Skip to main content

La pauvreté en France

Here is a text with exercises taken from Help yourself!

La pauvreté en France

En France on estime que sur 65 millions d'habitants plus de 8,5 millions de personnes sont pauvres. Et on pense que 1,5 million sont des enfants ou des adolescents.

Selon un sondage plus d'un enfant sur deux a peur d’être pauvre. Huit enfants sur dix disent aussi que ce n'est pas la faute des familles, si elles sont dans cette situation, mais que c’est dû à un manque de chance. La majorité considère que la situation n’est pas juste. Enfin, tous les enfants sont d'accord pour dire qu'il est possible de faire davantage pour aider à améliorer la vie des familles pauvres.

Comment sait-on si quelqu'un est pauvre ?

La pauvreté n'est pas facile à définir. On peut dire, par exemple, qu'une personne est pauvre, si elle n'a pas suffisamment d'argent pour acheter à manger, ou pour se soigner quand elle est malade. Mais comment le savoir de manière exacte ?
En France, il existe une définition précise de la pauvreté, qui permet de suivre au fil des ans l'évolution du nombre de personnes pauvres. Cette définition est basée sur un calcul : on regarde combien d'argent une personne possède pour acheter ce dont elle a besoin, tous les mois.

Si cette somme est inférieure à 954 euros (qui s'appelle le seuil de pauvreté), alors cette personne est considérée comme pauvre. Si cette somme est supérieure, elle ne l'est pas.

Alors, comment sait-on si un enfant est pauvre ?

Effectivement, un enfant ne gagne pas d'argent. Pour évaluer s'il est pauvre, on regarde la somme que ses parents perçoivent tous les mois, et on calcule si c'est suffisant pour couvrir ses besoins. Si ce n'est pas le cas, on considère l'enfant comme pauvre.

Pourquoi le nombre d’enfants pauvres est-il en hausse en ce moment ?

En fait, les enfants sont considérés comme pauvres, quand leurs parents le sont. Ces dernières années, avec la crise économique, beaucoup de pères et de mères se sont retrouvés au chômage ou exercent des métiers mal payés. Du coup, le nombre de parents pauvres a grimpé. Et par conséquent, le nombre d'enfants aussi.


poverty - _________ (f)​inhabitant - ________ (m)​poll - s______ (m)
fault - _____ (f)​​lack - _____ (m)​​luck - _____ (f)
more - d__________​​to improve - a________​to take care of oneself - __ _____
over the years - _- ___ ___ ___​​​​to own – p________
to need – a____ b_____​sum – s_____ (f)​​threshold – s_____ (m)
lower - _________​​higher - _________​​indeed – e__________​
to earn - _______​​to receive – p________​rising - __ h_____​​
crisis - _____ (f)​​unemployed - __ _______​job – m______ (m)​
therefore - __ ____​​to rise – g_____​​as a result - ___ __________

(A) Vrai, faux ou pas mentionné

1.​La pauvreté est un problème important en France.
2.​La pauvreté a tendance à diminuer en ce moment.
3.​Les personnes âgées sont très touchées par la pauvreté.
4.​On mesure la pauvreté par un calcul mathématique.
5.​Les enfants pensent que la pauvreté est la faute des familles.
6.​Les enfants pensent qu’on peut trouver des mesures pour diminuer la pauvreté.
7.​Il y a plus de personnes pauvres dans les grandes villes.
8.​Le seuil de pauvreté est mesuré à 954 euros par semaine.
9.​On calcule la pauvreté d’un enfant en regardant le revenu de ses parents.
10.​La crise économique n’a joué pas un rôle important dans l’évolution de la pauvreté.

(B) Complétez les phrases en choisissant un mot dans la case. Tous les mots ne sont pas utilisés.

1.​On évalue la pauvreté d’un enfant en regardant le ________ de ses parents.
2.​La pauvreté a tendance à ________ en France en ce moment.
3.​La plupart des enfants pensent que la pauvreté n’est pas ________.
4.​A cause de la ________ économique il y a de plus en plus de personnes pauvres.
5.​Le seuil de pauvreté est un ________ fait pour mesurer l’évolution de la pauvreté.
6.​Un enfant sur deux dit qu’il a ________ d’être pauvre.
7.​Le ________ est souvent la conséquence d’une crise économique.
8.​Beaucoup de gens doivent exercer des métiers ________ payés.
9.​Il faut faire davantage pour protéger les ________ pauvres.
10.​Il y a une définition ________ de la pauvreté en France.

chômage crise familles peur mal pauvre augmenter exacte calcul hausse juste revenu

1. Summarise to a partner orally in English or French what you have learned from this article.
2. Cover or fold back the completed vocabulary list and test your partner on words in the article.

(D) Translate the first five paragraphs of the article

© 2016 Image:


(A) 1. V 2. F 3. PM 4. V 5. F 6. V 7. PM 8. V 9. V 10. F

(B) 1. revenu 2. augmenter 3. juste 4. crise 5. calcul 6. peur 7. chômage
8. mal 9. familles 10. exacte

In France it is estimated that out of 65 million people, 8.5 million are poor. And it is thought that 1.5 million are children or teenagers.
According to a poll more than one in two children are scared of being poor. Eight out of ten also say that it is not the families’ fault if they are in this situation, but that it is due to a lack of luck. The majority think the situation is unfair. Finally, all children agree that it is possible to do more to improve the lives of poor families.
How do you know if someone is poor?
Poverty is not easy to define. You can say, for example, that a person is poor if they don’t have enough money to buy food or look after themselves when they are ill. But how can we know precisely?
In France there is a precise definition of poverty which allows us to trace, over the years, the change in the number of poor people. This definition is based on a calculation: you look at how much money a person has to buy what they need each month.
If this sum is lower than 954 euros (known as the poverty threshold), then this person is considered poor. If the sum is higher, they are not.

- Posted using BlogPress from my iPad


Popular posts from this blog

The latest research on teaching vocabulary

I've been dipping into The Routledge Handbook of Instructed Second Language Acquisition (2017) edited by Loewen and Sato. This blog is a succinct summary of Chapter 16 by Beatriz González-Fernández and Norbert Schmitt on the topic of teaching vocabulary. I hope you find it useful.

1.  Background

The authors begin by outlining the clear importance of vocabulary knowledge in language acquisition, stating that it's a key predictor of overall language proficiency (e.g. Alderson, 2007). Students often say that their lack of vocabulary is the main reason for their difficulty understanding and using the language (e.g. Nation, 2012). Historically vocabulary has been neglected when compared to grammar, notably in the grammar-translation and audio-lingual traditions as well as  communicative language teaching.

(My note: this is also true, to an extent, of the oral-situational approach which I was trained in where most vocabulary is learned incidentally as part of question-answer sequence…

Dissecting a lesson: using a set of PowerPoint slides

I was prompted to write this just having produced for three separate PowerPoint presentations using the same set of 20 pictures (sports). A very good way for you to save time is to reuse the same resource in a number of different ways.

I chose 20 clear, simple, clear and copyright-free images from to produce three presentations on present tense (beginners), near future (post beginner) and perfect tense (post-beginner/low intermediate). Here is one of them:

Below is how I would have taught using this presentation - it won't be everyone's cup of tea, especially of you are not big on choral repetition and PPP (Presentation-Practice-Production), but I'll justify my choice in the plan at each stage. For some readers this will be standard practice.

1. Explain in English that you are going to teach the class how to talk about and understand people talking about sport. By the end of the lesson they will be able to say and understand 20 different sport…

Designing a plan to improve listening skills

Read many books and articles about listening and you’ll see it described as the forgotten skill. It certainly seems to be the one which causes anxiety for both teachers and students. The reasons are clear: you only get a very few chances to hear the material, exercises feel like tests and listening is, well, hard. Just think of the complex processes involved: segmenting the sound stream, knowing lots of words and phrases, using grammatical knowledge to make meaning, coping with a new sound system and more. Add to this the fact that in England they have recently decided to make listening tests harder (too hard) and many teachers are wondering what else they can do to help their classes.

For students to become good listeners takes lots of time and practice, so there are no quick fixes. However, I’m going to suggest, very concisely, what principles could be the basis of an overall plan of action. These could be the basis of a useful departmental discussion or day-to-day chats about meth…

Delayed dictation

What is “delayed dictation”?

Instead of getting students to transcribe immediately what you say, or what a partner says, you can enforce a 10 second delay so that students have to keep running over in their heads what they have heard. Some teachers have even used the delay time to try to distract students with music.

It’s an added challenge for students but has significant value, I think. It reminds me of a phenomenon in music called audiation. I use it frequently as a singer and I bet you do too.

Audiation is thought to be the foundation of musicianship. It takes place when we hear and comprehend music for which the sound is no longer or may never have been present. You can audiate when listening to music, performing from notation, playing “by ear,” improvising, composing, or notating music. When we have a song going round in our mind we are audiating. When we are deliberately learning a song we are audiating.

In our language teaching case, though, the earworm is a word, chunk of l…

GCSE and IGCSE revision links 2018

It's coming up to that time of year again. In England and Wales. Here is a handy list of some good interactive revision links for this level. These links are also good for intermediate exams in Scotland, Ireland and other English-speaking countries. You could copy and paste this to print off for students.

Don't forget the GCSE revision material on of course! How could you?

As far as apps for students are concerned, I would suggest the Cramit one, Memrise and Learn French which is pretty good for vocabulary. For Android devices try the Learn French Vocabulary Free. For listening, you could suggest Coffee Break French from Radio Lingua Network (iTunes podcasts).

Listening (Foundation/Higher) (Foundation/Higher) (Foundation/Higher)