Core French for the middle level - Grade 9: Unité 9.1

Field of experience: The Arts

Topic to be developed: Attitudes toward and knowledge of various genres of film.

Experiential Goal: Students will present a critique of a favourite movie.

Leçon 7 Contenu linguistique (possible)
Motivation

Have the students become movie critics and give certain movies the number of stars that they think is appropriate.

*****exceptionnel
****excellent
***bon
**médiocre
*affreux
Je donne à ce film deux étoiles. Je le trouve médiocre.
Révision

In pairs, choose an actor or an actress and look at the qualities in Annex 6. Determine which three qualities are most important for this actor or actress.

Être très gentil, c'est important.
Contenu
d'apprentissage

9.1 Survey the students to determine the most popular actors and actresses.
9.2 Annex 7 Decide whether the following reasons are good reasons for an actor or actrice to be successful. Include additional reasons if possible.

Dustin Hoffman est plus populaire que Clint Eastwood.
Tom Cruise est le plus populaire.
Il faut avoir de la chance.

Évaluation

Have students grasped the basic difference between the comparative and the superlative forms?

Ressources

9.1 Annex 6
9.1 Annex 7

Notes pédagogiques

Field of experience: The Arts

Topic to be developed: Attitudes toward and knowledge of various genres of film.

Experiential Goal: Students will present a critique of a favourite movie.

Leçon 8 Contenu linguistique (possible)
Motivation

If possible, have the students watch a five minute excerpt of a French movie. They should try to answer as many questions as possible about the movie. Questions could be brainstormed at the beginning of class or each pair of students could be responsible for one question.

Révision

List the names of a number of actors and actresses. Then put the reasons for popularity, (Annex 6) on a number of different cards. (It will simplify matters if the reasons are separated into masculine and feminine.) The students then choose the name of an actor or actress and a card. They read the name and the reason for popularity and the rest of the class determines whether or not they are in agreement.

Al Pacino est très beau.
Je suis d'accord.
Je ne suis pas d'accord.
Contenu
d'apprentissage

10.1 Annex 8 Have the students choose two movies from different genres. They are then to look at a list of action verbs and see if these verbs apply to the movies that they have chosen. Compare the results with a partner or with the main group.
10.2 Annex 9 Have students look at a number of fictitious titles and match them with possible plots or story lines. Students could mention real movies that these fictitious movies and story lines remind them of.

Évaluation

Do students recognize and acknowledge other possible answers than their own?

Ressources

9.1 Annex 6
9.1 Annex 8
9.1 Annex 9
French film

Notes pédagogiques

Field of experience: The Arts

Topic to be developed: Attitudes toward and knowledge of various genres of film.

Experiential Goal: Students will present a critique of a favourite movie.

Leçon 9 Contenu linguistique (possible)
Motivation

Choose the name of a film that most of the students are familiar with. Put the students into groups of 4 or 5. Each group has a turn to describe the film using one or two descriptive words. They can use any words at all that have to do with the film, e.g. nouns, numbers, adjectives, etc. The groups give their words in turn. For each new word or phrase, the group receives a point. If they repeat a word that has already been said they lose a point.

Révision

Contenu
d'apprentissage

10.3 Annex 10 Have the students think of the film that they have chosen for the critique and then have them look in the annex to see whether or not the locations listed correspond to the locations in the film. The students may need to add to the list of locations.
10.4 Annex 11 Have the students think of the film that they have chosen for the critique and then have them look in the annex to see whether or not the times listed correspond to the times in their film. The students may need to add to the list of times.

Où est-ce que l'action se passe?
La plus grande partie du film se passe...
Une partie du film se passe...
Une scène du film se passe...
Quand est-ce que l'action se passe?
Évaluation
If the appropriate time or location is not on the sheet, can the students improvise a reasonable answer?

Ressources

9.1 Annex 10
9.1 Annex 11

Notes pédagogiques
Share the vocabulary and phrases that the students have been keeping. Add to the list if possible.

	Leçon 7	Contenu linguistique (possible)
Motivation	Have the students become movie critics and give certain movies the number of stars that they think is appropriate.	***exceptionnel excellent bon médiocre affreux Je donne à ce film deux étoiles. Je le trouve médiocre.
Révision	In pairs, choose an actor or an actress and look at the qualities in Annex 6. Determine which three qualities are most important for this actor or actress.	Être très gentil, c'est important.
Contenu d'apprentissage	9.1 Survey the students to determine the most popular actors and actresses. 9.2 Annex 7 Decide whether the following reasons are good reasons for an actor or actrice to be successful. Include additional reasons if possible.	Dustin Hoffman est plus populaire que Clint Eastwood. Tom Cruise est le plus populaire. Il faut avoir de la chance.
Évaluation	Have students grasped the basic difference between the comparative and the superlative forms?
Ressources	9.1 Annex 6 9.1 Annex 7
Notes pédagogiques

	Leçon 8	Contenu linguistique (possible)
Motivation	If possible, have the students watch a five minute excerpt of a French movie. They should try to answer as many questions as possible about the movie. Questions could be brainstormed at the beginning of class or each pair of students could be responsible for one question.
Révision	List the names of a number of actors and actresses. Then put the reasons for popularity, (Annex 6) on a number of different cards. (It will simplify matters if the reasons are separated into masculine and feminine.) The students then choose the name of an actor or actress and a card. They read the name and the reason for popularity and the rest of the class determines whether or not they are in agreement.	Al Pacino est très beau. Je suis d'accord. Je ne suis pas d'accord.
Contenu d'apprentissage	10.1 Annex 8 Have the students choose two movies from different genres. They are then to look at a list of action verbs and see if these verbs apply to the movies that they have chosen. Compare the results with a partner or with the main group. 10.2 Annex 9 Have students look at a number of fictitious titles and match them with possible plots or story lines. Students could mention real movies that these fictitious movies and story lines remind them of.
Évaluation	Do students recognize and acknowledge other possible answers than their own?
Ressources	9.1 Annex 6 9.1 Annex 8 9.1 Annex 9 French film
Notes pédagogiques

	Leçon 9	Contenu linguistique (possible)
Motivation	Choose the name of a film that most of the students are familiar with. Put the students into groups of 4 or 5. Each group has a turn to describe the film using one or two descriptive words. They can use any words at all that have to do with the film, e.g. nouns, numbers, adjectives, etc. The groups give their words in turn. For each new word or phrase, the group receives a point. If they repeat a word that has already been said they lose a point.
Révision
Contenu d'apprentissage	10.3 Annex 10 Have the students think of the film that they have chosen for the critique and then have them look in the annex to see whether or not the locations listed correspond to the locations in the film. The students may need to add to the list of locations. 10.4 Annex 11 Have the students think of the film that they have chosen for the critique and then have them look in the annex to see whether or not the times listed correspond to the times in their film. The students may need to add to the list of times.	Où est-ce que l'action se passe? La plus grande partie du film se passe... Une partie du film se passe... Une scène du film se passe... Quand est-ce que l'action se passe?
Évaluation	If the appropriate time or location is not on the sheet, can the students improvise a reasonable answer?
Ressources	9.1 Annex 10 9.1 Annex 11
Notes pédagogiques	Share the vocabulary and phrases that the students have been keeping. Add to the list if possible.