity 2a 
  1. In pairs or small groups, decide which of the phrases on the left are used to talk about your plans and which are used to ask for and give advice.
  2. Drag and drop the cards into the right category.
  3. Repeat after the audio.  
Activity 2b 

You are going to play a game. You will be asking for and giving advice about finding the best summer job to match your strengths. 

  1. Spin the wheel and using the ideas provided.
  2. Explain what your strengths are and that you are looking for a summer job.
  3. Then ask for advice.  
Activity 2a (mini-activity) – Language presentation 

This activity aims to introduce the target structures via examples from the video. 

The focus of the task is to elicit and clarify the meaning of the target language (Talking about plans and asking for and giving advice). 

Click the link: Activity 2a

  1. 📍Get students to complete Activity 2a by sorting the ten examples from the video. Elicit and clarify the form:
    I’m thinking of + ing
    How about + ing
    Modal verbs should/could + bare infinitive
    If I were you, I would… 
  2. 📍Get students to repeat the phrases after the audio.  
Activity 2b – Language practice 

This activity helps students practise asking for and giving advice. 

  • This activity could be run in small groups or as a whole class. It can be easily turned into a competition. 
  • 📍Explain that students will now play a ‘Spin the wheel’ game and they will be asking for and offering advice. Make sure students can see the pdf copy of Activity 2a for their reference.  
  • Demonstrate the task:  
    1. Click the link: Activity 2b
    2. Click on the Fullscreen button on the bottom of the page
    3. Spin the wheel 
    4. Use the cues to ask for advice (e.g. I’m thinking of looking for a summer job. I’m computer literate and shy. What job would look for if you were me?) 
    5. Nominate a strong student to give you advice (e.g. If I were you, I’d look for a ….; How about looking for a …; etc.) 
    6. Encourage students to refer back to the pdf copy and use different phrases to talk about plans, ask for and give advice.  
Activity 2a 

Activity 2b 
  • computer literate/shy/speak good English
  • sociable/friendly/like children
  • willing to work weekends/like swimming
  • pleasant personality/like books
  • don’t like monotonous work/friendly
  • don’t like staying indoors/like sports
  • like cooking/has a lot of energy
  • good people skills/like to help people
  • like nature/like staying outdoors/shy

Activity attachment

Jobs in your Free Time- Activity 2a-worksheet-A2
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Aim of Activity

15 minutes

To practise the pronunciation of the target language (asking for and giving advice) 

Steps for Students

Click the link: Activity 3 

Watch the video again. The video will be paused seven times for you to remember and repeat the phrases used to ask for and give advice.  

Click the link: Activity 3 

  1. This activity should first be done in pairs, followed by a whole class feedback.   
  2. Students watch the video and remember and repeat the key phrases used to ask for and offer advice, for each example, focus on chunking, weak forms and intonation.
    📍For each example, focus on chunking, weak forms and intonation. 
  1. I’m thinking of working a bit during the holidays.   
  2. Do you have any ideas?  
  3. How about working as a shop assistant Bella? 
  4. What about me? What job should I apply for Kelly? 
  5. What’s your advice? What should I do? 
  6. How about finding a job as a dog sitter? 
  7. If I were you, I would definitely look for a job as a dog sitter Tom.

Aim of Activity

30 minutes

To raise students’ awareness of issues related to finding a summer job for teens, develop their listening and speaking skills within the context, and provide additional practice opportunities for the target language.

Steps for Students

Click the link: Activity 4

Watch the video and answer the questions:  

  1. What advice is given to teenagers looking for a summer job? 
  2. What are the summer jobs mentioned in the video? 
  3. What is the best way to get a real-life experience? 
  4. How to find a summer job? 

Click the link: Activity 4

  1. Start by asking students if they have ever considered doing a summer job. Ask why/why not. Ask what advice they would give to other teens looking for a summer job.  
  2. Play the video and get students to answer the four questions.

    • What advice is given to teenagers looking for a summer job? 
    • What are the summer jobs mentioned in the video? 
    • What is the best way to get a real-life experience? 
  3. Have a whole class discussion about the benefits of doing a summer job and how difficult it may be to find one.   
  1. Decide what you want to do (work at school/at home; something related to your major/ just to earn some extra cash;)
  2. baby-sitting; retail; restaurants; life guards; camp counselor; local parks; recreation
  3. To find an internship
  4. Look online; look at the place where you shop and/or eat

Aim of Activity

45 minutes

To help students in  integrating speaking skills and life competences, including collaboration, teamwork, negotiation and critical thinking; practise and personalise the target language in the context of finding a summer job for teenagers, ultimately aiming to develop their presentation skills.

Steps for Students

  1. Look at the summer job ads (JOBS FOR TEENS POSTER) and decide which job would best match your strengths.
  2. Explain why. Would you like to do this job? 
  3. In small groups, imagine that you have your own company and you are looking for a teenager who could do a summer job in your company.
  4. Design a job add that would attract teenagers.  
  1. Show the class the JOBS FOR TEENS POSTER
  2. In groups, students discuss which job would best fit them and match their strengths.  
  3. Explain that they will now have to imagine they have their own company and they are looking for a teenager to take up a summer post. The activity is to design a job add to advertise the post.  
  4. Once ready, groups present their job offers. The job that generates the most interest is the winner.  

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Activity attachment

Jobs for Teens Poster
Download

The BOOST Project (Building Open Online Series for Teaching) aims to improve the digital readiness of teachers of English as a foreign language to students aged 8 -14 by providing an open-access series of engaging native-speaker content videos linked with a Resource Pack of ready-made activities to stimulate production of the language in online learning.

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