web viewstudents apply the advice from the skills box ‘summarising a text or an...

Unit 3

Unit 3 Le rôle du bénévolat

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Oxford University Press 2016www.oxfordsecondary.co.uk/acknowledgements

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Language Grammar Skills Page

3.1 Qui sont et que font les bénévoles?

Examine the voluntary sector in France and the range of work volunteers provide

Use connectives – temporal and causal

Interpret and explain figures and statistics

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3.2 Le bénévolat: quelle valeur pour ceux qui sont aidés?

Discuss the benefits of voluntary work for those that are helped and how beneficiaries request help

Use conditional and si sentences (imperfect and conditional)

Summarise from reading and listening

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3.3 Le bénévolat: quelle valeur pour ceux qui aident?

Look at the benefits of voluntary work for those that do it and for society as a whole

Form and use the future tense

Translate into English

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Résumé 62

Pour commencer

The boxed text provides an introduction to the contexts of the unit: it defines voluntary work and explains the etymology of the French word bénévole, touches on what motivates people to get involved, and gives a few examples of the many different fields of voluntary activity, ranging from sport, culture and leisure to humanitarian work, protection of the environment and education.

1 À l’oral. Discutez l’action bénévole avec un(e) partenaire.

In pairs, students talk about voluntary work. Questions are provided in French as a stimulus for their discussion: What do they do in their free time? Do they spend time helping others? Have they ever done any voluntary work?

Some examples of voluntary activities are suggested: getting involved with a local community project; helping with sports activities for children; collecting money, food or clothes for charity. Can students suggest any others?

Le saviez-vous?

This section presents some facts and figures relating to the voluntary sector specifically in France.

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2 Devinez la bonne réponse.

Students complete multiple-choice questions about voluntary work. Encourage them to make educated guesses, drawing on the contexts of the unit and their own knowledge. The answers to numbers 1–3 can be found in Le saviez-vous?

Answers

1 b 2 c 3 a 4 b 5 c

3 Écoutez les quatre personnes qui travaillent comme des bénévoles. Prenez des notes et écrivez un résumé pour chacun(e).

On this recording, four people talk about their involvement with voluntary work. Before students listen, give them time to analyse the photos for any clues, such as the people’s ages and how they are depicted: three of them are young people so it seems likely that any voluntary work they do will be on a temporary, part-time or casual basis, whereas Françoise is an older person shown working at a desk so she may hold a more permanent or responsible position. Students then listen, make notes and write a summary in French about each person.

If appropriate, provide students with a focus for listening, e.g. ask them to identify what prompted each person to become involved with voluntary work, their role within the voluntary organisation, and any future aims or personal rewards they mention.

A transcript of this recording can be found on Kerboodle in the ‘Pour commencer’ folder of Unit 3.

A self-marking interactive activity to introduce Unit 3 can be found on Kerboodle: Unit 3 Introductory activity.

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3.1 A: Qui sont et que font les bénévoles?

Spread number 3.1 A (pages 50–51)

Language covered Examine the voluntary sector in France and the range of work volunteers provide

AQA Theme Aspects of French-speaking society: current trends

Topic Le rôle du bénévolat

Grammar Use connectives – temporal and causal

Vocabulary Pages 66–67

Audio files and transcripts 3.1A Student Book audio: activity 2

3.1A Student Book transcript: activity 2

Unit 3 Bilingual vocabulary list

Unit 3 Bilingual vocabulary list audio

Unit 3 Key expressions list

Unit 3 Key expressions audio

3.1A Reading activity: Le bénévolat, une tendance française?

3.1A Reading activity: Qui sont ces bénévoles?

3.1A Grammar activity: Connectives

3.1A Grammar worksheet: Connectives

1a Vrai (V), faux (F) ou information non-donnée (ND)?

Reading activity. Students read the text Le bénévolat, une tendance française? They work out whether statements 1–6 are true, false or not mentioned in the text.

Answers

1 V 2 ND 3 F 4 V 5 ND 6 V

A follow-on self-marking activity can be found on Kerboodle: 3.1A Reading activity: Le bénévolat, une tendance française?

1b Traduisez en anglais le dernier paragraphe du texte.

Translation activity. Students translate into English the final paragraph of the text.

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Suggested answer

In addition, we have to consider the individual circumstances of the volunteers. For example, there are young people and retired people, but also working people who give their free time. We should also include non-working volunteers, as well as job seekers for whom voluntary work is an opportunity to make themselves known to potential employers.

An accompanying self-marking activity can be found on Kerboodle: 3.1A Reading activity: Qui sont ces bénévoles?

2a Écoutez ces quatre bénévoles. Qui parle? Sarra, Anaïs, Aurélien ou Lorraine?

Listening activity. Four people talk about the voluntary work they do. Before students listen to the recording, ask them to read the photo captions and statements 1–6 and to try matching up the statements to the people: there are some clues that should enable students to make a reasonable attempt at this before they listen, e.g. it seems likely that statement 1 (la distribution de l’information est l’action la plus importante) and statement 6 (éduquer la jeunesse au sujet des questions globales) might apply more to the role of a UNICEF ambassador (Anaïs) than to the other three roles. Then play the recording so that students can check and confirm or correct their initial attempts.

A transcript of this recording can be found on Kerboodle in the folder for 3.1.

Answers

1 Anaïs

2 Lorraine

3 Aurélien

4 Sarra

5 Lorraine

6 Anaïs

2b À l’écrit. Choisissez deux des personnes qui parlent. Faites le résumé de leurs actes de bénévolat et de leur motivations en essayant d’utiliser vos propres mots. Écrivez environ 150 mots.

Writing activity. Students choose two of the speakers and write a summary of approximately 150 words in French, saying what kind of work each person does and explaining what motivates them. They might also refer to how long each person has been involved, any particular activities mentioned, skills required and future plans. (Not all of these categories are mentioned for each person.)

3 À l’oral. Lequel de ces rôles 1–4 aimeriez-vous remplir? Discutez avec un(e) partenaire et expliquez votre choix.

Speaking activity. Students choose their preferred voluntary role from activity 2 and talk about it with their partner. To help them choose, the bullet points prompt them to consider their own preferred leisure activities, personality and future plans – students should brainstorm these factors before they begin their conversation.

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In pairs, students then explain to their partner the reasons for their choice. Conversations should be based on the bullet points but can deviate from them as appropriate. It is important that students justify their choice by referring not only to the bullet points but also to the skills or benefits mentioned by the original speakers.

Connectives

This grammar section explains the different categories of connectives (or conjunctions): coordinating (e.g. et, mais, car, ou), subordinating (e.g. quand, si, quoique, puisque), temporal (e.g. quand, lorsque, aussitôt que, dès que, ensuite) and causal (e.g. parce que, car, donc, alors, puisque). As shown by the examples given, the different categories overlap.

Students will find a list of common connectives on page 157 of the Student Book.

For further practice, a worksheet and self-marking interactive activity are provided on Kerboodle: 3.1A Grammar activity: Connectives and 3.1A Grammar

worksheet: Connectives. Answers to worksheets can be found in the Teacher Support folder.

4 Complétez les phrases en choisissant dans la case.

Grammar activity. Students fill in the sentence gaps using the connectives provided. They should read through the grammar box on connectives before they do this activity.

Answers

1 ou

2 donc

3 si

4 que (qu’)

5 Puisque (Puisqu’)

6 aussitôt que (qu’)

5 À l’écrit. Que pensez-vous du bénévolat? Doit-on donner son temps gratuitement? Qui bénéficie du bénévolat? Écrivez environ 150 mots.

Writing activity. Students write approximately 150 words expressing their thoughts on voluntary work. Do they think people should give their time for free? Who do they think benefits from voluntary work?

This activity provides students with an opportunity to bring together the content of Unit 3 so far. They might want to consider why so many French people (or people they know, including themselves) want to engage in voluntary work, bearing in mind other pressures that volunteers may have in their lives, such as finance, time and family commitments. In what ways might volunteers themselves benefit from voluntary work?

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3.1 B: Qui sont et que font les bénévoles?

Spread number 3.1 B (pages 52–53)

Language covered Examine the voluntary sector in France and the range of work volunteers provide



Skill Interpret and explain figures and statistics


Audio files and transcripts 3.1B Student Book audio: activity 4

3.1B Student Book transcript: activity 4





3.1B Strategy worksheet: Qui sont et que font les bénévoles?

3.1B Reading activity: Les bénévoles en chiffres

3.1B Listening and writing worksheet

3.1B Listening and writing worksheet audio

3.1B Listening and writing worksheet transcript

3.1B Reading activity: Les expressions clés en usage

3.1B Mixed skills worksheet

Unit 3 Worksheet answers

Interpreting and explaining figures and statistics

This skills box (page 53) provides guidance on how to approach tasks such as activities 1, 2 and 4, in which students are required to interpret and explain statistics. Advice includes:

• look carefully at all the material provided, e.g. introductory text and instructions, table / column / row headings, accompanying visuals

• be aware of the comma (instead of a decimal point) used in French decimals, e.g. 10,5 (instead of 10.5)

• if dates are given, look carefully at what each figure is meant to represent, e.g. if the percentages don’t appear to add up, what might

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the reason be? (Two possible reasons are suggested, relating to the percentages in activities 1 and 4.)

A worksheet is provided on Kerboodle for further practice: 3.1B Strategy worksheet: Qui sont et que font les bénévoles? Answers to worksheets can be found in the

Teacher Support folder.

1 Regardez le tableau et complétez les phrases.

Reading activity. The table shows the percentages of men and women belonging to different associations or clubs. Students use the figures to help them complete five statements interpreting the information.

Answers

1 le sport / les associations sportives

2 any one of: le sport / association sportive; association de loisirs, comité des fêtes; syndicat, groupement professionnel; protection de l’environnement

3 moins

4 la protection de l’environnement

5 culturelles ou musicales et religieuses ou culturelles

A follow-on self-marking interactive activity can be found on Kerboodle: 3.1B Reading activity: Les bénévoles en chiffres.

2 À l’oral. Discutez avec un(e) partenaire.

Speaking activity. With reference to the table of statistics and the statements in activity 1, and to the text 45% des Français…, students work in pairs discussing the following questions:

• Are students surprised by any of the figures? Why? (It is important that students engage with this bullet point and don’t quickly pass over it, because there may be one or two issues that are not completely obvious, e.g. given that environmental concerns have become a global priority, would students have expected more people to be involved with protection of the environment?)

• Why does the total number of memberships exceed the total number of people who belong to clubs? (The explanation, according to the text 45% des Français…, is that many people belong to more than one club.)

• Why do students think so many clubs and associations don’t last long? Why do so many of them merge with other associations?

Encourage students to read the questions in bullet points 2 and 3 very carefully: not only do they prompt students to think about possible reasons behind trends, but they also provide vocabulary and structures that students can use to formulate their responses.

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3 Lisez le texte « 45% des Français… » et traduisez en anglais le premier paragraphe.

Translation activity. The text 45% des Français… presents some facts and figures relating to membership of clubs and associations in France. Students translate the first paragraph into English.

Suggested answer

45% of French people are members of an association / club, that is 29 million people. Many are members of several associations, which explains why the total number of memberships is as high as 36 million (1.5 million French people are members of four or more associations). The number of active associations in 2013 was estimated at 900,000.

4 Regardez le tableau puis écoutez deux lycéens qui discutent d’un sondage sur les différents types d’engagement bénévole. Corrigez les phrases qui sont fausses.

Reading and listening activity. This recording features two sixth-form students discussing the results of a survey about different kinds of voluntary work.

Before students listen, give them plenty of time to study the table and to read statements 1–6: they should be able to deduce (from the figures in the table) that statements 1, 4 and 6 are false. They then listen to the recording to confirm and complete their answers.


Answers

The false sentences, with corrections shown in italics, are:

1 Le nombre de personnes engagées dans le bénévolat direct a augmenté pendant cette période.

3 Selon les lycéens, la crise économique a peut-être eu un effet sur le taux de ceux qui sont engagés dans le bénévolat direct.

4 L’engagement avec les associations bénévoles a augmenté un peu pendant la période.

6 Le taux d’engagement dans le bénévolat en France prouve le manque d’égoïsme de la société moderne.

An accompanying worksheet can be found on Kerboodle: 3.1B Listening and writing worksheet. An audio file and transcript are also available. Answers to worksheets can be found in the Teacher Support folder.

5 À l’écrit. Est-ce que les Français font preuve d’un sentiment de responsabilité sociale? Voyez-vous la même chose dans votre pays? Donnez des exemples. Écrivez environ 150 mots.

Writing activity. Based on the facts and figures they’ve seen in Unit 3, students consider whether the French show a sense of social responsibility. How does this compare with the situation in students’ own country? They write approximately 150 words discussing this.

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Although comparison with the student’s own country is not generally encouraged, for the purposes of this activity it would be useful for students to look at the many ways in which French people of their age engage with society and to compare this with their own experience. Do students think that young people in their own country display a similar sense of social responsibility to young people in France?

A follow-on self-marking interactive activity can be found on Kerboodle: 3.1B Reading activity: Les expressions clés en usage.

An accompanying worksheet can be found on Kerboodle: 3.1B Mixed skills worksheet. Answers for worksheets can be found in the Teacher Support folder.

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3.2 A: Le bénévolat: quelle valeur pour ceux qui sont aidés?


Language covered Discuss the benefits of voluntary work for those that are helped and how beneficiaries request help



Grammar Use conditional and si sentences (imperfect and conditional)








3.2A Listening activity: Les effets positifs du bénevolat

3.2A Listening activity transcript: Les effets positifs du bénevolat

3.2A Listening activity: Témoignages de béneficiaires

3.2A Listening activity transcript: Témoignages de béneficiaires

3.2A Grammar activity: The conditional

3.2A Grammar worksheet: The conditional

3.2A Mixed skills worksheet


1 Écoutez les deux témoignages. Vrai (V), faux (F) ou information non-donnée (ND)?

Listening activity. Students listen to two people describing their experiences of being helped by charitable organisations. They read statements 1–6 and identify whether each statement is true, false or not mentioned in the recording.


Answers

1 ND 2 V 3 F 4 ND 5 V 6 ND

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An accompanying self-marking activity can be found on Kerboodle: 3.2A Listening activity: Les effets positifs du bénevolat. A transcript is also provided.

A follow-on self-marking activity can be found on Kerboodle: 3.2A Listening activity: Témoignages de béneficiaires. A transcript is also provided.

The conditional

This grammar section focuses on when to use and how to form the conditional, and reminds students that the conditional is often used following si and the imperfect tense.

Students will find more information about the conditional on page 150 of the Student Book, and can recap the imperfect tense if necessary by referring to page 149.

For further practice, a worksheet and self-marking interactive activity are provided on Kerboodle: 3.2A

Grammar activity: The conditional and 3.2A Grammar worksheet: The conditional. Answers to worksheets can be found in the Teacher Support folder.

2 Remplissez les blancs en changeant les verbes en parenthèses.

Grammar activity. Students complete ten sentences using the correct forms of the given verbs: each sentence requires a verb in the imperfect tense and a verb in the conditional. They should read through the grammar box on the conditional before they complete this activity, and may also find it helpful to recap the imperfect tense.

Answers

1 avais, aiderais

2 allais, apprendrais

3 étaient, souffriraient

4 préférais / préfères, pourrait

5 animais, utiliserais

6 faisaient, ferais

7 pouvait, m’inscrirais

8 bénéficieraient, nous engagions

9 refusait, comprendrais

10 changerait, prenait

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3 À l’oral. Imaginez que vous allez faire du bénévolat cet été. Discutez avec un(e) partenaire.

Speaking activity. Students imagine they are going to do some voluntary work during the summer. They discuss it with a partner, referring to:

• what they would like to do

• how their involvement would help people.

Students should think about how their own interests and skills could be used to best effect for helping others. Activity 2 should provide them with some inspiration. Encourage them to use si + imperfect tense + conditional, as in the examples provided in the Student Book, e.g. Si j’aidais un enfant en difficulté scolaire, je gagnerais de l’expérience pour devenir prof. En même temps, j’aiderais l’enfant à avoir plus de chances de réussir dans la vie.

4a Lisez les témoignages et répondez aux questions en essayant d’utiliser vos propres mots.

Reading activity. Students read about the experiences of four different people, of whom three are volunteers and the fourth, Awa, has received help from a voluntary organisation. Students answer questions in French.

Suggested answers

1 La Croix-Rouge aide ceux qui ont du mal à écrire, lire, comprendre et parler le français. / La Croix-Rouge soutient et accompagne les personnes qui en ont besoin.

2 Elles se sentent différentes / ne peuvent pas trouver d’emploi.

3 Il faut lutter contre les fléaux comme l’analphabétisme et le décrochage scolaire. / Il n’est jamais trop tard pour soutenir un élève en difficulté.

4 Elle n’a pas eu la chance d’aller à l’école secondaire. Elle a dû aider ses parents avec le travail de la ferme.

5 Elle est venue en France avec son mari après la mort de ses parents.

6 Elle voulait contribuer au revenu familial en trouvant un emploi en France.

7 Personal response – examples might include: lire son courrier / retirer de l’argent au distributeur / faire le plein d’essence / lire une adresse / remplir un chèque / trouver son chemin sur un plan.

8 Personal response

4b Traduisez le témoignage d’Awa en anglais.

Translation activity. Students translate Awa’s text into English.

Suggested answer

I was born in Senegal and I lived there during my childhood, in the countryside. When I was little, I loved school but I did not have the opportunity to go to secondary school. My parents needed me; they worked on a farm and I helped them until the age of nineteen, when I got married. Soon after, my parents died. My husband and I decided to come to France to seek a new life but, once here, my husband realised that he would not be able to earn enough for our family. I wanted to contribute to the household income, but I couldn’t read and write very well, for example to write a job application letter. For six months, I have been going to French classes in an association; the teachers are very good and I’m very grateful to them.

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5 À l’écrit. Être bénévole, est-ce que ça en vaut le coup? Comment intervenir de manière efficace? Écrivez environ 150 mots.

Writing activity. Students write approximately 150 words in French, discussing whether volunteering is worthwhile. The bullet points prompt them to consider: how much time is needed in order to achieve positive results; who benefits; different ways of helping.

Students should be subjective in this piece of writing. They may wish to draw on their own personal experiences as well as considering the four accounts in activity 4. They should try to suggest other problems that voluntary organisations can help with (other than illiteracy, which is the focus of activity 4) and the different ways in which voluntary organisations can help.

An accompanying worksheet can be found on Kerboodle: 3.2A Mixed skills worksheet. Answers for worksheets can be found in the Teacher Support folder.

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3.2 B: Le bénévolat: quelle valeur pour ceux qui sont aidés?


Language covered Discuss the benefits of voluntary work for those that are helped and how beneficiaries request help



Skill Summarise from reading and listening








3.2B Reading activity: Une nuit solidaire au soutien des mal-logés

3.2B Strategy worksheet: Summarising a text or an interview

3.2B Reading activity: Les restos du Cœur

3.2B Listening and speaking worksheet

3.2B Listening and speaking worksheet audio

3.2B Listening and speaking worksheet transcript


1a Répondez aux questions en français. Attention! Essayez d’utiliser vos propres mots.

Reading activity. This text describes an open-air concert to raise awareness of homelessness in France and the poor conditions in which many people live. Students read the text and answer questions in French.

Suggested answers

1 Il s’agit d’un événement musical en plein air pour soutenir les mal-logés.

2 Trente-trois associations du « Collectif des associations unies » ont organisé cet événement.

3 On a trouvé des concerts, des discours, des stands, des lits de camp et des matelas, et une cabane de bidonville reconstituée.

4 Des personnes sans domicile ont parlé de la vie à la rue.

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5 Ils pouvaient obtenir des sandwichs et des boissons chaudes, et ils pouvaient y dormir.

6 la Fondation Abbé Pierre, Médecins du Monde, Armée du Salut, Secours Catholique, et Emmaus

7 La grande réussite, c’était de mélanger les personnes victimes de la crise du logement et les bénévoles.

1b Traduisez en anglais le paragraphe du texte qui commence par « Dans le but de montrer… ».

Translation activity. Students translate into English the paragraph beginning Dans le but de montrer…

Suggested answer

Aiming to show the daily difficulties of the residents of 400 shanty towns / slums that still exist in France, a wooden cabin typical of those neighbourhoods has been put together. This self-contained / modular shelter, no more than a space holding about forty folding beds, is the last-resort housing solution for all too many families in France.

A follow-on self-marking activity can be found on Kerboodle: 3.2B Reading activity: Une nuit solidaire au soutien des mal-logés.

2 À l’oral. Persuadez votre partenaire de faire partie d’un tel rassemblement dans votre ville. Expliquez comment, selon vous, on pourrait agir comme bénévole pour aider les personnes mal logées.

Speaking activity. Working in pairs, one student tries to persuade the other to help organise an event in their own town, similar to the concert described on page 56. They discuss ways in which volunteers could help with problems of homelessness and poor housing.

This activity provides an opportunity for students to use the conditional with modal verbs to refer to possible actions that could be undertaken, e.g. On devrait organiser…, On pourrait contribuer à…, Le rôle d’un bénévole devrait être…

3a Écoutez l’interview avec Caroline qui est bénévole aux Restos du Cœur. Remplissez les blancs avec un mot de la liste. Attention, il y a trois mots de trop.

Listening activity. Students listen to an interview with Caroline, who does voluntary work with the organisation Restos du Cœur. They fill in the missing words in eight statements based on the interview, choosing from the words provided. (There are three words too many.)


Answers

1 rues

2 repas

3 apprentissage

4 prêts

5 soigner

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6 justificatif

7 soutenue

8 fournir

Summarising a text or an interview

This skills box offers guidance on writing a summary of a written or spoken text. Students are advised to read or listen several times in order to identify the key points that must be mentioned as well as any secondary information that need not be mentioned. There are also suggestions on how to shorten sentences in order to keep within a word limit, e.g. by omitting adjectives, adverbs and quantifiers.

A worksheet is provided on Kerboodle for further practice: 3.2B Strategy worksheet: Summarising a text or an interview. Answers to worksheets can be

found in the Teacher Support folder.

3b Faites un résumé de l’interview en français (70 mots). Vous pouvez mentionner les points suivants…

Listening and writing activity. Students apply the advice from the skills box ‘Summarising a text or an interview’ to help them write a 70-word summary of the interview with Caroline. The bullet points suggest that they refer to the origins of the organisation Restos du Cœur, what the organisation does to help people, and the kinds of people who benefit from it.

A follow-on self-marking activity can be found on Kerboodle: 3.2B Reading activity: Les restos du Cœur.

4 À l’écrit. À votre avis, est-ce que la mobilisation et les manifestations marchent bien? Est-ce que l’action directe ou indirecte (par exemple donner de l’argent) est plus efficace pour aider les gens en détresse? Pourquoi? Écrivez environ 200 mots.

Writing activity. Students consider the effectiveness of rallies, demonstrations and other organised events (such as the concert described on page 56) in terms of helping people in difficulties. Do they think direct action is more effective than indirect action (e.g. giving money)? They write approximately 200 words in French, expressing and justifying their opinions.

Remind students of the importance of reading the question carefully and keeping their response focused on the question. Here, they are being asked to comment on the effectiveness of different kinds of activities specifically for the purpose of helping people in difficulties. They may draw comparisons with direct and indirect action used for other purposes, but it should not be the main focus of their response.

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An accompanying worksheet can be found on Kerboodle: 3.2B Listening and speaking worksheet. An audio file and transcript are also available. Answers to worksheets can be found in the Teacher Support folder.

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3.3 A: Le bénévolat: quelle valeur pour ceux qui aident?


Language covered Look at the benefits of voluntary work for those that do it and for society as a whole



Grammar Form and use the future tense








3.3A Listening activity: Interview avec un nageur-sauveteur

3.3A Listening activity transcript: Interview avec un nageur-sauveteur

3.3A Grammar activity: The future tense

3.3A Grammar worksheet: The future tense

3.3A Listening activity: Le passeport bénévole

3.3A Listening activity transcript: Le passeport bénévole

3.3A Writing worksheet


1a Lisez l’article sur les nageurs-sauveteurs et reliez le début et la fin des phrases.

Reading activity. Students read the article about lifeguards. They match the sentence beginnings (1–8) to the corresponding endings (a–h) to summarise some of the main points of the article.

Answers

1 e 2 d 3 h 4 a 5 f 6 b 7 c 8 g

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1b Traduisez en anglais le troisième paragraphe (« Chloé a tout juste… »).

Translation activity. Students translate into English the third paragraph of the article.

Suggested answer

Chloé is just 18 years old, the minimum age to be employed on a beach. She has already done 400 hours of training, including jogging and swimming as well as life-saving and rescue exercises. To be a lifeguard, you need to have your boat licence as well as five different diplomas that are required in order to monitor public areas.

1c À l’oral. Discutez avec un(e) partenaire.

Speaking activity. In pairs, students discuss issues relating to being a volunteer lifeguard:

• Have they ever worked as a lifeguard or do they know someone who is a lifeguard?

• Would they like to do voluntary work outdoors? Why (not)? What are the pros and cons of being outdoors for long periods of time?

• Why do they think so many young French people train to be a lifeguard? What skills does the training provide? What might be the long-term benefits of this kind of work?

A follow-on self-marking activity can be found on Kerboodle: 3.3A Listening activity: Interview avec un nageur-sauveteur. A transcript is also provided.

Future tense

This grammar section focuses on the futur simple, including:

• how to form the future tense of regular verbs

• irregular future stems.

Students are referred to page 149 of the Student Book for more on the future tense.

For further practice, a worksheet and self-marking interactive activity are provided on Kerboodle: 3.3A Grammar activity: The future tense and 3.3A

Grammar worksheet: The future tense. Answers to worksheets can be found in the Teacher Support folder.

2 Complétez les phrases avec la bonne forme du futur simple.

Grammar activity. Students complete each sentence using the correct future tense form of the verbs given in brackets. They should read through the grammar box on the future tense before doing this activity.

Answers

1 assureront

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2 saurai

3 sera, ferai

4 irez

5 devrons

3 Écoutez l’annonce pour le Passeport Bénévole. Répondez aux questions en français. Attention! Essayez d’utiliser vos propres mots.

Listening activity. This recording is a promotional feature for the Passeport Bénévole (Volunteer Passport), an official document developed by the organisation France Bénévolat as a way of recognising the value of volunteering. The passport provides a record of all the experiences and skills gained by volunteers in the course of any voluntary work they do, and is recognised by employment agencies. Students listen and answer questions in French.


Suggested answers

1 C’est un document pour attester de son expérience et des compétences acquises pendant sa carrière bénévole.

2 pour que ces activités bénévoles soient appréciées au maximum

3 avec le responsable de l’association / la personne avec qui on a collaboré pendant sa mission; en fournissant une photographie de son parcours

4 étudiant; personne en train de changer de carrière; personne qui cherche / à la recherche d’un emploi; personne qui est en congé pour raisons de famille

5 lors d’une candidature pour un emploi rémunéré

A follow-on self-marking activity can be found on Kerboodle: 3.3A Listening activity: Le passeport bénévole. A transcript is also provided.

4 À l’oral. Discutez avec un(e) partenaire des bienfaits du bénévolat pour quelqu’un au niveau de…

Speaking activity. In pairs, students discuss the benefits gained by volunteers in terms of:

• their experience and CV

• their personal development

• the sense of personal satisfaction they get from volunteering.

Encourage students to consider all types of voluntary work and the advantages that might be associated with different kinds of work.

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5 À l’écrit. Ceux qui font du bénévolat multiplient-ils leurs compétences? Pourquoi devrait-on les valoriser avec un Passeport Bénévole? Écrivez environ 150 mots.

Writing activity. This activity provides an opportunity for students to explore the reasons why volunteers might want to formalise their involvement in voluntary work by keeping official records of their achievements.

Students write approximately 150 words in French discussing the skills and experience that can be gained through voluntary work. Do they think volunteers should seek to have their skills and experience validated via a document such as the Passeport Bénévole?

An accompanying worksheet can be found on Kerboodle: 3.3A Writing worksheet. Answers for worksheets can be found in the Teacher Support folder.

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3.3 B: Le bénévolat: quelle valeur pour ceux qui aident?


Language covered Look at the benefits of voluntary work for those that do it and for society as a whole



Skill Translate into English








3.3B Strategy worksheet: Translation into English

3.3B Reading activity: Le service civique

3.3B Writing and translation worksheet

3.3B Listening activity: Le service civique

3.3B Listening activity transcript: Le service civique


1 À l’oral. Regardez les deux images. Avec un(e) partenaire, discutez de ce que vous comprenez par le terme « Service Civique ».

Speaking activity. Before students begin their discussion, they should read through the text of Le service civique, in which six people express their views on the French ‘Civic Service’ programme. The text and the two images should give them some idea of what civic service is. In pairs, students then discuss what they’ve understood from reading the text.

Draw students’ attention to Grégory’s comment (in the first paragraph of the text) about military service. Students may not realise that military service was compulsory in France until 1996 and that civic service is sometimes seen as its successor. Talk to students about them and compare the two.

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2a Trouvez les expressions françaises dans le texte.

Reading activity. Students search the text of Le service civique for the French equivalents of the English expressions.

Answers

1 prendre le taureau par les cornes

2 le concours

3 j’ai appris tant de choses

4 rester dans le droit chemin

5 rendre la vie meilleure

6 Comment ça marche?

2b Relisez les opinions sur le service civique. C’est qui: Grégory, Julie, Hélène, Karim, Kévin ou Marine? Qui dit…

Reading activity. Students read the text of Le service civique again. They look at six statements based on the text and attribute each one to a different person.

Answers

1 Kévin

2 Grégory

3 Hélène

4 Marine

5 Karim

6 Julie

Translation into English

This skills box provides practical guidance on how to approach translations into English. Students should apply the suggestions to activity 2c.

A worksheet is provided on Kerboodle for further practice: 3.3B Strategy worksheet: Translation into English. Answers to worksheets can be found in the Teacher

Support folder.

2c Traduisez en anglais les témoignages de Kévin et de Marine.

Translation activity. Students translate Kévin’s and Marine’s paragraphs into English. They should read through the advice in the skills box ‘Translation into English’ before they begin.

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Suggested answers

Kévin: I help a young man who needs help with his school work and who was having trouble staying on the right track. He is from a very disadvantaged background and I do what I can. I think that civic service has helped me to become a good citizen. I try to make life better wherever I am, and it’s good experience for me because I really want to work in education.

Marine: In order to succeed, this initiative must become compulsory. Too many young people choose not to participate, and if that attitude continues it will never work. In terms of citizenship, there is no doubt that the idea must evolve from a ‘universal public service’ to a universal and compulsory involvement.

A follow-on self-marking activity can be found on Kerboodle: 3.3B Reading activity: Le service civique.

An accompanying worksheet can be found on Kerboodle: 3.3B Writing and translation worksheet. Answers for worksheets can be found in the Teacher Support folder.

3a Écoutez les trois personnes qui ont fait des missions au Service Civique. Mettez les titres dans le bon ordre.

Listening activity. Students listen to three people talking about their experiences of civic service. While listening, they read three headings, each of which represents the experiences of one of the speakers. Students match the headings to the speakers and note down the heading numbers in order.


Answers

2, 3, 1

3b Écoutez encore. Notez les phrases qui sont vraies et corrigez les phrases qui sont fausses.

Listening activity. Students listen again while reading a list of eight statements based on the speakers’ experiences. They identify which statements are true and which are false, and correct the false statements in French.

Answers

The true statements are: 2, 5, 6, 7

The false sentences, with corrections shown in italics, are:

1 Amandine a changé d’avis sur son choix de carrière avant de commencer son service civique.

3 Aurélien a été transformé par sa mission.

4 La mission d’Aurélien comportait un projet de football, ainsi que la construction d’un centre aéré avec des matériaux reconstitués.

8 Elle (Lisa) va créer un site web consacré aux femmes du monde.

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A follow-on self-marking activity can be found on Kerboodle: 3.3B Listening activity: Le service civique. A transcript is also provided.

4 À l’écrit. Imaginez que vous avez fait l’une des missions décrites. Écrivez une entrée dans votre journal décrivant votre routine et ce que vous avez appris. Écrivez environ 150 mots.

Writing activity. Students imagine they’ve worked as a volunteer on one of the projects described in activity 3. They write a journal entry of approximately 150 words, describing their routine and what they learned from their experiences.

This task requires students to draw on and develop the information given in activity 3, using their imagination to fill in the gaps.

5 Travail de recherche. Le bénévolat et la conscience sociale sont-ils plus ou moins développés dans votre pays qu’en France? Pourquoi, à votre avis?

Research activity. Students carry out some research to find out whether the voluntary sector and sense of social conscience are just as well established in their own country as they are in France.

They may wish to look further into issues that have featured in Unit 3, e.g. civic service and the Volunteer Passport, and find out whether their own country has anything similar. If not, and if a civic service programme were to be launched in their own country, do they think it would be as popular as it is in France?

After gathering together various pieces of evidence and comparing the situation in the two countries, students draw their own conclusions, explaining and justifying their opinions.

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Résumé Démontrez ce que vous avez appris!

This is a page of activities revising the language, grammar and vocabulary of Unit 3.

1 Reliez le début et la fin des phrases.

Students match sentence halves to form six sentences about voluntary work in France.

Answers

1 e 2 c 3 a 4 b 5 f 6 d

2 Choisissez la bonne réponse pour chaque question.

Students complete multiple-choice questions about voluntary work.

Answers

1 b 2 c 3 a 4 b 5 b

3 Quelles sont les attitudes envers le bénévolat? Pour une attitude positive, notez P. Pour une attitude négative, notez N. Pour une attitude positive et négative, notez P+N.

Students read eight comments and decide whether each person is being positive (P) about voluntary work, negative (N) or a mixture of both (P+N).

Some of the comments are quite subtle, e.g. comment 2 sounds negative because it focuses on the negative aspects of the person’s life and the sort of help they needed, and the person doesn’t explicitly say that they received the help they needed; however, the implication is that they received help from a voluntary organisation, which makes it a positive comment.

Answers

1 P+N 2 P 3 N 4 P 5 P 6 N 7 N 8 P+N

4 Écrivez de courtes réponses à ces questions selon ce que vous avez appris sur le bénévolat en France.

Students write short answers to questions about the voluntary sector in France, drawing on what they’ve learned in Unit 3.

Point out the words courtes réponses in the rubric: students are being asked for a short response to each question, no more than a sentence or two in length, which provides an opportunity for them to apply their summarising and paraphrasing skills.

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A self-marking interactive activity to accompany this page can be found on Kerboodle (in the Assessment tab): Unit 3 Test yourself.

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Résumé Testez-vous!

These three pages provide a mixture of exam-style activities relating to Unit 3.

Spread title Résumé – Testez-vous! (pages 63–65)



Total score 56 (excluding free writing and speaking activities)

Tip Summarise texts

Audio files and transcripts Unit 3 Résumé, Testez-vous! Student Book audio: activity 6

Unit 3 Résumé, Testez-vous! Student Book transcript: activity 6

Unit 3 Discussion 1

Unit 3 Discussion 1 transcript

Unit 3 Discussion 2

Unit 3 Discussion 2 transcript

Unit 3 Listening and writing assessment worksheet

Unit 3 Listening and writing assessment audio

Unit 3 Listening and writing assessment transcript

Unit 3 Reading and writing assessment worksheet

Unit 3 Speaking assessment worksheet

Unit 3 Translation assessment worksheet

The above assessment activities can be found on the Assessment tab. Answers to worksheets are provided in the Teacher Support folder.

Summarising texts

This tip provides guidance on writing a summary of a text. Students are advised to:

• read through the whole text first, noting down key points

• link the key points together into coherent sentences

• write in their own words and avoid lifting sentences or long phrases from the text

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• use varied sentence constructions and a range of connectives.

Students should apply this advice to activity 1. Encourage them to identify connectives in the text Le bénévolat progresse fortement en France: this should help them to link the key points into coherent sentences.

1 Lisez le texte ci-dessus. Écrivez en français un paragraphe de 70 mots maximum où vous résumez ce que vous avez compris selon les points suivants. Écrivez des phrases complètes.

Reading and writing activity. Students read the text Le bénévolat progresse fortement en France. They write a paragraph of no more than 70 words in French, summarising what is said in the text about the following points:

• trends in volunteering in France [3 marks]

• links between age and volunteering [3 marks]

• the most popular way of volunteering (long-term work? temporary?). [1 mark]

Draw students’ attention to the 5 additional marks available for quality of language. [5 marks]

[Total: 12 marks]

Students might include the following information:

• 20 million French people are involved in voluntary work, a rise of 14% between 2010 and 2013. Of these, 12,5 million are involved with voluntary associations, a rise of 12% since 2010. In total, 40% of French people aged 15 and over are involved in voluntary work.

• The biggest increase has been in the number of volunteers aged 15–35; but the people who volunteer most are still older people, almost half of whom volunteer.

• Long-term volunteering is becoming less popular, in favour of short-term / temporary voluntary work.

Remind students that when completing this kind of activity, they should pay close attention to the number of marks available for each bullet point in order to gauge how best to allocate the 70 words, e.g. in this particular activity, it is not worth writing a great deal for the third bullet point because there is only 1 mark available for it – it is better to focus on the first and second bullet points, which are worth 3 marks each.

2 Trouvez les synonymes dans le texte « Helping Day ». La liste est dans le bon ordre.

Reading and vocabulary activity. Students search the text Helping Day for synonyms of the words listed.

Answers

1 SDF

2 bénévole

3 solidarité

4 véritable

5 foule

6 démuni

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7 à manger

8 accessible [Total: 8 marks]

3 Traduisez le dernier paragraphe (« Une fois… ») en anglais.

Translation activity. Students translate into English the final paragraph of the text Helping Day.

Suggested answer

Once the group photo had been taken, the volunteers split up and went off to the various Paris stations. ‘Many participants had prepared meal parcels or tea and coffee,’ says Othman, delighted. It is becoming easy to believe in this simple project, which is available to all. [Total: 10 marks]

4 Répondez aux questions en français. Il n’est pas toujours nécessaire de faire des phrases complètes.

Reading and writing activity. Students answer questions in French about the text Helping Day.

Suggested answers

1 un étudiant français / de Fontenay qui s’appelle Othman Baccouche [1 mark]

2 aider les personnes démunies et leur offrir de la chaleur humaine [2 marks]

3 des boissons, de la nourriture, des vêtements, de la chaleur humaine [4 marks]

4 On a fait une photo de groupe. [1 mark]

5 C’est simple et accessible pour tout le monde. [2 marks]

[Total: 10 marks]

5 Remplissez les blancs dans le texte « Êtes-vous prêt… » avec un mot de la liste. Attention, il y a trois mots de trop.

Reading activity. Students fill in the gaps in the text Êtes-vous prêt à changer le monde? (page 64), using the words provided. (There are three more words than are needed.)

Answers

1 penseront

2 inverse

3 démunis

4 depuis

5 démontrer

6 partagiez

7 sera

8 offrirons

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9 besoin

10 membre [Total: 10 marks]

6 Écoutez l’interview avec Sofia qui parle du Passeport Bénévole. Choisissez la bonne réponse et écrivez la bonne lettre.

Listening activity. Students listen to an interview with Sofia, who talks about her experiences of volunteering and of the Volunteer Passport. They complete six sentences based on the interview, choosing from the options provided.

A transcript of this recording can be found on Kerboodle in the folder for Unit 3 ‘Testez-vous!’.

Answers

1 b 2 a 3 c 4 b 5 b 6 c [Total: 6 marks]

7 À l’oral. Discutez avec un(e) partenaire.

Speaking activity. Students read the short text about le service civique and look at the photo. With a partner, they discuss the questions provided. The questions begin with the exchange of straightforward information and become progressively wider in scope:

• What do students know about the voluntary sector in France?

• How (in students’ opinion) do voluntary organisations benefit society?

• Would they themselves be interested in doing civic service or voluntary work? Why (not)?

This activity is designed to offer preparation for the AS and A level oral exam. To reflect the marks available for each stimulus card discussion in the exam, teachers might mark this task out of 30, evaluating students on fluency and conversation skills, quality of language, interpretation of the stimulus material, and knowledge and understanding of the sub-theme.

8 À l’écrit. « On doit toujours être récompensé pour le travail que l’on fait. » Comment réagissez-vous à cette opinion? Écrivez environ 200 mots.

Writing activity. Students give a written response to the statement: ‘You should always be paid for the work that you do.’ The bullet points prompt them to consider:

• the importance of the voluntary sector to society

• the training that an individual receives (e.g. training provided by a voluntary organisation)

• the benefits of voluntary work for those who receive help

• the benefits for the volunteers themselves.

Remind students of the importance of sticking to the question. Here, they need to explain whether or not they agree with the original statement (which is a very subjective one) and should justify their opinion with reference to each of the bullet points.

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This activity provides students with an opportunity to practise producing an extended piece of writing. This serves as valuable general preparation for the Paper 2 film and literature exam. However, as the activity does not directly correspond to the exam task, teachers may wish to decide on their own marking system.

web viewstudents apply the advice from the skills box ‘summarising a text or an...

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