Skip to main content

Video listening: Inégalités salariales entre les hommes et les femmes

I've just posted this A-level video listening exercise on frenchteacher. Help yourself! Juts copy and paste then re-format a bit. Apologies for the awful formatting here. Word and Blogger are not very compatible.

The video is from France TV Education/YouTube and is from 2017, so it has some up to date facts and figures for A-level students doing this sub-theme. It's interesting in its own right anyway (and topical in the UK just now).


https://www.youtube.com/watch?v=1adJUtUhvp0&t=56s (Note : sub-titles are available !)



Pré-écoute

A votre avis quels facteurs peuvent influencer les inégalités de salaire entre les femmes et les hommes ? Discutez.

Regardez, écoutez et complétez ces phrases

1.         En France en _______ les femmes ont des revenus _________ inférieurs de 24,5%  à ____des hommes.
2.         Chez les ______ supérieurs un homme _____ 25% de plus qu’une femme.
3.         Cette _________ se retrouve dans tous les types d’______.
4.         Davantage ________ par les tâches domestiques les femmes __________ plus             souvent à temps _______.
5.         Elles font aussi moins d’heures ______________, mieux payées que les heures ________.
6.         Les femmes ________ souvent des types d’emploi moins bien _________.
7.         Elles sont plus _________ en moyenne _______ 28,6% des femmes ont un diplôme  du supérieur contre 26,9% pour les hommes.
8.         Il _______ très peu les inégalités salariales ____ elles sont victimes.
9.         La société favorise-t-elle la confiance en ___ chez les jeunes femmes, ________     ainsi leurs ambitions personnelles ?
10.       S’agit-il encore des conséquences de la __________ des ______ domestiques dans  le couple ?
11.       A poste, compétences et quantité de travail _______ à celles des hommes les    femmes restent rémunérées en _______ du salaire d’un homme.
12.       C’est ce que les économistes appellent la ____________ pure.
13.       A _____ que nous ne mesurions pas assez bien la qualité du travail ______.
14.       ______ de choses que les femmes sont évidemment capables de faire, mais que l’on    ______ mal.
15.       Beaucoup d’économistes et de sociologues considèrent que ______ que de se   ________ sur la discrimination pure, la promotion de l’égalité salariale _____ d’abord         par une analyse des différences de salaire __________ par les inégalités de temps       de travail et d’accès aux emplois les _____ rémunérés.
16.       41,6% des ______ sont des femmes, 90% des hauts ________ du CAC 40 sont des  hommes.
© frenchteacher.net 2018

This is better done in class, led by the teacher as sub-titles are available.

Transcript
1.         En France en moyenne les femmes ont des revenus salariaux inférieurs de 24,5% à     ceux des hommes.
2.         Chez les cadres supérieurs un homme gagne 25% de plus qu’une femme.
3.         Cette inégalité se retrouve dans tous les types d’emploi.
4.         Davantage occupées par les tâches domestiques les femmes travaillent plus souvent    à temps partiel.
5.         Elles font aussi moins d’heures supplémentaires, mieux payées que les heures   normales.
6.         Les femmes occupent souvent des types d’emploi moins bien rémunérés.
7.         Elles sont plus diplômées en moyenne puisque 28,6% des femmes ont un diplôme         du supérieur contre 26,9% pour les hommes.
8.         Il corrige très peu les inégalités salariales dont elles sont victimes.
9.         La société favorise-t-elle la confiance en soi chez les jeunes femmes, limitant ainsi        leurs ambitions personnelles ?
10.       S’agit-il encore des conséquences de la répartition des tâches domestiques dans le        couple ?
11.       A poste, compétences et quantité de travail égales à celles des hommes les femmes     restent rémunérées en dessous du salaire d’un homme.
12.       C’est ce que les économistes appellent la discrimination pure.
13.       A moins que nous ne mesurions pas assez bien la qualité du travail fourni.
14.       Autant de choses que les femmes sont évidemment capables de faire, mais quel’on      évalue mal.
15.       Beaucoup d’économistes et de sociologues considèrent que plutôt que de se      focaliser sur la discrimination pure, la promotion de l’égalité salariale passe d’abord         par une analyse des différences de salaire engendrées par les inégalités de temps        de travail et d’accès aux emplois les mieux rémunérés.
16.       41,6% des cadres sont des femmes, 90% des hauts dirigeants du CAC 40 sont des       hommes.

Note

CAC 40 = equivalent to the FTSE 100 stock exchange index

Comments

Popular posts from this blog

The latest research on teaching vocabulary

I've been dipping into The Routledge Handbook of Instructed Second Language Acquisition (2017) edited by Loewen and Sato. This blog is a succinct summary of Chapter 16 by Beatriz González-Fernández and Norbert Schmitt on the topic of teaching vocabulary. I hope you find it useful.

1.  Background

The authors begin by outlining the clear importance of vocabulary knowledge in language acquisition, stating that it's a key predictor of overall language proficiency (e.g. Alderson, 2007). Students often say that their lack of vocabulary is the main reason for their difficulty understanding and using the language (e.g. Nation, 2012). Historically vocabulary has been neglected when compared to grammar, notably in the grammar-translation and audio-lingual traditions as well as  communicative language teaching.

(My note: this is also true, to an extent, of the oral-situational approach which I was trained in where most vocabulary is learned incidentally as part of question-answer sequence…

A zero preparation fluency game

I am grateful to Kayleigh Meyrick, a teacher in Sheffield, for this game which she described in the Languages Today magazine (January, 2018). She called it “Swap It/Add It” and it’s dead simple! I’ve added my own little twist as well as a justification for the activity.

You could use this at almost any level, even advanced level where the language could get a good deal more sophisticated.

Put students into small groups or pairs. If in groups you can have them stand in circles to add a sense of occasion. One student utters a sentence, e.g. “J’aime jouer au foot avec mes copains parce que c’est amusant.” (You could provide the starter sentence or let groups make up their own.) The next student (or partner) has to change one element in the sentence, and so on, until you restart with a different sentence. You could give a time limit of, say, 2 minutes. The sentence could easily relate to the topic you are working on. At advanced level a suitable sentence starter might be:

“Selon un article q…

Google Translate beaters

Google Translate is a really useful tool, but some teachers say that they have stopped setting written work to be done at home because students are cheating by using it. On a number of occasions I have seen teachers asking what tasks can be set which make the use of Google Translate hard or impossible. Having given this some thought I have come up with one possible Google Translate-beating task type. It's a two way gapped translation exercise where students have to complete gaps in two parallel texts, one in French, one in English. There are no complete sentences which can be copied and pasted into Google.

This is what one looks like. Remember to hand out both texts at the same time.


English 

_____. My name is David. _ __ 15 years old and I live in Ripon, a _____ ____ in the north of _______, near York. I have two _______ and one brother. My brother __ ______ David and my _______ are called Erika and Claire. We live in a _____ house in the centre of ____. In ___ house _____ …

Worried about the new GCSEs?

Twitter and MFL Facebook groups are replete with posts expressing concerns about the new GCSEs and, in particular, the difficulty of the exam, grades and tiers. I can only comment from a distance since I am no longer in the classroom, but I have been through a number of sea changes in assessment over the years so may have something useful to say.

Firstly, as far as general difficulty of papers is concerned, I think it’s fair to say that the new assessment is harder (not necessarily in terms of grades though). This is particularly evident in the writing tasks and speaking test. Although it will still be possible to work in some memorised material in these parts of the exam, there is no doubt that weaker candidates will have more problems coping with the greater requirement for unrehearsed language. Past experience working with average to very able students tells me some, even those with reasonable attainment, will flounder on the written questions in the heat of the moment. Others will…

Dissecting a lesson: using a set of PowerPoint slides

I was prompted to write this just having produced for frenchteacher.net three separate PowerPoint presentations using the same set of 20 pictures (sports). A very good way for you to save time is to reuse the same resource in a number of different ways.

I chose 20 clear, simple, clear and copyright-free images from pixabay.com to produce three presentations on present tense (beginners), near future (post beginner) and perfect tense (post-beginner/low intermediate). Here is one of them:





Below is how I would have taught using this presentation - it won't be everyone's cup of tea, especially of you are not big on choral repetition and PPP (Presentation-Practice-Production), but I'll justify my choice in the plan at each stage. For some readers this will be standard practice.

1. Explain in English that you are going to teach the class how to talk about and understand people talking about sport. By the end of the lesson they will be able to say and understand 20 different sport…