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Nightmare Jobs - Reading
Pre-intermediate level


Students will see a video about ‘worm grunters’ – people who make a living collecting worms for bait. Then they will be asked to make a prediction if the lesson will be about good jobs or bad jobs. To check their answers, they will skim “Nightmare Jobs.” Moving on to scanning, students will be asked to find out which job title was held by which person in the text. Moving on to pair work, they will do a detailed reading to discover one bad thing that happened to each person. Working in pairs, they will complete a jigsaw game matching job titles to bad things that happened to person doing them. Finally, students will be asked to think about the worst day they ever had at work (or at school). “On my worst day at work/school ever . . . . . “ Or I may have them interview trainee teachers about their worst jobs in groups and report back.


Abc Inside Out P. 41

Main Aims

  • Reading

Subsidiary Aims

  • Free-speaking practice and reviewing lexis related to the working world


Lead-in (1-5 minutes) • To introduce the subject of jobs and raise student interest

I will play the worm grunting video. Follow-up with questions to ensure students know this is a job. "How much does Gary earn grunting worms? How long has he been doing it. Then I will ask if anyone has ever had an unusual job.

Skimming (5-9 minutes) • To give students practice at finding the gist of articles

Students will be asked to make a prediction. "Are we going to talk about good jobs or bad jobs today" (Was worm grunting a good job or bad one?) Skim the article to find out. How did you know? What clues did you find?

Scanning (9-15 minutes) • To give practice at scanning, but also to reinforce vocabulary needed for lesson.

Students prompted find who did each of these jobs: Factory worker, au pair, telesalesman, actor, hairdresser, vet. Write those job titles on board, Then, as students read, write names in opp. column so we can match as a class. Vocab reinforcement: What does an au pair do? How about a tele sales person? And a vet?

Intensive reading (15-25 minutes) • To to get practice reading for more detailed or specific information

Students pair up. they are asked to read the text carefully. I will prompt them to think of one bad thing about each job. After students finish reading, distribute word slips. Play jigsaw game in which students are to match each of the six jobs mentioned with the negative attributes of those jobs.

Vocabulary (25-35 minutes) • To use context to strengthen vocabulary.

P. 41, Ex. 3. Have students work in pairs to complete sentences about bad jobs. ICQ: Will the sentences in the exercise be copied exactly from text? No! Check answers with class, writing correct answers on board.

Production - The worst job I ever had (35-45 minutes) • To give students practice speaking about jobs

Students pair up and talk to each other about the worst job they have ever had. What was the worst job you ever had? Why was it so terrible? If time allows, we will have a vote on who has had the worst job in the class.

What if . . . • To complete remaining time; give students opportunity to converse with fluent speaker

Students interview teacher trainees about the worst job they ever had. Why was it the worst? What were the conditions like? Students report back to class on what their interview subject did.

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