Cool Jobs - A Brainstorming & Debate Roleplay                                                              Lesson Plan

           INTRO

           This is a lesson appropriate for pre-intermediate and intermediate
           ESL/EFL students. It would be a suitable activity for using with career
           vocabulary or with comparative adjectives and nouns.

           STEP 1  Have a list of jobs prepared. Mix in some unusual ones with the
           more pedestrian jobs.

           STEP 2 Write a job title on the whiteboard. Sometimes I choose
           "BABYSITTER". Brainstorm beneath this heading the"pros" of being a
            babysitter. It is important to make the students realize that for this part
            of the activity they have no choice. They are only going to think about
            the positive aspects of the job. You might lead the students into the
            activity by choosing one or more students and asking them questions to
            get them thinking:

                           "You are a babysitter, you like your job, why?"

                            "You work in a home. Why do you like it?"

                            "You like working with children, why?"

                            "You often work at night, what are the advantages of this?"

                              "It's different from working in an office. How?"

            While you are asking the students questions like these start writing the
            answers on the board in note form as below:

                                                Babysitter Pros
                                       You can watch TV
                                       It's comfortable.
                                       Children are fun.
                                       Babysitters have free time during the day.
                                       No taxes.
                                       Food is usually free.
                                       No pressure.
                                       You can read books.
                                       Work in a friendly environment.
                                       No boss hanging over your shoulder.


            STEP 3 Group the students in pairs, give them an A4 sheet of paper and
            get them to choose a job and begin writing a list as you modelled on the
            board (see above).

            STEP 4 After a few minutes, rotate the lists around to give each pair
            fresh brainstorming material. Push the students to think of new ideas as
            this will make for better and more lively debates in the next part of the
            lesson.

            STEP 5 When the A4 sheets are just about full stop the students. Pick
            up one of the "Job Pros Sheets" and introduce the notion of a debate if
            the students aren't familiar with it.

            STEP 6 Select a pair of students and make sure they are aware they
            are supporting the job from the job pros sheet they are holding.
            Supposing they are holding the "Chef"s Assistant Pros" sheet and you
            (the teacher) are holding the "Babysitter Pros" sheet you might start the
            debate by saying

                                  "Being a babysitter is better than being a chef's assistant
                              because it's easier work and you don't have a boss watching you".

            A student might reply

                                       "But being a chef's assistant is more useful
                                  because you gain work experience and learn about food".

            This TEACHER-STUDENT exchange (which can be carried on as long
            as you like because both sides have plenty of firepower ready from the
            A4 sheets) usually kickstarts the debate process .

            STEP 7 Put the students in opposing pairs and let them go. Rotate the
            sheets and jobs every so often to give the pairs new and fresh debating
            material. This debate activity is wonderful because all the students are
            engaged all the time and the subject material (careers) is something
            most people have strong feelings about. Often classes can talk for 30-
            60 minutes with the material they have created.