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 / 50
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 / 54
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 / 58
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 doin their free time? Do they spend time helping others? Have they ever done any voluntary work?
Some examples of voluntary activitiesare 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 figuresrelating to the voluntary sector specifically in France.
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 inLe saviez-vous?
Answers
1 b2 c3 a4 b5 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’ folderof Unit 3.
Aself-marking interactive activity to introduce Unit 3 can be found on Kerboodle: Unit 3 Introductory activity.
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: activity2
3.1A Student Book transcript: activity2
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, unetendancefrançaise?
3.1A Reading activity: Qui sontcesbénévoles?
3.1A Grammar activity: Connectives
3.1A Grammar worksheet: Connectives
1aVrai (V), faux (F) ou information non-donnée (ND)?
Reading activity. Studentsread the textLe bénévolat, une tendance française?They work out whether statements 1–6 are true, false or not mentioned in the text.
Answers
1 V2 ND3 F4 V5 ND6 V
A follow-on self-marking activity can be found on Kerboodle: 3.1A Reading activity: Le bénévolat, unetendancefrançaise?
1bTraduisez en anglais le dernier paragraphe du texte.Translation activity. Students translate into English the final paragraph of the text.
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.
Anaccompanying self-marking activity can be found on Kerboodle: 3.1A Reading activity: Qui sontcesbénévoles?
2aÉcoutez 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’informationestl’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.)
3À 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.
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.
ConnectivesThis grammar section explains the differentcategories 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.
4Complétez 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
2donc
3si
4que (qu’)
5Puisque (Puisqu’)
6aussitôt 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?
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
AQA Theme / Aspects of French-speaking society: current trends
Topic / Le rôle du bénévolat
Skill / Interpret and explain figures and statistics
Vocabulary / Pages 66–67
Audio files and transcripts / 3.1B Student Book audio: activity4
3.1B Student Book transcript: activity4
Unit 3 Bilingual vocabulary list
Unit 3 Bilingual vocabulary list audio
Unit 3 Key expressions list
Unit 3 Key expressions audio
/ 3.1B Strategy worksheet: Qui sont et que font les bénévoles?
3.1B Reading activity: Les bénévolesenchiffres
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 clésen 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 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 bénévolesenchiffres.
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…, studentswork 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 concernshave becomea 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 text45% 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.
3Lisez 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.
4Regardez le tableau puis écoutez deux lycéens qui discutent d’un sondage sur les différents types d’engagement bénévole. Corrigez les phrases qui sontfausses.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 confirmand complete their answers.
A transcript of this recording can be found on Kerboodle in the folder for 3.1.
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.
5À 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.
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 clésen usage.
An accompanying worksheet can be found on Kerboodle: 3.1BMixed skills worksheet.Answers for worksheets can be found in the Teacher Support folder.
3.2 A: Le bénévolat: quelle valeur pour ceux qui sont aidés?
Spread number / 3.2 A (pages 54–55)Language covered / Discuss the benefits of voluntary work for those that are helped and how beneficiaries request help
AQA Theme / Aspects of French-speaking society: current trends
Topic / Le rôle du bénévolat
Grammar / Use conditional and si sentences (imperfect and conditional)
Vocabulary / Pages 66–67
Audio files and transcripts / 3.2A Student Book audio: activity1
3.2A Student Book transcript: activity1
Unit 3 Bilingual vocabulary list
Unit 3 Bilingual vocabulary list audio
Unit 3 Key expressions list
Unit 3 Key expressions audio
/ 3.2A Listening activity: Les effetspositifs du bénevolat
3.2A Listening activity transcript: Les effetspositifs 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
Unit 3 Worksheet answers
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.
A transcript of this recording can be found on Kerboodle in the folder for 3.2.
Answers
1 ND2 V3 F4 ND5 V6 ND
An accompanying self-marking activity can be found on Kerboodle: 3.2A Listening activity: Les effetspositifs 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 transcriptis also provided.
The conditionalThis grammar section focuses on when to use and how to form the conditional, and reminds students that the conditional is often used followingsi and the imperfect tense.
Students will find more information about the conditional on page150 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.
2Remplissez 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
3étaient, souffriraient
4préférais / préfères, pourrait
5 animais, utiliserais
6 faisaient, ferais
7pouvait, m’inscrirais
8 bénéficieraient, nous engagions
9refusait, comprendrais
10changerait, prenait
3À 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: