USING FILM IN MFL

KEY STAGE 4 FRENCH

BY NED CROWTHER, DEMI KRAITHMAN, HELEN LONGMATE,

SILVIA MACCHIA & LIKAELLE RENÉ-CORAIL J’ATTENDRAI LE SUIVANT

RESOURCE: J’ATTENDRAI LE SUIVANT

Series of 3 lessons for Year 10 French class

Topic context: Personal relationships and choices (AQA GCSE)

Lesson 1 Learning Objectives:

• To revise and use vocabulary for describing characteristics and personality traits

• To revise and use vocabulary and phrases for expressing opinions

• To learn idiomatic French phrases relating to the topic of personal relationships and choices

• To use the perfect tense to describe what characters from the film have done recently

LESSON 1 LESSON PLAN 0-10 MINS: STARTERBrainstorm in pairs on known vocabulary and phrases for physical descriptions and characteristics

Collate ideas as group to create whole-class spider diagram/mind map

Resources: interactive whiteboard, large piece of sugar paper and board markers, hint cards

Differentiation: hint cards for extra support targeted questions as teacher

circulates to push most ableAfL: Activity structured as think/pair/share Pupils use traffic lights while brainstorming to self-select whether hint card is needed

10-20 MINS: LISTENING/READING/WRITING ACTIVITYWatch film clip for gist only. Key questions for students to bear in mind while watching:De quoi s’agit-il?Qu’est-ce qui se passe?, Qu’est-ce qu’il demande?Discuss in pairs after first viewing.Watch film clip with gap-fill version of script. Students fill in key vocabulary and expressions during second viewing.Students work in pairs to look up meanings of new language for independent learning.Whole class marking of gap-fill scripts with peer-assessment (AfL).

Differentiation: hint sheet with all phrases available for extra support harder version of gap-fill as extra challenge for most able

Resources: J’attendrai le suivant film clip, gap-fill script worksheets, dictionaries

Mesdames Mesdemoiselles Messieurs, bonsoir ! Excusez-moi de vous déranger. .. Je sais que vous êtes énormément sollicités à l’heure actuelle.. D’abord je m’en excuse et puis.. je me présente, je m’appelle A________ et ___ ____ ans. Rassurez-vous, je ne vais pas vous demander d’argent.. Ce qui m’amène à vous, ce soir, eh bien c’est que j’ai lu récemment dans un magazine qu’il y avait en ______ près de 5 millions de femmes célibataires…Où sont-elles ? … Ça fait bientôt ___ ____ _____ ____que je suis ____ _____. J’ai pas honte de le dire, mais j’en ai marre… Pour passer ses soirées devant son micro-monde pour regarder ces programmes débiles à la télé.. c’est pas une vie…Minitel , Internet, pour se faire poser des lapins, ça ne m’intéresse pas..

Resource: J’attendrai le suivant gap-fill script worksheet

Antoine tout seul

J’ai vingt neuf ans France trois ans et demi (fold over – differentiation)

20-30 MINS: READING AND SPEAKING ACTIVITYMatch up key idiomatic expressions and meanings. Students work independently to match up French idiomatic expressions and English meanings using cards.

Compare answers with partner and as whole class (AfL).

Differentiation: teacher assigns expression to each pair according to level of difficulty differentiation by outcome of role-play exercise which is open ended Resources: match-up cards

Role play with key idiomatic expressions.Students have two minutes to prepare a very short scene which shows how one of the key idiomatic expressions could be used in context, then all pairs show their short interaction.e.g. j’en ai marre Ah Maman! J’en ai marre en ce moment! J’ai trop de devoirs alors je ne peut pas voir mes amis. C’est ridicule!

a. vous êtes énormément sollicités à l’heure actuelle

3. you are extremely busy right now

d. assurez- vous

1. rest assured

b. j’ai (je n’ai) pas honte de le dire

2. I am not ashamed to say

e. j’en ai marre

7. I am fed up

f. programmes débiles

5. moronic programmes

g . se faire poser des lapins

6.to be stood up c. du mal à rencontrer quelqu’un

4. some trouble meeting someone

Reliez les expressions anglaises avec les expressions françaisesEx: 1 d ( rest assured= assurez- vous)

Resource: Idiomatic expressions jigsaw activity

30-50 MINS: WRITING ACTIVITYWriting Facebook profiles for characters from film. Students write Facebook profiles for one or more of the characters they have seen in the J’attendrai le suivant film, using the Facebook profile page template.Key language: characteristics, physical descriptions, interests and past-times.

Differentiation: spider diagram from the starter activity – students select to use if needed.

sentence starters and key vocab given on example Facebook profile sheet.Resources: Facebook profile sheet, spider diagram created at the start of the lesson.

Writing wall posts – extension activity.Students write wall posts for their chosen characters to show a conversation between two of the characters/one of the characters and their friends via the wall posts. Key language: past tense to give opinions from two sides of the story on an event.Potential to include the idiomatic expressions learnt in previous activity.

50-60 MINS: PLENARYIls sont comment? Vous êtes d’accord?Teacher selects one student of each ability level to present one of their profiles. The rest of the class state whether or not they agree with the student’s portrayal of the character, justifying their answers.

Extending the whole-class spider diagramWhile this is happening one student is in charge of adding new key vocab to the whole class spider diagram created at the start of the lesson.Serves as visual representation of the whole class’ new learning since the start of the lesson. In future can be used as a resource for subsequent lessons and eventually as a revision tool.

LESSON 2 LESSON PLANStarter: Game of Loopcards for whole class to revise key vocabulary and expressions from the previous lesson – vocab taken from the spider diagram created in Lesson 1.

Grammar activity: formulating questionsTeacher explains the 3 methods of formulating questions in French; adding a question mark, inverting the subject and verb, using est-ce que and qu’est-ce que?Students then write questions in pairs that they would ask the characters if they met them at a speed-dating evening. Feedback as whole class and questions used in next activity.

Speaking activity: speed datingStudents act as one of the characters or themselves if preferred, to ask and answer key questions to a partner in a speed-dating context.

Plenary: students write one sentence to describe meeting their favourite person from the speed dating, and to describe what they were like.Learning objective: to use key vocabulary learnt last lesson on the topic of personal relationships and personal characteristics to ask and answer questions in a speed-dating context.

LESSON 3 LESSON PLANStarter: Bande dessinée cultural background and importance (Tintin, Asterix etc)

Activity 1:Watch clip to 2.26Predictive activity – (future and conditional 4 tenses in all so far )Brainstorm elle va….. Elle pourrait…..

Activity 2: Draw storyboard – bande dessinée (about ending)Present to class, stick around the roomPlenary:Watch film including ending

Learning objective:Revision of tenses in context of the story