template of lesson plan taken from ib spanish student … · web view, giving a less common...

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Teacher notes and answers

Literature and film (online)19 Une si longue lettreStage of Learning: AS

Audio files needed:

Audio file LF.19.2

1Answers1, 3, 5, 7

2Answers1 La polygamie fait partie de la tradition africaine.2 C’est la coutume qu’une femme accepte une seconde épouse/femme dans le foyer.3 Elle se sent très triste qu’on ne lui en ait pas parlé.4 La femme musulmane africaine est censée s’occuper des enfants et faire les travaux

domestiques.5 Il est clair que trouver un emploi à l’extérieur lui est très difficile.6 Il y a un contraste entre les expériences des filles et celles de leur mère.7 Le mari d’une des filles sait cuisiner.8 Ces jeunes (gens) espèrent sortir de la pauvreté grâce à l’éducation.

3aAnswersOpen ended

3bAnswersOpen-ended

Edexcel A level French © Hodder & Stoughton 2016 1

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4AnswersOpen-ended

Teacher’s note: activity 4 is an optional task


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20 ChocolatStage of Learning: AS

Audio files needed:

Audio file LF.20.2

1Answers1 b2 a

3 d4 c

5 b6 a

7 b8 a

2Answers1 Il n’avait jamais vu un film pareil ; il n’était pas sûr de l’avoir compris.2 Le titre semble incarner les attitudes de l’époque ; le racisme et les idées reçues des noirs.3 Il y avait beaucoup d’hypocrisie.4 Dans les années 50s.5 Ils ne sont pas de la même race.6 Les mœurs de l’époque et le comportement attendu des femmes blanches coloniales.7 Il reste digne malgré son traitement.8 Qu’il est fier de nature.

3aAnswersOpen ended

3bAnswersOpen ended


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21 Cléo de 5 à 7

Stage of Learning: AS

Audio files needed:

Audio file LF.21.2

1Answers1 b2 d3 a4 d

5 a6 b7 c8 b

2aAnswers1 G2 G + M

3 G4 G

5 G + M6 (–)

7 M8 G

3aAnswersOpen ended

3bAnswersOpen ended


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22 Le Tartuffe

Stage of Learning: A level

Objectives: Become familiar with the play Le Tartuffe. Look at a review of a book or play and say whether you agree with it.

Audio files needed:

Audio file LF.22.2

Reading text and exercisesOnline encyclopaedia entry summarising the premise and plot of Le Tartuffe. From a modern-day point of view, the plot does not seem so shocking, but when it was first written, Le Tartuffe, with its theme of religious hypocrisy, was extremely controversial and was censored by King Louis XIV. Students could research the political and religious situation of this period (mid-1660s) to gain a better understanding of the contemporary impact the play would have had.

1Exam-style comprehension exercise asking students to find 4 correct statements out of 8.

AnswersSentences 2, 4, 5, 8 are true

Listening passage and exercisesA two-way discussion of the play Le Tartuffe, giving a less common interpretation of the play. Éric disagrees with the review that he has read and defends his opinion that the play is more about naivety and religious fanaticism than hypocrisy. Remind students of the difference between le critique and la critique, and that critique, unlike ‘critical’, doesn’t necessarily imply a negative view.

Audio files needed:

Audio file LF.22.2

2Exam-style comprehension task where students match statements to speakers.

Answers1 E2 E

3 B4 B

5 E6 B

7 E8 B

Strategy box

Assessing reviews of a book or playAs students research their chosen works, they will read reviews. These strategies help them assess whether a review is well written or not, and therefore whether it can help them better


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understand the work they are studying. Students could work alone or in pairs to find a review of a book or play they know and use the Stratégie bullet points to assess it.

Writing

3aPairwork activity. Students each write a short review of a play that they both know.

AnswersOpen ended

Speaking

3bPairwork activity. Students exchange their reviews with their partner and do a review – positive or negative – of their partner’s review. Refer them to the Stratégie and the list of useful expressions.

AnswersOpen ended

Optional taskEncourage students to read the first scene of the play or watch the first scenes on the internet. They say whether the play interests them and why/why not.

AnswersOpen ended

Useful expressionsLe critique est bon mais la critique est mauvaise – The reviewer/The critic is good but the review/critique is bad

Le critique suggère que... mais à mon avis... – The reviewer suggests that... but in my opinion...

Je pense que le thème principal est, au contraire,... – I think the main theme is, on the contrary,...

Je considère que sa vision des choses est déformée par… – I think that his vision is distorted by...

Je ne suis pas d’accord avec l’idée que… – I do not agree with the idea that...

Vous dîtes que… alors que moi j’ai compris que… – You say that... while I understood that...

Ce qui m’a plu dans ce que vous écrivez, c’est… – What I liked in what you write is…

Contrairement à vous, j’ai apprécié ce livre pour les raisons suivantes… – Unlike you, I enjoyed this book for the following reasons...

Votre interprétation est plausible, mais votre explication est confuse – Your interpretation is plausible, but your explanation is confused

Comme vous, je suis d’accord avec le fait que… – Like you, I agree with the fact that...


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23 Les mains sales


Audio files needed:

Audio file LF.23.2

1Please accept any reasonable answers

Answers1 La pièce a lieu vers et juste après la fin

de la deuxième Guerre Mondiale.2 Il crée une atmosphère/ambiance

menaçante.3 Il veut assassiner Hoederer pour

déstabiliser la société.4 Elle agit en tant qu’instigatrice.

5 La séquelle est l’assassinat d’Hoederer par Hugo.

6 La manipulation par ses collègues.7 Parce que l’acte de tuer Hoederer était

déshonorable.8 Il se laisse tuer par les assassins.

2Answers3, 4, 6, 7

3aAnswersOpen ended

3bAnswersOpen ended

4AnswersOpen ended

Teacher’s note: activity 4 is an optional task


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24 Deux jours, une nuit


Audio files needed:

Audio file LF.24.2

1aAnswersLa solidarité ou le manque de solidarité ; la dignité ; l’espoir ; les inégalités sociales

1bAnswersRéponses vraies : 1, 2, 4, 5, 7

Correction des phrases fausses

3 La fin est toutefois magnifique.6 Les autres employés ne soutiennent pas Sandra.8 Les frères Dardenne ont traité les thèmes très sobrement.

2Answers1 Ils produisent des films réalistes/réels.2 Ils ont choisi des thèmes/des problèmes actuels et des gens représentant la société..3 Elle est une personne ordinaire.4 Nous ressentons de la compassion – on se met à sa place.5 Ce sont les problèmes de tout le monde/de vrais problèmes.6 Une représentation diverse de la société.7 Le manque de solidarité.8 Certains thèmes comme la loyauté/ la solidarité n’ont pas d’époque, ont toujours existé et

existeront toujours.

3aAnswersOpen ended

3bAnswersOpen ended


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4AnswersOpen ended

Teacher's note: activity 4 is optional and should only be suggested to students


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7 Un long dimanche de fiançailles


Objectives: Discover the film Un long dimanche de fiançailles. Evaluate the effectiveness of the setting of a film on the development of the plot.

Audio files needed:

Audio file LF.25.2

Reading text and exercisesAn online film review that gives a brief outline of the beginning and setting of the film, followed by a summary of the plot, centring round the main character, Mathilde. Students may need to think about the reasons for and implications of l’automutilation. If possible, they could research the nickname les poilus, which is used almost exclusively for French soldiers during the First World War, and is said to come originally from an expression used by Molière, « brave à trois poils », meaning courageous and manly.

This spread could be introduced alongside Unit 6 which focusses on French cinema.

1Exam-style comprehension exercise asking students to find four correct statements out of eight. As extension, students could correct the false statements.

Answers1, 2, 3, 8 are correct.

Listening passage and exercisesTwo friends discuss the film Un long dimanche de fiançailles, giving their opinions. Fatia mentions la fête du cinéma, which could be researched by students on the internet.

Audio files needed:

Audio file LF.25.2

2Students put ideas in the order in which they hear them. As reinforcement you could ask students to listen again and say whether the speakers shared the same view of the film or not, and what comments they each make about the film’s setting.

Answers3, 7, 5, 2, 6, 8, 4, 1


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Strategy box

Commenting on a film’s setting and plot developmentA summary of the points that students will need to consider when discussing the setting of a film. Students could consider how each of these points would influence the viewer, giving examples where possible from what they have learned about Un long dimanche de fiançailles from the reading text and listening passage.

Writing

3aStudents write a paragraph talking about the use of setting and its effect on plot development in a film (preferably French) they have seen recently. Refer them to the list of useful expressions and the Stratégie. If it is easier, give this exercise to your students as homework as it could involve watching clips. This could then be followed up with a short class presentation.

AnswersOpen ended

Speaking

3bGroupwork activity. A set of discussion points is provided to help students ask each other about setting and plot development in the film they chose for exercise 3a. They should aim not just to describe the different elements (e.g. costume, music…) but also say how they work together and contribute to the overall effects achieved in the film.

AnswersOpen ended

Useful expressionsLe tournage du film – The filmingL’histoire subit de nombreux bouleversements – The story goes through a lot of changesLa bande originale (BO) composée par Angelo Badalamenti – The soundtrack composed by Angelo BadalamentiL’intrigue est basée sur une série de quiproquos – The plot is based on a series of misunderstandingsL’intérêt que le réalisateur porte à l’esthétique – The interest that the director has for aestheticsLe Paris des années 20 a été recréé de façon numérique – Paris in the 20s has been recreated digitallyBeaucoup de spectateurs se mettront dans la peau de Mathilde – A lot of viewers will empathise with MathildeLes personnages haut en couleur – The colourful charactersLa mise en scène – The settingLa recréation d’une période historique – The recreation of a historical period


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template of lesson plan taken from ib spanish student … · web view, giving a less common...

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