Author:
Mimi Fahnstrom, Brenna McNeil, Amber Hoye, Camille Daw, Rylie Wieseler
Subject:
Languages
Material Type:
Activity/Lab
Level:
High School, Community College / Lower Division, College / Upper Division
Tags:
  • Colleagues
  • Collègue
  • French
  • L'environnement Du Travail
  • Le Futur Et L'avenir
  • Le Passé
  • Les Métiers
  • Preferences
  • The Future Tense
  • The Past Tense
  • Work Environment
    License:
    Creative Commons Attribution
    Language:
    English, French

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

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

    Overview

    In this activity students will practice discussing their work and giving relevant advice in the context of the workplace.

    Activity Information

    Did you know that you can access the complete collection of Pathways Project French activities in our new Let’s Chat! French pressbook? View the book here: https://boisestate.pressbooks.pub/pathwaysfrench 

    Please Note: Many of our activities were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed. Kindly contact pathwaysproject@boisestate.edu with any suggestions and we will update the content in a timely manner. 

    The Future and Jobs / L'avenir et les mètiers

    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 State Content Standards

    • 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

    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.

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

    Main Activity

    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. (You decide to cover a colleague’s shift, but when the time comes, you don’t want to. You want to tell your partner that you don’t want to do it anymore.)
    • Comment pouvez-vous gérer cette situation? (How can you manage this situation)

    Situation 2 : (Slide 7)

    • Vous regardez votre collègue prendre l'argent du pourboire. (You watch your colleague take money from the tip jar.)
    • Que feriez-vous? (What would you do?)

    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. (You make a mistake that is going to cost your business. Your boss knows someone did it, but she doesn't know who. If you don't tell anyone, no one will know it was you.)
    • Que devez-vous faire? (What should you do?)

    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 ? (During an interview, the manager asks you who your references are. What do you think your references are going to tell him?)
    • Malheureusement, votre dernier patron ne vous aimait pas. Que lui diriez-vous ? (Unfortunately, your last boss didn't like you. What would you say to him?)

    Wrap-Up

    Wrap-Up

    Ask the following question(s) to finish the activity:

    • 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?)

    Cultural Resources

    Campus France's Job Search Guide

    How to write a French CV

    France's Pôle d'Emploi

    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.