1. Using the present subjunctive to express necessity through SDG actions
In my lesson about the use of the present subjunctive, I work with a rotation system where students move through five stations, each focusing on a different use of the tense. One of these stations deals with expressing necessity by describing traffic signs. To integrate the SDGs more directly into my teaching, I would modify this station so that students use the same tense to propose actions that change the world.
Possible student sentences could include:
- Il est nécessaire que tout le monde réduise le gaspillage alimentaire.
- Il est nécessaire que les jeunes aient plus de modèles féminins.
- Il est nécessaire qu’on protège les animaux en voie de disparition.
- Il est nécessaire que nous limitions l’utilisation du plastique.
2. Integrating SDGs into the chapter on solidarity projects
In the fifth year, the textbook contains a chapter on solidarity projects. The students learn vocabulary related to humanitarian action, volunteering, fundraising, and community support. They are required to design and present a concrete solidarity project; for example a marathon for refugees, a charity market for homeless people, or a food collection for animal shelters.
This unit already aligns very naturally with the SDGs, but making the link explicit would deepen students’ engagement and help them understand the global relevance of their ideas. To do this, I would encourage students to identify which SDG(s) their solidarity project relates to, explain why that goal is important today, and show how their project contributes to solving a problem at a local level.
Inspiring examples could be the following:
- A project helping refugees connects to SDG 10 (Reduced Inequalities) and SDG 16 (Peace, Justice & Strong Institutions).
- A charity market for homeless people links to SDG 1 (No Poverty) and SDG 11 (Sustainable Cities & Communities).
- A project for stray or abandoned animals touches SDG 15 (Life on Land).
- A fundraiser for flood victims relates to SDG 13 (Climate Action).
3. New Year, New Me: Formulating sustainable resolutions with the SDGs
At the start of the second semester, students return from the winter break with intentions for the new year. To integrate the SDGs into this context in a meaningful linguistic and personal way, I would design an activity where students connect their new year’s resolutions with global citizenship.
I begin by briefly reviewing the 17 SDGs using a video in French. The goal is not to study each SDG in depth, but to give students enough context to understand global priorities and think about what matters to them. This step allows students to see that individual actions, even small ones, can contribute to larger international goals.
In small groups, students discuss which goals feel most important or urgent from their point of view. The choices often reflect their personal experiences. This discussion phase already promotes critical thinking and negotiation skills, while offering space for personal expression.
Once the group selects five SDGs, they must formulate a concrete resolution for each one. The language objective would be to practise two verbal tenses: le futur simple to express determination and commitment and le conditionnel présent to express intention, willingness or hypothetical actions.
At the end of this project, each group presents their five “SDG resolutions” to the class and creates a small poster to display in the classroom.
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