Author:
Shawn Moak, Mimi Fahnstrom, Amber Hoye
Subject:
Languages
Material Type:
Activity/Lab
Level:
Middle School, High School, Community College / Lower Division, College / Upper Division
Tags:
Berufe, Career, Futur, Future Tense, Germany, Jobs, Karrieren, Past Tense, Vergangenheitsform
License:
Creative Commons Attribution Non-Commercial Share Alike
Language:
English, German

German Level 4, Activity 13: Berufe / Professions (Online)

German Level 4, Activity 13: Berufe / Professions (Online)

Overview

In this activity, students will discuss what they look for in a career and what their dream job is.They will also describe what people with different careers do at work and what kind of personalities do well in these jobs.

Activity Information

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

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.

Professions / Berufe

Description

In this activity students will discuss what they look for in a career and what their dream job is.They will also describe what people with different careers do at work and what kind of personalities do well in these jobs.

Semantic Topics

Jobs, Berufe, Career, Karrieren, Future Tense, Futur, Past Tense, Vergangenheitsform

Products 

Jobs, Dream jobs  Jobs, Traumkarrieren

Practices

Working in specific jobs.  Arbeiten in bestimmten Berufen.

Perspectives 

Value of work and the value working in a field that is important to the individual.  Wert der Arbeit und der Wert der Arbeit in einem Bereich, der für den Einzelnen wichtig ist.

NCSSFL-ACTFL World-Readiness Standards

  • Standard 1.1  Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
  • Standard 1.3  Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics

Idaho State Content Standards

  • Objective:  COMM 1.1  Interact and negotiate meaning (spoken, signed, written conversation) to share information, reactions, feelings, and opinions
  • Objective:  COMM 2.1  Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

NCSSFL-ACTFL Can-Do Statements

  • I can identify various professions.
  • I can describe my dream job.

Materials Needed

Warm-Up

1. Discuss the Can-Do Statements with the students

2. Discussion Questions:

  • Welche Karrieren interessieren ihr euch? (What careers are you interested in?)
  • Was ist euch wichtig in einem Beruf? (What do you look for in a career?)

 

Main Activity

1. Students will identify the following jobs that are being depicted in photos in the Google Presentation.

    • Dentist
      • Zahnarzt
    • Therapist
      • Therapeut
    • Artist
      • Kunstler
    • Lawyer
      • Anwalt

2. With each photo, students will answer the following questions:

  • Was macht man in diesem Beruf? (What does one do in this job?)
  • Für welche Art von Person wäre dieser Beruf gut? (What kind of person would do well in this job?)

Wrap-Up

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

  • Was wollt ihr machen als ihr Jung wart? (What job did you want to have when you were younger?)
  • Was sind eure Traumberufe? (What is your dream job?)
  • Würdet ihr lieber einen hochbezahlten Job haben, den ihr nicht sehr genießt, oder einen schlecht bezahlten Job, den ihr liebt? (Would you rather have a high paying job that you don’t enjoy very much or a lower paying job that you love?)

Cultural Resources

Here is an interesting Easy German Video – They hit the streets asking the taboo question, How Much Do You Earn?

End of Activity

  • Read Can-Do statements once more and have students evaluate
    their confidence.
    (Use thumbs up/thumbs down or download our student cards.)
  • 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 identify various professions.
  • I can describe my dream job.