Le rôle du bénévolat

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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.

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.

A transcript of this recording can be found on Kerboodle in the folder for 3.3.


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.


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.

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.

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.


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.


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.


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.

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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