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Primary Resource for the French language film 'Le Cheval 2.1'

Introduction

Title of film: 'Le Cheval 2.1'

Language: French

Age group: Primary

Place in MFL scheme of work: This film would complement a scheme of work on animals or basic descriptions

Cross-curricular connections: Literacy, Creativity

Genre: Inner drama, live action shot in black and white

Synopsis: A man yearns to be a horse, alas …

Curriculum for Excellence Outcomes - Second Level

Modern Languages

Listening & Talking – Using knowledge about language

I explore comparisons and connections between sound patterns in different languages through play, discussion and experimentation. MLAN 2-07a

Reading – Finding information

I work on my own and with others to understand text using appropriate resources, demonstrating my understanding by matching written words to pictures and by reconstructing the text in a logical sequence, for example. MLAN 2-08a

Reading – Using knowledge about language

I experiment with new language, working out the meaning of words and phrases using vocabulary I have learned so far. MLAN 2-11c

I can recognise and comment on other features of my own language which help to make sense of words in the language I am learning. MLAN 2-11d

Writing – Organising & using information

I use the support of others and access appropriate reference materials of my choice to help me plan my writing in ways that engage my reader, using ICT when appropriate. MLAN 2-12a

I have opportunities to express myself in writing, exploring and experimenting with words and phrases using resources, to ensure my writing makes sense. MLAN 2-13a

Writing – 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

Literacy and English

Reading – Understanding, analysing & evaluating

To show my understanding, I can respond to literal, inferential and evaluative questions and other close reading tasks and can create different kinds of questions of my own. ENG 2-17a

I can:

  • discuss structure, characterisation and/or setting
  • recognise the relevance of the writer’s theme and how this relates to my own and others’ experiences
  • discuss the writer’s style and other features appropriate to genre.

ENG 2-19a

Resources required (including technology)

French language version of film.

English subtitled version of film.

DVD player & TV screen or computer, data projector & screen or computer & IWB.

Copies of relevant worksheets from feature resource.

Prior learning

Animals (esp. farm)

Simple adjectives

How to use a bilingual dictionary

Lesson

Before watching

Look at and read a selection of stills from the film, and captions in English and/or French – discuss what is happening, character, setting, storyline, try to sequence stills (see “stills & captions” task).

Predict storyline from title.

Watching activities

Watch VO (unsubtitled) film 0m20s until 1m13s (after title to blackout before final reveal) without audio and discuss ideas character/setting/storyline (see “visuals only” task)

Watch subtitled version 0m00s-1m13s and predict/complete sentence “Mais je ne suis pas un cheval, je suis ….” by adding another animal or noun in French.

Main activities

In English, share personal response to the film under 4 sub headings similarities, surprises, patterns & puzzles (see “SSPP grid analysis” task)

Identify & discuss impact of camera angles – static and action moves across/towards it until final credits (see “camera” task)

What does the title ”Le Cheval 2.1” mean? Is it like Web 2.0 – an improved version of the original?

Discuss why English speaking film makers made film in French? Would it be different in English?

Why is the film in black & white? Would it be different in colour?

Classical music – impact on film, play different styles of music as the film plays - does it make a difference?

Afterwards discuss thoughts on what message the filmmaker is trying to get across.

Cloze procedure – listen to soundtrack to fill in missing words from transcription (see “Cloze procedure” task)

List adjectives used to describe horse (see “description” task)

Compare/contrast horse & cow in list of adjectives for personality traits & qualities – oral/written (see “description” task)

Comprehension activities – sequencing of events in film, true/false quiz based on film

Retelling/synopsis – talking & listening in pairs/small groups, through Comic Life/Voki/drama

Extension activities

Compare/contrast two animals for self or other person (friend/family/celeb?) – oral/written (see “comparatives” task)

Create (write/film/comic) of similar story with different animals/inanimate objects

Write review of film, design film poster (incl. title, critic’s quote, strapline) (see “review & poster” task)

Assessment opportunities

MLAN 2-07a - discussion re: “description” worksheet, discussion re: “comparatives”

MLAN 2-08a – stills & caption sequence, completed “visuals only” sheet (where text = moving image text = film), accuracy of cloze procedure

MLAN 2-11c – matching still with captions in English & French, dictionary work for “descriptions”, “comparatives” phrase and sentence building

MLAN 2-11d – matching English & French options, feedback on dictionary work for “descriptions”, response to “comparatives” phrase and sentence building tasks

MLAN 2-12a – completed review or completed poster, new version of story

MLAN 2-13a – completed review or completed poster, new version of story

MLAN 2-14a – written phrases/sentences in “comparatives” task, new version of story

Vocabulary list and grammar points

  1. Reassure your pupils that you do not expect them to understand every single word, especially if you are using the VO (unsubtitled) version of the film

  2. Invest time in doing at least some of the “before” tasks, this will prepare the way with some of the vocabulary and more importantly engage them, providing a genuine reason to watch the film and a need to understand it.

See French & English transcription for a version of the complete spoken soundtrack, in both French and English;

See the Description PDF for adjectives;

See the Comparatives PDF for structures related to 'more than/less than';

See the Review & Poster PDF for simple suitable phrases & structures.

Primary Resource – Le Cheval 2.1:

Compiled by Lynne Jones (2010)

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