Topic to be developed: Part-time jobs
Experiential Goal: Students will complete a job application form, write a curriculum vitae and make a presentation about one part-time job that they would like to have.
The students will:
The discovery of the kinds of jobs their parents held as young people could lead to a discussion of the changes technology has brought to the work place (TL). Students will have the opportunity to explore their interests and assess their skills in relation to the job market (PSVS).
Not all students will have the opportunity to have a part-time job nor will it be a priority for some. Students could explore the possibilities of a simple entrepreneurial project.
It should be made perfectly clear that all students, even those with disabilities of variouskinds, can find employment if given the opportunity. Concentrate on the abilities of students. Adapt the annexes if necessary to emphasize the abilities of challenged students.
Take advantage of any opportunities to reinforce the idea that girls or boys can do any kind of work. Encourage an interest in non-traditional forms of employment in young people of both sexes.
When presenting the masculine and feminine forms of nouns representing jobs or careers, point out to the students that in the past there were many occupations with only one form, either masculine or feminine, depending on whether men or women traditionally held that job. In some cases the two forms existed, but with different meanings. e.g. couturier - fashion designer, couturière - seamstress. In France, there are still no feminine forms of words like "auteur", "professeur", "médecin", "avocat".
The following vocabulary and linguistic content is included throughout the unit. The teacher and the students should decide what criteria will be included in the experiential goal.
Topic to be developed: Part-time jobs
Experiential Goal: Students will complete a job application form, write a curriculum vitae and make a presentation about one part-time job that they would like to have.
Topic to be developed: Part-time jobs
Experiential Goal: Students will complete a job application form, write a curriculum vitae and make a presentation about one part-time job that they would like to have.
1. Determine the importance of having spending money.
Activities
| 1.1 | 9.2 Annex 1 Have the students look at a number of words (or pictures if possible) and decide if they would be willing to spend their money on these items. Add to the list. Students rate each word or picture on a scale of 1-5 according to the importance of the item in their lives. |
2. Discuss the experiential goal and the possible steps to achieve the goal.
Activities
| 2.1 | List different ways of presenting the part-time job and the job application and the curriculum vitae. e.g. roleplay between an employer and a potential employee, presentation of a curriculum vitae for a specific job, video of a specific part-time job, etc. |
| 2.2 | Look at the possibility of working in pairs. The students who would like to explore the same part-time jobs may decide to work in pairs. They would however, have to develop their own curriculum vitae. |
3. Match skills, needs and interests with common part-time jobs.
Activities
| 3.1 | 9.2 Annex 2 Have students look at a number of part-time jobs and rate them according to their interest level. Determine which of the jobs seem to be the most popular. |
| 3.2 | Survey the students to determine the different types of part-time jobs that adolescents presently have, have had in the past and would like to have in the future. "J'ai gardé les enfants de mon voisin". "Je veux travailler dans un magasin de sport". |
| 3.3 |
|
| 3.4 | 9.2 Annex 3b Have the students read the different statements in Annex 3b and with reference to Annex 3a decide to which part-time job these statements might apply. There may be more than one response. |
| 3.5 |
Working in pairs, have the students discuss job
opportunities (refer back to Annex 3a if necessary).
One student becomes the manager or owner and
the other the applicant. In the main group,
brainstorm possible questions to ask each other. In
pairs, prepare a short skit and then roleplay a
short scene between manager and applicant.
Possible questions: "Combien d'heures par semaine est-ce qu'on peut travailler? Combien d'argent est-ce qu'on gagne à l'heure? Est-ce qu'il faut porter un uniforme? Quand est-ce que vous pouvez commencer à travailler? Quelle est l'adresse de l'entreprise?" |
4. Discuss the possible reasons why many students have part-time jobs.
Activities
| 4.1 | 9.2 Annex 4 Working individually, have the students look at some reasons that students have jobs and have them choose the three that are the most important to them. Add additional reasons if these are not sufficient. Then working in pairs or small groups, discuss the answers and try to have consensus within the pair or group. Have them also make note of the reasons that they believe to be not as important. |
5. Discuss the different work experiences of the students.
Activities
| 5.1 | 9.2 Annex 5 In pairs, have the students predict the types of work that their partners have already done and the work that they would like to do. Then have the students verify their answers. Have the students share their partner's past work experience and hopes for future employment with the rest of the class. |
| 5.2 | 9.2 Annex 5 As the students share their partner's information about past and future part-time jobs with the rest of the class, record the information and determine what the most popular part-time jobs have been and what the students would someday like to do. |
| 5.3 | Have the class share any unusual jobs that they have done regardless if they were paid for their efforts. Have the class vote on the most unusual job. |
6. Identify the different ways that parents earned money during their youth.
Activities
| 6.1 | Have the students survey parents or other adults to determine the types of jobs they had in their youth. Discuss how the jobs have remained the same or changed. Determine the difference in minimum wage. |
| 6.2 | Have the students note whether or not any of the part-time jobs that their parents had in their youth are related at all to what they currently do. |
7.Decide on the criteria for choosing a part-time job.
Activities
| 7.1 | 9.2 Annex 6 Have the students look at some part-time jobs and possible criteria for choosing that job. Note if, in their opinion, the criteria applies to the job or not. Add to the list of jobs and criteria. |
| 7.2 | 9.2 Annex 6 Compare the results of Annex 6 with a partner. Share one or two similarities and differences with the class. e.g. "Mon partenaire veut être serveur parce que ça l'intéresse beaucoup." |
8.Examine certain part-time jobs and decide what personal characteristics might be advantageous for the different jobs.
Activities
| 8.1 | 9.2 Annex 7 (Optional) Have the students do a survey of their own interests. After answering "oui" or "non" to each of the questions, have them do the calculation at the end of the annex to determine whether they are "méthodique", "objectif", "sociable", "innovateur" or "dirigeant". |
| 8.2 | 9.2 Annex 8 Choose three part-time jobs. Look at a list of personal qualities and decide which qualities would be advantageous for the job. Decide which qualities would not be an advantage. |
9. Discuss some of the characteristics of part-time jobs.
Activities
| 9.1 | 9.2 Annex 9 Have the students read the statements and decide if they apply to having a part-time job or not. Add to the list if possible. Determine which statement is the main reason for having or not having a part-time job. Share the information with a partner. |
| 9.2 | 9.2 Annex 10 Have the students determine if the statements in the annex apply to the part-time job that has been chosen for the presentation. |
10. Become familiar with job application forms.
Activities
| 10.1 | Survey the students to determine who has already filled out a job application. |
| 10.2 | Have the students predict what information may be found on an application form. |
| 10.3 | 9.2 Annex 11 Look at the sample job application form and then have the students fill in the appropriate information. In pairs, have them question each other regarding the information. |
11. Prepare a curriculum vitae.
Activities
| 11.1 | Predict the information to be found in most curriculum vitae. |
| 11.2 | 9.2 Annex 12 Look at the statements and decide in which category of the curriculum vitae each statement belongs. |
| 11.3 | Do a sample curriculum vitae of a celebrity or well-known person. |
| 11.4 | Prepare a personal curriculum vitae. |
12. Have the students prepare and present the job, the reasons for wanting the job and why they would be good candidates.
13. Reflect on the unit. Are there other jobs that you may be interested in? What French did you learn? Is money always the most important element in a part-time job? How can part-time jobs prepare you for future careers? For which careers might a knowledge of French or other second language be an asset?