UNIT 2 T-24
LESSON 4 READ ABOUT JOB SATISFACTION
Choose a warm-up activity from the Warm-Up Activity Bank on page xxii.
• Read the lesson title aloud. Ask Ss, What does it mean to be satisfied at your job? (to feel happy and pleased with your work) Do you think most people are satisfied at work? Why or why not?
• Read the social media message aloud. Give Ss time to discuss Ed’s question in pairs. Invite volunteers to share their answer with the class.
• Ask Ss, What’s your dream job? What job qualifications do you need to get it? Have Ss discuss their job goals in pairs.
1 BEFORE YOU READ
• Read the question aloud. Take a class vote and record the results on the board.
• Say, Write 2–3 reasons to support your answer. Give Ss a few minutes to take notes.
• Draw a heart on one side of the board and a money sign ($) on the other. Ask, Why is it more important to have a job you love? Write Ss’ ideas under the heart.
Ask, Why is it more important to have a job that pays you well? Write these ideas under the money sign.
• Take another class vote on which is more important.
Compare the results.
EXTENSION Have Ss choose a side and debate.
After five minutes, Ss switch roles and debate the opposite perspective. Tell them to refer to the reasons listed on the board.
• Have Ss preview the vocabulary before listening. Tell them to circle any terms they are unfamiliar with. In
pairs, have them share and compare their previous knowledge.
• Tell Ss to listen to the vocabulary, and then listen again and repeat. Play the audio.
• In small groups, have Ss define the terms. Ask Ss additional questions to increase understanding.
For example,
1. What is one of your passions in life?
2. What do consider a good salary in the industry and country you work in?
3. Do you know someone who works in or is interested in a career in the clergy?
4. How do you think connection is linked to job satisfaction?
5. Have you ever felt like you were at a dead end in school or work?
6. What is something you take pride in?
• Remind Ss they can go to page 130 for further clarification and practice.
2 READ
• Direct Ss’ attention to the picture. Ask, Who are these people? Where are they? What are they doing? How do they feel? Have Ss share their ideas with the class.
• Ask Ss to cover up the article. Read the title of the article aloud. Ask, What do you think this article is about? What advice will it give? Have Ss discuss in pairs.
• Have Ss listen to the article and read along silently.
As they listen, ask them to underline the vocabulary words from 1B. Have them circle other words they are unfamiliar with. Suggest that lower-level Ss follow along with a finger.
• Ask, Were your predictions in 2A correct? Clarify the meaning of any new words or phrases, such as waking hours (the time someone is awake rather than asleep).
• Point out the quotation marks in lines 1–2 and 41–45.
Ask Ss, Why does the author use quotation marks in these lines? (1–2: to challenge the use of these common expressions; 41–45: to note a direct quote)
OPTION Have Ss take turns reading the article aloud in pairs. Ask them to switch roles after every 4–5 lines.
After each turn, have higher-level Ss summarize the main idea of what they just read.
EXTENSION Have Ss reread lines 41–45 and rewrite the direct quote as reported speech.
EXTENSION Have Ss look up an inspirational quote about following your passion and share it in pairs. Have them discuss the meaning and if they agree or disagree with the message. Then have Ss write their own inspirational quotes for people who need motivation at work. Ask Ss to sit in a circle and read their quotes aloud. Leave them up on the wall throughout the rest of the lesson.
UNIT 2 T-25
3 CHECK YOUR UNDERSTANDING
• Read the question and answer choices aloud. Have Ss discuss the answer to the question in pairs.
• Review the answer as a class. Ask, Do you agree with this answer? Why or why not?
• Tell Ss to preview the exercise items and answer the ones they can. Say, Read the article one more time to answer any questions you are not sure about.
• Have Ss compare their answers in pairs. Ask the questions, and call on Ss to read the answers aloud.
• Tell Ss to answer number three with their own ideas.
Invite volunteers to share with the class what good causes they would donate to.
• Ask a volunteer to read lines 10–17 aloud for the class.
Elicit the meaning of the words others, those, and these in this context.
• Have Ss complete the exercise. Review the answers as a class.
• Read the Reading Skill aloud. Give Ss time underline the rhetorical questions in the article.
• Have Ss discuss their ideas for each question in pairs.
Then ask, Were your ideas the same as the author’s?
LANGUAGE NOTE Short rhetorical questions are also common in informal speech. For example, Sure, why not?, Who knew?, and Are you kidding me?
• In pairs, have Ss take turns retelling the most important ideas in the article in complete sentences. Remind them to use their own words as they summarize.
• Challenge Ss to complete the exercise without looking at the book. Walk around and provide help as necessary.
TEACHING TIP Encourage Ss to relate readings to their own lives and reflect on if they agree or disagree with the information presented. For example, Ss could ask, Do I feel job satisfaction? Do I know anyone like Luke? Do I agree with this study? Why or why not?
EXTENSION Direct Ss’ attention to the web search question. For homework, have Ss research 2–3 additional pieces of advice about job satisfaction.
At the beginning of the next class, give them a few minutes to share what they learned in small groups.
Invite volunteers to share any advice they found interesting or important.
4 MAKE IT PERSONAL
• Read the instructions. Say, Think of the four most important things about a job and rank them from most important to least important in the chart.
• Copy the chart on the board. Say, For me, location is really important because I want to live close to my family. Add location to the top of the chart.
• Have Ss complete the chart based on their own ideas and real-life experiences.
• Have Ss compare their charts in pairs. Tell them to give reasons to explain their choices.
• Invite volunteers to share what they think is most important about a job, and why.
• Ask the class, Whose ideas were similar? Whose were different? Take a class survey to see which Ss have similar job priorities.
• Have Ss get back in pairs. Tell them to help each other decide what kind of job or industry would be best for them.
• If Ss aren’t already working in the industry of their choice, have them make a list of steps to take to get their dream job.
EXTENSION Have Ss ask 2–3 friends or family members what they think are the most and least important things about a job. Suggest Ss take notes as they listen. Back in class, have Ss share their findings in pairs and reflect on the experience of interviewing friends and family. Ask, Were you surprised by their answers? Why or why not?
EXTENSION Have Ss compare and contrast the ideas in the listening and reading. Ask, Is it possible to have compassion and connection when more people are connecting through technology rather than in person?
Replay the listening from Lesson 3 if necessary. Give Ss time to discuss the question in small groups. Ask volunteers to share their ideas with the class.
EXIT TICKET Write on the board: What makes a job meaningful? Have Ss write their names on a blank card or piece of paper and answer the question in 2–3 complete sentences. Collect cards as Ss leave. Read the cards to identify areas for review and to identify individual Ss who may need additional practice.
3 CHECK YOUR UNDERSTANDING
Read the article again. What does the article say is the key to being happy at work?
a. a high salary b. friendly co-workers c. helping others
Answer the questions with information from the article.
1. What does the writer say about fi nding satisfaction in your job?
2. Even if your job isn’t your dream job, what is important to fi nd?
3. With a steady paycheck, what can you do?
CLOSE READING Reread lines 10–17 in the article. Think about the words others, those, and these. Circle the correct answers.
1. What does others refer to?
a. people that you can connect with at work b. people who are satisfi ed with their jobs c. people who work as clergy, psychologists, etc.
2. What does those refer to?
a. people who need help
b. people who report feeling fulfi lled in their careers c. satisfying jobs
3. What does these refer to?
a. clergy, fi refi ghters, teachers, and psychologists b. people that you can connect with at work
c. people who report feeling fulfi lled in their careers Read the Reading Skill. Then underline the rhetorical
questions in the article. What were your own ideas after you read each question?
PAIRS What is the article about? Summarize the most important ideas. Use your own words.
The article is about what makes a job meaningful and …
4 MAKE IT PERSONAL
For you, what are the most important things about a job? Money? Location? Salary?
Helping others? Put your ideas in order from most to least important.
Most important
Least important
PAIRS Compare your ideas in 4A. Give reasons for your opinions. Explain your reasons.
What jobs do you think would be best for you?
The location of a job is important to me. I don’t want to travel a long way to work.
READING SKILL
Understand rhetorical questions Writers often ask questions without expecting an answer. This gives readers an opportunity to actively think about the topic and form their own ideas before they read what the writer has to say.
What other advice do experts give for being happy with your job?
25 UNIT 2 I CAN READ ABOUT JOB SATISFACTION.
A feeling of purpose, and particularly the ability to help others, can lead to higher job satisfaction.
It’s important to find happiness and meaning in any job—even when it isn’t the one you dreamed of.
You can donate to good causes that you care about.
1 BEFORE YOU WRITE
Have you or someone you know ever changed
jobs or made another life change? What good advice have you heard about doing this?
Read the article about changing careers. What two question words does the writer use to organize the advice? Do you think she gives good advice?
Reread the article. Fill in the chart. Write advice from the article in the middle circles. Write the reasons for the advice in the outer circles.