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 modeled 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 proces .
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.