Education and Work: Careers, Job Intentions and Employment Issues

Transcription

Higher Still French Support Materials: Higher French Language Unit
4049
French
HIGHER
Education and Work: Careers, Job
Intentions and Employment Issues
Intro 1
Page (i)
Higher Still French Support Materials: Higher French Language Unit: Introduction
HIGHER STILL: HIGHER FRENCH LANGUAGE UNIT: SUPPORT MATERIALS
INTRODUCTION
1
The materials contained in these folders
These materials have been devised so as to match the specification set out in Appendix 1
(Language Content (H)) of the Higher Still Arrangements Document for Modern Languages.
Materials have been provided to cover the language required for each theme, each topic and each
topic development [as set out in the arrangements document, Appendix 1 - Language Content
(H)].
2
Rationale
The principle adopted has been to develop all language from texts, either reading texts or
listening texts. The idea behind this is that, at this stage in their learning, students will require to
extend their vocabulary and structural grasp significantly; and that the best access to language
development activities which will enable this is through target language texts. Therefore almost
all items in these materials have the following sections:
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text
comprehension exercises (sometimes with additional support for the student in accessing
the text)
translation exercises (with support for the student)
language development activities
grammar practice exercises
paired speaking exercises
discussion tasks
directed writing.
This approach has been adopted to try to ensure that language learned from reading does not
simply evaporate, but becomes embedded in the student’s own language resource through the
language development activities and then through use in the discussion and writing exercises.
In addition, it is hoped that this approach will provide support for students in preparation for the
writing tasks in the external assessment (Listening/Writing paper and Directed Writing), for the
writing requirements in the internal assessment, and for the requirements of the speaking tasks.
In the latter context the material should help to extend the range of vocabulary and the range of
expression which students can use in their performance.
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Selection of Texts
The following criteria have been used in the selection of texts:
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Intro 1
availability for use
Copyright is a very difficult area. The texts used have been selected from magazines
which provide suitable material for students at this level of learning French which
are available for use and for further copying in centres. Centres are asked to
ensure that any copyright attribution attached to a text in this collection is always
present when it is reproduced for student use.
Page (iii)
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accessibility to students at this level of language learning
For some years now there has been a drive toward the use of ‘authentic’ texts.
Unfortunately, really authentic texts are frequently inaccessible to learners of the
language. Most of the texts we have selected have been written/recorded with young
readers/listeners in mind; but those selected from French sources (all reading texts)
have often had to be amended in some way to facilitate access by the students.
A number of texts have been written specially for our purposes to a Higher Still specification. Almost all recorded texts have been recorded to a Higher Still specification.
A particular principle has been adopted in respect of the text used to develop
listening skills. It is ‘spoken’ text: none of it was scripted. The texts were recorded as
improvisations and later transcribed. The reason for this is to ensure that the text as
spoken is not ‘literary’ and represents the language as spoken by native speakers
given specific instructions about content, vocabulary range, intellectual and
conceptual difficulty, length, complexity of utterance etc.
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suitability for providing the basis of a progressively increasing and progressively more
flexible language resource.
The items have been compiled in such a way as not only to reflect the syllabus
pattern required by the Higher Still arrangements but also so as to provide students
with the vocabulary and structures necessary to tackle both the internal and the
external assessment procedures. More details about how this has been attempted
follow below.
There has also been a more general educational aim to develop students’ understanding of France and things French and to extend their horizons in terms of their
thinking skills and skills in self-expression.
It is important however that intending users of the materials understand from the
outset that each item has been devised so as to provide students with a range of
opportunities which will include:
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increasing their vocabulary
developing their mastery of the structure of the language
improving their translation skills
increasing their ability to write correctly in the language
developing their ability to speak flexibly in increasing depth about the specified
topics.
Teachers are recommended to use also a number of topical recent texts from current magazines
or Internet sources to complement the diet provided in these materials in order to give students
experience of different types of text and different types of writing and to keep cultural references
up to date.
4
Use of the materials
Although we have set out to cover all themes, topics and topic developments prescribed, there is a
significant opportunity for choice in the material provided. No group of students is likely to cover
all the passages here. Teachers should select according to their and their students’ needs.
The items are listed in the initial contents with stars against them. In principle, one star items
are perceived to be a little below the standard of the course, two star items to be at the level of the
course and three star items to be challenging for more advanced learners. The allocation of stars
is however done on the basis of the difficulty of the text. In a number of cases the working does
not match the star rating. Teachers should therefore consider both text and working carefully
when planning their programme of work.
Intro 1
Page (iv)
All the grammar items listed as required for Higher in the grid provided as Appendix B (Grammar Content) in the Arrangements Document are covered in some way in these materials. It will
be necessary for teachers to ensure that passages used provide a suitable range of such grammatical coverage.
The working of the passages assumes an approach based upon communicative language
teaching methodology. In that context, it is important that grammatical instruction emerges out
of language currently in use. Grammatical teaching points are therefore identified within the
texts, and examples used are then exploited further in the speaking, discussion and writing
exercises to try to enable students to internalise these structures. Teachers can plan coherent
coverage by consulting the Language column in the table of contents.
While providing a range of materials adapted to the needs of the Higher Still Higher French
course, it important to say that the ‘course’ itself is dependent upon interaction between teacher
and students. The materials provided have not been created as self-access materials. It is expected
that teachers will read through the reading texts with their students (or play the recorded
version), discuss them as a whole class exercise in the target language, discuss vocabulary and
grammatical difficulties as they arise, and only then proceed to the comprehension questions. In
this way students can be led to anticipate patterns of language and develop a response to material
of the same kind in listening. Given that a number of the listening passages are on related topics,
it will then be possible to exploit both the classroom discussion of the reading texts and the
listening practice with the listening texts and benefit doubly from each. The texts have been
established in their present form with this kind of approach in mind. The passages provided have
been prepared so that they will be accessible to students with the support of the teacher. They are
not intended to be tackled unseen by students in the manner of examination exercises. There will
be time in the additional 40 hours provided for the course for examination practice and tackling
of exemplar papers. The texts in these materials are geared to extending students’ language skills
over the prescribed language areas so as to prepare them for examinations. We have aimed to set
challenges for students to enable such progression.
Given that the introductory procedures outlined above have taken place, there is nonetheless a
place for asking students to complete the comprehension exercises as homework (or as in-class
activity the teacher may be teaching a small group of students for a particular purpose) - and
again, or alternatively, as revision in the period just before the course external assessment, where
time will have to be taken to revise content, vocabulary and structures relevant to the various
themes and topics prescribed.
The development of intellectual and conceptual skills has been a problem for teachers of Higher
French for many years. We have attempted in the selection of types of text and of discussion and
writing exercises to develop these in a systematic way. This has however been done on the
presupposition that the texts will be used in approximately the order in which they are printed in
the collection of materials; and that the themes will be studied in the order in which they appear
in Appendix 1 - Language Content (H) in the Arrangements Document. [Teachers may of course
tackle themes, or texts within themes, in a different order from that arranged here in accordance
with the order which they are set out in the Arrangements Document; but they will have to plan
carefully the development of the intellectual and conceptual skills of their students.]
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Use of the materials where students in the class are not all at the same level
The materials provided in this collection have been devised with classes in mind which are
preparing for Higher French only. An exemplar pack to illustrate possible approaches where
students are preparing for Higher and Intermediate 2 French is currently in preparation.
Intro 1
Page (v)
It is important to take note at this point that the support materials being prepared for Intermediate 2 French are, like those in this collection, prepared for one level only. In a sense the materials
illustrate the level of language required at that level.
It is strongly recommended that the materials in this Higher collection should be used with
groups of students who are either expected to be successful in the course or whose ability to be
successful is just a little uncertain. Students whose competence is below that would be better to
follow the course at the level below.
It is not recommended that students aiming for Higher French should follow a diet of items
prepared solely for Intermediate 2 French in order to simplify class arrangements. In effect,
students who follow a programme of Intermediate 2 materials will be prepared for Intermediate
2, not Higher. Providing different questions and more grammatical development might be
appropriate as a strategy at the introduction of each new theme. The difference between Intermediate 2 and Higher candidates is not only related to ability: it relates also to range of vocabulary
known, grammatical mastery, intellectual development and ability to conceptualise.
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Comprehension Questions
The comprehension questions in these materials have not been provided with marks. This is
because they are not examination exercises. In many cases the discussion between teacher and
students will lead to an identification of the number of marks which might have been awarded in
an assessment context.
Teachers will however easily identify the marks envisaged by checking against the answer sheets
provided for all exercises.
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Glossaries
Glossaries have not been provided in the body of these materials.
Some support in leading students towards the understanding of difficult words, or words
involving difficult concepts, has been provided. Further support is offered in the context of
translation.
This approach has been taken because students preparing for Higher
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need to learn to work out the meaning of words not known in context
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need to learn the skills required for using a dictionary
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need to learn how and how often to use the dictionary.
However, a complete set of glossaries will follow as an appendix so that teachers who require this
support for their students will have it available.
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Audit of existing materials
At an early stage in the preparation of support materials an audit of existing materials was
carried out. This will be circulated as extra information at a later date.
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Additional materials
This collection of materials has been conceived and prepared as a coherent whole. A number of
items have been prepared which were not included simply because they did not fit either the
pattern of the collection or the format as set by the arrangements document. These items will be
issued at a later date as extra items, to provide further flexibility in choice of material.
Intro 1
Page (vi)
INTRODUCTORY NOTES ON THE TEXTS
The texts and working contained in this publication are not in themselves the ‘Higher course’. That
phenomenon includes all the interaction between teacher and students, and all the additional material
the teacher will introduce into the series of lessons.
It is be clear that it will not be possible for students and teachers to work through all of the texts contained in these folders. The following notes are intended to help teachers to make informed choices
suitable to their own groups of students.
NOTE: Items marked (ø) have not been included in this pack as they are awaiting
copyright clearance.
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Lifestyles
Family, friends, society
Issues in relationships with friends/family
1
Suzanne’s Story (ø)
This is a text about a girl’s relationship with her half-sister.
The purpose of the unit of work is to give students the opportunity to practise language
relevant to this topic and especially to enable them to begin to develop their skills in the
domain of directed writing, which will be a new requirement at this stage.
2
Ces merveilleux grands-parents (ø)
This text presents points of view about the relationship between young people and their
grandparents. It also provides support towards the development of translation skills. The
unit of work aims to conclude with students expressing in writing the likes and dislikes
of others. The acquisition of the language required for this is the main purpose of the
unit of work.
3
Problèmes avec les parents, Relations de famille and Parents séparés
These items are based upon listening texts which develop vocabulary and ideas useful for
discussing family relationships.
4
Texts relating to “Les Yeux d’Antoine”
The letters and the “Journal Intime” prepared in relation to the short novel “Les Yeux
d’Antoine” are included here as possible further opportunities to develop language skills
in this area.
Rôle of the individual in the home and in society
5
Les petits enfants du siècle (ø); Mon enfance (ø); Mondo (ø)
These three texts form a unified group. Their main purpose is to develop students’
mastery of the use of the imperfect and perfect tenses; but their content sits comfortably
with this topic.
The grammatical exploitation of the first passage emphasises one use of the imperfect
(repeated actions in the past), exploitation of the second, other uses; and exploitation of
the third, the difference in usage between the perfect and the imperfect.
Students are led through this material towards use of these structures and the vocabulary
mastered in guided extended writing.
Intro 1
Page (vii)
Systematic and rigorous work of this kind should extend mastery of the language. The
structure of the units of work is designed to help them to master - remember, retain vocabulary and structures so as to serve them in good stead when encountering unseen
material in the internal assessments and more particularly in the external end of course
assessments. Oral fluency should be powerfully assisted by the work done in tackling
coherent collections of exercises such as those provided for this group of texts.
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La place de la femme
This text was introduced in order to provide student’s with the language resource needed
to discuss issues about women in the modern world. The text also offers good opportunities for practising the use of the conditional tense.
7
Un “papa-poule”
This text discusses how a man copes with looking after children.
8
Claudine (ø)
This text is in the first place an excellent excuse for extending the students’ skill in using
certain language structures. It also provides an opportunity for students to use their
imagination and also to use fairly basic language in an imaginative context.
Advantages and disadvantages of home area
This is a group of texts aimed at developing the students’ ability, to discuss their own
home area in speaking and in writing. They are provided with vocabulary and structures
applicable to a range of contexts within this domain.
Leisure and healthy living
Leisure interests
This group of texts aims to develop the students’ existing command of vocabulary and
structures relating to leisure interests. Texts have been provided which take a different
approach from material students are likely to have studied earlier in their careers. A
number of attitudes and ideas have been incorporated to encourage classroom debate
and provide material use in assessment exercises in speech and in writing.
La meilleure télé du monde (ø) seeks to elicit views about television; Dans les
coulisses d’un jeu télévisé (ø) takes students behind the scenes in the production
of a television game show; the development of the familiar Delphine listening text
seeks to encourage the expression of a range of ideas about television, about viewing,
about its place in the students’ own lifestyle; the interview with Claude Sautet puts a
different slant on cinema; La fête du super-bowl (ø) introduces the vocabulary
required for the discussion of sport and provides an opportunity for students to develop
their own personalised vocabulary for use in the oral assessment and in writing activities.
The last item is used particularly to emphasise skills relating to the creation of written
text.
Health issues
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Intro 1
La façon de manger en Ecosse; Mangez tonique (ø); Comment rester en
pleine forme discuss issues relating to healthy eating and exercise. After studying
these texts students should be equipped to discuss and write about diet, exercise and a
balanced way of life.
Page (viii)
•
2
The texts on tobacco, alcohol and drugs provide vocabulary and structures required for
the discussion of issues relating to their use or abuse.
3
Les petits maux de l’hiver (ø) leads to a solo speaking exercise in which students
talk about an illness they themselves have had.
Education and work
School/college
Critique of own school/college
The first eight passages form a series of texts leading students to be able to comment on
their own schooling and issues relating to it. An extra publication, to follow later, will
provide the means for students to complete their own progress record in French, with
support documentation prepared for them also in French.
The texts develop attitudes to school, to learning, to the classroom situation. The first two
texts although in simple French, are developed in such a way as to establish discussion
skills which will be extended as the students work through the texts which follow.
Une journée à l’école (ø), although it appears to be about a remote location
(schooling in francophone Central Africa) nonetheless introduces a surprising number
of issues about education which are totally topical in Scotland today.
From Claudine à l’école (ø) and La dernière classe students will learn how to
express opinions about school and about the need to learn conscientiously.
Careers
Job intentions and aspirations
Eric and Etudes universitaires explain how other students have chosen their
subjects. Students are then required to write about the reasons for their own subject
choices. Students will then be equipped to begin to compile a record of their own
educational and other achievements.
Parlez-vous européen (ø) is about why one should learn European languages for
vocational purposes.
Institutrice à Hautecloque and Catherine Lemoguen infirmière give specific
accounts of the world of work. Parole aux jeunes is designed to enable students to
talk about their own work experience in French.
Travailler en Afrique takes another approach to work issues; it provides students
with the opportunity to become acquainted with the language of CVs and letters of
application.
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The wider world
Holidays and travel
The two initial listening texts deal with the issues of family holidays and should be of
interest to students preparing for Higher.
Réviser cet été (ø) and Vacances (ø) present a different aspect of holidays from
that used in students’ previous school careers.
Intro 1
Page (ix)
Types de vacances deals with different types of holiday (comparison of types of
holiday) as in the course specification.
The extract from Les petits enfants du siècle (ø) has been chosen for its humorous approach to a familiar holiday situation - the family falling out during a car
journey.
Tourism
The texts in this section have been put together so as to provide students with ample
opportunity to learn a range of vocabulary and idiom suitable for discussing their own
local area and areas of tourist interest within it and in the target country.
The first four texts deal with areas in France. The language used can then be reexploited
by the students to describe their own area and their views of it.
Eguisheim encourages writing in the past tense.
Franche Comté encourages discussion on types of tourist accommodation.
Besançon encourages students to talk about a town abroad.
Languedoc-Roussillon encourages students to write about particular features of an
area: and to discuss the trustworthiness of publicity materials.
It is part of the aim of this material to provide cultural background about areas of
France.
The remaining 6 texts deal with areas in Scotland. There is a variety of text-types; and a
variety of features of interest to tourists are treated.
Stirling concentrates on a historical approach.
Le ski en Ecosse discusses the advantages and disadvantages of Scotland as a skiing
centre.
La côte ouest de l’Ecosse deals with communications in isolated areas.
Le sud de la Clyde deals with weather aspects. Students write about what can be done
in good weather and what can be done in bad weather.
L’Eastend de Glasgow provides students with a set of vocabulary and structures to
allow them to discuss and write about their own local area.
Le Loch Lomond leads students to write a description in French of an area in
Scotland known to them.
Throughout this section, different skills and structures are revised with a view to the
forthcoming external course examination.
Intro 1
Page (x)
SUPPORT MATERIALS FOR HIGHER FRENCH
The enclosed documentation refers to the complete set of Support Materials prepared for Higher French.
Several texts included in the list of contents were worked on the basis of copyright clearance through the
French Embassy in its publication ‘Don’t let your Kids get ahead of you’.
Since this document dates from 1989, it was felt that individual copyright owners should be contacted
before the official publication of the materials by Higher Still.
Most copyright owners have still not replied to our letters sent some three months ago.
Consequently the items affected are being withheld from the present distribution. The list of contents
shows clearly which items are available and which are withheld, as does the set of notes on the texts.
Teachers who are in possession of exemplar copies of the embargoed texts are asked to refrain from
copying them.
They will be released for normal use as soon as clearance is provided. Should this be withheld, then new
texts covering as many as possible of the same ideas and structures will be commissioned to replace
them.
A through page numbering has been carried out. Any replacement texts will fit into the same page
numbers.
Intro 1
Page (xi)
Higher Still Development: French Higher
SUPPORT MATERIALS THEME:LIFESTYLES
Topic
Text
Skills
Family, Friends, Society ø
** Suzanne's Story.
Reading, Speaking, Writing – practice and
directed.
Vocabulary, structure practice –
ways of saying ‘being unwilling’.
** Ces merveilleux Grandsparents.
Reading, Speaking, Writing.
Translation, language study,
structure practice – ways of
saying ‘liking’ and ‘not liking’.
** Problèmes avec ses parents.
Listening, Speaking, Writing – answering
questions in French.
Vocabulary, transcription,
practice in condition of devoir.
** Relations de famille
Listening, Speaking, Writing – answering
questions in French
Find the French for..., leading to
structure practice
** Parents séparés
Listening, Discussion, Writing
Voc. development, avoir raison,
tort
From Unit 2 Les yeux
d'Antoine supporting texts;
relationships between siblings.
Reading, Speaking – discussion and from
notes Writing including some more extended.
Vocabulary, translation,
décider. de and se décider à,
ce qui…ce que, manquer,
sentir and se sentir, vouloir
que, bien que.
ø
Final comprehensive speaking exercise.
* Lettres
Reading, Speaking – discussion, Writing –
practice and more
extended.
** Journal
Final comprehensive speaking exercise.
Role of individual
Language
Venir, quelque chose de,
tenses of pouvoir, professions,
ne…que, demander à, dire à,
tenses of devoir, essayer de, se
souvenir de, dont, translation,
ce qui standing for clause,
depuis.
ø
* Les petits enfants du siècle
Reading, Writing.
Imperfect tense, repeated
actions, formation.
ø
* Mon enfance
Reading, Writing.
Imperfect, other uses.
ø
** Mondo
Reading, Writing including extended.
Vocabulary, peut-être que,
après avoir, décider de,
commencer à, compound
adjectives of colour, ce
qui…c'est.
** La place de la femme
Listening, Writing, Discussion.
Conditional tense.
** Un “papa-poule”
Voc revision and extension.
*** Claudine
Reading, Writing including extended.
Vocabulary, pas de, essayer de,
avoir chaud et être fatigué,
s'approcher de, tenses of
devoir, non-agreement of
marron etc., sortir and lever
with avoir.
ø
NOTE: Items marked (ø) have not been included in this pack as they are awaiting copyright clearance.
Overview
Page (xii)
SUPPORT MATERIALS THEME:LIFESTYLES
Topic
Text
Skills
Language
Advantages/
disadvantages of home
area
** La vie dans un village
Vocabulary development
** C’est fou ce qu’on peut
changer en si peu de temps
Reading, Discussion, Writing
Vocabulary consolidation,
habitué à
** La vie à Paris
Transription
** Aberdeen vu par un couple
résident
Reading, Writing
Translation, vocabulary
development
** Les loisirs
Listening, Writing
Vocabulary, useful expressions,
structuring an essay.
** La Télévision
Listening, Writing
Vocabulary, useful expressions,
ne…ni…ni…, de after a
superlative.
ø ** La meilleure télé du monde
Reading, Speaking, Discussion, Writing.
bon = right, depuis, avant
que, pour que.
ø ** Dans les coulisses d’un jeu
télévisé.
Reading, Discussion, Writing.
Imperfect practice.
ø *** Interview avec Claude Sautet.
Reading, Speaking, Writing.
ø ** La fête du Super Bowl.
Reading, Writing.
ø ** L’inconnu aux yeux clairs
(adapted from Les yeux d’Antoine
– Unit 2).
Reading, Writing – including extended.
Vocabulary, ressembler à,
rendre + adj., agreement of
past participle, direct/indirect
objects, dire/demander à.
Listening, Speaking, Writing, Discussion.
Transcription.
Reading, Writing, Speaking.
Vocabulary development.
Reading, Discussion, Writing
Vocabulary and idiom
development, insister pour
que...
ø ** Tabac. La guerre est déclarée.
Reading, Writing.
Vocabulary, translation, se
passer de.
ø ** On peut se construire une vie
de non-fumeur.
Reading, Writing, Discussion.
Vocabulary.
*** Le problème du tabac.
Q/A in French.
** L’alcool en France et en
Ecosse.
** La Drogue.
Leisure and Healthy
Living: Leisure
interests
Vocabulary.
Health Issues
** La façon de manger en Ecosse.
ø *** Mangez tonique!
*** Comment rester en pleine
forme
ø *** Les petits maux de l’hiver.
Reading, Writing, Speaking, Talk.
Vocabulary obliger de and
obliger à, aussi + inversion.
Overview
Page (xiii)
SUPPORT MATERIALS THEME:EDUCATION AND WORK
Topic
Text
Skills
Language
Critique of own
school/college
* La Discipline en France
Listening, Speaking, Discussion and Writing
Vocabulary
* Rapports avec les professeurs
Listening, Discussion and Writing
Phrases for expressing opinions
and advice on essay.
** Différences entre les lycées
écossais et français
Listening, Writing and Discussion
Profiter de, permettre à qqn de
faire, apprendre à.
ø * Une journée à l’école
Reading, Discussion and Writing
Some Q/A in French, verbal
structures.
ø ** Claudine à l’école
Reading and Writing
Questions all in French
Extended reading, Discussion and writing
2 versions, one with questions
in French
ø **Punition
Reading and Writing.
Vocabulary, en train de,
regarder, voir, entendre +
infinitive.
ø **Êtes-vous dans un bon lycée ?
Reading, Discussion, Writing and Speaking
Vocabulary
*** La dernière classe
Careers, Job Intentions
and Employment
Issues
**Eric et les matières qu’il a
choisies
**Études universitaires
soit …soit and future after
quand
ø **Parlez-vous européen ?
Vocabulary, revision of
countries, nationalities, réussir
à and translation.
ø **Institutrice à Hautecloque
en/dans in time phrases à with
distances.
ø **Cathérine Lemoguen and
infirmiére
Reading, Speaking, Writing and Discussion
Vocabulary, Translation, verbal
structures and sur = out of
**Parole aux Jeunes
Reading, Writing and Discussion
Vocabulary, some technical
terms and expressions of
opinion
**Travailler en Afrique
Reading
Overview
Page (xiv)
Higher Still French Support Materials: Higher French Language Unit: Education and Work: Careers, Job Intentions & Employment Issues
Education and Work:
and Employment Issues
Eric et les matières qu’il a choisies
Eric Wrksht/347
Page 347
Transcript
Moi, j’ai fait une section économique et littéraire … c’est-à-dire que j’ai étudié de l’économie …
un peu … même beaucoup de mathématiques … des langues vivantes … l’anglais … l’allemand
… euh … enfin toutes sortes de sujets … c’était très général … c’est … je ne voulais pas faire
cette section … je voulais faire une section avec une troisième langue vivante … avec de l’espagnol
mais je n’ai pas pu car il n’y avait plus de places dans le lycée où je voulais aller … alors j’ai été
dans un lycée technique … au départ j’étais … euh … très malheureux … je ne voulais pas y
aller … euh … mes parents m’avaient proposé d’aller dans un lycée privé … dans un lycée à
vingt kilomètres de chez moi … mais ça ne me disait trop rien … alors je me suis dit que j’allais
essayer quand même … mais j’ai passé trois excellentes années dans ce lycée … on était une
classe un peu particulière … on était un peu à l’écart du reste du lycée qui préparait des sections
techniques … pour être techniciens … pour être mécaniciens … ou … pour être cuisiniers aussi
… donc, c’était un peu particulier … on était pas très bien vus du reste du lycée qui pensait qu’on
était des enfants de personnes très riches ....
Enfin moi, en maths, en maths, j’avoue que je dormais ... les maths ne m’ont jamais intéressé …
j’ai toujours été nul … je n’ai jamais rien compris aux maths … donc en général j’étais au
dernier rang … je dormais … et pendant les interrogations, les tests, je regardais sur la copie de
… de mon ami …
Mais … euh …, je crois que, au lycée, le professeur que j’ai le plus détesté c’était pas mon professeur
de maths … c’était mon professeur d’allemand … qui était euh qui était affreux … c’était
quelqu’un qui détestait les élèves … et je trouvais que l’allemand était très très difficile … mais
c’était … c’était très difficile … tout particulièrement avec un prof qui n’aime pas ses élèves …
qui n’ aide pas … qui crie beaucoup … et qui fait des commentaires … euh … pas très agréables
pendant une heure …
© SEB
Eric Wrksht/348
Page 348
Stage 1: Comprehension
Eric is telling us about his preparation for the baccalauréat. Listen to the tape
and make notes under the following headings :
1
the section he chose
2
why he was not pleased with this choice
3
why he went to a Iycée technique
4
why his section was a little bit apart from the others
5
the attitude of the other pupils towards Eric’s section
6
his experiences in the maths class
7
what he says about his German teacher
349
Higher French: Education and Work
Higher Still FRENCH
Careers, Job Intentions and Employment Issues
Eric Wrksht/349
Check your answers
Stage 2: Discussion
Discutez avec un partenaire ou dans un petit groupe
des questions suivantes :
1
Qu’est-ce qui vous a influencé(e) dans votre choix de matières ?
- les désirs de vos parents ?
- les conseils de vos professeurs ?
- le choix de vos copains ?
- les demandes de votre future carrière ?
- les qualités (bonnes ou mauvaises) de vos professeurs ?
2
Etes-vous content(e) du choix que vous avez fait ?
3
Quelles matières vous semblent utiles pour votre avenir ?
350
Higher Still FRENCH
Stage 3: Writing
Maintenant écrivez un paragraphe où vous exprimez vos opinions sur les
matières que vous avez choisies, expliquant pourquoi vous les avez choisies
et si vous êtes content(e) de votre choix.
Eric Wrksht/350
Show this work to your teacher
1
economics and literature
2
he wanted to do a third language/ Spanish
3
there were no places in the Iycée he wanted to go to/he did not want to
go to the private school his parents had suggested/it was 20 km from
his home
4
the others were studying technical subjects to be technicians, mechanics,
cooks/Eric’s section did economics etc.
5
Eric’s section was not well liked/the others thought they were the children
of wealthy people
6
he slept/maths did not interest him he was always bad at maths/he did
not understand maths/at tests he looked at what his friend had written
7
Eric hated him
351
Higher Still FRENCH
he was horrible
he hated the pupils
he did not help the pupils
he shouted a lot
Eric Wrksht/351
he made unpleasant remarks
Higher Still French Support Materials: Higher French Language Unit: Education and Work: Careers, Job Intentions and Employment Issues
Education and Work:
Études universitaires
Études Wrksht/352
Page 352
Transcript
A.
Alors Murielle comment est-ce que tu en es arrivée à faire de l’anglais?
M.
C’est assez long. D’abord quand j’ai quitté le lycée je ne savais pas très bien ce que je
voulais faire. Alors je, j’ai été plutôt influencée et je suis allée en Faculté de Droit. J’ai donc
fait un an de - en Faculté de Droit, la première année et puis, il s’est avéré que ça ne me
plaisait pas, alors j’ai décidé d’entrer en Faculté d’Anglais. Donc je suis allée en Fac d’Anglais.
Ma.
L’année suivante?
M.
L’année suivante, oui, oui, et, bon ça a été assez difficile au début parce que tout d’abord
l’anglais n’était pas ma première langue étrangère. J’avais appris l’allemand en première
langue étrangère. Mais j’ai toujours aimé l’anglais, les langues en général, et donc j’ai
décidé de, de faire, d’étudier l’anglais.
Études Wrksht/353
Page 353
Transcript
A.
Es-tu contente de ton choix maintenant?
M.
Oui très contente. Je dois dire que ça me plaît beaucoup. Et …
A.
Penses-tu que l’anglais t’aidera dans ta vie future?
M.
Hem… ben j’espère bien, parce que j’ai bien l’intention de baser ma vie sur, sur l’anglais
- j’ai l’intention d’essayer de, de rester à l’étranger le plus longtemps possible. Une de mes
possibilités - j’aimerais être prof si c’est possible et rester quelques années peut-être en
Ecosse, en Grande Bretagne, et partir, soit vers l’Australie, soit vers les États-Unis ou le
Canada. Voyager le plus possible et peut-être éventuellement dans quelques années rentrer
en France.
A.
Et, hem … tu penses qu’il te sera facile par la suite de trouver un travail en France grâce à
l’anglais?
M.
Hem … je pense, ben pour l’instant je, je ne sais encore pas, parce que, c’est tellement
loin, je pense plutôt à l’avenir proche, au futur proche. Mais, je pense que, bon, je
m’intéresserais à savoir s’il y a des, du travail en France pour quelqu’un parlant anglais
quand j’aurai besoin de rentrer en France.
A.
Très bien!
Études Universitaires
Études Wrksht/354
Page 354
Murielle is talking about her studies and her future plans. Listen to what she
has to say and answer the following questions :1
What did Murielle first decide to study on leaving school ?
Why did she change course ?
2
Why was the study of English difficult to begin with ?
3
How does she see the role of English in her future life ?
4
What is her immediate intention ?
5
Name three of the English-speaking countries she mentions.
6
Does she have specific job prospects in France for her
long-term future ?
355
Higher Still FRENCH
Études Wrksht/355
Check your answers
Stage 2: Language
1
Murielle says
soit vers l’Australie, soit vers les États-Unis
either to Australia or to the USA
Note the use of soit … soit , meaning “either …or”
Here is another example:
Je viendrai vous voir soit demain soit après-demain
I will come and see you either tomorrow or the day after
356
Higher Still FRENCH
Now complete the following sentences in any way appropriate :Il va passer ses vacances à l’étranger, soit en France soit ………
Je vais aller à l’université, soit à Glasgow ………
Nous allons lui téléphoner, soit ce soir ………
J’irai à Paris, soit ………
Il va étudier ………
Études Wrksht/356
Murielle says
quand j’aurai besoin de rentrer en France
when I need to go back to France
Notice that French uses the future here, while English uses the present.
The rule is that after quand if something is going to happen in the
future, you must use the future tense.
Contrast
Quand il pleut, je reste à la maison.
When it rains I stay at home.
(There is no idea of future here this is what happens regularly)
with
Quand il fera beau, je partirai en vacances.
When the weather is fine I shall go on holiday.
(i.e. at some point in the future)
Études Wrksht/357
2
357
Higher Still FRENCH
Here are some further examples :-Elle téléphonera à ses parents quand elle arivera chez elle.
She will phone her parents when she gets home.
Il travaillera dans l’industrie quand il aura terminé ses études.
He will work in industry when he has completed his studies.
Now complete the following sentences :Je regarderai la télévision quand ………
Il viendra nous voir quand ………
Nous passerons nos vacances à I’étranger quand ………
Quand je recevrai sa lettre je ………
358
Higher Still FRENCH
Quand le match sera terminé ………
3 Discussion and Writing
Qu’est-ce que vous comptez faire quand vous quitterez l’école? Comptez-vous
continuer vos études à l’université, faire un stage de formation, ou trouver un
emploi tout de suite? Lesquelles des matières que vous avez étudiées vous
seront utiles, soit dans vos études, soit dans votre emploi futur? Aimeriezvous passer une année à travailler à I’étranger avant de commencer vos
études universitaires ? Si oui, où aimeriez-vous aller, et pour quoi faire ?
Discutez de ces questions avec d’autres étudiants, puis écrivez une petite
rédaction où vous parlez de votre avenir proche et aussi de ce que vous ferez
par la suite.
Études Wrksht/358
Higher Still FRENCH
Answer Sheet
Stage 1
1
Iaw
she did not like it
2
English was not her first foreign language
she had done German
3
she is going to base her life on it
4
to stay abroad as long as possible
5
Scotland
Great Britain
Australia
USA
Canada
any three
no, she would be interested to know if there is work in France for someone
who can speak English
Études Wrksht/359
6
359
Education and Work:
Parole aux Jeunes
Parole Aux Jeunes
Parole/385
Page 385
Parole aux Jeunes
C
’est bientôt les grandes vacances et nos jeunes
lecteurs vont commencer à chercher un
emploi pour cet été. Pour les aider, notre
journal a décidé de publier des lettres d’adolescents
qui parlent de leur expérience de travail dans
différents domaines.
Salut!
J’ai quinze ans et je m’appelle Pierre. J’ai travaillé
récemment dans un McDo de ma ville, Marseille.
C’était nul !!
D’abord, le travail était hyperfatigant. Il fallait y
être à huit heures du matin, et parfois on restait
jusqu’à dix heures le soir avec une pause d’une heure.
La galère !!!
En plus il fallait travailler beaucoup: faire cuire la
viande, couper les légumes pour les Big Mac. Après la
journée, il fallait encore tout nettoyer, de la cuisine
aux tables !
Les gens étaient hyperstressés et mes collègues ne
me parlaient jamais. Alors, travailler dans un
McDonalds, non merci !
Pierre
Salut !
J’écris pour parler du stage que j’ai fait dans un
bureau de tabac. Le boulot était plutôt sympa! C’était
un petit magasin avec très peu d’employés, donc on
devait s’occuper un peu de tout: vérifier les stocks,
tenir les comptes à jour, s’occuper des factures des
clients, vérifier si les livraisons sont bien arrivées, etc
Parole Aux Jeunes
Parole/386
…Mais je dois dire que moi mon truc, c’était plutôt
la vente. En général, j’aime bien parler avec les gens
et là je m’en suis donné à coeur joie. C’était sympa
de retrouver tous les jours les mêmes clients (je me
suis même fait des amis) Et en fin de journée, c’était
toujours marrant de voir débarquer les écoliers qui
venaient s’acheter des bonbons.
Anne-Marie
Salut !
Je m’appelle Maxime, j’ai dix-sept ans et j’habite
à Toulouse. L’été dernier j’ai fait un stage dans une
blanchisserie à l’hôpital. C’était pas mal. Moi, mon
rôle était de sécher le linge, c’est-à-dire le mettre et le
sortir de trois séchoirs, puis soit le plier soit le trier et
le renvoyer à d’autres ateliers du style repassage. Ça
n’était pas un boulot intéressant lui-même, pour tout
dire, c’était un peu la galère. Il y avait deux tonnes de
linge à sécher par jour: serviettes, draps, vêtements
de personnes agées, bloc opératoire, linge de Pédiatrie.
Tout l’hôpital y passait ! En plus, il faisait une chaleur
à crever avec trente-cinq degrés sous les ventilateurs.
Et puis les machines à repasser et à laver faisaient un
bruit d’enfer! Dire qu’il y en a qui y travaillent toute
l’année !
Le bon côté du stage était le personnel qui était
hypersympa. Et puis ça m’a appris à travailler en
groupe et rendre le travail des gens plus facile. On
s’est tout de même bien marrés, même si le travail
n’était pas génial.
Maxime
Page 386
Salut!
J’ai seize ans et je m’appelle David. Il y a un mois
j’étais stagiaire à l’hôpital d’Orléans, et c’était
vraiment génial !
D’accord ça m’a permis de connaître mieux mon
futur métier: je voudrais être médecin. Ma journée
consistait en suivre un médecin toute la journée dans
l’hôpital, avec chaque jour un différent médecin.
Comme ça le travail n’était pas monotone.
Généralement, on commençait par les visites: le chef
de service faisait le tour des chambres pour parler aux
malades, les examiner et prendre leur température.
Je devais suivre en notant un maximum de
renseignements sur la façon de travailler du médecin.
Mon unité de soins préférée était la Pédiatrie. Je
trouvais les enfants tellement mignons, spécialement
les nouveaux-nés! J’y travaillais jusqu’à midi, heure
du déjeuner. L’après-midi, je prenais des gardes aux
urgences. C’était intéressant car il fallait savoir soigner
tous les gens qui y venaient. C’est là où j’ai appris le
plus. En plus le personnel était vraiment cool! On
prenait le déjeuner à la cantine ensemble. C’était
super!
David
Salut!
Moi, j’ai fait un stage dans un bureau, j’ai trouvé
ça génial! J’ai appris beaucoup de choses comme, par
exemple, à me servir d’un fax et d’un traitement de
texte. Parfois on m’a aussi donné des responsabilités,
ainsi, par exemple, j’ai plusieurs fois dû prendre en
sténo les notes de réunions très importantes et les taper
ensuite. Mais, bien sur, il y a eu des moments
ennuyeux: les jours où il n’y avait pas de travail pour
moi au bureau, je passais mes journées à répondre
au téléphone, à faire des photocopies ou à faire du
café. Ce stage reste quand même un super bon
souvenir et tout le monde a été très sympa avec moi.
Bonjour! je m’appelle Aline et j’ai seize ans. Je
voudrais vous parler de mon expérience de travail.
L’an dernier, j’ai été embauchée pour un mois dans
un grand supermarché dans la banlieue de Paris et
j’en garde un très mauvais souvenir. D’abord, je
n’avais pas d’horaires fixes; on me donnait mon
emploi du temps toujours au dernier moment, ce qui
fait que je ne pouvais même plus prévoir de sorties
avec mes amies (je ne savais jamais quand j’allais
travailler). Pour commencer, au début du mois, je
faisais les inventaires, je travaillais donc la nuit, ce
qui me posait de gros problèmes pour aller travailler
parce qu’il n’y avait plus de bus. En plus, le travail
était plutôt ennuyeux. On passait notre temps à
compter des articles, à vérifier si les livraisons étaient
complètes et à installer les différents articles en rayon.
C’était une horreur! J’ai donc demandé à changer et
je me suis retrouvée à la caisse. Là c’était encore pire;
les clients étaient infectes avec moi car je n’allais pas
assez vite et les autres caissières n’étaient pas très
sympa non plus, elles me montraient bien que j’étais
nouvelle et que j’étais inférieure à elles. En plus, le
scanner tombait toujours en panne ou les codesbarres ne passaient pas au scanner, il fallait donc taper
toutes les références des articles à 1a main.
Enfin, bref, les copains, si vous avez d’autres
possibilités, évitez de travailler dans un supermarchè!
Aline
Michelle
Parole Aux Jeunes
Parole/387
Page 387
General
impression
Unpleasant
features, if any
1 Read the first five letters and fill in the grid below :-
Three things Pleasent
he/she did
features, if any
Parole aux Jeunes
Parole/388
Michelle
David
Maxime
Anne-Marie
Pierre
Place of
work
Higher Still FRENCH
388
Parole aux Jeunes
2
Read Aline’s letter and answer the following questions:1
Where did Aline work ?
2
What did she think of it ?
3
Why could she not plan outings with her friends ?
4
What problem did being on night-shift cause her ?
5
Name two activities that she found boring.
6
State one thing that she did not like when working at
the check-out.
389
Higher Still FRENCH
Check your answers
Stage 2: Language
Read Maxime’s letter again and note the French for :a
slave labour
b
either …or
c
it was suffocatingly hot
d
an infernal noise
e
and to think that some people …
f
we had a good laugh
Parole/389
1
Parole aux Jeunes
2
Read Aline’s and Michelle’s letters again and note in French all the
technical terms in them.
3
Read all the letters again and note
a
all the positive comments about the work
b
all the negative comments about the work
c
all the positive comments about the people
d
all the negative comments about the people
Check your answers
390
Higher Still FRENCH
Stage 3: Writing
You too have recently had some work experience. Write a letter to the
newspaper and tell them about your experiences.
Stage 4: Discussion
You are going to work in a group. Here is the situation :Your town is twinned with a French town. Some students from your school did
some work experience there this summer. The head of the Chamber of
Commerce of the French town wants to know how things went. You will give
him/her your impressions on the work, the hours, your welcome,
accommodation, colleagues etc. Prepare notes before the start of the
discussion, but do not write things out in full.
Parole/390
Your teacher/French assistant will play the role of the head of the
Chamber of Commerce.
not bad
Unpleasant
features,
if any
- extemely tiring
work/lots of work
- long hours
- people under
great pressure
- colleagues did
not speak to him
Answer Sheet 1
Exercise 1
- enjoyed selling/talking
to customers
- liked seeing the same
people every day
none !
- entertaining to have
- school children come in
for sweets
- people very nice
- not very interesting
- learned to work in a
work - a bit like
group and to make others slave labour
work easier
- extremely hot
- had a good laugh
- dreadful noise
Pleasant
features,
if any
none !
Parole aux Jeunes
Parole/391
Hospital
Laundry
- dried the washing
- put it in and
- took it out of driers
- folded it
- sorted it and sent it
to be ironed
(any three of)
- cooked meat
- cut up vegetables
- cleaned up everywhere
Maxime
hated it
- checked the stock
- kept the accounts
up-to-date
- saw to bills
- checked on deliveries
- sold to public
McDonalds
General
Three things
impression he/she did
Anne-Marie Tobacconist’s quite
enjoyable
Pierre
Place of
work
Higher Still FRENCH
391
Office
Michelle
super !
great!
- used fax and
word - processer
- took notes of meeting
- typed them up
- answered phone
- made photocopies:
- made coffee
- followed doctor
on rounds
- took notes on how
he worked
- worked in
children’s ward
- worked in emergency
General
Three things
impression he/she did
- sometimes no work
- sometimes
monotonous tasks
none !
Unpleasant
features,
if any
Answer Sheet 1
- learned a lot
- was given responsibility
- colleagues all very nice
- learned more about
future career
- routine not monotonous
- liked the children
- learned a lot in
emergency dept
- staff really friendly
Pleasant
features,
if any
Parole aux Jeunes
Parole/392
Hospital
David
Place of
work
Higher Still FRENCH
392
Higher Still FRENCH
Answer Sheet 2
2
1
supermarket (in Paris suburb)
2
dreadful
3
she was told her hours at the last minute
4
transport - no buses
5
counting articles
(any two)
6
customers were revolting (because she was too slow)
or
colleagues not very helpful (showed her she was not as good
as they were)
or
scanners always breaking down, bar-codes did not register on
scanner, had to type in details by hand.
7
If you can, avoid working in a supermarket.
checking deliveries
stacking shelves
Parole/393
Parole aux Jeunes
393
Higher Still FRENCH
Parole aux Jeunes
Stage 2
a
la galère
b
soit…soit
c
il faisait une chaleur à crever
d
un bruit d’enfer
e
dire qu’il y en a qui …
f
on s’est bien marrés
2
3
a
le scanner
les codes-barres
un traitement de text
faire des photocopies
un fax
le boulot était plutot sympa
c’était sympa
c’était marrant
c’était vraiment génial
c’était intéressant
c’était super
j’ai appris beaucoup de choses
j’ai trouvé ça génial
Parole/394
1
394
Higher Still FRENCH
Parole aux Jeunes
b
c’était nul
le travail était hyperfatigant
la galère
travailler dans …, non merci
ça n’était pas un boulot intéressant
le travail était plutôt ennuyeux
c’était une horreur
c
c’était encore pire
le personnel était hypersympa
ça m’a appris à travailler en groupe
on s’est bien marrés
le personnel était vraiment cool
tout le monde a été tres sympa avec moi
d
395
les gens étaient hyperstressés mes collègues
ne me parlaient jamais
Parole/395
les autres caissières n’étaient pas très sympa
Education and Work:
Travailler en Afrique
Travailler/396
Page 396
Souhaitez-vous vous expatrier pour un
emploi au sein d’une multinationale en plein essor?
En route pour l’Afrique...
Cherchez-vous de nouveaux horizons professionnels?
Etes-vous prêt à faire face à de nouveaux défis?
La compagnie “Africafé”, membre réputé du groupe
“Afriquexpress”, est responsable de la production, la
vente et la distribution des meilleurs cafés.
Vous serez obligé de vous déplacer entre nos diverses
succursales implantées dans des zones francophones
d’Afrique occidentale: Bénin, Togo, Côte d’Ivoire et
Sénégal.
Afin de maintenir et de promouvoir l’image de marque
associée aux produits “Africafé”, nous recrutons de
jeunes cadres faisant preuve d’ambition et d’initiative.
Vous aurez l’occasion de bénéficier d’une formation
continue d’un à trois mois avant d’accéder au poste de
“Responsable marketing” dans les pays mentionnés cidessus.
Titulaire d’une formation en marketing, vous maîtrisez
parfaitement le français et vous souhaitez mettre votre
esprit d’entreprise au service d’une société mondialement
reconnue.
Vous pouvez témoigner de vos qualités de leader à
travers votre participation à diverses manifestations
culturelles et sociales ou autres événements sportifs.
Des stages en entreprise ainsi que la maîtrise de l’outil
informatique seraient un plus.
Conditions d’embauche exceptionnelles et possibilité
de promotion interne ultérieure.
Faites nous parvenir votre CV ainsi qu’une lettre de
motivation à l’adresse ci-dessous:
Thomas BERANGER
Relations Humaines-Groupe “Africafé”
82, rue de la paix
75013 PARIS Cédex
-FRANCEEnvoyez-nous votre candidature avant le 19 septembre
1998, le cachet de la poste faisant foi.
Travailler/397
Page 397
I
1.
2.
3.
4.
5.
6.
7.
In this advert, the company is hoping to appeal to persons having
particular qualities. What are these qualities?
What is the company “Africafé” responsible for?
What will intending applicants have to be prepared to do?
What two personal qualities are required for this job?
What position will you be offered if you go through the training?
State the three qualifications which applicants will require to have?
What two incentives does the firm offer to attract applicants?
Check your answers
II
Two young French people have applied for these vacancies. Read their
letters of application and their CVs and fill in the grid which follows.
398
Travailler/398
Higher Still FRENCH
Letters
1) Madame, Monsieur,
J’aimerais vous faire part de mon intérêt tout particulier pour le poste à pourvoir au sein de votre
succursale en Afrique.
Titulaire d’un BTS (Brevet de Technicien Supérieur) en “Force de Vente” et ayant effectué divers
emplois temporaires dans des domaines variés, je termine actuellement mon stage dans une PME
(Petite-Moyenne Entreprise) locale spécialisée dans la fabrication de produits alimentaires.
J’envisage désormais de faire mes preuves dans des structures plus importantes. Je dispose par
ailleurs d’une excellente connaissance de la langue requise et pense pouvoir faire face aux challenges
d’un tel poste.
J’ai également dirigé une association de lutte contre la drogue dans mon ancien lycée, et j’ai été
menbre de plusieurs clubs de sport, collectifs et nautiques.
Veuillez trouver ci-joint mon CV.
Dans l’attente de votre courrier, je vous prie de recevoir, Madame, Monsieur, l’expression de
mes salutations distinguées.
Jean DESJARDINS
2) Madame, Monsieur,
Etant sur le point d’achever ma dernière année d’études à l’école de commerce de Châlons, j’ai
été interpellé par votre offre d’emploi parue dans un quotidien anglais. Mes principales motivations
sont centrées autour de mon goût pour le type d’activité proposé, à savoir la promotion et la
commercialisation d’un produit de qualité, qui sont pour moi très stimulants.
Différents stages en entreprise, en France et à l’étranger, m’ont déjà permis de mettre en pratique
certaines tactiques acquises au cours de mon cursus universitaire. Mais j’ai aussi l’intention de
recréer un contact avec le continent africain où j’ai passé l’intégralité de mon enfance, de 1973 à
1990.
Je dispose également de bonnes bases en informatique et en anglais, ainsi que d’une connaissance
relative de certains dialectes d’Afrique occidentale.
J’ai par ailleurs été président du groupe “Vivre”, association bénévole au service de l’enfance
défavorisée, et je fais partie d’une équipe de basketball locale.
J’ose espérer que mon parcours académique et social rassemblera les atouts suffisants pour
travailler avec vous.
Veuillez recevoir, Madame, Monsieur, l’expression de mes sentiments dévoués.
Arthur BAGOUT
Travailler/399
Page 399
CURRICULUM VITAE (1)
NOM
DESJARDINS
PRENOM
Jean
ADRESSE
10, rue de la République
25000 BESANCON
TEL
25.01.81.82.
AGE
26 ans
DATE DE NAISSANCE
22/04/1972
LIEU DE NAISSANCE
Dijon
NATIONALITE
française
SITUATION DE FAMILLE
célibataire
ETUDES/DIPLOMES
Juin 1990
Juin 1994
Baccalauréat B mention “Bien”
BTS “Force de vente”
EXPERIENCE PROFESIONNELLE Stages:
1995 entreprise de transport (3 semaines)
1996 cabinet de comptable (1 mois)
1997 emploi saisonnier dans une banque
1998 industrie de l’alimentaire (actuel)
LANGUES ETRANGERES
français
anglais
quelques notions d’espagnol
DIVERS
permis de conduire
responsable d’une association de lutte
contre la drogue
sports pratiqués: football, tennis, natation,
plongée sous-marine.
nombreux voyages à l’étranger
Travailler/400
Page 400
CURRICULUM VITAE (2)
NOM
BAGOUT
PRENOM
Arthur
ADRESSE
7, rue du parc
51000 CHALONS-SUR-MARNE
TEL
26.67.53.22.
AGE
25 ans
DATE DE NAISSANCE
né le 23 mai 1973
LIEU DE NAISSANCE
Poitiers
NATIONALITE
française
SITUATION DE FAMILLE
célibataire
ETUDES/DIPLOMES
1990 Bac C mention “Assez Bien”
1992 Préparation aux Ecoles de commerce
1994-1998 Formation à l’école de
commerce de Châlons.
EXPERIENCE
Stage chez Renault (gestion de données)
LANGUES ETRANGERES
anglais: bilingue
connaissance de dialectes d’Afrique
Occidentale
DIVERS
1973-1990: vécu en Afrique
maîtrise de l’outil informatique
membre de l’équipe de basket de Châlons
président de “Vivre” pour l’enfance
défavorisée
Travailler/401
Page 401
Higher Still FRENCH
Jean
Initial qualifications
Languages
Work Experience
Arthur
402
Travel/experience abroad
Social interests
Travailler/402
Sport
Answer Sheet
1.
2.
3.
4.
5.
6.
7.
Being eager to discover new professional “horizons” and ready to face
new challenges.
Manufacture, sale and distribution of coffee.
Mobility between different western-African areas.
Being ambitious and having an ability to work on your own initiative.
“Marketing manager”
Should possess a degree in a marketing related subject, an excellent
knowledge of French and a spirit of enterprise.
Excellent package and possibility for promotion.
403
Travailler/403
Higher Still FRENCH
Higher Still FRENCH
Jean
Arthur
Baccalauréat B
Baccalauréat C
Degree in marketing
Completing a course
at an “école de
commerce” in Châlons
Computing skills
Languages
French, English
and Spanish
French
West-African dialects
Work experience
Temporary job in
transport business
and accountant’s
office
Currently working in
a small company
(food industry)
Job with Renault
Travel
Many travels abroad Stayed in Western
Africa for 17 years
Social interests
Runs an association
to combat drugs
Has presided a charity
association for
disadvantaged
children
Sport
Football
Tennis
Swimming
Scuba-diving
Basketball
Initial qualifications
Travailler/404
404

Education and Work: Careers, Job Intentions and Employment Issues

Transcription

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