Short Film in Language Teaching 2

SHORT FILM
IN LANGUAGE
TEACHING
WEEK 3 Guides and activity sheets
3.2 ENGLISH TRANSCRIPT
3.3 TIMELINE ACTIVITY
3.5 AXIS OF EMOTION
3.6 RESOURCES ON PAST TENSE RECOUNTS
3.7 SHOTS IN SEQUENCE – 6 STILLS
3.8 SHOTS IN SEQUENCE ACTIVITY

3.8 LIST OF CONNECTIVES
3.9 SHOTS IN SEQUENCE – SEQUENCING SHEET

3.9 ELLIPSIS AND NARRATION ACTIVITY
3.11 PREDICTION ACTIVITY – EXTENDED WRITING

3.11 PREDICTION ACTIVITY – PRIMARY LEVEL
3.11 PREDICTION ACTIVITY – SENTENCE STARTERS
3.11 PREDICTION – TEACHING IDEAS

3.13 LES CRAYONS – FILM LANGUAGE RESOURCE – FRENCH
3.13 SZALONTUDO SHOT TYPES RESOURCE
3.13 CAMERA SHOTS AND ANGLES
3.17 PEER REVIEW EXEMPLAR – RESOURCES – LES CRAYONS

3.17 PEER REVIEW EXEMPLAR - SEQUENCE OF WORK - LES CRAYONS
3.17 PEER REVIEW EXEMPLAR - SEQUENCE OF WORK - SZALONTUDO
3.17 PEER REVIEW EXEMPLAR - RESOURCES - SZALONTUDO
3.18 LOVE LANGUAGES – FRENCH

3.18 LOVE LANGUAGES – SPANISH
3.18 LIST OF SHORT FILM SUGGESTIONS FROM THE COURSE TEAM
bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Szalontudo - Audio Description
00.00.00
Sound of pouring water into glass jars
The sound of a car travelling along a road in the background
00.00.17
Sound of drumsticks hitting glass jars filled with varying levels of water
00.0029
Sound of two men talking and cars going by in the background
00.0036
Bleep sound of a car locking using a remote control device
00.0039
Sound of jingling of keys
00.0045
Sound of automatic opening of car with a remote control device
00.00.51
Sound of car driving off and of drumsticks hitting glass jars filled with varying levels of water forming
a signature tune for the film
00.01.21
Signature tune made with drumsticks hitting glass jars filled with varying levels of water continuing
and the sound of someone drawing on a chalk board
00.01.29
Sound of footsteps on a gravel road and cars going by in the background
00.01.36
while the sound of a glass being filled and money being put into a till happens
00.02.14
Sound of man placing his plate and glass onto a table while signature tune plays
00.02.19
Sound of a man slurping and swallowing a drink while signature tune plays
00.02.52
Car alarm goes off while signature tune plays
00.03.06
Car alarm is stopped by remote control device. Signature tune continues
00.03.17
Signature tune pauses. Sounds of two men taking it in turns to eat and drink
00.04.05
Signature tune plays again. Sounds of two men eating
00.04.55
Signature tune pauses. Sounds of two men eating
00.05.17
Sound of a chocolate bar being slid along a table back and forth
00.05.24
Signature tune plays again and comes to a crescendo

Activity sheet Short Film in Language Teaching
Timeline pg 1/3
PAST PRESENT FUTURE

Humour - Audio Description
00.00.00 - 00.03.21
Slap stick typical 'silent-film' music playing

Axis of Emotion
Happy
Unhappy
Time

Answer sheet Short Film in Language Teaching
Resources on Past Tense Recounts

pg 1/3
Focus on past tenses – what happened before? – Les Crayons
Activity: complete the girl’s diary
What has she done since she woke up?
How was her day at school?
What happened after school when she walked back home with the boy?
Where else could she have been except school?


pg 2/3
Focus on past tenses – what happened before? – Szalontudo
Activity: describe each character’s day before coming to lunch
THE HOMELESS PERSON THE MUSICIAN THE OLD MAN THE BUSINESS MAN


pg 3/3
Focus on past tenses – what happened before? – El Juego
Activity: decide on the relationship between the woman and the girl, then imagine they
spent the whole day together. What are their names? Who are they? What happened that
day? Where did they go? What did they do? What did they say to each other?
Write a story:

Shots in Sequence – 6 Stills

Shots in Sequence – 6 Stills pg 1/2

pg 2/2
SENTENCE CONNECTIVE
TEXT TEXT
SENTENCE CONNECTIVE
TEXT TEXT

List of Connectives
FIRST AFTER THAT BEFORE LONG
EVENTUALLY LATER AFTER SOME TIME
MEANWHILE SECONDLY IN THE MEANTIME
AFTER A WHILE JUST THEN ONCE
NEXT WHEN FINALLY
SINCE

Shots in Sequence - Sequencing Sheet
STILL 1 STILL 2 STILL 3
TEXT TEXT TEXT
STILL 4 STILL 5 STILL 6
TEXT TEXT TEXT

Ellipsis and Narration – La Queue de la souris Activity pg 1/2
A B C
H D
ELLIPSIS
G F E

Ellipsis and Narration – La Queue de la souris Activity pg 2/2
Write the story in real time.
Add linking words and make up events that could occur while the
mouse is hunting all animals. For Example:
Firstly, the mouse grabs the snake. The snake is not happy and eats
the mouse. But she is not tasty and the snake coughs so hard that the
mouse comes out of his mouth. Finally the mouse uses this moment of
weakness to tie the snake with the rope… Then…

Taps - Audio Description
00.00.00 - 00.02.07
Taps turning and making a squeaking noise as they turn
Taps turning making a slower squeaking noise as they 'droop' forward
Dripping noises as the taps drip
Water gushing noise as water comes out of the tap
Occasional 'sucking up a straw noise' before the taps turn
00.02.07
Sound of footsteps
00.02.26
Suction and then popping noise as tap one rejects the hose pipe attachment
00.02.44
Sound of rain storm and squeaking taps as they turn

Prediction Activity – Extended Writing
Synopsis (What has happened up to this point?)
Issue (What issue do the main characters need to overcome?)
Outcome (What will happen? How will the main characters triumph?)

Prediction Activity – Primary Level
What has happened? What is the problem? What will happen?

Prediction Activity – Sentence Starters
Issue (What issue do the main characters need to overcome?)
Focus on using sentence starters and connectives
First
Next
Then
What will happen? How will the main characters triumph?

Prediction Teaching Ideas pg 1/2
Different short film ending… creative writing task – Szalontudo

Activity: decide a different ending.
EXTENSION TASK: Visual analysis

Act out the different ending in front of the class.

Prediction Teaching Ideas pg 2/2
Different scenario… Focus on future tenses - creative writing task – El Juego

Activity: decide what will happen next.
What game are they going to play?
This is the end of a line.

What will happen next?
What will the girl do?
The game is coming to an end…

What is going to happen?

Szalontudo - Audio Description
00.00.00
Sound of pouring water into glass jars
The sound of a car travelling along a road in the background
00.00.17
Sound of drumsticks hitting glass jars filled with varying levels of water
00.0029
Sound of two men talking and cars going by in the background
00.0036
Bleep sound of a car locking using a remote control device
00.0039
Sound of jingling of keys
00.0045
Sound of automatic opening of car with a remote control device
00.00.51
Sound of car driving off and of drumsticks hitting glass jars filled with varying levels of water forming
a signature tune for the film
00.01.21
and the sound of someone drawing on a chalk board
00.01.29
Sound of footsteps on a gravel road and cars going by in the background
00.01.36
while the sound of a glass being filled and money being put into a till happens
00.02.14
Sound of man placing his plate and glass onto a table while signature tune plays
00.02.19
Sound of a man slurping and swallowing a drink while signature tune plays
00.02.52
Car alarm goes off while signature tune plays
00.03.06
Car alarm is stopped by remote control device. Signature tune continues
00.03.17
Signature tune pauses. Sounds of two men taking it in turns to eat and drink
00.04.05
Signature tune plays again. Sounds of two men eating
00.04.55
Signature tune pauses. Sounds of two men eating
00.05.17
Sound of a chocolate bar being slid along a table back and forth
00.05.24
Signature tune plays again and comes to a crescendo

Les Crayons Film Language Resource pg 1/5

Les Crayons Film Language Resource Muriel Huet for BFI 2017
pg 2/5
UN PEU DE VOCABULAIRE DE CINÉMA
1. au premier plan in the foreground

2. à l’arrière-plan in the background
3. des effets spéciaux special effects
4. un plan moyen / américain a medium shot
5. un gros plan a close up
6. un très gros plan an extreme close up
7. caméra en contre plongée a low angle shot
8. un plan d’ensemble /général a long shot (general)

pg 3/5
C’EST QUEL PLAN? WHAT SHOT IS IT?
Un plan américain un très gros plan
un plan en
un gros plan
contre-plongée
un plan d’ensemble

Les Crayons Film Language Resource Answers pg 4/5
C’EST QUEL PLAN? WHAT SHOT IS IT?
un plan d’ensemble un très gros plan Un plan américain
un plan en
un gros plan
contre-plongée

pg 5/5
À L’ARRIÈRE PLAN
AU PREMIER PLAN

Szalontudo Shot Types pg 1/9
A. long shot
B. medium shot
C. close shot

A. fade background
B. close shot
C. high angle shot

A. high angle shot

B. close shot
C. medium long shot

A. medium shot
B. close up
C. long shot

A. close shot
B. high angle shot
C. medium shot

A. foreground/ background
B. close shot
C. extreme close up

A. long shot
B. foreground/ background
C. medium shot

A. medium long shot

B. extreme close up
C. high angle shot

Szalontudo Shot Types Answers pg 9/9
1 A. long shot 5 A. close shot

B. medium shot B. high angle shot
C. close shot C. medium shot
2 A. fade background 6 A. foreground/ background

B. close shot B. close shot
C. high angle shot C. extreme close up
3 A. high angle shot 7 A. long shot

B. close shot B. foreground/ background
C. medium long shot C. medium shot
4 A. medium shot 8 A. medium long shot

B. close up B. extreme close up
C. long shot C. high angle shot

Guide Short Film in Language Teaching
Camera Shots and Angles pg 1/4
SHOT SIZES
Extreme long/Wide shot

The terms long shot
and wide shot are used
interchangeably. Also known
as an establishing shot when
used at the start of a film or
scene. Shows the full body in
relation to their surroundings,
contextualising the character
with where they are.
Long shot
Shows the full length of
the body from feet to top
of head. Used to show a
character in relation to
their surroundings.
Medium long shot

Shows the body from
mid thigh to top of the
head. Used for facial
expression and showing
the character in relation
to their surroundings.

SHOT SIZES
Mid shot
Shows the character
from waist to the top of
the head. Used for facial
expressions in combination
with body language.
Close up
Shows the character from
the shoulders to the top
of the head. Used for
capturing the character’s
facial expressions.
Extreme close up
Where an object,
item or body part fills
the frame. Used for
heightening emotion.

CAMERA ANGLES
Top shot/Bird’s eye view

A bird’s eye view shot is
filmed from above the
characters. Filming from
this angle can give the
audience an overview of
setting.
High angle
A high angle shot is
filmed from above eye
level. Filming from this
angle may make your
character appear smaller
or more vulnerable.
Eye level
An eye level shot is filmed
at the character’s eye level.
Filming from this angle is
usually a neutral position
and allows the audience to
become comfortable with
the characters.

CAMERA ANGLES
Low angle
A low angle shot is filmed
from below eye level.
Filming from this angle may
make the character appear
larger or more powerful.
Worm’s eye view

A worm’s eye view is
filmed from ground
level, looking up at the
character. Filming from
this angle creates a
dramatic effect.

Peer Review Exemplar - Resources - Les Crayons pg 1/17
LESSON 1 : SOUND / SETTING / CHARACTERS
1. Pourquoi le titre du film est-il ‘les crayons’? Why is the title ‘les crayons’?
Write in English.
2. C’est quel genre de musique? What type of music is it?

Entoure la bonne réponse Circle the correct answer
de la de la de la
de la musique du
musique musique musique
romantique rap
rock métal classique
CHALLENGE: Qu’est-ce que tu penses de la musique?

What do you think about the music?
Je pense que c’est ….. parce que…
SUPER / GÉNIAL / SENSASS DÉMODÉ / NUL / ENNUYEUX

BARBANT CHOUETTE / BEAU / JOLI / MÉLODIEUX / SYMPHONIQUE

3. What type of film is it? C’est quel genre de film?

Circle your answer.
C’est C’est C’est

C’est un film C’est une
un film un film un film
romantique. comédie.
d’horreur. d’aventure. d’action.
Why? Pourquoi?
AIDE VOCABULAIRE:
Je pense que / à mon avis / parce que
Cela crée une ambiance… (it creates an atmosphere of…)
d’amour (of love) / d’horreur / d’amitié (of friendship) / romantique
4. And now, listen to the music for the whole film.

Et maintenant, écoute la musique pour tout le film.
Write the style of music you hear in each box.
le début le milieu la fin

the beginning the middle the end
Classique / punk / rap / soul /traditionnelle / rock / musique d’horreur / d’ambiance

CHALLENGE: Quel effet crée la musique?

(What effect does the music create?)
AIDE VOCABULAIRE:
Cela crée une ambiance… (it creates an atmosphere of…)
On a l’impression que (we get the impression that…)
5. Maintenant écris ta propre histoire correspondant à la musique.

(Write your own story board)
– write key words in each box explaining your scene
1. 2. 3.
Ils s’embrassent – they kiss ils sont heureux – they are happy
Ils s’entretuent – they kill each other ils s’enfuient – they run away
Ils ont peur – they are scared ils sont amoureux – they are in love
Il sont fous – they are crazy ils font la fête – they have a party
Ils se font massacrer – they get ils se tiennent la main – they are
slaughtered holding hands

6. On révise un peu de vocabulaire / let’s revise some vocabulary
1. la banlieue a) at the seaside

2. un quartier tranquille b) the suburbs
3. le centre-ville c) at the countryside
4. au bord de la mer d) the town centre
5. à la campagne e) a quiet area
7. Où se passe la scène? Where is the scene taking place?
Cela se Cela se
Cela se
Cela se passe Cela se passe dans passe au
passe au
en banlieue. passe un quartier bord de la
centre-ville.
tranquille. mer.
Pourquoi?
AIDE VOCABULAIRE:
Je pense que / à mon avis / parce que
Il y a / il n’y a pas de maison/appartements/jardins

8. Décris la scène / describe the scene:
CHALLENGE: Add adjectives like colours/

don’t forget the adjective
agreements!
AIDE: Je vois (I see)…

Il y a/il n’y a pas
(there is/there isn’t)
des maisons / un vélo / un garçon / une fille / un jardin

le ciel aussi / mais / cependant / de plus

9. Décris l’histoire.
L’histoire se passe .
Les personnages sont dans une rue .
Puis, la petite fille rentre dans .
Je pense que la maison est .
Sa chambre est située et elle est assez .
Les murs sont .
sa maison
au premier étage
blancs
en France
jolie
dans un village
grande

10. Décris les personnages / describe the characters :
Il a / elle a…
les cheveux blonds / bruns / noirs / rouges / verts
les yeux verts / bleus / marron / noirs / rouges
il est / elle est… - il/elle a l’air ...
marrant(e) / beau-belle / joli(e) / moche / rigolo
pénible / petit(e) / grand(e)

LESSON 2 : CAMERA SHOTS / STORY LINE / DIALOGUES
1. Un peu de vocabulaire de cinéma / cinéma vocabulary
1. au premier plan a) in the background

2. au second plan b) special effects
3. à l’arrière-plan c) into the background
4. des effets spéciaux d) a close up
5. un plan d’ensemble / général e) an extreme close up
6. un plan moyen f) a low shot
7. un gros plan g) a long shot (general)
8. un très gros plan h) in the foreground
9. caméra en contre plongée i) a medium shot
2. C’est quel plan?
Un plan moyen / un
gros plan / un plan
d’ensemble / un très
gros plan / un plan en
contre-plongée

au premier plan
au second plan
à l’arrière plan
3. Crée un dialogue / create your own dialogue
Making voice over:

Create a inner dialogue for the main characters. Look at each different
scene, use facial expressions and find appropriate sentences.


3. Quelques Idées / some ideas:
Il est beau He is handsome

Elle est belle She is beautiful
Je voudrais I would like
L’embrasser To kiss her/him
Pourquoi Why
Timide Shy
Content(e) Happy
She forgot Elle a oublié
Je l’aime I love him/her
Est-ce qu’il/elle veut sortir avec moi? Does he/she want to go out with me?
Oh mon dieu ! Oh my god!
Courageux/se Brave

LESSON 3 : TENSES / CREATIVE WRITING / FINAL QUIZ
1. Focus on past tenses – what happened before?
ACTIVITY: complete the girl’s diary… (use ‘imparafait’ et ‘passé composé’)
What has she done since she woke up?

How was her day at school?
What happened after school when she walked back home with the boy?
Where else could she have been except school?

2. Focus on future tenses – what will happen next?
Qu’est-ce qui va se passer maintenant?

What is going to happen now?
(use simple and near future tenses)
Suggestion de vocabulaire:
• Elle va utiliser le taille-crayon – She is going to use the sharpener

• avoir peur – to be scared
• le retournement final – the final twist
A remind of the near future tense:
SUBJECT PART OF ALLER INFINITIVE VERB
Je vais
manger
Tu vas
aller
Il/elle/on va
jouer
Nous allons
travailler
Vous allez
etc.
Ils / elles vont

3. Mets les images dans l’ordre correct.
4. Relie le texte à l’image qui correspond.
Le crayon se Les crayons ont

Ils Ils se tiennent fait aiguiser peur de la scène;
s’embrassent. par la main. dans le taille- ils crient dans le
crayon. cinéma.
La fille écrit Le garçon

Les crayons
dans son et la fille se
sortent du
carnet promènent
cinéma.
secret. dans la rue.
S’embrasser = to kiss se tenir par la main = to hold hands

taille crayon = sharpener avoir peur = to be scared
écrire = to write carnet secret = secret diary
le garçon = the boy la fille = the girl
se promener = to walk sortir = to go out
crier = to scream la rue = the street

5. Translate the film poster – traduits l’affiche de film:
MASSACRE AU TAILLE-CRAYON:
CHALLENGE: make up a new title for this short film.
Exemple: La fille qui mange les crayons.

6. QUIZZ – vrai ou faux?

AIDE:
La scène se passe:
une banlieue = suburbs
a) dans une banlieue b) dans un quartier tranquille
un quartier tranquille
c) au centre-ville d) à la campagne
= a quiet area
au début = at the start
Au début du film, la musique est plutôt:
plutôt = rather
a) rock b) pop
porter = to wear
c) classique d) jazz
la main = the hand
une montre = a watch
La fille porte une jupe et un tee-shirt:
droit/gauche = right / left
a) blancs b) jaune
un carnet secret = secret diary
c) rouge d) blanche
La fille a les cheveux: Questions (3 points – 1.5 each):

a) longs et blonds b) mi-longs et noirs Qu’est-ce que la fille écrit dans son
c) longs et roux d) courts et blancs carnet secret ?
Qu’est-ce que le garçon porte à la main droite:

a) un sac rouge b) une montre
c) un vélo d) un jean
C’est quoi le titre du film au cinéma

Le vélo du garçon est:
des crayons?
a) jaune b) vert
c) rouge d) bleu
Dans la chambre de la fille, il n’y a pas:

a) de bureau b) de télé
c) de lit d) d’armoire TOTAL
/10

STUDENTS’ PROJECT
Create your own short film following the same concept of ‘les crayons’.
For example…
Some potatoes are at the cinema…
They are watching a horror film;

a chef is peeling the potatoes…
Let’s think about it …
Comment développer l’ambiance d’un film en utilisant divers plans?

How do you develop the atmosphere of a film by using different camera angles?
Quels éléments as tu besoin pour faire un bon court métrage?

What elements do you need to create a good short film ?
Have you got a good idea for a film with a final twist?:

Peer Review Exemplar - Sequence of Work - Les Crayons pg 1/5
LES CRAYONS (THE PENCILS)
Live-action and computer animation, France, 2004

Director: Didier Barcelo
Language: French, with French and English subtitles
Runtime: 3 minutes
A girl is in love with a boy, but is she really as sweet and

charming as she appears?
Synopsis Synopsis
A girl and a boy walk back from school hand-in-hand. Une petite fille et un petit garçon reviennent de
Before they part, he quickly kisses her on the cheek. l’école en marchant main dans la main. Avant de se
The girl confides in her diary, that the boy kissed her. séparer, le garçon embrasse furtivement la fille sur
She uses a pencil to note down her feelings, which she la joue. Celle-ci, amoureuse, se confie à son journal
chews on and starts to sharpen. The scene cuts to her intime. Elle utilise pour cela un crayon qu’elle mordille
using the pencil sharpener in close-up on a big cinema et taille à l’aide d’un taille-crayon. Ces gestes insig-
screen. This seemingly insignificant gesture turns out to nifiants s’avèrent être insoutenables pour les crayons
be unbearable for the cinema audience; pencils. They rassemblés au cinéma pour voir le dernier film d’hor-
gasp in horror, and then relief, as the film ends there. reur: Massacre au taille-crayon.
The pencils walk out of the cinema, talking about the
positives and negatives of this latest horror flick Pencil
Sharpener Massacre. A propos du réalisateur et du film
Il s’agit du premier film de Didier Barcelo, qui a depuis

About the film and the film-maker réalisé plusieurs films publicitaires pour la télévision.
Une sélection de ceux-ci peut être visionnée à http://
This is Didier Barcelo’s first short film. Since then he has vimeo.com/16063269
directed several television adverts. A showreel of these is
available at http://vimeo.com/16063269

TRANSCRIPTION DES DIALOGUES :
Différents personnages parlent à la sortie d’un cinéma.
Ne regarde pas !
Oh non !
C’est horrible !
C’était horrible !
Moi, je sais pas, j’ai bien aimé !
Trop pourri le trucage !
Moi, ça m’a fait marrer.
C’était pas des vrais copeaux.
Je crois que c’était du ketchup.
Il faut pas venir, si t’as peur !
Sérieux !
C’est de la merde !
C’est pas de la merde, mais…
De toute façon, ça existe pas, les taille-crayons.
T’as pas eu peur, toi ?
Moi, j’ai préféré le premier. On va boire un verre ?
C’est pas ton frère, devant, là-bas ?
Moi, j’apprécie ce genre de cinéma.
Ils vont faire le 2, le 3…

Level : from Year 7 to Year 9 (KS3) - 11 to 14 years old
Themes:
• Description
• Relationships
• First love
• Clothes
• Colours
• Cinema shots
• Importance of music in films
• Films types
Possible tasks:
• Describe characters and setting
• True or false exercises
• Quiz
• Imagining how the story continues
• Correct statements
• Write own storyboard using the same process as the film
(but using objects other than pencils)
• Give opinions
• Invent a different ending to the film
• Write dialogues between pencils
• Invent inner dialogue between boy and girl
• Play film only with music (no pictures) and pupils have to guess story by
the sounds they hear
• Look at importance of music in films
• Analyse visual information in films
• Learn different shots in films and apply to different scenes of short film
Language:
• Descriptive vocabulary
• Use of être and avoir (focus on 3rd person)
• Opinions (simple – c’est super... / more sophisticated – je pense que...)
• Cinematographic vocabulary
• Colours and clothes
• Adjectival agreements

EXERCISES /
GRAMMAR /
OBJECTIVES ACTIVITIES VOCABULARY
LESSON 1
SOUND Working with sound to Listen to opening scene (no visual) – what Exercises 1, 2 and 3.
SETTING introduce ‘les crayons’; type of short film? Atmosphere? Opinion?
Film genres
Expressing Opinions
Making assumptions about Listen to start/middle/end of short film (no Exercises 4 and 5.
the short film (story line, visual) – guess story line (creative writing).
characters…) Music genres Present
tense
Describing setting and Watch start of short film and describe Exercises 7, 8, 9 and 10.
characters. setting. Describe the characters.
Places
Describing vocabulary
Verbs être &avoir
Third form of singular

(he/she)
LESSON 2
CAMERA Introduce camera shots; Match the English and the French. Exercises 1 & 2
SHOTS use cinematography
to analyse characters’ Use this activity to introduce camera shots Camera shots.
emotions and effects on – possibility of showing extracts of films
STORY LINE story line. on you tube to go more into depth. (play
up until scene in bedroom)
DIALOGUES
Using the pictures, guess which camera
shot it is. To go further, discuss the
effects of camera shots on the story line,
characters and atmosphere of short film.
Create dialogues Using all previous elements studied in Exercise 3

using characters facial short film, create ‘inner’ dialogue.
expressions, atmosphere Present tense Imperative
of short film, setting and What are the characters thinking of? What form
camera shots. could they be saying to each other? (play
up until scene in bedroom) Feelings and emotions
Play film in the background while students

act role play.

EXERCISES /
GRAMMAR /
LESSON 3
TENSES Recall past events using Making assumptions: what could she have done Exercise 1
‘imparfait’ and ‘passé- before getting back home? Students have to write
composé’ story using the past tense. (play up until scene in Imparfait
TIME bedroom)
Passé-composé
CREATIVE Share story with partner – peer assessment task.
WRITING
Guess what will happen Watch short film up until scene when girl puts the Exercise 2
FINAL QUIZ next using future tense. pencil in her mouth.
Near future tense
Students have to guess the end of the story.
Simple future tense
Encourage students to use both form of future
tense.
Summarise the story of Watch full film and put pictures in correct order. Exercise 3 & 4
the short film. Then match sentences with correct picture.
Present tense
Encourage students to write their own story board
(possibility of using all 3 tenses) Connectives
Time phrases
End of sequence: Students have to find another title for the film Exercises 5 & 6
Creative task & final quiz (within the short film).
Make them find another title for the short film too.
Students compete at each table – which pair will

get more points at the final quiz?
STUDENTS’ PROJECT
Students have to create their own short film following the same concept of ‘les crayons’.
Encourage students :
• to be creative
• to use collaborative skills
• to plan before filming
• to use MovieMaker
• to include a varitety of camera shots
• to sound authentic and vary characters’ emotions
• to include a final twist

Peer Review Exemplar - Sequence of Work - Szalontudo pg 1/4
Level : from Year 7 to Year 13 (11 to 19 years old) + adult teaching
Themes:
• Description
• Stereotypes
• Facial expressions
• Clothes
• Colours
• Cinema shots
• Importance of music in films to create atmosphere
• Films types
Possible tasks:
• Describe characters and setting
• True or false exercises
• Quiz
• Imagining how the story continues
• Correct statements
• Write own storyboard using the same process as the film
• Give opinions
• Invent a different ending to the film
• Write a dialogue between the two main characters
• Analyse the visual information
• Learn different shots in films and apply to different scenes of short film
• Stereotypes: interpret dress / setting / expressions
Language:
• Descriptive vocabulary
• Use of être and avoir (focus on 3rd person)
• Opinions
• Cinematographic vocabulary
• Colours and clothes
• Adjectival agreements
• Present tense (story board)
• Past tense (recall past day of characters)
• Future tense (guess what will happen next)

SEQUENCE OF 3 LESSONS:
EXERCISES /
GRAMMAR /
LESSON 1
SOUND Working with sound, setting No need to watch the short film Slides 2, 3 & 4
CHARACTERS and characters to introduce for this activity (introduction –
‘Szalotundo’ make assumptions/guesses) Description; Expressing
SETTING opinions; Places; Every
Put 4 posters with questions day culture (stereotypes);
around the class – send students Making assumptions
to different posters – students
have to discuss in groups and
write notes on post-its around
the poster. Possible extended
task: rotate groups – comment
on other students’ notes and add
new ones.
TELL ME GRID Making assumptions about the Slide 6

short film (story line, characters…)
Discuss in groups
Working with sound Think pair share activity – get Slide 7

students engaged to speak about
sound: play music first without
image (then start the short
film) – give vocabulary sheet to
support students but encourage
spontaneous speaking.
Every day culture – Vocabulary brainstorm on clothes ; Slides 8, 9, 10 & 11

interpreting dress
Describe characters and make Clothes
a guess on their work/life
depending on their clothes Assumptions
Assumptions : social bakground ? Descriptions
Compare mains characters. Comparative and

superlative forms

EXERCISES /
GRAMMAR /
LESSON 2
STORY LINE Speaking activity One leader per group: grid to complete Slides 13 & 14
TIME to ensure that everyone is taking part and
CAROUSEL assess pronunciation and quality of answer.
Show short film before carousel activity –

stop before end (as one activity is guessing
the end).
Question 1: match pictures (screen shots)

of short film with the correct camera angle
then discuss the effects on the storyline
and the characters.
Question 2: what do you think will happen

next? Imagine an ending.
Question 3: What do you think of the

music? Sound? Atmosphere? Colours?
Question 4: each student describes one

character – guess which character is being
described.
Introduce camera shots; Using the pictures, guess which camera Slides 15 to 24 Camera
use cinematography shot it is. To go further, discuss the shots.
to analyse characters’ effects of camera shots on the story line,
emotions and effects on characters and atmosphere of short film.
story line.
Find a title for each scene Creative writing in groups. Slides 25 & 26
Create dialogues In pairs, write a dialogue. Slides 27, 28 & 29

using characters facial
expressions, atmosphere Play the film in the background and let Present tense Imperative
of short film, setting and students act in front of the class. form
camera shots.
Feelings and emotions
Write an argument between Creative writing Emotions / imperative

the two men. form
Future tense

EXERCISES /
GRAMMAR /
LESSON 3
WORKING Recounting – past, Making assumptions: what could they have Slides 33 & 34 Imparfait
ON TENSES imperfect, and historic past done before this scene? Students have to
tense: activity write story using the past tense. Passé-composé
Share story with partner – peer assessment

task.
Narrating – present tense; Students to create a story board Slides 35 & 36

activity creating intertitles
between shots; scripting Present tense
voiceover Connectives
Time phrases
Guess what will happen Students have to guess an alternative end Slides 37 & 38
next using future tense. of the story. Encourage students to use
both form of future tense. Near future tense
Simple future tense
End of sequence: To end the lesson: each group gets 4 Slides 39 & 40
envelopes – different question in each
Speaking activity envelope to summarize understanding of
short film. Design the questions depending
on focus of sequence.
Each student has to speak for one minute.

Peer Review Exemplar - Resources - Szalontudo

pg 1/38

Szalontudo – Lesson 1 Sound/setting/characters

pg 2/38
TO INTRODUCE THE SHORT FILM…
Four posters with questions around the class –

send students to different posters – students have
to discuss in groups and write notes on post-its
around the poster.
Possible extended task: rotate groups – comment
on other students’ notes and add new ones.
No need to show the film at this point – students
have to engage in conversation and make guesses
from the posters.


pg 3/38
1. Where does the scene take place? 2. In your opinion, what is the story line?
Challenge: In which country is this scene taking place? Challenge: What are the 2 main characters saying to each other?
3. Describe the main character. 4. Who are the other characters?
Challenge: What is the camera shot used? Why? Challenge: What is the atmosphere of the short film?


pg 4/38
Opening scene


pg 5/38
SETTING? SOUNDS?
CHARACTERS? STORYLINE?


pg 6/38
What do you think of the music?
THINK
PAIR
What atmosphere does it create? SHARE

In your opinion, what other music type
could be appropriate for this short film?


pg 7/38
Everyday culture: interpreting dress


pg 8/38
VOCABULARY BRAINSTORM
CLOTHES


pg 9/38
Describe characters – how they are dressed


pg 10/38
Activity: Compare the two main characters using the comparative and superlative forms
EXTENSION TASK: Visual analysis • Job?

• What do the clothes tell you? • Situation?
• Social background? • Personality?

Szalontudo – Lesson 2 Storyline and cinematography pg 11/38

Szalontudo – Lesson 2 Storyline and cinematography

pg 12/38
Speaking activity: Carousel

One leader per group: grid to complete to ensure
that everyone is taking part + assess pronunciation
and quality of answer.
Show short film before carousel activity – stop
before end (as one activity is guessing the end).
Question 1: Match pictures (screen shots) of short

film with the correct camera angle then discuss the
effects on the storyline and the characters.
Question 2: What do you think will happen next?

Imagine an ending.
Question 3: What do you think of the music?

Sound? Atmosphere? Colours?
Question 4: Each student describes one character

– guess which character is being described.


pg 13/38
QUESTION 1 QUESTION 2
SPEAKING
CAROUSEL
QUESTION 4
QUESTION 3


pg 14/38
CAMERA SHOTS


pg 15/38


pg 16/38
A. long shot
B. medium shot
C. close shot


pg 17/38
A. fade background
B. close shot
C. high angle shot


pg 18/38
A. high angle shot

B. close shot
C. medium long shot


pg 19/38
A. medium shot
B. close up
C. long shot


pg 20/38
A. close shot
B. high angle shot
C. medium shot


pg 21/38
A. foreground/ background
B. close shot
C. extreme close up


pg 22/38
A. long shot
B. foreground/ background
C. medium shot


pg 23/38
A. medium long shot

B. extreme close up
C. high angle shot


pg 24/38
Find a title for each scene


pg 25/38
EXTENSION TASKS
• Describe each scene – what do you see ?

• Meaning of each cinema shot – why this
one and not another one ?
• Importance of opening scene ? What does
it tell us about storyline ?


pg 26/38
Understanding people: facial expression


pg 27/38
Using the facial expressions, write a dialogue between the protagonists:


pg 28/38


pg 29/38
Flash forward/ prolepsis: activity


pg 30/38
Twist in a short film… creative writing task

Activity: write an argument between the two men.
Who will take over? Who is right or wrong? What’s going to happen next?

Szalontudo – Lesson 3 Working on tenses pg 31/38
Recounting – past, imperfect, and historic past tense: activity

Szalontudo – Lesson 3 Working on tenses

pg 32/38
Focus on past tenses – what happened before?

Activity: describe each character’s day before coming to lunch…
THE HOMELESS PERSON THE MUSICIAN THE OLD MAN THE BUSINESS MAN

Narrating – present tense; activity creating

intertitles between shots; scripting voice-over


pg 34/38
Put the pictures in the correct order and narrate the events (story board):

Predicting – future and simple future: activity


pg 36/38
Different short film ending… creative writing task

Activity: decide of a different ending
EXTENSION TASK:
Act the different ending in front of the class


pg 37/38
To end the sequence
To end the lesson: each group gets four envelopes

– different question in each envelope to summarize
understanding of short film.
Each student has to speak for one minute.


pg 38/38
STUDENT 1 STUDENT 2
STUDENT 3 STUDENT 4

Resource pack Short Film in Language Teaching
Love Languages
(French)

Our resources are designed to be used with selected film titles, which are available free for clubs at www.filmclub.org
Activity pack Short Film in Language Teaching – 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 www.intofilm.org/resources.
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 offers 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.
bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018 2

Filmmaking support
As well as viewing films, this resource offers 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.

National Curriculum links – England Short Film in Language Teaching – Love Languages (Spanish)
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 differ 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

National Curriculum links – England Short Film in Language Teaching – Love Languages (Spanish)
Computing • use search technologies effectively 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

Curriculum for Excellence links – Scotland Short Film in Language Teaching – Love Languages (Spanish)
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 effectively 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 different
languages through play, discussion and experimentation.
MLAN 2-07a

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 different 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

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 different 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 different 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 different types of maps and am beginning to locate key features within
Scotland, UK, Europe or the wider world.
SOC 2-14a

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

National Curriculum links – Wales Short Film in Language Teaching – Love Languages (Spanish)
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 different 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.

National Curriculum links – Wales Short Film in Language Teaching – Love Languages (Spanish)
• 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 differences 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.

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
Network Releasing © (2008) All rights reserved
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 off 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 garçonet 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.

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

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 officer 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 differently 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 effect 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 different 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/BTSVisualEffects
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
Eiffel 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 differences.

Kirikou et les hommes et les femmes/

Kirikou and the Men and the Women
2012 | France | 88 mins | Cert: U
“I would recommend this film to people who like adventure and exciting films.”
Into Film Club member, Dana, aged 10
Canal+ © (1998) All rights reserved

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 difficulties. 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 different 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.

Thematic approaches Short Film in Language Teaching – 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 different 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 Off 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.

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 off ‘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 different 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 different 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.

La Vocabulaire et La Langue/Vocabulary and Language
Summary: To examine how the French language is used in

different stories and settings to tell a story, and why it is
important to understand different 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 differences 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 different 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 official 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?

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.

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 different 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.

Activity sheet Short Film in Language Teaching – Love Languages (Spanish)
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
Les Notes/Notes Les Notes/Notes Les Notes/Notes Les Notes/Notes

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 different characters? What might they be like? Could you draw what you hear? If you listen more
than once, do you notice different things or have different 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-off-worksheet.pdf

Activity sheet Short Film in Language Teaching – Love Languages (French)
Quelles couleurs/Which colours?
En anglais/In English En français/In French
The bus stop: L’arrêt 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

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 Orange
Brun

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

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 effect.
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 offer 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.

Vocabulary sheet Short Film in Language Teaching – 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 effrayant, effrayante 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

Vocabulary sheet Short Film in Language Teaching – 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
le montage the editing
les extérieurs the locations
le début the beginning
la fin the end

Resource pack Short Film in Language Teaching
Love Languages
(Spanish)

Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org
Activity pack Short Film in Language Teaching – Love Languages (Spanish)
Love Languages
Spanish
This film-focused resource enables teachers and pupils to engage with Spanish cinema to develop language, literacy
and cultural appreciation skills. The activities centre on three specially curated Spanish language films that will engage
and excite your pupils:
• Carlitos y el campo de los sueños/Carlitos and the Chance of a Lifetime

• El juego/The Game
• La leyenda del espantapájaros/The Legend of the Scarecrow
This resource promotes active language learning. This activity pack is designed to be used in conjunction with the
accompanying PowerPoint presentation Love Languages – Spanish downloadable at www.intofilm.org/resources.
We would encourage teachers to adapt the activities and resources for their cohort of pupils, to support pupils at
their particular stage of language learning.
With thanks to Judith Rifeser, Shirley Lawes and Alice Lim for giving their time, and sharing their expertise to create
this resource.
Judith Rifeser has taught MFL in the UK and abroad. She has a particular interest in working with film to teach languages
and has presented on best practice at ALL Languages World. She is currently completing her PhD in the Department of
Media, Culture and Language at the University of Roehampton. Her first short film A Letter Of Love To You was recently
selected to be screened at the London Feminist Film Festival 2016.
Alice Lim is a skilled Mandarin teacher particularly experienced in using Chinese film to enhance language learning
and cultural understanding. She founded and continues to run DianxinDianying a specialised Into Film Club at the UCL
Academy in London. Alice graduated with a master’s degree in Chinese from the University of Edinburgh and received
a master’s degree in Cinema and Television from the British Film Institute and University of London. She advises on film
and television scripts and has worked closely on productions with directors Chen Kaige and Hou Hsiao Hsien. She is an
Into Film Ambassador advising Into Film on their provision for educators.

About Into Film

Supported by the BFI and the film industry, Into Film is one of the world’s most extensive and fastest growing film
education programmes for 5- to 19-year-olds. It reaches over a million young people each year through its UK-network
of film clubs, providing vibrant learning resources, training opportunities and online content. Using film as a powerful
tool for learning, the organisation offers support and CPD training to schools, colleges and youth groups, helping to
raise attainment and encourage deep and active learning. The organisation also hosts the UK’s biggest annual free film
festival. Visit www.intofilm.org for more information.
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 pupils. 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.
DVD copies of El juego and Carlitos y el campo de los sueños can be ordered from the Into Film catalogue
www.intofilm.org/films. Access to La leyenda del espantapájaros requires internet connection to www.vimeo.com.
Curriculum links
This resource has been designed to work across a range of curriculum areas and subjects for Years 3 - 6 in England
and Wales and P4 - P7 in Scotland. A full list of curriculum links provided in the Love Languages – Spanish Curriculum
Links document.
Safeguarding
Information on each film’s age certification is detailed on the next page, 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 pupils. We also recommend you view content on external links in advance
of sharing these with pupils as we are unable to accept responsibility for the content which may change, move or
become unavailable without our knowledge.

Carlitos y el campo de los sueños

Carlitos and the Chance of a Lifetime
2008 I 107 mins I Suitable for 7 plus
Antena 3 Films and Versátil Cinema © (2008) All rights reserved

Carlitos has two goals – the first being to find a family that will adopt him and the second, to play football for the Spanish
national team. Unfortunately, when prospective parents visit the orphanage he and his friend’s football antics go wrong,
causing the stern orphanage director to lock up all the balls. Determined to play, Carlitos and his friends hatch a plan to get
him out of the building to local football trials where he learns there is much more to playing than just having the skills.
This film has not been certificated by the BBFC. Into Film suggest it is the equivalent of a PG suitable for ages 7+.
Very mild sexual references.
El juego
The Game
Andrea Casaseca, María Sal © (2014) All rights reserved

A young girl is waiting for her mother in a playground when a mysterious older woman appears at her side suggesting
a game. The girl must follow the lines outlined on the ground without stepping outside of them. Believing the task to
be straightforward the girl accepts, but as she continues she discovers that completing it will require leaps and jumps
greater than she believed herself capable of.
This film has not been certified by the BBFC. Into Film suggest it is the equivalent of a U certificate, suitable for ages 7+.
La leyenda del espantapájaros

The Legend of the Scarecrow
Elemental Films © (2005) All rights reserved

When a lonely scarecrow rescues a blind and injured crow, he is dismayed to discover that other birds won’t come near
him because he is thought of as a monster, whose job it is to frighten them. Desperate to make friends, the scarecrow
decides to tell the farmer that he doesn’t want to be a scarecrow anymore. When the farmer reacts in fear and gathers
the villagers, their actions decide the scarecrow’s fate, and give the reason why crows have black feathers.
This film has not been certified by the BBFC. Into Film suggest it is the equivalent of a PG certificate, suitable for ages 7+.
Includes scenes of threat which younger viewers may find upsetting.

Contents
Section one – !Vámonos!
Sound on/vision off page 7
Dialogue and descriptions page 8
Axis of Emotion page 9
Sound on/vision off sheet page 10
Opinion cards page 11-12
Music and sounds sentence builder cards page 13-15
Carlitos y el campo de los sueños stills page 16-17
El juego stills page 18-19
La leyenda del espantapájaros stills page 20-21
Axis of Emotion sheet page 22
Camera shots sheet page 23
Section two - Carlitos y el campo de los sueños

Colores/Colours page 24
Me gusta…/I like…. page 25
Deportes/Sport page 26
Mi deportista favorito sheet page 27
Section three – El juego

Direcciones/directions page 28
El cuerpo/The Body page 28
Vida film page 29
Section four - La leyenda del espantapájaros

Acrostics and Word Clouds page 30
Scarecrow puppets and animation page 30
Creating stories page 31
Scarecrow Song page 32
Paper cut-out animation character template page 33
Storyboard template page 34
Scarecrow song lyrics page 35
Word Bank page 36-37

To provide stimulus words and phrases to support
pupils to discuss and write about the films.
Question cards page 38

Questions for pupils and/or teachers to scaffold
discussion and writing about any Spanish film.
Review Writing Frame page 39

A template to support the creation of a written
film review in Spanish.

Film and language learning
It is of course important that young people who are learning a language have the opportunity to engage
with speaking, listening, reading and writing, and that English is used as little possible to ensure that pupils
hear and practice correct pronunciation and continue to learn new words and phrases. For this reason
worksheets are provided without any translation and we advise pre-learning of some vocabulary, through
speaking and listening activities.
The 3Cs (camera/cámara, colour/color, character/personaje) and 3Ss (story/relato, setting/escenario, sounds/sonidos) are
found in all film texts. Start discussion about any film clip or still with key questions and phrases on the Question cards on
page 38, play chain games to encourage all pupils to repeat words and phrases accurately and add their own ideas.
Discussing camera can be developed by the use of the camera shot names on the Camera shots sheet on page 23. This
can be pre-learnt through the ‘camera shots dance’. Images to support this are provided on slide 23 of the accompanying
presentation. Pupils create a frame with their hands and say the name of the shot. This can be used to respond to stills or
a clip from a film.

Thematic approaches Short Film in Language Teaching – Love Languages (Spanish)
Section One
¡Vámonos!
In this section of the resource there are a selection of activities that can be used with any of the films in this resource or
foreign language films of your choice. Stills and stimulus questions to accompany these activities are available in the
Love Languages - Spanish PowerPoint presentation.
Sound on/vision off

Learning outcomes
• Listen attentively to sounds and music and identify them using new vocabulary.
• Write and speak in response to sounds and music to express opinions.
• Create written sentences to describe a character, story or setting.
Equipment needed
• Access to the film you would like to work with on vimeo or on DVD.
• El juego {vimeo.com/107486724}
• La leyenda del espantapájaros {vimeo.com/811761}
• Copies of the Sound on/vision off sheet on page 10
• Copies of the Word Bank on pages 36-37 and/or dictionaries
• Copies of the Opinion cards on pages 11-12, and Music and sounds sentence builder cards on pages 13-15
This activity can be used to introduce the film before watching or can be used to support pupils to recall sequence after
watching.
For beginners you may like them to pre-learn some vocabulary to provide options for analysis of the film clip, for example
learning the vocabulary for some locations that will feature in the clip, for example, ‘house’, ‘wood’, ‘beach’, ‘school’ or
some basic types of sounds, for example voices, music or footsteps. For each of these an accompanying action can be
learnt to help pupils remember the words and connect them with a visual and physical clue.
1. Choose a clip from the film you would like to work with. Clips that work well;
• Carlitos y el campo de los sueños time code {00:45:47 – 00:46:23} - the sound clip is provided on slide 2
and the clip with visuals is provided on slide 3.
• El juego time code {00:00:46 – 00:01:20}
• La leyenda del espantapájaros time code {00:00:00 -00:00:57}
2. Explain that pupils will listen to the sounds from the film clip, identify the sounds and predict what the visuals might
be. You can minimise the screen or ask pupils to close their eyes.
3. Play the clip twice, then give pupils a copy of the Sound on/vision off sheet on page 10 and play the clip again.
4. Support pupils to complete the Sound on/vision off sheet or use it to frame discussion and note ideas on the
whiteboard or flipchart.
5. Pupils can use the Word Bank on pages 36-37 to describe the sounds they hear and the visuals they expect to see.
Encourage pupils to use the sentence En mi opinión.... and He oído…. and Yo vi….
6. You may like to use the Opinion cards on pages 11-12 and Music and sounds sentence builder cards on pages 13-15.
7. Having discussed pupils’ ideas, play the clip with the visuals and discuss what pupils saw and what surprised them.
Pupils could then choose a character or explore the setting from the sequence, working with stills from the sequence
to create labels and descriptive sentences. Analysis of a character or setting could also be developed into a poem.

Dialogue and descriptions

Learning outcomes
• Listen to spoken language and match descriptions with images.
• Create written and spoken descriptions and dialogue.
• Use a Word Bank and/or dictionary to find the correct spelling and meaning for new vocabulary.
Equipment needed
• A set of stills from pages 16-17, 18-19 or 20-21 for each group.
• Love Languages – Spanish presentation slides 4-9
• Camera shots sheet on page 23 for each group (optional)
• A tablet (optional)
This activity works best after watching the film, so that pupils can recall the setting, story and characters from the film.
1. Choose a set of stills for the film you wish to work with, a set of prepared stills for each film are available on pages
16-17, 18-19 or 20-21. Stills from Carlitos y el campo de los sueños are the easiest to work with due to the variety of
shots, settings, colours and characters.
2. Provide small groups with one set of stills and explain that you will describe a still and each group must work out
which still you are describing.
3. Describe each still in whichever order you like, and give pupils a couple of minutes to discuss which still they are
going to choose. Explain that a volunteer from each group must bring their chosen still to you when you have
counted down to one and count down from five…cinco…cuatro…
4. Discuss who was correct and what clues you gave about the still, for example pointing to particular colours, objects
or characters in the scene.
5. You may like to provide pupils with a Camera shots sheet on page 23 and include the camera shot used in that still
in your description.
6. At the end of the game return the stills to each group and ask them to assemble them in the correct order. The
correct order for all stills are available on slides 4-9 of the accompanying Love Languages – Spanish presentation.
7. Now ask pupils to label the main components of the scene with individual words using the Word Bank on pages 36-
37 and a dictionary. Depending on pupils’ skill level, insert speech bubbles or narration and/or descriptive sentence
for each still.
8. Alternatively, or to develop the activity further, work with the stills in the Love Languages – Spanish presentation
and create a verbal narration for each still to re-tell the story. To create a task for more independent learning, insert
the stills into iMovie or similar simple filmmaking software on a tablet and ask pupils to record a verbal description
for each scene. This can be shared with parents and colleagues.

Axis of Emotion
Learning outcomes
• Analyse a character thinking about how they look, how they behave and what they say.
• Describe characters and express opinions about them orally and in writing.
Equipment needed
• A roll of paper (the reverse side of a roll of wallpaper will work)
• Access to the film of your choice on vimeo or on DVD.
Four clips from El juego time codes {00:00:00 – 00:01:07}, {00:01:07 – 00:02:02}, {00:02:02 – 00:03:25} and
{00:03:25 – 00:04:25}
Six clips from La leyenda del espantapájaros {00:00:00 – 00:01:30}, {00:01:30 – 00:02:49}, {00:02:49 – 00:03:51},
{00:03:51 – 00:04:50}, {00:04:50 – 00:07:30} and {00:07:30 – 00:09:02}
• Different coloured pens
• Axis of Emotion sheet on page 22
This activity works best after watching the film, so that pupils can recall the characters’ actions, feelings and motivations.
1. Choose the film you would like to focus on and the relevant clips; For El juego there are two characters to compare
and for La leyenda del espantapájaros analysis is of the scarecrow only.
2. Divide pupils into groups of 3-4 and ask one person from the group to lie on the large sheet of paper, cut from the
roll, while the other members of the group draw around them to create the outline of a person. Stick these outlines
on the wall and label them with the character’s name.
3. Play each clip in turn, after each clip, ask pupils to use one colour of pen to write descriptive words to describe how
the character feels on the inside of their character outline and how their character appears on the outside of the
outline. Encourage pupils to use clarifiers such as un poco, bastante, totalmente and extremadamente.
4. Camera shots often give the audience a lot of information about the character’s feelings. Use the Camera shots
sheet on page 23 and the Question cards on page 38 to encourage pupils to consider what they are learning about
the character from camera shots, colour and sounds.
5. Having completed this exercise for all clips pupils should have a selection of descriptive words in different colours
written inside and outside of their character outline.
6. Now provide pupils with an Axis of Emotion sheet on page 22, you may like to enlarge this to A3 or display it on the
whiteboard for pupils to draw much larger on another piece of paper from the roll.
7. Play each clip again in turn, and ask pupils to use the preparation work they have done and the Axis of Emotion sheet
to plot the character’s actions and emotion. Here is an example.
Contento/a
Satisfecho
Contento
Frustrado
Misterioso Emocionado
Confuso
Asustado
Infeliz
Infeliz Tiempo: hora/minutos
8. This work can be used by pupils to write a description of a character or present their ideas about the character verbally.

Sound on/vision off
He oído He oído
Me sentí Me sentí
Yo vi Yo vi
He oído He oído
Me sentí Me sentí
Yo vi Yo vi

Opinion cards
Yo he visto/ vi He oído/oí Yo me imagino/imaginé
Me sentí

Opinion cards
emocionado/a triste contento/a

Music and sounds sentence builder cards
El piano Los instrumentos de Los instrumentos

latón/de viento de percusión
Los pasos rápido/a lento/a

ruidoso/a tranquilo/a La voz/las voces
Los animales El viento/ la lluvia Las hojas/ las plantas

El coche / el autobús Los instruments Los instrumentos

de cuerda de viento

Carlitos y el campo de los sueños stills

Carlitos y el campo de los sueños stills

El juego stills
Andrea Casaseca, María Sal © (2014) All rights reserved.

El juego stills
Andrea Casaseca, María Sal © (2014) All rights reserved.

La leyenda del espantapájaros stills
Elemental Films © (2005) All rights reserved.

La leyenda del espantapájaros stills
Elemental Films © (2005) All rights reserved.

Eje de emociones/Axis of Emotion
Contento/a
Infeliz Tiempo: hora/minutos

Planos de cámara
plano de establecimiento plano largo
plano medio de cerca primer plano extremo

Section Two
Carlitos y el campo de los sueños
Colores/Colours
Learning outcomes
• Listen to questions and respond verbally to identify colours.
• Describe a colour for others to understand.
• Create a film to demonstrate pronunciation and intonation.
Equipment needed
• Love Languages – Spanish presentation slide 10-12
• Copies of the Word Bank on pages 36-37
• Question cards on page 38
• Copies of the Camera shots sheet on page 23
• Tablets or equipment to make a simple film
1. Watch the clip ‘The school trip’ time code {00:21:34 – 00:22:23} on slide 10. Use the Question cards on page 38 to
lead discussion about the colours in the clip and how they make the pupils feel.
2. Display slide 11 ‘Colores’ and ask pupils to work in pairs or threes to play a describing game. One person in the group
should choose a colour from the slide, keeping their choice to themselves. They should them describe the colour
in three sentences for their partners or group to guess. Model sentences pupils can use to describe the colour, for
example ‘Este color me hace sentir….’ and ‘Este es el color de…..’
3. Alternatively, this could be a class game, with one person or the teacher acting as the describer. After each sentence
pairs or groups have the opportunity to write the colour on a piece of paper and hand it to the teacher. If a group
guesses the colour correctly after one clue they receive three points, after two clues two points and after all three
clues one point.
4. Having completed the describing game, display slide 12 ‘Película de colores’ and explain that pupils are going to
make a three shot film about the colour of their choice, alternatively you can assign groups a colour to work with
or ask them to pick a colour out of a hat.
5. Give each group a Camera shots sheet on page 23 and a device to use to complete their film, such as a tablet or
flip camera.
6. Play the films back on the large screen or whiteboard and ask the rest of the group to guess which colour the film
is about.
7. The slide ‘Colores’ and pupil films could be used to share learning, as a peer-to-peer learning tool in an assembly
or for older pupils to teach younger pupils.
This activity can be adapted for other categories of words such as weather, animals or school subjects.

Me gusta…./I like…..
Learning outcomes
• Create sentences demonstrating masculine, feminine and the conjugation of verbs.
• Create a piece of writing for others to understand.
• Read a piece of writing by another pupil.
Equipment needed
• Love Languages - Spanish presentation slide 13
1. Play the clip ‘Trials’ time code {00:23:18 – 00:24:38} on slide 13.
2. Ask pupils to finish the sentence ‘A Carlitos le gusta…..’ based on what they saw in the clip and the rest of the film, if
they have seen it.
3. Now ask pupils to work in pairs or threes to discuss and write down what they like, using the starter ‘Me gusta…’
4. Now ask each pupil to talk about another person in their group describing what he/she likes ‘a él le gusta…..’ and ‘a ella
le gusta…’
5. Provide pupils with a selection of categories, for example sports, subject/lesson, colours, day of the week and to tell
their group which is their favourite and least favourite. ‘Mi ….favorito/a es...’ and ‘Lo que menos me gusta es…’ You could
ask pupils to answer questions about their group, for example ‘¿Cuál es el tema favorito de Lucy?’ ‘Su tema favorito es…’
6. This could then be developed into a piece of writing and a game of Adivina quién? Display all the pieces of writing in
your classroom and give each pupil a photograph of another pupil and ask them to match it with that person’s piece of
writing. This then creates a display for parents and colleagues.
7. This activity could also be adapted for pupils to describe a character in Carlitos y el campo de los sueños or any
film you are working with. Assign each pair or group of pupils one of the characters from the film, and explain they
must keep the identity of the character to themselves. They should now think of three sentences to describe this
character’s personality and describe the character verbally to the rest of the group for them to guess. This could then
be developed into a piece of writing describing one character in the film or comparing two characters.

Los deportes/Sport
Learning outcomes
• Research a well-known person from Spain and report back on findings orally.
• Create a piece of simple writing using new and familiar vocabulary.
Equipment needed
• Love Languages - Spanish presentation slides 14-15
• A copy of the Question cards on page 38
• Copies of Mi deportista favorito/My favourite sportsperson sheet on page 27
1. Watch the clip ‘Substitute’ time code {01:29:23 - 01:30:18} on slide 14 and use the Question cards on page 38 to
discuss the clip.
2. Show the images of six well-known Spanish sports people on slide 15 of the accompanying presentation. Assign
each group one sportsperson to find out about using online research and to describe them to the rest of the class.
3. Ask pupils to work in pairs or threes to discuss which sports and sports people they like using the Word Bank on
pages 36-37 and a dictionary.
4. Ask pupils to choose a well-known sportsperson they like and to use the Mi deportista favorito/My favourite
sportsperson sheet to write a description of their chosen person. Pupils can print out a photograph of the person
and stick it in the centre or pupils can draw a picture.
5. Alternatively, or as preparation to complete the piece of writing, pupils can find a clip online of their chosen
sportsperson, show it to rest of the group and give a verbal description of their chosen sportsperson and why
they like them.

Mi deportista favorito/My favourite sportsperson
El nombre
El deporte
La apariencia
Me gusta porque………
Ella me gusta porque….
Él me gusta porque…

Section Three
El juego
Direcciones/Directions
Learning outcomes
• Listen to instructions/directions and interpret them with actions.
• Demonstrate pronunciation and intonation by giving instructions/directions to support another person to follow them
successfully.
Equipment needed
• Access to El juego on DVD or vimeo vimeo.com/107486724
• Copies of the Question cards on page 38
• Love Languages – Spanish presentation slide 16
• A selection of Spanish words on small pieces of paper
• Large sheets of paper and pens
1. Watch the clip ‘choose your path’ time code {00:03:24 – 00:04:25}
2. Use the Question cards on page 38 to lead discussion with pupils what action is taking place in this clip, and if they
have watched the whole film, what has happened earlier in the story.
3. Explain that pupils are going to practice, giving directions and following them. Display slide 16 ‘Direcciones’ and
practice the basic directions by indicating with your hands and asking pupils to copy you and say the correct word.
To help pupils master correct pronunciation this could be developed into a game with pupils taking it in turns to give
a direction with other pupils indicating they have understood by completing the correct hand gesture.
4. Divide pupils into pairs and provide them with a large sheet of paper and a pen. Ask pupils to choose who will be
giving directions and who will be drawing.
5. Give the person who is giving directions a word to read and keep to themselves. Pupils could pick these from a hat,
and the words could be themed around a topic.
6. Explain that pupils will give a series of directions for the person drawing to follow to write the word on the piece of
paper, for example ‘Abajo, derecha, abajo’ would direct the pupil to draw the letter ‘h’.
7. When pupils have completed their word, ask them to show the rest of the class and use the word in a sentence to
demonstrate what it means.
El Cuerpo/The Body
Learning outcomes
• Demonstrate understanding of vocabulary for parts of the body by reading and listening to words and phrases.
• Demonstrate pronunciation and intonation by identifying and describing parts of the body.
Equipment needed
• Access to El juego on DVD or vimeo vimeo.com/107486724
• Print out of slide 18 for each pupil
1. Display slide 16 ‘El cuerpo’ of the accompanying presentation and give each pupil a copy of the slide.
2. Ask pupils to work in small groups to match the body parts vocabulary to the correct picture.
3. Display slide 18 to check pupils’ answers.
4. Now explain that they are going to play ‘el bingo del cuerpo’. You will play the film El juego and each time pupils see
the shot of the body part from their sheet, they will shout ‘¡Para¡’. You will pause the film and ask the pupil which body
part they saw.
5. Having played a round of ‘el bingo del cuerpo’, explain to pupils that you will describe a body part from the sheet and
when they think they know what it is they should put their hand up to shout it out. For example, ‘Esta parte del cuerpo
se utiliza para ver’. This can be followed by everyone pointing to that body part and repeating your clue(s) and the
name of the body part.

VIDA film
Learning outcomes
• Use the Word Bank on pages 36-37 and/or dictionaries to create sentences to express opinions.
• Plan and create a film demonstrating understanding of how words and images work together to communicate meaning.
• Peer assess filmmaking projects using shared criteria and supportive feedback.
Equipment needed
• Access to El juego on DVD or vimeo https://vimeo.com/107486724
• Tablets or similar device for simple filmmaking
• Love Languages - Spanish presentation slides 19-24
1. Watch El juego and discuss with pupils why the lady in the film directs the girl to follow the word ‘vida’?
2. Ask pupils to discuss in pairs or small groups what their favourite experiences are in life, this might be favourite food,
places to visit, or hobbies.
3. Ask pupils to work with the Word Bank on pages 36-37 and/or dictionaries to create spoken sentences stating with
‘Mi …favorito es…’
4. Now ask pupils to plan a three shot film to share their favourite things in life. Provide pupils with a piece of paper to
divide into three sections and a Camera shots sheet on page 23 to plan their shots.
5. Explain that pupils will not feature in the film, they will create three shots of places or objects, with narration.
6. Use the slides ’Top five filmmaking tips’ on slides 19-24 of the presentation to provide guidance for pupils and
provide pupils with a tablet or device such as a flip cam to film their three shots.
7. Use iMovie or similar editing software to create a simple film using their three shots. Pupils can record their narration
using the microphone function. Alternatively, the shots can be played from the recording device’s camera roll. In this
case, pupils can record the narration as they film the shots.
8. After the screening of each group’s film discuss with pupils three things they liked about the film and one thing the
group could improve in their next filmmaking project.

Section Four
La leyenda del espantapájaros
Acrostics and Word Clouds

Learning outcomes
• Listen attentively to a film’s narration and identify words and their frequency of use.
• Create a Word Cloud identifying nouns, verbs, adjectives etc.
• Write an acrostic using familiar and new vocabulary and read aloud using correct pronunciation and intonation for
others to understand.
Equipment needed
• Access to La leyenda del espantapájaros on vimeo https://vimeo.com/811761
• Graph paper
• Access to a website that creates Word Clouds
1. Watch La leyenda del espantapájaros and ask pupils to think, pair and share words that are repeated in the film. You
may like to watch the film more than once and/or pause the film at several points for discussion and feedback.
2. Build a list of words on the whiteboard of flipchart. Assign one word to each pair, explain that as the class watch the
film again they should keep a tally of how many times that word is said.
3. Lead discussion to share this data and note it on the whiteboard or flipchart.
4. Now direct pupils to the Word Cloud generation website of your choice and ask them to create a Word Cloud for the
words in La leyenda del espantapájaros.
5. Ask pupils to colour code their word cloud using one colour for nouns, another for verbs and so on.
6. Ask pupils to choose a word from the word cloud and create an acrostic on graph paper, using a dictionary if
necessary, to add words that contain letters from the original word and describe or are synonyms for the original word.
7. Ask some pupils to read out their acrostic for the rest of the group to identify the original word they chose from the
Word Cloud.
Scarecrow puppets and animation

Learning outcomes
• Learn new vocabulary to name and describe materials.
• Create scenery, props and puppets using art and design techniques.
• Create a narrative short film using a range of ICT skills.
• Demonstrate pronunciation and a variety of language through the creation of narration and dialogue.
Equipment needed
• Access to the internet or a selection of images of scarecrows
To make a scarecrow paper cut-out animation

• Paper cut-out animation character template on page 33
• Thin card
• Coloured paper to make backgrounds
• Colouring pens/crayons to decorate the scarecrow
• Paper fasteners/split pins
• A tablet with iMotion, Stop Motion Pro, Aardman Animate-it or similar animation software
To make a scarecrow puppet

• Balloons, newspaper, plain paper, paste, wool and paints to make the head.
• Garden canes or similar, string and material (or old t-shirts/shirts) to make the body.
• Craft materials such as buttons and sequins to decorate the face and body of the scarecrow.
• Large sheets of paper or a large whiteboard to create a background on the wall.
• A tablet or similar device to record a simple film.

1. Display the still ‘Espantapájaros’ on slide 25 on the whiteboard and work with pupils to label the different materials the
scarecrow is made of. Direct pupils to find images of other scarecrows and compare their designs.
2. Provide each pupil with a Paper cut-out animation character template on page 33 and drawing materials then ask
them to design their own scarecrow. If you are completing a paper cut-out Stop Motion Animation this template will
be used in the animation, if you are making puppets this design can be used as a plan for the craft activity.
3. If you are making puppets, provide pupils with an inflated balloon and materials to make a papier-mâché head. While
the head is drying make the body by lashing together the garden canes to create a cross shape, remember to have
a few centimetres at the top of the cross to put the head onto. Create a body shape by cutting out and sticking two
pieces of t-shirt shaped material over the canes, or place an old t-shirt or shirt over them.
4. When the papier-mâché is dry, pop the balloon and create a small hole at the bottom of the head. Decorate the head
to create facial features and hair and place the head on the top of the vertical cane.
5. Create a scene for scarecrows using large sheets of paper on the wall or a large whiteboard.
6. Ask pupils to work in groups of three or four to use the Storyboard template on page 34 to plan a simple story for their
scarecrow puppets and a line of narration or dialogue for each scene.
7. Now each group will rehearse their film, with one person taking responsibility for framing the shot with the tablet and
the other group members moving the puppets in out and of the frame without being seen.
8. Discuss the ‘Top five tips for filmmaking’ on slides 19-24 with pupils and support them to complete their films in one take.
9. If you are making a paper cut-out Stop Motion animation, provide each pupil with a thin piece of card and ask them
to stick their design to it. Then cut-out the pieces and assemble their scarecrow using the paper fasteners/split pins.
10. Show the film ‘Aztec Slave’ on slide 26 of the Love Languages - Spanish presentation. Discuss with the class how the
pupils who made this film animated their paper cut-out characters.
11. Provide groups of 4-5 pupils with materials to create a background for their animated scarecrows.
12. If pupils have not used the animation software before, ask them to work in pairs with a tablet and try the functionality
to animate an object like a water bottle or glue stick to move across the table.
13. Support pupils to animate their scarecrow against the background. Insert the animation into editing software such
as iMovie to add narration, dialogue, titles and music.
For more support to integrate Stop Motion Animation into your lessons, take a look at the Into Film resource An
Introduction to Stop Motion Animation www.intofilm.org/resources/200
Creating stories in Spanish

Learning outcomes
• Discuss the characteristics of a film character.
• Plan a coherent narrative using the five stages of a story.
• Demonstrate use of a variety of language by writing and narrating a story.
• Listen to spoken language and respond appropriately.
Equipment needed
• Storyboard template on page 34
1. Display slide 27 and discuss the characteristics of the scarecrow character.

2. Explain that pupils are going to create new story for their character with a new narration.
3. Display slide 28 and explain that pupils should choose one of the objects to incorporate into their new story.
4. Display slide 28 and discuss with pupils to five stages every story must have an introduction – build-up– a problem–
resolution – an ending.
5. Provide pairs with a Storyboard template and ask them to label the first five boxes introduction – build-up– a
problem– resolution – ending and draw a simple scene and write a line of narration for each scene.
6. Pupils can then read out their story for the rest of the class to feedback on which object they chose and what they
enjoyed about their story.
7. This work could then be worked up into a longer piece of writing or used as the basis for a Stop Motion Animation film.

Scarecrow song
Learning outcomes
• Listen to a song and demonstrate understanding by performing the accompanying actions.
• Learn a song and demonstrate understanding and pronunciation skills by performing it with accompanying actions.
Equipment needed
• Love Languages – Spanish presentation slide 30
• Access to Yo soy el Espantapájaros vimeo.com/79131742
• Scarecrow song lyrics on page 35
1. Explain to pupils that they are going to watch a video and listen to a song, and while they are watching and listening
they should decide what the song is about.
2. Discuss the video and ask pupils which words they heard to describe the scarecrow.
3. Give out copies of the Scarecrow song lyrics on page 35. Read each verse out loud. Then ask the pupils to read it
aloud with you. Then watch that verse on the video.
4. Now try singing each verse and performing the actions. Perhaps sing along to the verse first and then sing along
with the actions.
5. This song could be performed at an assembly or parents’ evening, or could be recorded by some pupils to provide
the soundtrack or music for the title sequence for their paper cut-out or puppet animation.

Paper cut-out animation character template

Plantilla de guión gráfico/Storyboard template
Notas/Notes Notas/Notes Notas/Notes Notas/Notes
Notas/Notes Notas/Notes Notas/Notes Notas/Notes

Scarecrow song lyrics
Yo soy el Espantapájaros
Yo soy el espantapájaros
que no asusta a los pájaros,
amigo de los gorriones,
amigo de los jilgueros.
Yo soy el espantapájaros.
Mi casa es el campo entero.
Los mirlos y verderones
anidan en mi sombrero.
Que no que, que sí,

que sí que, que no.
Que dentro del campo
yo soy el mejor.

Word Bank Short Film in Language Teaching – Love Languages (Spanish)
Word Bank
Español / Inglés
Los sustantivos/Nouns Las opiniones/Opinions
el deporte sport creo I believe

el fútbol football pienso I think
el tenis tennis me sentí I felt….
el atletismo athletics he oído/oí I heard….
la pesca fishing Yo he visto/vi I saw…
el ciclismo cycling Me siento I feel…
el equipo team Mi … favorito/a My favourite….
el héroe/ la heroína hero Lo que menos me gusta… My least favourite…..
el espantapájaros scarecrow En mi opinión… In my opinion…
el hombre man un poco a little
la mujer woman bastante quite
el chico/ el niño boy totalmente totally
la chica/ la niña girl extremadamente extremely
la familia family vale okay
la madre mother
el padre father
Los adjetivos/Adjectives
el hermano brother
la hermana sister
da miedo scary
el professor/ la profesora teacher
gracioso/a funny
el aula classroom
alto/a tall
el colegio/ la escuela school
corto/a short
los amigos/ las amigas friends
estricto/a strict
Las preguntas/Questions
Los colores/Colours
¿Quién? Who
negro black
¿Qué? What
rojo red
¿Cuándo? When
azul blue
¿Cómo? How
amarillo yellow
¿Por qué? Why
blanco white
naranja orange
Frases/Sentences marrón brown

rosa pink
Mis pasatiempos son… My hobbies are… violeta violet

Word Bank Short Film in Language Teaching – Love Languages (Spanish)
Word Bank
Español / Inglés
El cuerpo/The body Los verbos/Verbs
los ojos eyes DECIR TO SAY

la boca mouth
él dijo he said
la cabeza head
ella dijo she said
el cabello hair
yo dije I said
los brazos arms
ellos/ellas dijeron they said
las piernas legs
las manos hands COMER TO EAT
los pies feet
él come he eats
ella come she eats
yo como I eat
El film (la película)/Film
ellos/ellas comen they eat
el plano de establishing shot
establecimiento APRENDER TO LEARN
el plano largo long shot él aprende he learns
el plano medio mid shot ella aprende she learns
de cerca close-up yo aprendo I learn
el primer plano extremo extreme close-up ellos/ellas aprenden they learn
el personaje character
el sonido/ los sonidos sounds JUGAR TO PLAY
el relato story
él juega he plays
el escenario setting
ella juega she plays
los colores colours
yo juego I play
la cámara camera
ellos/ellas they play
la música music
ESCUCHAR TO LISTEN
Las direcciones/Directions él escucha he listens

ella escucha she listens
izquierda left yo escucho I listen
derecha right ellos/ellas escuchan they listen
arriba up
abajo down OIR TO HEAR
diagonal diagonal él oye he hears

ella oye she hears
yo oigo I hear
ellos/ellas oyen they hear

Question cards
Ten key questions for teachers and pupils to use to discuss a film.
Pupils can use the Opinion cards on pages 11-12 and Music and sounds sentence builder cards on pages 13-15, the
Camera shots sheet on page 23 and the Word Bank on pages 36-37 to respond.
For some pupils you may which to use one or two words to illicit responses for example:
‘¿Qué colores?’ or ‘¿Sonidos?’
Where does the How does the What colours

story take place? character feel? did you see?
¿Dónde tiene lugar ¿Cómo se siente el

el relato/la historia/ personaje? ¿Qué colores
el cuento? has visto?
Can you describe…. What is the What sounds

the character….. story about? can you hear?
the music?
¿Puedes describir… ¿De qué trata ¿Qué sonidos puedes

el personaje…..la el relato/la historia/ oir/escuchar?
música…? el cuento?
Which camera shots How did the colours What do you think
were used? make you feel? will happen next?
¿Qué planos de ¿Cómo te hacen ¿Qué crees que

cámara se utilizaron? sentir los colores? pasará después?

Análisis/Guía de escritura/Review Writing Guide

Write your review for the Into Film website. Think about who will read it and how they will respond to your review.
Título/Title
Title and author of the book/film/speech/presentation you are reviewing.
Frases de apertura/Opening sentence

Make this as interesting as you can to hook the reader – try using sibilance for effect.
Breve sinopsis/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.
Opinión crítica/Critical opinion

Give your opinion and explain why you feel this way. Try to offer suggestions on how it could
have been made better, using emotive language and interesting vocabulary.
Mejor momento/Best moment

Choose one aspect of the piece and write about it and why you liked it, using informal language.
Resumen/Summary
Sum up what you think in a catchy ending.

List of Short Film Suggestions pg 1/3

from the Course Team
by Muriel Huet for the BFI (2017)
LIST OF FRENCH SHORT FILMS:
DVD ciné-minis:
• Le bon numéro
• Le baiser
• Les crayons
• Le génie de la boite de raviolis
• Le loup blanc
• La queue de la souris
• Regards libres
• Bouts en train
• Un bisou pour le monde
• Tarif unique
• 00h17
• StrictEternum
DVD Paris je t’aime:
• Bastille mariage relationships, etc…

• Place des fêtes cinema shots / chat up lines, etc…
• Quais de Seine immigration / Paris / tolerance / French slang, etc…
YouTube:
• J’attendrai le suivant by Philippe Orreindy

• Cyrano by Vincent Lindon (racism)
• Maman regarde by Paul Boujenah – (racism)
• Gratte papier by Guillaume Martinez.
• Le poisson rouge by Cédric Klapisch
• Le manie-tout by George le Piouffle. (handicap / childhood)
• Le Building by Linus Ajamen
• La migration Bigoudenn by Eric Castaing, Alexandre Heboyan & Fafah Togora.
• Le café by Stephanie Marguerite & Emilie Tarascou
• Le Train d’enfer by Paul Gautier
• Comme un air by Yohann Gloaguen
• Oktapodi by Julien Bocabeille
• Le grand jeu by Yannick Pecherand-Molliex
• Tarif Unique by Alexandre Coffre


LIST OF SPANISH SHORT FILMS:
• La ruta natural by Alex Pastor

• La culpa by David Victori
• La Leyenda del Espantapájaros by Marco Besas
• 7:35 De La Mañana by Nacho Vigalondo
• El Vendedor du Humo by Jaime Maestro Mama by Andrés Muschietti
• Cuerdas by Pedro Solis
• Abuela Grillo by Denis Chapon
More links :
• LaHuida(TheRunaway):
https://vimeo.com/68567588(ENSubtitles)
• DiezMinutos(TenMinutes):
http://www.youtube.com/watch?v=L4xDUZw9wJU(ENSubtitles)
• Transito(Crossing):
https://vimeo.com/64718192(ENSubtitles–Non-subtitledavailablethroughMattif desired)
• 7:35delaMañana(7:35AM)
http://vimeo.com/3628021(ENSubtitles)
• L’Encargado
http://www.youtube.com/watch?v=eeX-zWNsHI0(ENSubtitles)
• Murciegalo
• LaRutaNatural(TheNaturalRoute)
https://www.youtube.com/watch?v=JtykW5VtUWs(NoSubtitles)
• LaCulpa(TheGuilt)
https://vimeo.com/29392606(Downloadlink–ENSubtitles)
• LaLeyendadelEspantapájaros
https://www.youtube.com/watch?v=oxjzpE6TSrg(NoSubtitles)
https://www.youtube.com/watch?v=vcgvUxD43-k(ENSubtitles)
• ElVendedordeHumo
https://www.youtube.com/watch?v=vcgvUxD43-k (No Dialogue)


LIST OF GERMAN SHORT FILMS:
• Jollyphonics by Leigh McClelland

• Schwarzfahrer by Pepe Danquart
• Rocks by Stenner, Uibel & Wittlinger
• Delivery by Till Nowa
• Balance by brothers Cristoph and Wolfgang Lauenstein
• Das Rad by Michael Ekblad
• Unser Mann im Nirvana by Jan Koester
• Kater by Tine Kluth
• Kein Platz für Gerold by Daniel Nocke
• Liebeskrank by Spela Cadez
• URS by Moritz Mayerhofer
More links :
• Beinahe
https://vimeo.com/19447240 (Nodialogue)
• Schwarzfahrer
https://vimeo.com/7285520 (Downloadlink–NoSubtitles)
http://www.youtube.com/watch?v=XFQXcv1k9OM (ENSubtitles)
• Dufte
http://www.youtube.com/watch?v=gb6qUM7PQt4 (ENSubtitles)
• Wettessen
http://www.youtube.com/watch?v=CxNvqmdEkIc (NoSubtitles)
• Rocks
https://www.youtube.com/watch?v=sfCoHjhFdMM (NoSubtitles)
https://www.youtube.com/watch?v=HOPwXNFU7oU (ENSubtitles)
• Delivery
https://vimeo.com/25597870 (Download link – No Dialogue)
• ElVendedordeHumo
https://www.youtube.com/watch?v=vcgvUxD43-k (No Dialogue)

Short Film in Language Teaching 2

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SHORT FILM

WEEK 3 Guides and activity sheets

3.2 ENGLISH TRANSCRIPT

3.3 TIMELINE ACTIVITY

3.4 ENGLISH TRANSCRIPT

3.5 AXIS OF EMOTION

3.6 RESOURCES ON PAST TENSE RECOUNTS

3.7 SHOTS IN SEQUENCE – 6 STILLS

3.8 SHOTS IN SEQUENCE ACTIVITY

3.9 SHOTS IN SEQUENCE – SEQUENCING SHEET

3.10 ENGLISH TRANSCRIPT

3.11 PREDICTION ACTIVITY – EXTENDED WRITING

3.13 ENGLISH TRANSCRIPT

3.17 PEER REVIEW EXEMPLAR – RESOURCES – LES CRAYONS

3.18 LOVE LANGUAGES – FRENCH

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Sound of pouring water into glass jars

The sound of a car travelling along a road in the background

Sound of two men talking and cars going by in the background

Bleep sound of a car locking using a remote control device

Sound of jingling of keys

Sound of automatic opening of car with a remote control device

Sound of footsteps on a gravel road and cars going by in the background

Car alarm goes off while signature tune plays

Car alarm is stopped by remote control device. Signature tune continues

Signature tune plays again. Sounds of two men eating

Signature tune pauses. Sounds of two men eating

Signature tune plays again and comes to a crescendo

PAST PRESENT FUTURE

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Slap stick typical 'silent-film' music playing

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Resources on Past Tense Recounts

What has she done since she woke up?

How was her day at school?

Where else could she have been except school?

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Resources on Past Tense Recounts

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Resources on Past Tense Recounts

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Shots in Sequence – 6 Stills

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Shots in Sequence – 6 Stills pg 1/2

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

FIRST AFTER THAT BEFORE LONG

EVENTUALLY LATER AFTER SOME TIME

MEANWHILE SECONDLY IN THE MEANTIME

AFTER A WHILE JUST THEN ONCE

NEXT WHEN FINALLY

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Shots in Sequence - Sequencing Sheet

STILL 1 STILL 2 STILL 3

TEXT TEXT TEXT

STILL 4 STILL 5 STILL 6

TEXT TEXT TEXT

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Ellipsis and Narration – La Queue de la souris Activity pg 1/2

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Ellipsis and Narration – La Queue de la souris Activity pg 2/2

Write the story in real time.

bfi.org.uk | © British Film Institute 2018 intofilm.org | © Into Film 2018

Taps turning and making a squeaking noise as they turn