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See, think, make. Imagine
intofilm.org
Into Film is a trading name of Film Nation UK. Registered Charity number 1154030.
Love Languages – French
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Now that languages have become compulsory in the primary curriculum, film will be a valuable and accessible way to introduce younger learners to a new language and culture.
Wendy Newman, editor of ALL’s magazine, Languages Today.
Love Languages – FrenchActivity pack
intofilm.org 2
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Love LanguagesFrenchThis film-focused resource enables teachers and pupils to engage with French cinema to develop language, literacy and cultural appreciation skills. The activities centre on three specially curated French language films that will engage and excite your pupils:
• Le Ballon Rouge/The Red Balloon• Une Vie de chat/A Cat in Paris• Kirikou et les hommes et les femmes/Kirikou and the Men and Women.
This resource promotes active language learning. This activity pack is designed to be used in conjunction with the accompanying PowerPoint presentation Love Languages – French downloadable at
This resource comprises:
• film-by-film lesson and discussions ideas that can be cherry-picked or adapted to suit your students andyour teaching time
• three thematic approach outlines with activities for all three films, exploring a range of approaches supported by aPowerPoint presentation
• six activity sheets to support storyboarding and film viewing at the end of this pack, and links to supportingresources throughout
• related French vocabulary list
Throughout the resource, activities are divided into those that are intended to be completed in English to enable understanding and analysis of the films; activities to enable understanding, speaking, listening and writing in French and activities that can be used to develop literacy in either English or in French. This is denoted by the following flag symbols.
If your school has a film club, use the film as part of a curated season on French cinema. Teachers should encourage students to write review on the film www.filmclub.org, which o!ers support on review writing: bit.ly/PrimReview. This resource contains and French/English Review writing frame/Cadre de critique on page 25.
Accessing film
Many of these activities require access to the film and wherever possible, activities reference DVD time codes to help you navigate the films with students. You can order films for free through your Into Film club account. Not yet Into Film? Joining Into Film is easy and free – go to the website to find out more and to register or email [email protected].
Alternatively findanyfilm.com can be used to find the films featured here.
English French English and French
Love Languages – FrenchActivity pack
intofilm.org 3
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Filmmaking support
As well as viewing films, this resource o!ers many opportunities for planning and making short films. For further information on filmmaking in the classroom, see Into Film’s resource: bit.ly/FilmGuideP
Curriculum links
This resource has been designed to work across a range of curriculum areas and subjects for Year 5 and 6 in England and Wales and P6 and P7 in Scotland. A full list of curriculum links addressed are provided on pages 4 to 11.
Safeguarding
Information on each film’s age certification is included below, along with a brief rationale on the reason for the film’s selection. You should watch the films and the relevant clips prior to delivering these activities in class, to ensure content is appropriate for your students. We also recommend you view content on external links in advance of sharing these with students as we are unable to accept responsibility for the content which may change, move or become unavailable without our knowledge.
There is some nudity shown in the paintings in Le Ballon Rouge, a nude statue in Une Vie de Chat and natural nudity in Kirikou et les homes et les femmes.
Love
Lan
gu
ages
– F
ren
chN
atio
nal
Cu
rric
ulu
m li
nks
– E
ng
lan
d
intofilm.org
4
Pro
gra
mm
e o
f st
ud
y
• lis
ten
att
entiv
ely
to s
po
ken
lan
gu
age
and
sh
ow
un
der
stan
din
g b
y jo
inin
g in
an
d r
esp
on
din
g•
exp
lore
th
e p
atte
rns
and
so
un
ds
of
lan
gu
age
thro
ug
h s
on
gs
and
rh
ymes
an
d li
nk
the
spel
ling
, so
un
d a
nd
m
ean
ing
of
wo
rds
• en
gag
e in
co
nve
rsat
ion
s; a
sk a
nd
an
swer
qu
estio
ns;
exp
ress
op
inio
ns
and
res
po
nd
to
th
ose
of
oth
ers;
see
k cl
arifi
catio
n a
nd
hel
p•
spea
k in
sen
ten
ces,
usi
ng
fam
iliar
vo
cab
ula
ry, p
hra
ses
and
bas
ic la
ng
uag
e st
ruct
ure
s•
dev
elo
p a
ccu
rate
pro
nu
nci
atio
n a
nd
into
nat
ion
so
th
at o
ther
s u
nd
erst
and
wh
en t
hey
are
rea
din
g a
lou
d o
r u
sin
g f
amili
ar w
ord
s an
d p
hra
ses
• p
rese
nt
idea
s an
d in
form
atio
n o
rally
to
a r
ang
e o
f au
die
nce
s•
read
car
efu
lly a
nd
sh
ow
un
der
stan
din
g o
f w
ord
s, p
hra
ses
and
sim
ple
wri
ting
• ap
pre
ciat
e st
ori
es, s
on
gs,
po
ems
and
rh
ymes
in t
he
lan
gu
age
• b
road
en t
hei
r vo
cab
ula
ry a
nd
dev
elo
p t
hei
r ab
ility
to
un
der
stan
d n
ew w
ord
s th
at a
re in
tro
du
ced
into
fam
iliar
w
ritt
en m
ater
ial,
incl
ud
ing
th
rou
gh
usi
ng
a d
ictio
nar
y•
wri
te p
hra
ses
fro
m m
emo
ry, a
nd
ad
apt
thes
e to
cre
ate
new
sen
ten
ces,
to
exp
ress
idea
s cl
earl
y•
des
crib
e p
eop
le, p
lace
s, t
hin
gs
and
act
ion
s o
rally
an
d in
wri
ting
• u
nd
erst
and
bas
ic g
ram
mar
ap
pro
pri
ate
to t
he
lan
gu
age
bei
ng
stu
die
d, i
ncl
ud
ing
(wh
ere
rele
van
t): f
emin
ine,
m
ascu
line
and
neu
ter
form
s an
d t
he
con
jug
atio
n o
f h
igh
-fre
qu
ency
ver
bs;
key
fea
ture
s an
d p
atte
rns
of
the
lan
gu
age;
ho
w t
o a
pp
ly t
hes
e, f
or
inst
ance
, to
bu
ild s
ente
nce
s; a
nd
ho
w t
hes
e d
i!er
fro
m o
r ar
e si
mila
r to
En
glis
h.
• w
ritin
g –
tra
nsc
rip
tion
, in
clu
din
g:-
• u
se k
no
wle
dg
e o
f m
orp
ho
log
y an
d e
tym
olo
gy
in s
pel
ling
an
d u
nd
erst
and
th
at t
he
spel
ling
of
som
e w
ord
s n
eed
s to
b
e le
arn
t sp
ecifi
cally
,•
use
dic
tion
arie
s to
ch
eck
the
spel
ling
an
d m
ean
ing
of
wo
rds
• w
ritin
g –
co
mp
osi
tion
, in
clu
din
g;
• in
wri
ting
nar
rativ
es, c
on
sid
erin
g h
ow
au
tho
rs h
ave
dev
elo
ped
ch
arac
ters
an
d s
ettin
gs
in w
hat
pu
pils
hav
e re
ad, l
iste
ned
to
or
seen
per
form
ed•
per
form
th
eir
ow
n c
om
po
sitio
ns,
usi
ng
ap
pro
pri
ate
into
nat
ion
, vo
lum
e, a
nd
mo
vem
ent
so t
hat
mea
nin
g is
cl
ear.
• w
ritin
g –
vo
cab
ula
ry, g
ram
mar
an
d p
un
ctu
atio
n, i
ncl
ud
ing
;•
reco
gn
isin
g v
oca
bu
lary
an
d s
tru
ctu
res
that
are
ap
pro
pri
ate
for
form
al s
pee
ch a
nd
wri
ting
, in
clu
din
g
sub
jun
ctiv
e fo
rms
Film
All
film
s
All
film
s
Cu
rric
ulu
m s
ub
ject
Lan
gu
ages
Eng
lish
/Lite
racy
Love
Lan
gu
ages
– F
ren
chN
atio
nal
Cu
rric
ulu
m li
nks
– E
ng
lan
d
intofilm.org
5
All
film
s
All
film
s
All
film
s
Kir
iko
u e
t le
s h
om
mes
et
les
fem
mes
Kir
iko
u e
t le
s h
om
mes
et
les
fem
mes
• u
se s
earc
h t
ech
no
log
ies
e!ec
tivel
y an
d a
pp
reci
ate
ho
w r
esu
lts
are
sele
cted
an
d r
anke
d a
nd
be
dis
cern
ing
in
eval
uat
ing
dig
ital c
on
ten
t•
sele
ct, u
se a
nd
co
mb
ine
a va
riet
y o
f so
ftw
are
(incl
ud
ing
inte
rnet
ser
vice
s) o
n a
ran
ge
of
dig
ital d
evic
es
to d
esig
n a
nd
cre
ate
a ra
ng
e o
f p
rog
ram
s, s
yste
ms
and
co
nte
nt
that
acc
om
plis
h g
iven
go
als,
incl
ud
ing
co
llect
ing
, an
alys
ing
, eva
luat
ing
an
d p
rese
ntin
g d
ata
and
info
rmat
ion
• p
lay
and
per
form
in s
olo
an
d e
nse
mb
le c
on
text
s, u
sin
g t
hei
r vo
ices
an
d p
layi
ng
mu
sica
l in
stru
men
ts w
ith
incr
easi
ng
acc
ura
cy, fl
uen
cy, c
on
tro
l an
d e
xpre
ssio
n•
imp
rovi
se a
nd
co
mp
ose
mu
sic
for
a ra
ng
e o
f p
urp
ose
s u
sin
g
inte
r-re
late
d d
imen
sio
ns
of
mu
sic
• lis
ten
with
att
entio
n t
o d
etai
l an
d r
ecal
l so
un
ds
with
incr
easi
ng
au
ral m
emo
ry
• d
escr
ibe
and
un
der
stan
d a
spec
ts o
f:•
hu
man
geo
gra
ph
y, in
clu
din
g t
ypes
of
sett
lem
ent
and
lan
d u
se, e
con
om
ic a
ctiv
ity, i
ncl
ud
ing
tra
de
links
, an
d
the
dis
trib
utio
n o
f n
atu
ral r
eso
urc
es, i
ncl
ud
ing
en
erg
y, f
oo
d, m
iner
als
and
wat
er•
loca
te t
he
wo
rld
’s c
ou
ntr
ies,
usi
ng
map
s to
fo
cus
on
Eu
rop
e (in
clu
din
g t
he
loca
tion
of
Ru
ssia
) an
d N
ort
h
and
So
uth
Am
eric
a, c
on
cen
trat
ing
on
th
eir
envi
ron
men
tal r
egio
ns,
key
ph
ysic
al a
nd
hu
man
ch
arac
teri
stic
s,
cou
ntr
ies,
an
d m
ajo
r ci
ties
• u
se m
aps,
atl
ases
, glo
bes
an
d d
igita
l/co
mp
ute
r m
app
ing
to
lo
cate
co
un
trie
s an
d d
escr
ibe
feat
ure
s st
ud
ied
• co
oki
ng
- p
rep
are
and
co
ok
a va
riet
y o
f p
red
om
inan
tly
savo
ury
dis
hes
usi
ng
a r
ang
e o
f co
oki
ng
tec
hn
iqu
es
• p
erfo
rm d
ance
s u
sin
g a
ran
ge
of
mo
vem
ent
pat
tern
s
Co
mp
utin
g
Mu
sic
Geo
gra
ph
y
Des
ign
an
d
Tech
no
log
y P
hys
ical
Ed
uca
tion
Love
Lan
gu
ages
– F
ren
chC
urr
icu
lum
fo
r Ex
celle
nce
lin
ks –
Sco
tlan
d
intofilm.org
6
Org
anis
er
List
enin
g fo
r Inf
orm
atio
n
List
enin
g f
or
Info
rmat
ion
List
enin
g a
nd
tal
kin
g w
ith o
ther
s
List
enin
g a
nd
tal
kin
g w
ith o
ther
s
List
enin
g a
nd
tal
kin
g w
ith o
ther
s
Org
anis
ing
an
d u
sin
g in
form
atio
n
Usi
ng
kn
ow
led
ge
abo
ut
lan
gu
age
Exp
erie
nce
s an
d O
utc
om
es
I exp
lore
th
e p
atte
rns
and
so
un
ds
of
lan
gu
age
thro
ug
h s
on
gs
and
rh
ymes
an
d s
ho
w u
nd
erst
and
ing
an
d e
njo
ymen
t b
y lis
ten
ing
, jo
inin
g in
an
d
resp
on
din
g.
MLA
N 2
-01a
I c
an li
sten
to
an
d s
ho
w u
nd
erst
and
ing
of
fam
iliar
inst
ruct
ion
s an
d la
ng
uag
e fr
om
fam
iliar
vo
ices
an
d s
ou
rces
. M
LAN
2-0
1c
I exp
lore
ho
w g
estu
re, e
xpre
ssio
n a
nd
em
ph
asis
are
use
d t
o h
elp
u
nd
erst
and
ing
. I c
an li
sten
an
d r
esp
on
d t
o f
amili
ar v
oic
es in
sh
ort
, p
red
icta
ble
co
nve
rsat
ion
s u
sin
g s
trai
gh
tfo
rwar
d la
ng
uag
e an
d n
on
-ver
bal
te
chn
iqu
es a
s ap
pro
pri
ate
such
as
ges
ture
an
d e
ye c
on
tact
. M
LAN
2-0
2a
I can
tak
e p
art
e!ec
tivel
y in
pre
par
ed c
on
vers
atio
ns
by
shar
ing
info
rmat
ion
ab
ou
t m
ysel
f an
d o
ther
s o
r in
tere
sts
of
my
cho
ice,
usi
ng
fam
iliar
vo
cab
ula
ry
and
bas
ic la
ng
uag
e st
ruct
ure
s.
MLA
N 2
-03b
I exp
lore
sim
ple
so
ng
s an
d r
hym
es a
nd
I en
joy
lear
nin
g w
ith o
ther
s as
we
talk
an
d li
sten
to
get
her
. M
LAN
2-0
5a
I can
del
iver
a b
rief
pre
sen
tatio
n o
n a
fam
iliar
to
pic
usi
ng
fam
iliar
lan
gu
age
and
ph
rase
s.
MLA
N 2
-06
a
I exp
lore
co
mp
aris
on
s an
d c
on
nec
tion
s b
etw
een
so
un
d p
atte
rns
in d
i!er
ent
lan
gu
ages
th
rou
gh
pla
y, d
iscu
ssio
n a
nd
exp
erim
enta
tion
. M
LAN
2-0
7a
Film
an
d T
ask
All
film
s
Cu
rric
ulu
m a
rea
Mo
der
n L
ang
uag
es
Love
Lan
gu
ages
– F
ren
chC
urr
icu
lum
fo
r Ex
celle
nce
lin
ks –
Sco
tlan
d
intofilm.org
7
Usi
ng
kn
ow
led
ge
abo
ut
lan
gu
age
Fin
din
g a
nd
usi
ng
info
rmat
ion
Usi
ng
kn
ow
led
ge
abo
ut
lan
gu
age
Usi
ng
kn
ow
led
ge
abo
ut
lan
gu
age
Org
anis
ing
an
d u
sin
g in
form
atio
n
Too
ls f
or
wri
ting
Cre
atin
g t
exts
I can
use
my
kno
wle
dg
e ab
ou
t la
ng
uag
e an
d p
ron
un
ciat
ion
to
en
sure
th
at
oth
ers
can
un
der
stan
d m
e w
hen
I re
ad a
lou
d o
r sa
y fa
mili
ar w
ord
s, p
hra
ses
and
sh
ort
tex
ts.
MLA
N 2
-07b
I can
rea
d a
nd
dem
on
stra
te u
nd
erst
and
ing
of
wo
rds,
sig
ns,
ph
rase
s an
d
sim
ple
tex
ts c
on
tain
ing
mai
nly
fam
iliar
lan
gu
age.
M
LAN
2-0
8b
I can
un
der
stan
d h
ow
a b
ilin
gu
al d
ictio
nar
y w
ork
s an
d u
se it
with
su
pp
ort
. M
LAN
2-1
1a
I use
my
kno
wle
dg
e ab
ou
t la
ng
uag
e an
d s
ucc
ess
crite
ria
to h
elp
me,
an
d I
can
ch
eck
that
I h
ave
wri
tten
fam
iliar
wo
rds
and
ph
rase
s ac
cura
tely
. M
LAN
2-1
4a
I can
use
fam
iliar
lan
gu
age
to d
escr
ibe
mys
elf
and
to
exc
han
ge
stra
igh
tfo
rwar
d in
form
atio
n.
MLA
N 2
-13b
I can
sp
ell m
ost
of
the
wo
rds
I nee
d t
o c
om
mu
nic
ate,
usi
ng
sp
ellin
g r
ule
s,
spec
ialis
t vo
cab
ula
ry, s
elf-
corr
ectio
n t
ech
niq
ues
an
d a
ran
ge
of
reso
urc
es.
LIT
2-2
1a
Th
rou
gh
ou
t th
e w
ritin
g p
roce
ss, I
can
ch
eck
that
my
wri
ting
mak
es s
ense
an
d m
eets
its
pu
rpo
se.
LIT
2-2
3a
Hav
ing
exp
lore
d t
he
elem
ents
wh
ich
wri
ters
use
in d
i!er
ent
gen
res,
I ca
n
use
wh
at I
lear
n t
o c
reat
e st
ori
es, p
oem
s an
d p
lays
with
an
inte
rest
ing
an
d
appr
opr
iate
str
uctu
re, i
nter
estin
g ch
arac
ters
and
/or
sett
ings
whi
ch c
om
e to
life
. EN
G 2
-31a
Lite
racy
an
d E
ng
lish
All
Film
s
Love
Lan
gu
ages
– F
ren
chC
urr
icu
lum
fo
r Ex
celle
nce
lin
ks –
Sco
tlan
d
intofilm.org
8
ICT
to
en
han
ce le
arn
ing
ICT
to
en
han
ce le
arn
ing
Mu
sic
Peo
ple
, pla
ce a
nd
en
viro
nem
nt
Th
rou
gh
ou
t al
l my
lear
nin
g, I
can
use
sea
rch
fac
ilitie
s o
f el
ectr
on
ic s
ou
rces
to
acc
ess
and
ret
riev
e in
form
atio
n, r
eco
gn
isin
g t
he
imp
ort
ance
th
is h
as in
m
y p
lace
of
lear
nin
g, a
t h
om
e an
d in
th
e w
ork
pla
ce.
TCH
2-0
3b
I exp
lore
an
d e
xper
imen
t w
ith t
he
feat
ure
s an
d f
un
ctio
ns
of
com
pu
ter
tech
no
log
y an
d I
can
use
wh
at I
lear
n t
o s
up
po
rt a
nd
en
han
ce m
y le
arn
ing
in
di!
eren
t co
nte
xts.
TCH
2-0
4a
I can
sin
g a
nd
pla
y m
usi
c fr
om
a r
ang
e o
f st
yles
an
d c
ult
ure
s, s
ho
win
g s
kill
and
usi
ng
per
form
ance
dir
ectio
ns,
an
d/o
r m
usi
cal n
ota
tion
.EX
A 2
-16
a
Insp
ired
by
a ra
ng
e o
f st
imu
li, a
nd
wo
rkin
g o
n m
y o
wn
an
d/o
r w
ith o
ther
s,
I can
exp
ress
an
d c
om
mu
nic
ate
my
idea
s, t
ho
ug
hts
an
d f
eelin
gs
thro
ug
h
mu
sica
l act
iviti
es.
EXA
2-1
8a
I hav
e lis
ten
ed t
o a
ran
ge
of
mu
sic
and
can
res
po
nd
by
dis
cuss
ing
my
tho
ug
hts
an
d f
eelin
gs.
I ca
n g
ive
and
acc
ept
con
stru
ctiv
e co
mm
ent
on
my
ow
n a
nd
oth
ers’
wo
rk.
EX
A 2
-19
a
Hav
ing
exp
lore
d m
y lo
cal a
rea,
I ca
n p
rese
nt
info
rmat
ion
on
di!
eren
t p
lace
s to
live
, wo
rk a
nd
rel
ax a
nd
inte
rest
ing
pla
ces
to v
isit.
SOC
2-1
0a
I can
exp
lain
ho
w t
he
ph
ysic
al e
nvi
ron
men
t in
fluen
ces
the
way
s in
wh
ich
p
eop
le u
se la
nd
by
com
par
ing
my
loca
l are
a w
ith a
co
ntr
astin
g a
rea.
SO
C 2
-13a
To e
xten
d m
y m
enta
l map
an
d s
ense
of
pla
ce, I
can
inte
rpre
t in
form
atio
n
fro
m d
i!er
ent
typ
es o
f m
aps
and
am
beg
inn
ing
to
loca
te k
ey f
eatu
res
with
in
Sco
tlan
d, U
K, E
uro
pe
or
the
wid
er w
orl
d.
SOC
2-1
4a
Tech
no
log
ies
Exp
ress
ive
Art
s
Soci
al S
tud
ies
All
Film
s
All
Film
s
All
Film
s
Love
Lan
gu
ages
– F
ren
chC
urr
icu
lum
fo
r Ex
celle
nce
lin
ks –
Sco
tlan
d
intofilm.org
9
Foo
d a
nd
tex
tiles
co
nte
xts
for
dev
elo
pin
g t
ech
no
log
ical
ski
lls
and
kn
ow
led
ge
Dan
ce
Th
rou
gh
dis
cove
ry a
nd
imag
inat
ion
, I c
an d
evel
op
an
d u
se p
rob
lem
-so
lvin
g
stra
teg
ies
to m
eet
des
ign
ch
alle
ng
es w
ith a
fo
od
or
text
ile f
ocu
s. T
CH
2-1
1a
I can
exp
lore
an
d c
ho
ose
mo
vem
ents
to
cre
ate
and
pre
sen
t d
ance
, d
evel
op
ing
my
skill
s an
d t
ech
niq
ues
.EX
A 2
-08
a
Tech
no
log
ies
Exp
ress
ive
Art
s
Kir
iko
u e
t le
s h
om
mes
et
les
fem
mes
Kir
iko
u e
t le
s h
om
mes
et
les
fem
mes
Love
Lan
gu
ages
– F
ren
chN
atio
nal
Cu
rric
ulu
m li
nks
– W
ales
intofilm.org
10
Key
Sta
ge
2: a
no
n –
sta
tuto
ry f
ram
ewo
rk
Ora
cy•
use
an
d r
esp
on
d t
o in
cid
enta
l lan
gu
age
in e
very
day
cla
ssro
om
act
iviti
es•
liste
n c
aref
ully
an
d r
esp
on
d a
pp
rop
riat
ely
to d
i!er
ent
typ
es o
f sp
oke
n la
ng
uag
e•
com
mu
nic
ate
with
eac
h o
ther
an
d t
hei
r te
ach
er•
un
der
stan
d a
nd
tak
e p
art
in s
imp
le c
on
vers
atio
ns
• u
se p
revi
ou
sly
lear
nt
stru
ctu
res
and
lan
gu
age
pat
tern
s to
cre
ate
new
lan
gu
age
Rea
din
g
• re
ad w
ord
s, p
hra
ses
and
sim
ple
tex
ts f
or
con
solid
atio
n a
nd
inte
rest
• u
se d
ictio
nar
ies,
glo
ssar
ies,
ICT
an
d o
ther
ref
eren
ce m
ater
ials
as
app
rop
riat
e•
read
an
d r
esp
on
d t
o a
var
iety
of
wri
tten
lan
gu
age
Wri
tin
g•
use
lan
gu
age
crea
tivel
y, in
clu
din
g IC
T
• w
rite
wo
rds,
ph
rase
s an
d s
imp
le t
exts
fo
r co
nso
lidat
ion
an
d in
tere
st
Ora
cy•
liste
n a
nd
vie
w a
tten
tivel
y, r
esp
on
din
g t
o a
wid
e ra
ng
e o
f co
mm
un
icat
ion
• id
entif
y ke
y p
oin
ts a
nd
fo
llow
up
idea
s th
rou
gh
qu
estio
n a
nd
co
mm
ent,
dev
elo
pin
g r
esp
on
ses
to o
ther
s in
o
rder
to
lear
n t
hro
ug
h t
alk
Rea
din
g
• co
nsi
der
wh
at t
hey
rea
d/v
iew
, res
po
nd
ing
ora
lly a
nd
in w
ritin
g t
o t
he
idea
s, v
oca
bu
lary
sty
le, p
rese
nta
tion
an
d
org
anis
atio
n o
f im
age
and
lan
gu
age,
an
d b
e ab
le t
o s
elec
t ev
iden
ce t
o s
up
po
rt t
hei
r vi
ew•
retr
ieve
an
d c
olla
te in
form
atio
n a
nd
idea
s fr
om
a r
ang
e o
f so
urc
es in
clu
din
g, p
rin
ted
vis
ual
, au
dio
, med
ia. I
CT
an
d d
ram
a p
erfo
rman
ces
Wri
tin
g•
use
th
e ch
arac
teri
stic
fea
ture
s o
f lit
erac
y an
d n
on
-lite
racy
tex
ts in
th
eir
ow
n w
ritin
g, a
dap
ting
th
eir
styl
e to
su
it au
die
nce
an
d p
urp
ose
• p
rese
nt
wri
ting
ap
pro
pri
atel
y: u
sin
g a
pp
rop
riat
e fe
atu
res
of
layo
ut
and
pre
sen
tatio
n, i
ncl
ud
ing
ICT
• Fi
nd
info
rmat
ion
fro
m a
ran
ge
of
sou
rces
fo
r a
defi
ned
pu
rpo
se.
• Se
lect
su
itab
le in
form
atio
n a
nd
mak
e si
mp
le ju
dg
emen
ts a
bo
ut
sou
rces
of
info
rmat
ion
.•
Use
ICT
so
urc
es o
f in
form
atio
n a
nd
no
n-I
CT
so
urc
es o
f in
form
atio
n.
• U
se IC
T t
o e
xplo
re a
nd
so
lve
pro
ble
ms
in t
he
con
text
of
wo
rk a
cro
ss a
var
iety
of
sub
ject
s.•
Cre
ate
and
co
mm
un
icat
e in
form
atio
n in
th
e fo
rm o
f te
xt, i
mag
es a
nd
so
un
d, u
sin
g a
ran
ge
of
har
dw
are
an
d s
oft
war
e.
Film
All
film
s
All
film
s
All
film
s
Cu
rric
ulu
m s
ub
ject
MFL
:
Key
Sta
ge
2: a
no
n
stat
uto
ry f
ram
ewo
rk
Eng
lish
ICT
Love
Lan
gu
ages
– F
ren
chN
atio
nal
Cu
rric
ulu
m li
nks
– W
ales
intofilm.org
11
All
film
s
All
film
s
Kir
iko
u e
t le
s h
om
mes
et
les
fem
mes
Kir
iko
u e
t le
s h
om
mes
et
les
fem
mes
• C
reat
e a
ran
ge
of
pre
sen
tatio
ns,
co
mb
inin
g a
var
iety
of
info
rmat
ion
an
d m
edia
, e.g
. a p
ost
er c
om
bin
ing
mu
lti
med
ia g
rap
hic
s, a
mu
ltim
edia
pre
sen
tatio
n.
• P
lay
inst
rum
ents
, usi
ng
ap
pro
pri
ate
pla
yin
g t
ech
niq
ues
an
d w
ith in
crea
sin
g d
exte
rity
an
d c
on
tro
l of
sou
nd
.•
Pla
n a
nd
mak
e d
ecis
ion
s ab
ou
t w
hic
h m
usi
c to
per
form
an
d h
ow
to
per
form
it.
• Im
pro
vise
, arr
ang
e an
d c
om
po
se m
usi
c •
Exp
lore
, use
, cre
ate,
sel
ect
and
org
anis
e so
un
ds
for
mu
sica
l pu
rpo
se.
• C
om
mu
nic
ate
idea
s an
d e
mo
tion
s th
rou
gh
mu
sic.
• Li
sten
to
an
d a
pp
rais
e m
usi
c.
• Id
entif
y an
d lo
cate
pla
ces
and
en
viro
nm
ents
usi
ng
glo
bes
, atl
ases
an
d m
aps.
• U
se m
aps,
imag
ery
and
ICT
to
fin
d a
nd
pre
sen
t lo
catio
nal
info
rmat
ion
.•
Iden
tify
sim
ilari
ties
and
di!
eren
ces
to d
escr
ibe,
co
mp
are
and
co
ntr
act
pla
ces
and
en
viro
nm
ents
.•
Stu
dy
livin
g in
th
e w
orl
d: c
arin
g f
or
pla
ces
and
en
viro
nm
ents
an
d t
he
imp
ort
ance
of
bei
ng
a g
lob
al c
itize
n.
• W
ork
to
th
eir
spec
ifica
tion
/rec
ipe
to m
ake
pro
du
cts.
• C
ho
ose
ap
pro
pri
ate
mat
eria
ls, i
ng
red
ien
ts, e
qu
ipm
ent,
to
ols
, ute
nsi
ls a
nd
tec
hn
iqu
es, f
rom
a r
ang
e m
ade
avai
lab
le t
o t
hem
.•
Mea
sure
, mar
k o
ut,
cu
t, s
hap
e, jo
in, w
eig
h a
nd
mix
a r
ang
e o
f m
ater
ials
an
d in
gre
die
nts
, usi
ng
ap
pro
pri
ate
too
ls/u
ten
sils
, eq
uip
men
t an
d t
ech
niq
ues
.•
Ap
ply
cu
rren
t h
ealth
y ea
ting
mes
sage
s an
d c
on
sid
er n
utr
itio
nal
nee
ds
wh
en u
nd
erta
kin
g fo
od
pre
par
atio
n t
asks
.
• R
eco
gn
ise
the
pri
nci
ple
s o
f si
mp
le c
om
po
sitio
n a
nd
ch
ore
og
rap
hy
in o
rder
to
use
th
em t
o p
lan
seq
uen
ces
and
a r
ang
e o
f m
ove
men
t p
atte
rns.
• R
esp
on
d t
o a
ran
ge
of
stim
uli
and
acc
om
pan
imen
t.•
Co
mm
un
icat
e id
eas
and
em
otio
ns
usi
ng
idea
s an
d n
on
-ve
rbal
sig
nal
s to
co
nve
y an
d e
nh
ance
mea
nin
g.
Mu
sic
Geo
gra
ph
y
Des
ign
an
d
Tech
no
log
y
Ph
ysic
al E
du
catio
n
Love Languages – FrenchActivity pack
intofilm.org 12
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Le Ballon Rouge/The Red Balloon 1956 | France | 34 mins | Cert: U
“It is an inspiring film and I would love to make a film like it.” Into Film Club member, Lola-Belle, aged 9
What’s this film about?One of the greatest children’s films of all time, Le Ballon Rouge is a much-loved French movie about a young boy who goes on a series of adventures with a red balloon that he finds in the street. Although it is considered a short rather than a ‘feature’, it is every bit as exciting as a full-length movie. Packed with character and action you are guaranteed to be drawn in. A great first step into French cinema and ideal for students in the very early stages of learning French, and it fosters an interest in French language and culture. Le Ballon Rouge won an Oscar for best original screenplay in 1956 and the Palme d’Or for short films at the 1956 Cannes Film Festival.
The story follows the adventures of a young Parisian boy named Pascal, who discovers a red balloon one morning, and soon finds that it has a will of its own. Together, the two set o! through the streets of Paris - but not everyone is as taken with the balloon as Pascal.
1. What does this film tell us about Paris? Create a story or guide to tell people about your village, town or city. Use the Storyboard template/Modéle storyboard on page 20 to plan your guide. Choose six scenes, including a suitable introductory scene. Write a sentence in English or French or both to accompany your selected scenes. To extend this activity find suitable images online or take photographs input into PowerPoint, add captions and record a voiceover. Play the presentation to create a stills film. For inspiration and a quick guide to storyboarding visit bit.ly/HowToStoryboard.
2. Can an object have a personality or even be our friend? Give groups a balloon or an image of a balloon, ask students to mindmap words to describe the balloon’s actions, thoughts and feelings. Use the Vocabulary/Vocabulaire sheet on page 26, and a dictionary, to look up the words in French and add these to the mindmap. Ask students to choose another object either provided in class or from home. Draw a picture of the object or take a photograph of it. Around the image of the object students can write words to describe its actions, feelings and they can translate these words into French using dictionary.
3. What is it like to star in a film? Le Ballon Rouge was directed by Albert Lamorisse and stars his son and daughter. Look at the still ‘Le petit garçon et la petite fille’ on slide 2 of the accompanying Love Languages – French presentation. In small groups, discuss and decide what the two characters are saying to each other. Write the phrases and questions in English first, if necessary, and use the Vocabulary/Vocabulaire sheet on page 26 to find French questioning words. For example “de quelle couleur est votre ballon?” or “mon ballon est rouge.” To extend this activity freeze frame the scene and speak like the characters, film the freeze frame for playback to the whole class.
4. How do you feel about the ending? In pairs, describe the end of the film to each other. Consider if this was a surprise or unexpected ending? Consider if you think this is a happy ending and if a happy ending is important for this film. Working in pairs or small groups, and starting by making a list of bullet points, decide what you would tell other people about this film to recommend it to them, without spoiling surprises. Develop these points into sentences and a piece of persuasive writing.
Network Releasing © (2008) All rights reserved
Love Languages – FrenchActivity pack
intofilm.org 13
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Une vie de chat/A Cat in Paris 2011 | France | 60 mins | Cert: PG
“This lovely French cartoon is one of the best films I have ever seen. I would totally recommend this film to those who have not seen it.” Into Film Club member, Billy, aged 8
What’s this film about?A beautifully crafted animation following the adventures of Dino the cat across the rooftops of Paris. By day he is a pet to 7-year-old Zoe and her police o"cer mum; by night he is an assistant to big-hearted burglar, Nico. One night Zoe decides to follow Dino, and the pair become tangled up in a local mafia conspiracy.
The French is fast paced and frequently colloquial, so the subtitles are critical for an audience with little or basic French. However, the story is easy to follow, particularly as the lead character Zoe is selectively mute for the majority of the film. The film can also be viewed dubbed into English.
1. Why use animation to tell a story? What can you do di!erently or better in an animation film, than in live action? Watch the clip ‘Hello my little friends’ on slide 3 of the accompanying Love Languages – French presentation, (time codes 00:52:53 – 00:53:33). How has animation made this sequence possible? Would this scene have the same e!ect if it were live action?
2. How do you bring drawings to life? Ask students to choose their favourite animal. Research online and/or using books, what the animal looks like, where it lives, how it moves, what it eats and what noises it makes. Make a flick book to animate drawings of the animal in its habitat, moving around and eating. How are the students’ drawings similar and di!erent to the animations in Une vie de chat? Research online to find out how long it takes to animate a feature film and some of the techniques, materials and technology animators use to make the best animated scenes possible. Start with the Into Film Behind the Scenes profiles bit.ly/BTSVisualE!ects
3. What can we learn about Paris from this film? Watch the clip ‘Happy ending’ on slide 4 of the accompanying Love Languages – French presentation, (time codes 00:55:54 – 00:57:17). Which Paris landmarks do we see in this sequence? What does this sequence tell you about the houses and homes in Paris? Using online research, guide books and maps, work in pairs to compare a Paris landmarks, including the Sacre Couer and Ei!el Tower, with a similar site in London or the UK eg the Blackpool Tower and York Minster. Use French adjectives to describe the landmarks’ similarities and di!erences.
GKIDS © (2010) All rights reserved
Love Languages – FrenchActivity pack
intofilm.org 14
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Kirikou et les hommes et les femmes/Kirikou and the Men and the Women 2012 | France | 88 mins | Cert: U
“I would recommend this film to people who like adventure and exciting films.” Into Film Club member, Dana, aged 10
What’s this film about?Cherished French animator Michel Ocelot returns to his popular series of Kirikou films with yet another dazzling animated film, which provides a striking alternative to so many contemporary animated movies. In keeping with his other fairytale inspired films, this new film tells the further adventures of his hero, Kirikou, in his village in Africa, as this inventive and resourceful child helps his fellow villagers overcome a number of di"culties. Kirikou’s kindness and energy win out every time. The visual style of the film is quite beautiful and the story’s focus on the relationship between a child and his community makes for essential viewing. This film was chosen by Unicef France to raise global awareness about the UN Convention on the Rights of the Child. The diction in many places in this film is slower than usual, and there are songs and fairytale-like phrases, which are ideal for early learners. The film is dominated by dialogue, which is key to understanding the storyline. However, the easy-to-follow subtitles, makes the film accessible to students who can read, but have no prior knowledge of French.
1. Who are the men and women in Kirikou’s life? Which characters can you remember? Which one was your favourite and why? Use slide 5 ‘Les caractères’ of the accompanying Love Languages – French presentation to remind students of some of the characters and their relationship to Kirikou.
2. How do you feel about the title of this film? Can you think of a di!erent title to describe this film? Students can create their own title and write a one sentence synopsis, that they think would persuade other children to watch the film. Translate the title and synopsis into French.
3. Why is Kirikou special? Draw an outline of Kirikou on a large sheet of paper or the whiteboard. If you are using paper, draw around a student. Watch the three clips ‘Grandfather’ 00:00:35 – 00:00:59, ‘Panther approaches’ 00:23:57 – 00:24:17 and ‘Good night dear neighbour’ 00:04:48 – 00:05:32 on slides 6-8 of the accompanying Love Languages – French presentation. After each clip write words that describe what Kirikou thinks about himself inside the outline and words that describe what others think about him around the outside of the outline. Translate the words into French using the Vocabulary/Vocabulaire sheet on page 26 and a dictionary.
4. What inspires people to make films? What would you like to happen next? Michel Ocelot, the director, spent part of his childhood in Guinea in West Africa. He has made several films with Kirikou as the main character. Use slide 9 ‘Les objets’ of the accompanying Love Languages – French presentation. Ask students to select a maximum of three items from the slide. Use the Storyboard template/Modéle storyboard on page 20 to weave them into a story about Kirikou and plan each scene. Write a description or line of dialogue for each scene.
Canal+ © (1998) All rights reserved
Love Languages – FrenchThematic approaches
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
intofilm.org 15
La Musique et Les Couleurs/Music and Colours
Summary: By exploring music and still images, students consider the importance of music and colour to communicate narrative, and the di!erent ways of accessing a film in another language.
Learning outcomes:
• Students will demonstrate active reading strategies (such as inference, deduction and prediction) to explore meaning in a film text.
• Students will identify how colour and music is used to tell a story and influence mood and feelings.• Students will analyse the film’s symbolism and underlying themes of friendship, childhood and adventure.
Music: Le Ballon Rouge activity outline
1. Play the sound from the titles and opening sequence on slide 10 of the accompanying Love Languages – French presentation, DVD time codes 00:00:26 – 00:01:45. Can the students predict what the film is going to be about from the soundtrack?
2. Play the sound on the ‘Boy and balloon walking in the street’ sequence on slide 11 of the accompanying Love Languages – French presentation, DVD time codes 00:09:40 – 00:11:10.
On the second or third play, discuss or use the Sound on/Vision O! worksheet on page 21 to describe the sounds that have been heard and predict what might be making the sounds and what might be happening in this scene. Play the clip again with both the sound and picture on. Compare the visuals with the students’ predictions.
Music: Kirikou activity outline
1. Play the clip ‘Kirikou wrapped in blue’ on slide 12, (time codes 00:46:09 – 00:46:32) and ‘Your father’s flute’ on slide 13, of the accompanying Love Languages – French presentation, (time codes 00:46:09 – 00:46:32). Think, pair and share Why music is so important for the villagers? Discuss what instruments they use in the village and the rhythms and words they use.
2. Give each student the sentence ‘..... makes me happy’ or ‘.... makes me proud.’ After writing the completed sentence, sit in a circle and share the sentences, after each student reads out the sentence, the class repeat it back. For example ‘le soleil me rend heureux’ or ‘le soleil me rend fier’.
3. Now add in instruments, such as a drum for the rhythm, followed by other percussion instruments.
4. Translate the sentences into French and perform the song in French, recording it using a tablet or flip camera to play back to the rest of the school or share at a screening.
5. In Physical Education, devise a dance to go with your song and include this in your live or filmed performance.
Love Languages – FrenchThematic approaches
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
intofilm.org 16
Music: Une Vie de Chat activity outline
1. Watch the clip ‘Another present’ on slide 14 of the accompanying Love Languages – French presentation, (time codes 00:04:39 – 00:04:53) Can the students predict what the film is going to be about? Who are the main characters? What type or genre of film will it be?
2. Watch the clips ‘Hey, don’t rush o! ‘on slide 15, (time codes 00:12:49 – 00:13:14), ‘Never forget how much I love you’ on slide 16, (time codes 00:14:10 – 00:14:20) and ‘I’m not a potato’ on slide 17 of the accompanying Love Languages – French presentation, (time codes 00:23:40 – 00:24:17). Using instruments work in small groups to create a sound for each character (this is known as a motif). Think about each character’s personality, the way they move and the way they look. Now play the clip without the original soundtrack with students’ live accompaniment.
Colours: Le Ballon Rouge activity one outline
1. Show still number one ‘L’arret d’autobus/The bus stop’ on slide 18 of the accompanying Love Languages – French presentation. Students can discuss in pairs and feedback or use the Quelle Couleurs/Which Colours? worksheet on page 22 to write down all of the colours they can see in this scene. Repeat this for ‘Le petit garcon et la petite fille/The little boy and the little girl’ on presentation slide 19. Use the Vocabulary/Vocabulaire sheet on page 26, if necessary, to write colours in English and French.
2. Prepare five balloons eg one red, one green, one blue, one yellow, one white. Stand in a circle with students and throw the red balloon to a student. When they catch the balloon say the phrase ‘le ballon rouge’. Gradually introduce more balloons of di!erent colours. To extend the activity, add in other phrases eg the teacher can ask the question ‘Qui a le ballon bleu?’ and students can respond.
3. Use the Mélange Couleurs/Mixing Colours worksheet on page 23. Students can use the palette to mix the colours and label the palette in French.
Colours: Le Ballon Rouge activity two outline
1. Show still the ‘Toutes les couleurs/All the colours’ on slide 20 of the accompanying Love Languages – French presentation. Discuss in pairs or small groups, what colour balloons you can see and the colours in French, share as a class. Discuss and mindmap as a class what the di!erent colours can symbolise? Start with red eg love, danger, anger.
2. In small groups work with the colour red (or choose another colour), find five or six objects of that colour and photograph or film them on a camera or tablet. Create a stills film in PowerPoint or edit film clips together. Add captions or voiceover for each image, starting with basic phrases eg ‘Le chien blanc/the white dog’ and developing more complex phrases as necessary.
Love Languages – FrenchThematic approaches
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
intofilm.org 17
La Vocabulaire et La Langue/Vocabulary and Language
Summary: To examine how the French language is used in di!erent stories and settings to tell a story, and why it is important to understand di!erent languages and cultures.
Learning outcomes:
• Students will develop French comprehension and communication skills through speaking, listening and writing• Students will develop cultural appreciation of French spoken in other countries apart from France• Students will develop an understanding of the di!erences between the representation of France and French
speaking countries depicted in the films, and present day France and French speaking people around the world
Vocabulary: Le Ballon Rouge activity outline
1. Use the stills images on slides 21-24 of the accompanying Love Languages – French presentation. Work with one as a whole class, Think, pair and share annotating the large image on the whiteboard and/or print out the images to use in small groups or use them on students’ tablets. Ask students to name di!erent objects in the image eg balloon, boy, horse, car, umbrella. Find these words in French using the Vocabulary/Vocabulaire sheet on page 26 and/or dictionary. In pairs, or as a class, practise saying these words by using the phrase ‘Je vois/I see…’
2. Watch the clip ‘Boy flying with balloons’ on slide 25 of the accompanying Love Languages – French presentation, (time codes 00:31:09 – 00:32:52). Discuss with a partner what you can remember, share as a class, find the French words and add them to the list. Practise the phrase ‘Je me souviens de/ I remember..’ Watch the clip again, what did you remember?
Vocabulary: Kirikou activity outline
1. Play clips ‘Good night dear neighbour’ on slide 8, (time codes 00:04:48 – 00:05:32) and ‘Your father’s flute’ on slide 13 of the accompanying Love Languages – French presentation (time codes 01:14:23 – 01:14:56)
Language: Kirikou activity outline
1. Having watched Kirikou and the men and the women, ask students to locate Guinea on a world map. In groups, students can mind map what they found out about West Africa from the film. Using headings language, landscape, culture and custom, students can write three questions about West Africa that they would like to investigate and research them online.
2. In groups, students can use online research and materials such a guidebooks, maps or globes, to research other countries where French is an o"cial language. Groups may focus on African countries, such as Morocco, Tunisia and Ivory Coast, or other European countries such as Belgium, Switzerland and Luxemburg, or Haiti, in the Caribbean. Students can create a factsheet, display or PowerPoint stills film about this country. Ask students to focus on these key questions: Which continent is this country on? Which other countries does it border/is it near? What other languages are spoken there? Why do people speak French there? What is the capital of this country? What famous or interesting places are there to visit in this country? What is the climate and landscape like? What are the cultures and customs in this country? Which famous people have their origins in this country?
Love Languages – FrenchThematic approaches
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
intofilm.org 18
3. Find out if there are students, teachers or family members who have lived in any of these countries, and include an interview with them in your research.
4. Invite parents or other classes to celebrate the viewing of the PowerPoint stills films, completion or viewing of your students’ favourite Kirikou film chapter. Research, cook and serve a dish from each of the countries. Meet and greet guests and introduce the screening in French. Language: All the films activity outline
1. Imagine Kirikou went to live in Zoe’s house in Paris. What questions would he have? What would he like? What would he not like? What places would he visit? Use the Storyboard template/Modéle storyboard on page 20 to sketch some scenes and write a question or statement for Kirikou for each scene.
2. Imagine Zoe went to live in Kirikou’s village. What questions would she have? What would she like? What would she not like? What village activities would she take part in? Use the Storyboard template/Modéle storyboard on page 20 to sketch some scenes and write a question or statement for Zoe for each scene.
3. Imagine Pascal was transported to present day Paris from 1956. Imagine Zoe showed him around the city and her home. Use the Storyboard template/Modéle storyboard on page 20 to sketch some scenes and write a line of dialogue for each scene.
4. These activities can be developed into flick books, a PowerPoint stills film or simple animations using tablet applications.
Love Languages – FrenchThematic approaches
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
intofilm.org 19
La Camera/Camera
Summary: By exploring clips and still images students consider the importance of shot selection, composition and editing to communicate the narrative.
Learning outcomes:
• Students will use active reading strategies (such as inference, deduction and prediction) to explore meaning in a film text.
• Students will compare and contrast live action and animated film camera techniques.• Students will investigate and evaluate how films win awards and if and why they think awards are important.
Shots: Le Ballon Rouge activity outline
1. Show the stills on slides 26-29 of the accompanying Love Languages – French presentation. Think, pair and share, which shot is the close-up, the medium shot, the long shot and extreme long shot. Think, pair and share why particular shots are used, divide task up amongst the class, print out still images or use on students’ tablets, for a closer look if necessary. What information does each of the shots give us about the setting, the story and the characters?
2. Watch the clip ‘Catch him!’ on slide 30 on the accompanying Love Languages – French presentation, (time codes 00:27:40 – 00:29:09) Use the Screening bingo card/Dépistage bingo sheet on page 24 to match the shots in this sequence. Watch clip ‘Hello my little friends’ on slide 3, (time codes 00:52:53 – 00:53:33). Use the Screening bingo card/Dépistage bingo sheet to match the shots in this sequence. Discuss which shots were used most often, and what di!erent shots told students about the characters and story?
Awards and recognition activity outline:
1. Students can discuss and mindmap what criteria they think judges should look for in an award winning film.
Research the Cannes Film Festival and the Palme d’Or, which was awarded to Le Ballon Rouge in 1956 and/or research the Academy Awards, where Une vie de chat was nominated for Best Animated Feature in 2011.
Role-play a press conference as a whole class or in groups of four. Give some/two students the role of Palme d’Or/Academy Awards judges and the rest of the group/two students the role of journalists. The journalists work in pairs and groups to prepare questions for the judges eg “What was your favourite part of Le Ballon Rouge/Une vie de chat?” and the judges can prepare answers eg ‘We liked the music in the film’ Alternatively, prepare questions and answers for students to practise speaking, listening and pronunciation and select the most appropriate response. Film the press conference.
Love
Lan
gu
ages
– F
ren
ch
intofilm.org
20
Mo
dèl
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ard
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Les
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Les
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Les
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Les
No
tes/
No
tes
Les
No
tes/
No
tes
Les
No
tes/
No
tes
Les
No
tes/
No
tes
Love
Lan
gu
ages
– F
ren
ch
intofilm.org
21
You
are
go
ing
to
list
en t
o t
he
sou
nd
fro
m p
art
of
a fil
m –
bu
t w
itho
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ith it
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ote
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ds
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hat
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Wh
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hat
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If y
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ent
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s ab
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t w
hat
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e so
un
ds
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ht
be?
Qu
’est
-ce
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? W
hat
did
yo
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ear?
La M
usi
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c L
es V
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/Vo
ices
D’a
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es s
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s/O
ther
So
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Th
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?
Love Languages – French
intofilm.org 22
Quelles couleurs/Which colours?
White
Blanc
Black
Noir
Pink
Rose
Green
Vert
Yellow
Jaune
Blue
Bleu
Red
Rouge
Grey
Gris
Brown
Brun
Orange
Orange
The bus stop:
The little boy and the little girl:
L’arret d’autobus:
Le petit garçon et la petite fille:
En Anglais/In English En Francais/In French
Love Languages – French
intofilm.org 23
Brun
Mélange Couleurs/Mixing Colours
Work out which two colours to mix to create another colour.Paint the circles with the correct colours and label them with the French word.
Blanc
Blanc
Jaune
Rose
Gris
Violet
BlancNoir Rose Vert Jaune Bleu Rouge Gris Brun Orange
Love
Lan
gu
ages
– F
ren
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intofilm.org
24
Le p
lan
d’e
nse
mb
le
Le g
ros
pla
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lose
up
Esta
blis
hin
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ho
t
Po
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of
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Zo
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Mid
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Bir
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eye
vie
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Le p
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Pla
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Le z
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m
Dép
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Bin
go
/Scr
een
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Bin
go
Vu
e d
’oei
l d’o
isea
ux
Love Languages – French
intofilm.org 25
Cadre De Critique/Review Writing Frame
Write your review for the Into Film website. Think about who will read it and how they will respond to your review.
Titre/Title Title and author of the book/film/speech/presentation you are reviewing.
Phrase d’ouverture/Opening sentence Make this as interesting as you can to hook the reader – try using sibilance for e!ect.
Bref résumé/Brief synopsis Outline the plot/content in one or two sentences, but don’t give away the ending! Use informal language and interesting vocabulary – you can borrow from the style of the book/film etc.
Opinion critique/Critical opinion Give your opinion and explain why you feel this way. Try to o!er suggestions on how it could have been made better, using emotive language and interesting vocabulary.
Meilleur moment/Best moment Choose one aspect of the piece and write about it and why you liked it, using informal language.
Résumé/Summary Sum up what you think in a catchy ending.
Love Languages – FrenchVocabulary sheet
intofilm.org 26
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Vocabulaire/Vocabulary
French/English
les noms/nouns
le garçonle petit garçonle ballonle chatle cartableles chaussuresl’hommela femmele chapeaule chevalla maisonla fenêtrele chienla tablele tableaula petite fillela robela grand-mèrele village
les questions/questions
quiquandoùquepourquoicomment
les avis/opinions
j’aimemon…. préféréje n’ai pas aiméje penseparce que
les adjectifs/adjectives
grand, grandepetit, petitebon, bonnedrôlee!rayant, e!rayante
les couleurs/colours
la couleurrougebrungrisbleuvert, vertejauneroseorangeblanc, blanche
en plein air/the outdoors
la ruedans la ruele ciella villel’autobusl’arrêt d’autobusla voiturela bicyclettel’arbrele trainle marchéle magasin
bigsmall, littlegoodfunnyscary
the colourredbrowngreybluegreenyellowpinkorangewhite
the streetin the streetthe skythe citythe busthe bus stopthe carthe bicyclethe treethe trainthe marketthe shop
the boythe little boythe balloonthe catthe schoolbagthe shoesthe manthe womanthe hathorsethe housethe windowthe dogthe tablethe paintingthe little girlthe dressthe grandmotherthe village
whowhenwherewhatwhyhow
i likemy favouritei did not likei thinkbecause
Love Languages – FrenchVocabulary sheet
intofilm.org 27
Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Vocabulaire/Vocabulary
French/English
les verbes/verbs
trouverarrêtercourircrierjouerparlerattendrecherchertravaillermarcher
le temps/weather
la pluieil pleutle parapluiele soleille vent
Film/Film
le réalisateurla musiquele sonla montageles extérieursle débutla fin
to findto stopto runto shoutto playto talk to waitto look forto workto walk
the rainit’s rainingthe umbrellathe sunthe wind
the directorthe musicthe soundthe editingthe locationsthe beginningthe end
autres mots/other words
