Le rôle du bénévolat

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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.


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.

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.


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.

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.


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.


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?

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


Le rôle du bénévolat


Interpret and explain figures and statistics


Pages 66–67

Audio files and transcripts

3.1B Student Book audio: activity 4

3.1B Student Book transcript: activity 4

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 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

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