Teachers’ Resource: Regardez, écoutez, discutez… · Teachers’ Resource: Regardez, écoutez, discutez… Shorts For Language Practice P3 - P5 Created by Virginie Bradbury and

Teachers’ Resource: Regardez, écoutez, discutez… Shorts For Language PracticeP3 - P5Created by Virginie Bradbury and Stuart BurnsDiscovery Film Festival: Sat 22 October – Sun 6 November 2016discoveryfi lmfestival.org.uk

© Dundee Contemporary Arts 2016With support from DCA Cinema and DCA Community & Education Team

llllllllllllllllllllllllllllllllllllllllllllllllllllllll

Introduction

Discovery Learning Resources give you exciting classroom activities to enhance Curriculumfor Excellence delivery.

They are created by classroom teachers and education professionals. Each resource aims to:

• support and extend working with film in the classroom

• help prepare teachers for a class visit to a Discovery Film Festival film and to extend the impact of that visit for delivery of CfE

• develop confidence in Moving Image Education approaches and working with 21st Century Literacy / moving image texts

Each resource is free and available to download fromwww.discoveryfilmfestival.org.uk/resources

01 / discoveryfilmfestival.org.uk lllllllllllllllllllllllllllllllllllll


The following pages contain a number of activities which could be done after watching four of the short films previewed. The films are:

Sugar Rush2015, dir. Reno Armanet, France (4’04”)

The Short Story Of A Fox And A Mouse2015, dirs. Camille Chaix, Hugo Jean, Juliette Jordan, Marie Pillier, Kevin Roger, France (6’18”)

Once Upon A Blue Moon2015, dir. Steve Boot, UK (3’29”)

Looks2014, dir. Susann Hoffmann, Germany (3’14”)




Sugar Rush

Synopsis

Two friends go into a sweet shop to buy a lollipop. Before they can take it from the jar, it is snatched by another boy who disappears on his bike. A frantic chase ensues.

Themes: Determination, resilience, problem solving, friendship

Activity 1: Reorder storyboard

Look at the following stills from the film and rearrange them in the correct order to retell the story.







I can recognise labels and environmental print. I am beginning to organise images and text. With support, I can sequence images and text to demonstrate my understanding. MLAN 1-08a



Activity 2: Add the dialogue

Here are some lines of dialogue reflecting key moments in the film. Match them up to the storyboard you have created – one sentence per picture.

“Bonjour, madame!”

“Il a pris le dernier bonbon!”

“On y va!”

“Grimpe!”

“On passe par le port!”

“Il est là - on l’attrappe!”

“Donne-moi ça!”


Activity 3: Character descriptions

Look at the pictures of the characters from the film and write a description of each using the information sheet.

Boy One:

08 / discoveryfi lmfestival.org.uk lllllllllllllllllllllllllllllllllllll


Boy Two:

Boy Three:



Sugar Rush: Activity 3 - Character Descriptions information sheet

Il estgrand.

Il estpetit.

Il porte deslunettes.

Il a les cheveuxnoirs et frisés.

Il a les cheveuxroux.

Il porte unsurvêtement vert.

Il ales yeux bleus.

Il ales yeux verts.

Il a les cheveuxbruns.

Il porte desbaskets bleues et

blanches.

Il porte un t-shirtnoir.

Il porteun pull gris.



I can work on my own or with others to demonstrate my understanding of words and phrases containing familiar language. MLAN 1-08b

Activity 4: Describe your town

Look at the description of the town in the film and see if you can write a similar description of your town or area. What shops are there? Are there any specific buildings?

Alternatively, draw a map of your local area and label the buildings.

With support, I am beginning to experiment with writing in the language I am learning.MLAN 1-13


Synopsis

A small mouse is hunting for food in a snow-covered forest. He suddenly finds himself in danger but gets help from an unexpected ally.

Themes: Friendship, resilience, collaboration, looking out for others.

Activity 1: Actions

Using the attached worksheet, match up the actions from the film with their meanings in English. Once you have done this, your teacher will tell you to do these actions which you must carry out on the spot.


A Short Story of a Fox and a Mouse



A Short Story Of A Fox And A Mouse: Activity 1 – Actions worksheet

The following verbs are all carried out by the animals in the film – using a dictionary, match up the French with the English meanings.

nager

dormir

secouer

courir

voler

plonger

marcher

glisser

sauter

grimper

fly

walk

climb

sleep

slide

swim

shake

run

jump

dive



Activity 2: Feeding cycles: Les chaînes alimentaires

Look at the pictures and organise them into a food chain.

Write sentences in French to describe who eats what (e.g Le soleil est mangé par (is eaten by) l’algue, l’algue est mangée par l’anguille, l’anguille est mangée par le dophin.)

Encourage your children to use a dictionary to create their own food chains in French.



The Short Story Of A Fox And A Mouse: Activity 2 – Feeding Cycles worksheet


le soleil le soleil

le soleil le zèbre

le dauphin le lion



l’herbe le blé

la souris l’anguille

le hibou l’algue


Activity 3: Gap filling

Complete the worksheet by filling in the gaps.

With support, I am beginning to experiment with writing in the language I am learning. MLAN 1-13



A Short Story Of A Fox And A Mouse: Activity 3 – gap filling worksheet

Complete the description of the film by filling in the gaps below using the words in boxes:

Le renard saute dans la ____________. Il cherche de la nourriture. Il voit la souris qui grimpe

à l’____________. La souris cherche aussi de la nourriture. Sur la ____________ il y a deux

hiboux qui dorment. La souris tombe de l’____________ dans le ____________. Le renard

plonge dans l’____________ pour sauver la souris. Le renard est coincé et les hiboux veulent

manger la souris. Le renard sort de l’____________ et protège la souris. Les deux amis jouent

dans la ____________.


arbre branche

eau arbre

lac neige

neige eau


Activity 4: Body parts: Les parties du corps

Look at the pictures of the fox and the mouse. Using a dictionary, label the different parts of the animals’ bodies.






Once Upon a Blue Moon

Synopsis

A small blue alien is desperately seeking a friend for company on its lonely blue moon. A rocket lands on a scientific mission and the astronaut finds it hard to carry out his work without the attentions of the alien.

Themes: Friendship, loneliness, determination.



Activity 1: Order of the planets/Numerals

You are going to learn a song called La chanson des planètes about planets of the solar system.

Song:

NanananaMercure, Vénus, Terre, Mars et Jupiter

Saturne, Uranus, Neptune et PlutoSi l’on chante le nom de ces planètes

On gardera l’ordre dans nos têtes.Certains disent que Pluto n’est pas une planète

Moi je dis que c’est une idée bien bête.Nananana

Vocabulary:

First – premièr/eSecond – deuxième

Third – troisièmeFourth – quatrièmeFifth – cinquièmeSixth – sixième

Seventh – septièmeEighth – huitièmeNinth – neuvième

I enjoy listening to stories, songs, rhymes and poems in the language I am learning by joining in and responding to show my understanding. MLAN 1-05a



Activity 2: Quiz about the film

A PowerPoint with questions about the film will be used in the cinema on the day of screening – a copy of this will be available after the event by contacting Mike Tait via [email protected].

I enjoy listening to stories, songs, rhymes and poems in the language I am learning by joining in and responding to show my understanding. MLAN 1-05a

Activity 3: Describing planets by colour and size

Research the sizes and colours of the planets in the solar system, then draw them and label them in French. In their cooperative group, the children could also have the picture of a planet and describe it in French to the rest of the group who will have to guess the name (e.g. Elles est bleue. C’est la troisième planète. Elle est de taille moyenne)

I can participate in a range of collaborative activities. MLAN 1-05b

Activity 4: Make a film

Using a phone, tablet or camera (and a stop-motion app), see if you can make a similar film using models and plasticene characters then create a simple soundtrack in French.

Please contact the Pan Tayside Staff Tutor team who are available to provide support and advice with this activity.



Looks

Synopsis

Looks tells the story of a grey lynx that doesn’t quite fit into a world of colourful animals. He’s being excluded and bullied by the coloured animals. On his search for acceptance and belonging he finds himself resorting to drastic measures…

Themes: Friendship, determination, problem solving, looking out for others.

Activity 1: Animals

Extend your vocabulary of animals by creating your own fingerprint characters. Using a dictionary, label them in French. Encourage the pupils to describe them to their shoulder partner using full sentences.


Activity 2: Feelings

Play a game of snap using the cards provided by matching the word to the picture. Watch the short movie again. Ask the pupils to describe the characters’ emotions throughout the film.





Les émotions

surpris(e)

confiant(e)

triste

heureux(se)

malade(e)

fatigué(e)

en colère

nerveux(se)

déprimé(e)

seul(e)


Activity 3: My best friend: Mon/Ma meilleur(e) ami(e)

Using the worksheet, draw a picture of your best friend and write a short description in French.





Looks: Activity 3 – My best friend worksheet

Mon meilleur ami s’appelle _____________________________.

Il a les yeux _____________ et les cheveux ________________.

Il est ______________ (size). Il porte ___________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________.

Ma meilleure amie s’appelle ____________________________.

Elle a les yeux _____________ et les cheveux _____________.

Elle est ______________ (size). Elle porte _______________________________________________

___________________________________________________________________________________

___________________________________________________________________________________.


Activity 4: Write a script for the film

Using stills from the film, write the conversation that each of the animals would have or match the sentences provided.










“Ah ! Ah ! Ah ! Regardez, il est gris !”

“Tu ne peux pas jouer avec nous ! Tu es gris”

“Donne-moi ta couleur !”

“Ce n’est pas gentil.”

“Je suis orange.”

“On joue ensemble.”


“Personne ne m’aime! Snif-snif”



Evaluating this resource

We hope that you found this resource useful and appropriate.

Please do send us film reviews, letters from your pupils, documentation of classwork and your feedback by e-mailing [email protected]

Would you make a good Discovery Film FestivalCase Study?

We are seeking a number of simple Case Studies in how teachers have used or are using Discovery films in the classroom across Curriculum for Excellence and across the Levels.

Any case studies that we develop would be intended for presentation on GLOW, the Creativity Portal and on Discovery Film Festival websites. We have a simple template to be completed and are keen to have classwork and documentation included.

If you would like to be a Discovery Case Study please e-mail [email protected]

Documents

Teachers’ Resource: Regardez, écoutez, discutez… · Teachers’ Resource: Regardez, écoutez, discutez… Shorts For Language Practice P3 - P5 Created by Virginie Bradbury and