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
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?
This section presents some facts and figures relating 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 in Le saviez-vous?
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.
3.1 A: Qui sont et que font les bénévoles?
3.1 A (pages 50–51)
Examine the voluntary sector in France and the range of work volunteers provide
Aspects of French-speaking society: current trends