Hibiscus Teach · Vids
Learn English with South Park
My First Job
Stan needs a bicycle for his paper route and faces an unexpected coaching offer. Explain a work problem, ask about responsibilities and check instructions clearly.
Created by Denis M., British English teacher.
Two selected work conversations, for use with a tutor. The bicycle excerpt excludes the surrounding insults. The coaching offer is a fictional deal with practical details left to ask about.
Use with your tutor. Watch, try the activities, then open help or models and speak again.
Study guidance
Watch for the first-watch question. Try the questions and speaking tasks before opening models. Use follow-ups flexibly, then retry one answer after feedback.
Read the vocabulary, watch for the main situation, then replay the selected scene as needed. Speak aloud before opening each model. Take both roles in the final task.
- Explain why a tool or resource is necessary for a job.
- Ask about duties and conditions before agreeing to a new role.
- Use have to and clear questions to plan a first shift.
Vocabulary, examples, questions, grammar practice, recording scripts and possible answers are original teaching material. These words help you discuss the scenes; not every item is spoken in the clips.
Before you watch
Use imagined examples freely; the learner does not need work experience or to share family finances.
- friendly
- helpful
- on time
- careful
Which everyday task can you do well without help?
Start with: I can … by myself.
One possible answer
I can make a simple lunch by myself. I can also check what I need for school and pack my bag.
Optional follow-up
What would you like to learn to do next?
Imagine a first job in a shop, cafe or sports centre. Which sounds most interesting?
Start with: I would choose … because …
One possible answer
I would choose a cafe because I like meeting people. I could welcome customers and help keep the tables clean.
Optional follow-up
What two qualities would help someone do that job well?
I need my bike for work
Stan has a paper route. Outside the newspaper office, he finds that his bicycle is being towed. Watch the conversation with the driver.
First watch: What is happening to Stan’s bicycle?
Scene · YouTube
Only the selected section plays here.
Tutor source and content note
- The outdoor bicycle-towing conversation. The earlier office insult and Stan’s later insult are outside the chosen range.
Full source upload, outside the bounded lesson player Start at 0:29.144; stop at 0:43.127.
The outdoor bicycle-towing conversation. The earlier office insult and Stan’s later insult are outside the chosen range.
English scene guide
A tow truck is taking Stan’s bicycle away. Stan says that he needs it for his job. The driver explains his own duty and tells Stan to speak to the county. The problem is not solved in this short interval.
Watch again: Why does Stan say he needs it, and where is he told to go?
He needs it for his job. The driver tells him to speak to the county.
Watch for the main situation first. Replay only the selected interval for a detail. Questions marked New language practice use original examples, not show dialogue.
Watch and check · 6 questions
Choose one answer for each question. The labels distinguish scene checks, interpretation and new language practice.
Answer key and explanations
- Stan’s bicycle. Yes. The bicycle is attached to the tow truck.
- He needs it to do his job. Yes. He connects the bicycle with doing his job.
- He explains that towing the bike is his own job. Yes. Both people refer to the work they have to do.
- The county. Yes. This leads into the county-office conversation in Clip 2.
- I need the list to find the right houses. Yes. Need + object + to + verb explains its purpose.
- What should I do if my bike breaks down? Yes. It asks for a plan for a specific problem.
1–2 minGrammar in a minuteHave to: something is necessary
From this clip: “I need my bike to do my job!”
New language practice. The examples below are not quotations from the show.
Use have to when something is necessary. Use has to with he, she or it. After have to or has to, use the simple verb: work, help or leave. Don't have to means it is not necessary; it does not mean it is forbidden.
- I have to finish this task before I leave.
- She has to earn more money for the rent.
- You don't have to buy lunch; there is food at home.
Explain one responsibility and its purpose using have to and so.
Speaking · 3 prompts
Explain Stan’s problem in two or three sentences. Include why the bicycle matters.
Need some help?
- His bicycle is…
- He needs it to…
Useful words: tow, deliver, route, problem
One possible answer
Stan’s bicycle is being towed. He needs it to do his delivery job. The driver has his own duty and tells him to speak to the county. At this point Stan still needs a solution.
Optional follow-up
What information should he ask for before leaving?
Choose an invented job. Name two things you need and explain their purpose.
Need some help?
- For this job, I need… to…
- I also have to…
Useful words: equipment, address, on time, prepare
One possible answer
For a weekend delivery job, I need an address list to find the right houses. I also need a working bicycle to complete the route. I have to check both before the shift so I can arrive on time.
Optional follow-up
Which problem could you prevent before starting?
You cannot complete a task because a tool is unavailable. Explain the problem and ask for the next step.
Need some help?
- I need… to…
- What should I do if…?
Useful words: deliver, route, borrow, contact
One possible answer
A: I need the address list to finish my route, but the file will not open. B: Use this printed copy today. A: Thank you. What should I do if an address is missing? B: Call me before going to the next street.
Optional follow-up
Swap roles and use a different missing tool.
What would the coaching role involve?
Stan visits a county official about his bicycle. The official looks at his case and proposes a deal involving a children’s hockey team.
First watch: What new role does the official mention?
Scene · YouTube
Only the selected section plays here.
Tutor source and content note
- The county-office conversation and offer to coach a children’s team. This is the complete short upload, not the full episode. No later team, hospital or injury scenes are used.
Full source upload, outside the bounded lesson player Start at 0:00; stop at 1:31.261.
The county-office conversation and offer to coach a children’s team. This is the complete short upload, not the full episode. No later team, hospital or injury scenes are used.
English scene guide
Stan owes money to the county and needs his bicycle to earn money. The official first says that giving it back would not teach him anything. He then notices Stan’s past hockey experience and says that the children’s team needs a coach. Stan is surprised. The clip presents an offer, not a complete job agreement or a paid coaching contract.
Watch again: What earlier experience connects Stan with the offer, and what details would he still need to ask about?
He played on the team when he was younger. Duties, times, support and the exact terms of the deal would still need clarification.
Watch for the main situation first. Replay only the selected interval for a detail. Questions marked New language practice use original examples, not show dialogue.
Watch and check · 6 questions
Choose one answer for each question. The labels distinguish scene checks, interpretation and new language practice.
Answer key and explanations
- To get help with his impounded bicycle. Yes. The conversation follows the bicycle problem.
- Stan already has a job, but needs his bicycle to do it. Yes. His ability to earn money is connected to the bicycle that has been taken.
- He played on the children’s hockey team. Yes. The official connects his earlier hockey experience with the team’s need.
- A coach. Yes. The official proposes the coaching role.
- What duties, times and support would the role involve? Yes. The offer leaves practical details to clarify.
- I have experience helping beginners practise simple team games. Yes. It connects knowledge or skill with an activity someone has done.
1–2 minGrammar in a minuteAsk about duties, then check the instruction
From this clip: “Maybe you should get a job.”
New language practice. The examples below are not quotations from the show.
Use would to ask about a possible role before you agree: What would the job involve? Once someone gives an instruction, check it with have to: So I have to arrive at nine? The first question explores an offer; the second confirms a stated duty.
- What would the job involve?
- Who would I work with?
- So, just to check, I have to bring the equipment?
Ask about a possible role. Then listen to one duty and check it in your own words.
Speaking · 3 prompts
Summarise the offer. Separate what is stated from two things Stan should ask about.
Need some help?
- The official says…
- He still needs to ask…
Useful words: deal, coach, experience, duties
One possible answer
The official says that the children’s hockey team needs a coach. He connects the offer with Stan’s earlier experience as a player. Stan should ask when practices happen and who will support him. I would not assume that playing before tells him everything about coaching.
Optional follow-up
Which question would you ask first, and why?
Choose a beginner-friendly role in an invented sports club. Explain relevant experience and one thing you would need to learn.
Need some help?
- I have experience…
- I would need help with…
Useful words: beginner, organise, equipment, support
One possible answer
I could help welcome people at a sports club because I have experience showing new students around school. I would need help with the sign-in system. Before agreeing, I would ask who can answer questions during my first shift.
Optional follow-up
What should the organiser show you on the first day?
Discuss an offer, ask about duties and check one instruction in your own words.
Need some help?
- What would the job involve?
- So, just to check…
Useful words: role, arrive, equipment, confirm
One possible answer
A: Could you help at our beginner practice on Saturday? B: What would the job involve? A: Bring the equipment out and welcome the players. B: So, just to check, I have to arrive before the players? A: Yes, at half past nine. B: Who should I ask if some equipment is missing?
Optional follow-up
Change the arrival time and ask your partner to confirm it again.
Listen and repeat
Choose a word, phrase or model reply.
I need it to…
Explain why a tool matters at work.
I need my bike to finish my route.
You say: Explain why you need the address list for a delivery.
One possible reply
I need the address list to find the right houses.
Pronunciation: Stress the tool and the main action.
What should I do if…?
Ask for a plan when something might go wrong.
What should I do if my bike breaks down?
You say: Ask what to do if a customer is not at home.
One possible reply
What should I do if the customer is not at home?
Pronunciation: Keep should I light and stress the problem.
What would the job involve?
Find out about duties before agreeing.
What would the job involve on a Saturday?
You say: Ask what you would do as a helper at a sports club.
One possible reply
What would the job involve at the sports club?
Pronunciation: Stress job and involve.
So, just to check…
Confirm an instruction in your own words.
So, just to check, I have to arrive before the team.
You say: Confirm that you have to bring the equipment to the first practice.
One possible reply
So, just to check, I have to bring the equipment to the first practice.
Pronunciation: Pause briefly after check, then stress the duty.
1–2 minGrammar masteryUse both patterns
New language practice. The examples below are not quotations from the show.
Give your partner two simple duties, listen to their check, then confirm or correct one detail.
Put it all together
Put it all together: agree on a first shift
An organiser needs a helper for an invented sports-club session or a short delivery route. Discuss the role before agreeing, explain the tools or support you need, then check the first-shift instructions.
A: the new helper: Ask what the role involves, explain one relevant experience and one thing you need help with. Check two duties in your own words.
B: the organiser: Explain the task, the time and the equipment. Answer a question about a possible problem. Change one detail in the second round.
- Choose a sports-club or delivery scenario.
- Ask about the role before agreeing to it.
- Explain one relevant experience and one support need.
- Agree on a start time, two duties and the tools needed.
- Create one small problem and agree on who to contact.
- Change roles and alter one instruction.
Optional twist
The equipment is missing, or one address is unclear. Ask for a safe next step rather than inventing one.
One possible exchange
A: What would the job involve on Saturday?
B: You would welcome the beginners and set out the cones.
A: I have experience helping at school events, but I haven’t used your sign-in list.
B: I’ll show you the list before the players arrive.
A: So, just to check, I have to arrive at half past nine and bring out the cones?
B: Yes. The cones are in the cupboard beside the door.
A: What should I do if some equipment is missing?
B: Tell me before the session starts and we’ll adjust the activity.
Self-check
- We asked about the role before assuming its duties.
- We explained experience and a support need.
- We used have to + base verb to check two duties.
- We agreed on a time, equipment and a way to ask for help.
- Both partners asked and answered a practical question.
Spoken exit: Say one duty you have to do, why you need a particular tool, and one question you would ask before starting.
These are invented beginner roles, not descriptions of legal employment terms. Swap roles and change one instruction. No work experience or private financial information is required.
Tutor notes and 60-minute plan
- Use invented jobs and financial details. Learners do not need employment experience.
- Clip 1 is restricted to the outdoor towing exchange. Exclude the earlier office insult and later insult.
- Clip 2 presents a proposed deal; it does not establish a wage, employment contract, or complete coaching duties.
- Past playing experience and coaching experience are different. Let students ask what support a new helper would need.
- Use the four phrase cards to move from identifying a problem to asking for instructions.
- Keep models collapsed until after a first attempt. Use have to + base verb to check a stated duty.
- The final task is an invented first-shift conversation. No written homework is required.
- 0–4 minutes · Warm up
We will imagine a first job today. You do not need real work experience. Which everyday task can you already do well?
- Use the two short prompts; accept imagined answers and reveal the possible answers only after the learner tries.
- 4–7 minutes · Clip 1: four useful words
These four expressions will help you understand why someone needs a job. Try using earn and afford in different sentences.
- Read the meanings and one original example each; use the vocabulary audio if helpful.
- 7–10 minutes · Clip 1: watch twice
Watch the bicycle and listen for why Stan needs it. What does the driver tell him to do next?
- Set the first-watch question.
- Play only the selected towing interval.
- Replay once for the work explanation.
- 10–13 minutes · Clip 1: six questions
Choose one answer for each question. If you are unsure, tell me which detail you want to check.
- Answer and discuss only the errors or uncertain choices.
- 13–15 minutes · Clip 1: grammar in a minute
Have to means something is necessary. I have to help; she has to work. Now make one example of your own.
- Explain have to simply and answer its one scored question.
- 15–22 minutes · Clip 1: three speaking tasks
First explain the scene. Then choose a real or imaginary example. In the last task, let us agree on a simple plan together.
- Move from the scene to real or imagined life, then a short family role-play; reveal models only after the learner tries.
- 22–25 minutes · Clip 2: four useful words
What would make you trust a new worker? Read reliable, permission, uniform and scoop before we watch.
- Teach the four target words; explain the short optional glosses only if needed.
- 25–30 minutes · Clip 2: watch and replay
The county official proposes a new responsibility. What is stated, and what details are still missing?
- Play the complete selected short upload.
- Ask for the main offer.
- Replay the background-check and coaching-offer exchange.
- 30–33 minutes · Clip 2: six questions
Check what the manager asks, what the break rule is, and what happens with the first customer.
- Check recruitment, the break rule and the response to the first customer's order.
- 33–35 minutes · Clip 2: grammar in a minute
Ask what a possible role involves before you agree. Then check a duty that has actually been stated.
- Read the two contrasting questions.
- Complete the single grammar question.
- Give a partner one original duty to check.
- 35–43 minutes · Clip 2: three speaking tasks
Explain what is different from Cartman's expectations. Then imagine your own first job and ask me for help with a new task.
- Discuss the scene, choose an imagined first job, then practise asking a colleague for help.
- 43–50 minutes · Listen, repeat and You say
Listen and repeat each phrase. Try the You say task before opening the model, and change one detail when you try again.
- Use the four final phrase cards, model replies and fresh speaking prompts; keep all four cards after the clips.
- 50–52 minutes · Grammar mastery
Choose the correct responsibility and request. Say why those forms work.
- Complete the single final scored grammar question and explain the correct form aloud.
- 52–59 minutes · Put it all together
Agree on an invented first shift. Ask about the role, explain a need and check the instructions.
- Choose a club or delivery scenario.
- Let both speakers ask a question.
- Swap roles and change one detail.
- 59–60 minutes · Quick recap
Finish with one responsibility and one polite question that you can use without looking.
- The learner says one useful responsibility phrase and one polite request from memory.
External videos are hosted by their providers. Original learning activities are by Hibiscus Teach. The lesson is not affiliated with South Park or its rights holders.