You appear to be using a browser that is no longer supported. You may find that you are unable to use all features on the site. We recommend upgrading or changing your browser, if possible.
Skip to main content
Search... Open this section

S3+ Resource for the French film 'On S Embrasse'

Introduction

Film title: On S’Embrasse

Synopsis: A young woman approaches a man for help in learning her lines for a film audition. The man agrees, but the situation is not all it seems...

Genre: Live-action personal drama

Suggested age group for this film activity:

S3 upwards (SG / National Qualification courses)

Place of this activity within the Modern Languages Curriculum:

Third / Fourth level in Modern Languages Experiences and Outcomes

Cross-Curricular or Interdisciplinary areas:

Literacy and English (Creative Writing and writing in different formats i.e. script), Drama, ICT and Media Studies (filming and editing), Health & Wellbeing through group work / discussion of content and context of film.

Curriculum for Excellence Outcomes (MLAN / Literacy / HWB)

The outcomes covered will depend on the ability level of the pupils in question as many activities are open-ended:

Modern Languages

  • Listening for Information (MLAN 4-01a)
  • Listening and Talking with Others (MLAN 3-04a / MLAN 4-04a; MLAN 3-05a / MLAN 4-05a)
  • Listening and Talking - Using Knowledge About Language (MLAN 3-07a / MLAN 4-07a)
  • Writing - Organising and Using Information (MLAN 2-12a / MLAN 3-12a / MLAN 4-12a; MLAN 3-13a / 3-13b / MLAN 4-13a / 4-14b)
  • Writing - Using Knowledge About Language (MLAN 3-14a / MLAN 4-14a)

Literacy

  • Finding and Using Information (LIT 3-04a / LIT 4-04a; LIT 3-06a / 4-06a)
  • Listening and Talking - Understanding, Analysing and Evaluating (LIT 3-07a / 4-07a)
  • Creating Texts (LIT3-09a / 4-09a)
  • Tools for Writing (LIT 3-21a / 4-21a; LIT 3-22a / 4-22a; LIT 3-23a / 4-23a)

Health and Wellbeing

  • Social Wellbeing (HWB 3-11a / 4-11a; HWB 3-13a / 4-13a; HWB 3-14a / 4-14a)

Resources required:

Stills from film, dictionary, computer, projector. Some activities also require: video camera, editing software, paper

Prior Learning:

Revision of personal vocabulary – adjectives describing personality and emotions

Use of verbs such as être / dire / vouloir / avoir besoin de / se sentir

Using verbs in 1st / 3rd person singular to talk about our own reactions and those of others.

Vocabulary indicating opinions such as “Je pense que...” / “Je crois que...” / “À mon avis” and so on.

Lesson

Pre-viewing or warm up activities:

Give pupils the title of the film. What does it mean? What does it tell them about the genre of the film?

Show pupils the screen screengrabs of the film (teachers may choose to only provide pupils with a smaller selection). What is happening? Pupils can try to come up with a scenario in the foreign language of what the storyline involves. The PDF of Screengrabs can be downloaded from the 'Attached Files' block on this page.

Discuss the scenarios – which do the pupils think is closest to what is actually happening?

Watching:

Watch the film stopping at certain points throughout to ask what will happen next, especially:

  1. when she approaches the man in the first place,
  2. when he asks her to do the scene smiling and
  3. when she leaves the café.

Main Activities:

Analyse the film using a 'Tell Me' grid analysis, considering surprises / similarities /patterns / puzzles. This activity may be undertaken in the target language or in English, depending on the ability of the pupils. Consider the following in particular:

  • The effect of the close ups of the facial expressions on the viewer’s reaction
  • The effect of having the same dialogue repeated time and again in different tones of voice and in different ways.

Consider how useful a media film is for helping us to understand human interaction and concepts such as love. Is the portrayal of love in film realistic?

Pupils work in groups to make a graphic novel using the stills from the film (or screengrabs they export themselves from a downlaod of the film). Encourage them to produce their own story in the foreign language to go with the images. This may be in the form of a script, speech bubbles on the pictures or narration. Pupils may choose not to use all of the stills and may wish to reorder them to suit their own purposes. Teachers could collaborate with colleagues from English and Drama to assist with creative writing techniques, perhaps in the form of a workshop.

Extension Activities:

Watch the film again. Encourage the pupils to consider why the two characters react the way they do and to write their back stories in the foreign language.

What about the relationship between the man and the woman who appears at the end? What has happened to their relationship?

Ask pupils to write a script which describes this. Perform and film it with the aid of the Drama department (costumes / lighting / direction and so on) and Media Studies (filming / editing). Show it at open evenings / to other year groups.

Assessment Possibilities:

Teachers can use written work / filmed scene about the relationship at the end as hard evidence of writing / speaking ability and fulfilment of outcomes.

Other, less formal assessment could be considered through pupils’ contributions to whole class and group discussions where MLAN outcomes may be met or simply those of Literacy and Health and Wellbeing.

Compiled by Rachel Docherty 2010

© Copyright Creative Scotland.
All Rights Reserved.
Creative Scotland, The Lighthouse, Mitchell Lane, Glasgow G1 3NU