Love Languages – French

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.

Our resources are designed to be used with selected ﬁlm titles, which are available free for clubs at www.ﬁlmclub.org

See, think, make. Imagine

intoﬁlm.org

Into Film is a trading name of Film Nation UK. Registered Charity number 1154030. Our resources are designed to be used with selected ﬁlm titles, which are available free for clubs at www.ﬁlmclub.org

Activity pack Love Languages – French

Love Languages French

This 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 XXXJOUPGJMNPSHTDIPPMTSFTPVSDFT

This resource comprises:

• film-by-film lesson and discussions ideas that can be cherry-picked or adapted to suit your students and your teaching time • three thematic approach outlines with activities for all three films, exploring a range of approaches supported by a PowerPoint presentation • six activity sheets to support storyboarding and film viewing at the end of this pack, and links to supporting resources 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.

English French English and French

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 support@intofilm.org.

Alternatively findanyfilm.com can be used to find the films featured here.

intofilm.org 2 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Activity pack Love Languages – French

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.

intoﬁlm.org 3 National Curriculum links – England Love Languages – French

Curriculum subject Programme of study Film

Languages • listen attentively to spoken language and show understanding by joining in and responding All ﬁlms • explore the patterns and sounds of language through songs and rhymes and link the spelling, sound and meaning of words • engage in conversations; ask and answer questions; express opinions and respond to those of others; seek clariﬁcation and help • speak in sentences, using familiar vocabulary, phrases and basic language structures • develop accurate pronunciation and intonation so that others understand when they are reading aloud or using familiar words and phrases • present ideas and information orally to a range of audiences • read carefully and show understanding of words, phrases and simple writing • appreciate stories, songs, poems and rhymes in the language • broaden their vocabulary and develop their ability to understand new words that are introduced into familiar written material, including through using a dictionary • write phrases from memory, and adapt these to create new sentences, to express ideas clearly • describe people, places, things and actions orally and in writing • understand basic grammar appropriate to the language being studied, including (where relevant): feminine, masculine and neuter forms and the conjugation of high-frequency verbs; key features and patterns of the language; how to apply these, for instance, to build sentences; and how these di!er from or are similar to English.

English/Literacy • writing – transcription, including:- All ﬁlms • use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt speciﬁcally, • use dictionaries to check the spelling and meaning of words • writing – composition, including; • in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed • perform their own compositions, using appropriate intonation, volume, and movement so that meaning is clear. • writing – vocabulary, grammar and punctuation, including; • recognising vocabulary and structures that are appropriate for formal speech and writing, including subjunctive forms

intoﬁlm.org 4 National Curriculum links – England Love Languages – French

Computing • use search technologies e!ectively and appreciate how results are selected and ranked and be discerning in All ﬁlms evaluating digital content • select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Music • play and perform in solo and ensemble contexts, using their voices and playing musical instruments with All ﬁlms increasing accuracy, ﬂuency, control and expression • improvise and compose music for a range of purposes using inter-related dimensions of music • listen with attention to detail and recall sounds with increasing aural memory

Geography • describe and understand aspects of: All ﬁlms • human geography, including types of settlement and land use, economic activity, including trade links, and the distribution of natural resources, including energy, food, minerals and water • locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities • use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied

Design and • cooking - prepare and cook a variety of predominantly savoury dishes using a range of cooking techniques Kirikou et les Technology hommes et les femmes

Physical Education • perform dances using a range of movement patterns Kirikou et les hommes et les femmes

intoﬁlm.org 5 Curriculum for Excellence links – Scotland Love Languages – French

Curriculum area Organiser Experiences and Outcomes Film and Task

Modern Languages Listening for Information I explore the patterns and sounds of language through songs and rhymes All ﬁlms and show understanding and enjoyment by listening, joining in and responding. MLAN 2-01a

Listening for Information I can listen to and show understanding of familiar instructions and language from familiar voices and sources. MLAN 2-01c

Listening and talking with others I explore how gesture, expression and emphasis are used to help understanding. I can listen and respond to familiar voices in short, predictable conversations using straightforward language and non-verbal techniques as appropriate such as gesture and eye contact. MLAN 2-02a

Listening and talking with others I can take part e!ectively in prepared conversations by sharing information about myself and others or interests of my choice, using familiar vocabulary and basic language structures. MLAN 2-03b

Listening and talking with others I explore simple songs and rhymes and I enjoy learning with others as we talk and listen together. MLAN 2-05a

Organising and using information I can deliver a brief presentation on a familiar topic using familiar language and phrases. MLAN 2-06a

Using knowledge about language I explore comparisons and connections between sound patterns in di!erent languages through play, discussion and experimentation. MLAN 2-07a

intoﬁlm.org 6 Curriculum for Excellence links – Scotland Love Languages – French

Using knowledge about language I can use my knowledge about language and pronunciation to ensure that others can understand me when I read aloud or say familiar words, phrases and short texts. MLAN 2-07b

Finding and using information I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly familiar language. MLAN 2-08b

Using knowledge about language I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a

Using knowledge about language I use my knowledge about language and success criteria to help me, and I can check that I have written familiar words and phrases accurately. MLAN 2-14a

Organising and using information I can use familiar language to describe myself and to exchange straightforward information. MLAN 2-13b

Literacy and English Tools for writing I can spell most of the words I need to communicate, using spelling rules, All Films specialist vocabulary, self-correction techniques and a range of resources. LIT 2-21a

Throughout the writing process, I can check that my writing makes sense and meets its purpose. LIT 2-23a

Creating texts Having explored the elements which writers use in di!erent genres, I can use what I learn to create stories, poems and plays with an interesting and appropriate structure, interesting characters and/or settings which come to life. ENG 2-31a

intoﬁlm.org 7 Curriculum for Excellence links – Scotland Love Languages – French

Technologies ICT to enhance learning Throughout all my learning, I can use search facilities of electronic sources All Films to access and retrieve information, recognising the importance this has in my place of learning, at home and in the workplace. TCH 2-03b

ICT to enhance learning I explore and experiment with the features and functions of computer technology and I can use what I learn to support and enhance my learning in di!erent contexts. TCH 2-04a

Expressive Arts Music I can sing and play music from a range of styles and cultures, showing skill All Films and using performance directions, and/or musical notation. EXA 2-16a

Inspired by a range of stimuli, and working on my own and/or with others, I can express and communicate my ideas, thoughts and feelings through musical activities. EXA 2-18a

I have listened to a range of music and can respond by discussing my thoughts and feelings. I can give and accept constructive comment on my own and others’ work. EXA 2-19a

Social Studies People, place and environemnt Having explored my local area, I can present information on di!erent places All Films to live, work and relax and interesting places to visit. SOC 2-10a

I can explain how the physical environment inﬂuences the ways in which people use land by comparing my local area with a contrasting area. SOC 2-13a

To extend my mental map and sense of place, I can interpret information from di!erent types of maps and am beginning to locate key features within Scotland, UK, Europe or the wider world. SOC 2-14a

intoﬁlm.org 8 Curriculum for Excellence links – Scotland Love Languages – French

Technologies Food and textiles contexts for Through discovery and imagination, I can develop and use problem-solving Kirikou et les developing technological skills strategies to meet design challenges with a food or textile focus. TCH 2-11a hommes et les and knowledge femmes

Expressive Arts Dance I can explore and choose movements to create and present dance, Kirikou et les developing my skills and techniques. hommes et les EXA 2-08a femmes

intoﬁlm.org 9 National Curriculum links – Wales Love Languages – French

Curriculum subject Key Stage 2: a non – statutory framework Film

MFL: Oracy All ﬁlms Key Stage 2: a non • use and respond to incidental language in everyday classroom activities statutory framework • listen carefully and respond appropriately to di!erent types of spoken language • communicate with each other and their teacher • understand and take part in simple conversations • use previously learnt structures and language patterns to create new language Reading • read words, phrases and simple texts for consolidation and interest • use dictionaries, glossaries, ICT and other reference materials as appropriate • read and respond to a variety of written language Writing • use language creatively, including ICT • write words, phrases and simple texts for consolidation and interest

English Oracy All ﬁlms • listen and view attentively, responding to a wide range of communication • identify key points and follow up ideas through question and comment, developing responses to others in order to learn through talk Reading • consider what they read/view, responding orally and in writing to the ideas, vocabulary style, presentation and organisation of image and language, and be able to select evidence to support their view • retrieve and collate information and ideas from a range of sources including, printed visual, audio, media. ICT and drama performances Writing • use the characteristic features of literacy and non-literacy texts in their own writing, adapting their style to suit audience and purpose • present writing appropriately: using appropriate features of layout and presentation, including ICT

ICT • Find information from a range of sources for a deﬁned purpose. All ﬁlms • Select suitable information and make simple judgements about sources of information. • Use ICT sources of information and non-ICT sources of information. • Use ICT to explore and solve problems in the context of work across a variety of subjects. • Create and communicate information in the form of text, images and sound, using a range of hardware and software.

intoﬁlm.org 10 National Curriculum links – Wales Love Languages – French

• Create a range of presentations, combining a variety of information and media, e.g. a poster combining multi media graphics, a multimedia presentation.

Music • Play instruments, using appropriate playing techniques and with increasing dexterity and control of sound. All ﬁlms • Plan and make decisions about which music to perform and how to perform it. • Improvise, arrange and compose music • Explore, use, create, select and organise sounds for musical purpose. • Communicate ideas and emotions through music. • Listen to and appraise music.

Geography • Identify and locate places and environments using globes, atlases and maps. All ﬁlms • Use maps, imagery and ICT to ﬁnd and present locational information. • Identify similarities and di!erences to describe, compare and contract places and environments. • Study living in the world: caring for places and environments and the importance of being a global citizen.

Design and • Work to their speciﬁcation/recipe to make products. Kirikou et les Technology • Choose appropriate materials, ingredients, equipment, tools, utensils and techniques, from a range made hommes et les available to them. femmes • Measure, mark out, cut, shape, join, weigh and mix a range of materials and ingredients, using appropriate tools/utensils, equipment and techniques. • Apply current healthy eating messages and consider nutritional needs when undertaking food preparation tasks.

Physical Education • Recognise the principles of simple composition and choreography in order to use them to plan sequences Kirikou et les and a range of movement patterns. hommes et les • Respond to a range of stimuli and accompaniment. femmes • Communicate ideas and emotions using ideas and non -verbal signals to convey and enhance meaning.

intofilm.org 11 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Activity pack Love Languages – French

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.

intofilm.org 12 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Activity pack Love Languages – French

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 GKIDS © (2010) All rights reserved

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.

intofilm.org 13 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Activity pack Love Languages – French

Kirikou et les hommes et les femmes/ Kirikou and the Men and the Women 2012 | France | 88 mins | Cert: U

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.

intofilm.org 14 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Thematic approaches Love Languages – French

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.

intofilm.org 15 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Thematic approaches Love Languages – French

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.

intofilm.org 16 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Thematic approaches Love Languages – French

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?

intofilm.org 17 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Thematic approaches Love Languages – French

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.

intofilm.org 18 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Thematic approaches Love Languages – French

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.

intoﬁlm.org 19 Love Languages – French

Modèle storyboard/Storyboard Template

For a helpful guide to storyboarding, see: www.ﬁlmclub.org/behind-the-scenes/details/317/how-to-storyboard-your-ﬁlm

Les Notes/Notes Les Notes/Notes Les Notes/Notes Les Notes/Notes

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You are going to listen to the sound from part of a ﬁlm – but without seeing the visuals that go with it. Listen carefully and in the space below, note the sounds you hear. What do you think the action and the setting might be based on the sounds? Do you hear di!erent characters? What might they be like? Could you draw what you hear? If you listen more than once, do you notice di!erent things or have di!erent ideas about what the sounds might be?

Qu’est-ce que vous avez entendu? Qu’est-ce que vous pensez que vous verrez lorsque vous regardez? What did you hear? What do you think you will see when you watch?

La Musique/Music Les Voix/Voices D’autres sons/Other Sounds Que pensez-vous des paramètres ou des caractères pourraient ressembler? What do you think the setting or characters might look like?

Oú et quand est-ce que le ﬁlm se déroule? Where and when is the ﬁlm set?

This worksheet was inspired by the Screening Shorts resource www.screeningshorts.org.uk/pdf/sound-on-vision-o!-worksheet.pdf intoﬁlm.org 21 Love Languages – French

Quelles couleurs/Which colours?

En Anglais/In English En Francais/In French

The bus stop: L’arret d’autobus:

The little boy and the little girl: Le petit garçon et la petite ﬁlle:

Noir Blanc Rose Vert Jaune Bleu Rouge Gris Brun Orange

Black White Pink Green Yellow Blue Red Grey Brown Orange

intoﬁlm.org 22 Love Languages – French

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 Rose

Blanc Gris

Violet

Jaune

Noir Blanc Rose Vert Jaune Bleu Rouge Gris Brun OrangeBrun

intoﬁlm.org 23 Love Languages – French

Dépistage Bingo/Screening Bingo

Le gros plan Le zoom Close up Zoom

Le plan d’ensemble Plan moyen Establishing shot Mid shot

Le point de vue Vue d’oeil d’oiseaux Point of view Bird’s eye view

intoﬁlm.org 24 Love Languages – French

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.

intofilm.org 25 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Vocabulary sheet Love Languages – French

Vocabulaire/Vocabulary

French/English les noms/nouns les adjectifs/adjectives le garçon the boy grand, grande big le petit garçon the little boy petit, petite small, little le ballon the balloon bon, bonne good le chat the cat drôle funny le cartable the schoolbag e!rayant, e!rayante scary les chaussures the shoes l’homme the man la femme the woman les couleurs/colours le chapeau the hat le cheval horse la couleur the colour la maison the house rouge red la fenêtre the window brun brown le chien the dog gris grey la table the table bleu blue le tableau the painting vert, verte green la petite ﬁlle the little girl jaune yellow la robe the dress rose pink la grand-mère the grandmother orange orange le village the village blanc, blanche white

les questions/questions en plein air/the outdoors qui who la rue the street quand when dans la rue in the street où where le ciel the sky que what la ville the city pourquoi why l’autobus the bus comment how l’arrêt d’autobus the bus stop la voiture the car la bicyclette the bicycle les avis/opinions l’arbre the tree le train the train j’aime i like le marché the market mon…. préféré my favourite le magasin the shop je n’ai pas aimé i did not like je pense i think parce que because

intofilm.org 26 Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org

Vocabulary sheet Love Languages – French

Vocabulaire/Vocabulary

French/English les verbes/verbs autres mots/other words trouver to ﬁnd arrêter to stop courir to run crier to shout jouer to play parler to talk attendre to wait chercher to look for travailler to work marcher to walk le temps/weather la pluie the rain il pleut it’s raining le parapluie the umbrella le soleil the sun le vent the wind

Film/Film

le réalisateur the director la musique the music le son the sound la montage the editing les extérieurs the locations le début the beginning la ﬁn the end

intoﬁlm.org 27