French Level 4, Activity 01: L’avenir et les métiers / The Future and Jobs (Online)

Two people stand in an office with talk bubbles over their heads, and others in the background communicate over laptops and tablets.
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Description: In this activity students will practice discussing their work and giving relevant advice in the context of the workplace.

Semantic Topics: Work environment, colleagues, preferences, les métiers, collègue, l’environnement du travail, le futur et l’avenir, the future tense, le passé, the past tense

Products: Career

Practices: Going to work, interacting in the workplace

Perspectives: In France, work must be kept separate from other aspects of life : this means that it’s illegal to email after work hours for companies with more than fifty employees per French law. This highlights the importance of work/life balance in France!

NCSSFL-ACTFL World-Readiness Standards:

  • Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.2: Students understand and interpret spoken and written French on a variety of topics.
  • Standard 1.3: Students present information, concepts, and ideas in French to an audience of listeners or readers on a variety of topics.

Idaho Content Standards for World Languages:

  • COMM 1.1: Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions.
  • COMM 2.1: Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • COMP 1.1: Observe formal and informal forms of language.

NCSSFL-ACTFL Can-Do Statements

  • I can describe where I work and what I do.
  • I can give relevant advice to someone in a job setting.
  • I can exchange opinions about jobs that I think will be popular in the future.

Materials Needed:

Warm-up

1. Have the students give short introductions (name, major, why they’re learning French).

  • On va commencer avec les introductions. Dites votre nom, matière principale et les raisons pour lesquelles vous étudiez le français.

 

2. Begin the activity by opening the Google presentation and introducing the Can-Do statements.

3. Begin by discussing the jobs that students have currently or would like to have in the future.

  • Slide 3 : Where do you work ? What do you do ?
    • Où est-ce que vous travaillez ? Qu’est-ce que vous y faites ?
  •  Slide 4 : What job do you want to have in the future ?
    • Quel travail souhaitez-vous faire dans le futur ?

Main Activity

(Slide 5)

For small groups : (4 or less)

1. Before starting the activity, explain to the students each slide will have a different situation that they will have to work through with a partner. Read the rules with the students :

  • Au travail, Personne A voit quelque chose d’étrange et il/elle ne sait pas quoi faire. Décrivez ce qui s’est passé. (While at work, Person A sees some strange situations and doesn’t know how to react. Describe what happened.)
  • Personne B doit donner des conseils à Personne A. (Person B must give Person A advice about what to do.)
  • Changez le rôle chaque diapo. (Switch off who is Person A and Person B each slide (4 slides in total.)

 

2. Assign students partners and roles.

Je vais vous mettre en groupe de deux.

 

3. Have them take turns describing the situation and then giving advice.

Discutez chaque situation avec votre partenaire. N’oubliez pas de changer vos rôles chaque diapo.

 

For large groups : (5 or more)

1. Before starting the activity, explain to the students each slide will have a different situation that they will have to work through with a partner. Read the rules with the students :

  • Au travail, Personne A voit quelque chose d’étrange et il/elle ne sait pas quoi faire. Décrivez ce qui s’est passé. (While at work, Person A sees some strange situations and doesn’t know how to react. Describe what happened.)
  • Personne B doit donner des conseils à Personne A. (Person B must give Person A advice about what to do.)
  • Changez le rôle chaque diapo. (Switch off who is Person A and Person B each slide (4 slides in total.)

 

2. Have students discuss the situation in breakout rooms.

Je vais vous mettre dans les Breakout Rooms. Discutez avec votre partenaire la situation. 

 

3. Remember to copy-paste the situation in the chat before sending students to breakout rooms.

 

4. Return to the main room and have Person A share the advice that Person B gave them.

Personne A va partager avec le groupe le conseil de Personne B.

 

5. Move on to the next situation, have them switch roles and repeat steps 2-3.

 

Situations:

Situation 1 : (Slide 6)

  • Vous décidez de couvrir le quart de travail d’un collègue, mais le moment venu, vous ne le voulez pas. Vous voulez dire à votre partenaire que vous ne voulez plus le faire.
  • Comment pouvez-vous gérer cette situation?

Situation 2 : (Slide 7)

  • Vous regardez votre collègue prendre l’argent du pourboire.
  • Que feriez-vous?

Situation 3 : (Slide 8)

  • Vous faites une erreur qui va coûter cher à votre entreprise. Votre patron sait que quelqu’un l’a fait, mais elle ne sait pas qui. Si vous ne le dites à personne, personne ne saura que c’était vous.
  • Que devez-vous faire?

Situation 4 : (Slide 9)

  • Lors d’un entretien, le patron vous demande quelles sont vos références. Que pensez-vous que vos références vont lui dire ?
  • Malheureusement, votre dernier patron ne vous aimait pas. Que lui diriez-vous ?

Wrap-up

If there’s time, ask the students to explain what jobs they think will be popular when they graduate and why (Slide 10).

  • À votre avis, quels emplois seront populaires quand vous aurez obtenu votre diplôme ? Pourquoi ?
    • In your opinion, which jobs will be popular when you graduate? Why?

End of Activity:

  • Can-Do statement check-in… “Where are we?”
  • Read can-do statements and have students evaluate their confidence.
  • Encourage students to be honest in their self evaluation
  • Pay attention, and try to use feedback for future activities!

NCSSFL-ACTFL Can-Do Statements

  • I can describe where I work and what I do.
  • I can give relevant advice to someone in a job setting.
  • I can exchange opinions about jobs that I think will be popular in the future.

Cultural Notes

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Let's Chat! French by Alexandre Bourque-Labbé; Antoine Abjean; Cassy Ponga; Emily Blackburn; Jasmine Wall; Jorge Corea; Josepha Sowanou; Justin Snyder; Lily Nelson; Manon Pretesesille; Michael Quiblier; Mimi Fahnstrom; Olivier Roy; Rylie Wieseler; Samantha Lind; Sharon Westbrook; and Tori Fisher is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

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