This

and the following 4 Units take us further away from the student, though s8ll being concerned with
things relevant to him/her. In this Unit we enter the field of occupa8ons and careers. While it is always good
to have plans about one’s future, it is also good to have dreams. Therefore this Unit combines the two.

Page 81
What’s My Line? (groups)
Students set up the learning schema by playing a vocabulary-miming game about occupa8ons.
While this ac8vity helps students to refresh their vocabulary of jobs, it is also important that they really
perform the ac8ons associated with those jobs. As with role-plays, this is a way of loosening inhibi8ons.
Many people find it difficult to express themselves in this way, so this is a useful ac8vity. It also prac8ces
TPR!
The non-ac8ng members of the group can ask a maximum of 10 ques8ons. Someone (perhaps the
performer) needs to count these.
Students can be crea8ve in miming the ac8ons of the occupa8on they choose to represent.
This ac8vity is based on a TV program that used to be on the BBC and US channels. If students do a search
for “What’s my line?” on www.youtube.com, they can watch some interes8ng shows.

Page 82
Right-brain Jobs (pairs or groups)
Students talk about the 8tle.
T: Play the audio CD (Track 35) and ask students to read the 4 paragraphs silently while they listen.
Ask students to read the passage again together and discuss any vocabulary or idioms they don’t know.
While they read, students should match the words and phrases at the bo^om of the page.

prosperous beau8ful; pre^y; nice-looking

inventor deep, expressive, worthwhile
hemisphere half of a sphere
ability idea; no8on
product long-term occupa8on; profession
a^rac8ve someone who makes new things
meaningful something made by humans or machines
outsourced the power or skill to do something
concept sent away to be done in a different country
career wealthy; comfortable; well-off

The job market in Korea is rapidly changing and tradi8onally ’safe’ jobs are either disappearing or being
greatly reduced. Young people therefore face a job shortage, par8cularly in terms of those that can be

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outsourced or automated. This reading passage introduces the topic of right-brain jobs in order to suggest
that students might like to think outside the tradi8onal box.
Of course, many young people do want to escape the tradi8onal job paradigm and face opposi8on from
parents who want them to have a secure future.
The difficulty of finding a job is a source of stress for many young people. Hopefully they can express their
feelings in this Unit.

Further Reading: The note at the bo^om of the page reminds students about the extra reading
passages and other resources on the online site.

Page 83
Comprehension Check (pairs or groups)
Students answer the ques8ons to confirm their comprehension of the reading passage.
Students should by now be able to check their answers with each other.

Answers:
1. Tradi8onally the the best career paths are doctors, lawyers, accountants or engineers.
2. These are mostly leg-brain jobs.
3. Yes, we use our right-brain in every day ac8vi8es.
4. Why are knowledge-based jobs becoming less valuable?
5. ‘High-tech’ jobs use high level technology. ‘High-concept’ jobs involve crea8ng ar8s8c
designs and using unusual ideas.
6. ‘High-concept’ jobs cannot be outsourced.
7. Another phrase for ‘leg-brain jobs’ in the passage is ‘knowledge-based jobs.’
8. This passage suggests a right-brain career path because it can’t be outsourced or done by
a computer. Furthermore, it is crea8ve and ar8s8c.

Think for Yourself

Students think about career ideas.
This doesn’t have to take a long 8me. It is just preparing students for the discussion on the following page.

Suggested answers:
• - I am aiming for a leg/right-brain job?

- I’m not sure. I don’t know yet.
• I think that jobs are outsourced because this is cheaper.
• My dream job is ….
• If I could make my own company, it would be …….
• If I could invent something, it would be a …………

Background Informa8on
This informa8on here is about leg/right-brain func8ons.

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As always, this can be read when wai8ng for other groups to finish, or it can be an interes8ng source of
informa8on at any 8me. Again, it is hoped that this informa8on will spark curiosity in the students. This can
lead to a presenta8on to the rest of the class.

Page 84
Discussion (groups)
Students read the Conversa8on Strategies at the bo^om of the page.
Then they read and do the instruc8ons.
Students discuss the ques8ons, using the Conversa8on Strategies: ‘Giving advice’ and ‘Responding to
advice’.

1. My dream job is …………..

• What about you? How about …? Have you thought about …? Why don’t you …?
2. I want happiness and security in my career.
• To be honest, I think ………. is most important.
3. My parents want me to be a ………….
• Of course, I will respect their wishes.
• Frankly speaking, I will ask them to let me do what I want to do.
4. - Yes, I want to stay in one job for my whole life. I need security and a pension. What’s more, I
will be able to contribute more since I will have lots of experience. I will be able to teach the
new people.

- Actually, I want to have many jobs during my life. I want to try many things. Having the same
job for life would be boring.
5. - Yes, it is OK to be unemployed. We can’t always find the job we love. It’s be^er to be
unemployed than to work in a job you don’t like.

- No, it isn’t OK to be unemployed. Everyone should work. We should not rely on other people.
We all have to help the economy of the country.
6. - Yes, I would you like to start my own business. This is my dream. I would be a good boss.

- No, I would not lie to start my own business. I think this wold be too stressful.
7. I think of outsourcing is good for companies. They get jobs done cheaper. It is also good for the
people in poorer communi8es who get the jobs. However, it is not good for the people who
lose their jobs because of outsourcing.
• I think that many jobs being outsourced from Korea.
• I think they are going to places like Vietnam and the Philippines.
8. - Yes, I think computers will take over many jobs in the future.

- No, I don’t think computers will take over many jobs in the future.
• Robots already do many jobs. They make cars, drive trains, make computers, clean the house,
you name it!
• In my opinion computers cannot think like human beings.
• People who lose their jobs to computers and robots will have to look for other jobs.

It can be helpful to ask students to use one conversa8on strategy phrase every 8me they speak. They should
also be using conversa8on strategies form previous Units.
Discussion focuses here on dream jobs, but also on the concept of a job for life - an idea that is increasingly
being challenged now. Finally the issues of outsourcing and robots are brought up. Ar8ficial Intelligence is
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con8nually becoming more advanced, so that computers are taking over many aspects of life in terms of
work and leisure. Students might like to talk about this and how it impacts on their chosen career paths.
Interes8ngly, the leisure industry is one that is benefiqng from this, as more people turn towards tourism,
well-being, and physical health ac8vi8es.

Further Conversa8on Strategies are offered. These appear throughout the book and help students to
structure their discussions.

Page 85
Dialogue (pairs)
Students read the instruc8ons.
They read the dialogue together, checking the vocabulary in the Key Words and Expressions box.
The teacher plays Track 36 (CD-Rom).
Students read the dialog again, changing roles.
Students improvise their own role-play on the topic of dream job.
Finally, they answer the ques8ons in the Dialogue Quiz.

Suggested answers:
1. Kevin came into the kitchen for a glass of juice.
2. Mrs. Brown want to talk to him about his future.
3. Kevin’s dream job is being a film director.
4. Kevin considers being a photographer because he always get good grades in art and media.
Furthermore, he likes photography.
5. Kevin’s parents don’t have their own plans for his career.
6. If I were Mrs. Brown I would tell Kevin to follow his dream.

The topic of thinking about a career is introduced painlessly and reasonably, along with some useful
phrases.

Page 86
Debate Corner (groups of 4 or 5)
Students in groups choose one of 4 topics for debate.
Students read the useful phrases on this page.
These hints and phrases are about presen8ng arguments strongly and presen8ng conclusions, in addi8on to
the Timekeeper’s phrases, which are the same as in pages 62 and 70.
Students should use these phrases in the debate (see the sample arguments on page 88). They should also
use the phrases on pages 62 and 70.
As in Units 7 and 8, if there is a 5th student in the group, then he/she can be valuable in terms of controlling
the debate. Each speaker can be given 2 minutes (for example) and the Timekeeper can control this. At the
end of the debate, the Timekeeper can decide whether the proposi8on has been accepted or rejected. If
possible there can be a vote, perhaps of students in another group.

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Page 87
Let’s Debate! (groups of 4 or 5)
Pro and Con students write three arguments and a conclusion.
The first speakers can simply write their arguments.
The second speakers need to think about how they will disagree with the other team (see pages 55, 62
and 70).
The 8mekeeper should look at the phrases on pages 62, 70 and 86 and think about how to start and end
the debate.

Let’s Begin!
The Timekeeper starts the debate using the phrases on page 86 and following the structure on this page
(See also page 72)
Pro Speaker 1 is followed by Con Speaker 1.
Pro Speaker 2 then disagrees with the Con pair and gives the Pro conclusion. Con Speaker 2 then does the
same.
Students should use the phrases on pages 55, 62, 70 and 86.
Sample arguments appear on the next page.
The debate is geqng more structured now and the phrases more sophis8cated. It will be worth spending
8me acquiring the phrases on pages 62, 70 and 86.
It will be good for the teacher to consider whether students are ready to have a public debate. In this case,
there will be a Pro team, a Con team, a Timekeeper and an audience. this means that everyone else in the
class will watch the debate and vote on the proposi8on when the two teams have presented their
conclusions.
The Speakers will now be able to speak to the audience when giving their arguments and will be able to use
rhetorical ques8ons such as “Wouldn’t it be be^er to …?”, appealing to the audience.
If students are ready for this, then the two teams should have a week to prepare their arguments. This can
be an assignment or a project.

Page 88
Argument Samples
Students listen to Tracks 37 and 38 on the CD-Rom.
At the same 8me, they read the Argument Samples.
They can try reading these out loud if they wish and prac8ce using suitable stress and emphasis.
These Argument Samples show Pro Speaker 1 giving an argument and Con Speaker 2 making a concluding
statement.

Here are some more Argument Samples based on the other topics. First of all, based on the second mo8on:
“Technology should not replace human labor”.

Pro Speaker 1: Well, in my opinion, technology should not replace human labor, for three reasons.
First, I’m sure everyone will agree that jobs give meaning to our lives. If a robot can do my job, what
use am I? Second, to put it simply, humans can think what to do when an accident happens. By and
large, robots can’t do this. Third, I strongly believe in the value of human life. We are much be^er
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 than robots and computers. We have a spirit. We can love each other. All in all, I think that high tech
can help us, but it should not replace us in the workplace.

Con Speaker 1: You have made some good points. There’s no doubt that human life is valuable.
However, if you ask me, you have missed the main point. First, technology can do the boring jobs
that we don’t want to do. Second, I strongly believe that computers and robots can get rid of
human mistakes. Third, I’m pre^y sure that high technology can free us up to do more interes8ng,
concept jobs. Surely, this is a good idea.

Here are some more Argument Samples based the third mo8on: “A successful career is more important
than a happy family life”.

Pro Speaker 1: Obviously a happy family life is important, but I would like to give three reasons why
a successful career is more important. First, to make a long story short, a successful career makes a
happy family. If the wage-earner is doing well, then the family can have a good quality of life.
Second, according to sta8s8cs, we typically spend most of our non-sleeping life at work. Third, I
definitely think that work gives meaning to life. So in short, a successful career comes first.

Con Speaker 1: Let me give three reasons why a happy family is most important. First, family life is
about loving and caring. These are most important in life. However, successful people typically
spend lots of 8me away. They have li^le 8me to share love. Second, family life lets us experience
human values. These are ogen absent from the workplace. Third, a happy family life is something
you can’t buy. A successful career just can’t compete with this.

Here are some more Argument Samples based the fourth mo8on: “College majors should be more career-
focused”.

Pro Speaker 1: Clearly, college majors should be more career-focused. Let me give you three
reasons for this. First, college is a prepara8on for life. So we should prepare for our jobs in college.
Second, we don’t need to learn about useless subjects. If we want to learn history (for example), we
can read books about it later in life. Third, I strongly believe that the role of college is to help me get
a good job. So the college subjects should be career-focused.

Con Speaker 1: The previous speaker has a strange view of college. Let me give you three opposing
reasons. First, there’s no doubt that college should prepare us for life. But a career is only part of
life. College should prepare us to become good ci8zens first. Second, we are not robots. We need to
think about the meaning of life. We need to read literature and discuss what great people have
said. Third, careers are changing very quickly. We do not know what jobs we will be doing in 10
years 8me. So we need to learn in college how to be thinking human beings. Then we can take on
any job.

Brain puzzle
Students perform leg-brain/right-brain puzzle.

The main point about this puzzle is that it is interes8ng and fun. Students in pairs try to read the words
rather than say the colors in the picture. One students can read while the other watches the smartphone
stopwatch (1 minute).
There are other brain puzzles on the website: www.pearson.co.kr.

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