Quel est le meilleur job d’été ?

Yago est à la recherche d’un job d’été.

Je lui recommanderais…

Iria est à la recherche d’un job d’été.

Je lui recommanderais…

Joel est à la recherche d’un job d’été.

Je lui recommanderais…

Aroa est à la recherche d’un job d’été.

Je lui recommanderais…

Ivan est à la recherche d’un job d’été.

Je lui recommanderais…

Carla est à la recherche d’un job d’été.

Je lui recommanderais…

Sabela est à la recherche d’un job d’été.

Je lui recommanderais…

Antia est à la recherche d’un job d’été.

Je lui recommanderais…

Saray est à la recherche d’un job d’été.

Je lui recommanderais…

Je lui recommanderais…

< < < pour le professeur > > >

Grammar in Context: Conditional (I would…), indirect pronoun (him/her)

Vocabulary: summer jobs for teens (salary, requirements, responsibilites)

Prep:

• Print “summer jobs” sheet for everyone.
• Print “research” sheet: 1 sheet for each group.
• Scissors: Give the group scissors to cut their own papers apart.
• Print one copy of the “looking for summer job scenarios” script to read.
• Optional: 3 clothes pins for each student

Introduce Objective 

Start by introducing the daily objective that they should be able to do at their proficiency target at the end of class.

Question – Why do adolescents (ages 15-19) work?

Discuss as a class. Possible answers: money, experience, to try a new area, to be social/meet new friends, to help someone/community, to support family business, to volunteer, to improve college application, to learn new skills, etc.

Summer Jobs for Teens

Here are 7 summer jobs that are considered the best for teens based on ChatGPT. Give each student this “summer jobs” sheet.

Let them rate these by drawing a heart, star or circle with line next to the jobs.

Discuss: Which jobs would they enjoy? Why or why not?

Videos

Show the first video. Do they agree with her list of best 5 jobs? What would they say are the best 5?

Show the second video

Show the 3rd (camp) and 4th (Lalo) videos. What do they think about doing this job? What are the responsibilities? Pros and cons?

Note: Lalo’s video is in English, but this is a camp that has international campers. They also partner with Language and Friendship for the summer homestay program. This is a job that they could apply for and use their French.

Model

Together complete this form about one of the jobs. There is not one right answer, but model for them how to search the internet in French to find answers.

If you project this image on a white board or hang a piece of white paper, you can “write” on this form on the board.

There are related links under the video if you students want to know more.

Research / Jig Saw Part 1

Put students in groups of 4. Give each group a “research” sheet. They will cut this apart so each member has one to complete. Note: There is a different symbol on each t-shirt of each section. That will be used to regroup them in part 2.

Assign a “summer job” to each group. You can use the ones from the previous task or add more specific ones that relate to your area. Examples: A  specific theme park nearby, a popular ice cream place.

They will fill out the information for it. They may need to research and use the “tasks/chores” vocabulary for the previous lesson.

“Looking for” Scenarios / Jig Saw Part 2

Now have them regroup based on the t-shirts at the bottom of their page: All the popsicles together, all the suns together, all the splashes together and all the shoes together. There will be ±7 people in a group. If that is too big, you can divide the groups.

Print the script to read. It is also below in case you want to edit it to make your own version. Since they are intermediates, it is intentional that the script is not typed on the screen so they can develop their listening skills. You can alter the script as needed (add more details, simplify the language, etc.).

Show a person looking for a summer job. Read that person’s scenario to them. 

Then in their groups they will discuss the jobs to decide what order they would recommend them (best to worst). There should be one “expert” for each job in the group.

Model the first one if needed. You could use “I’d recommend this job to him/her because…” as a sentence starter or see if there are other phrases they want to use.

Extension: The last image is a blank person so it can be you or let students write their own “looking for” scenarios to use as real examples.

Check for Learning / Reflect

Let them answer the question at the end to see if they can do it at their proficiency target.

If they are using the “Unit Vocabulary Sheet,” give them time to write down what they learned today.

Extension Ideas:

• https://www.decentjobsforyouth.org/
• https://www.ilo.org/sites/default/files/wcmsp5/groups/public/@dgreports/@dcomm/@publ/documents/publication/wcms_853321.pdf
• How many teens work in different countries? They create a graph with the information that they find. Note: These statistics vary depending on the source due to including different factors (part-time, full-time, official vs unofficial jobs, volunteer, ages, etc).
• Do a role play: Give them a situation for them to solve. “You are working at this restaurant. Decide who will do what task (review of the chores).”
• They write a “looking for summer job” scenario.
• They find 3 summer job postings in French and then explain why they would like it.

Research

They will pick one job that they would like to do and fill out the information for it. They may need to research a bit.

Share your resources and ideas with the community below!