Au Revoir Les Enfants

TEACHERS’ GUIDE

CONTENTS

  1. Introduction
  1. List of resources
  1. Teaching guidance
  1. Resources

Introduction

Each student should have a copy of the DVD in the same way as they would a novel or a play. As well as using the DVD in the classroom, assignments can be set to be done at home. Timings have been given for easy access to particular scenes within the film.

In addition by using the Capture Frame button, images can be transferred to documents to further illustrate points, for discussion work and just to make them more interesting.

Many of the activities are designed to exploit thinking skills and students are required to work in pairs or groups. Research work could be done in this way and then presented to the class by means of PowerPoint presentations. These could then be saved by all members of the class so that each student gathers an over view of all relevant aspects.

RESOURCES

1 / GENRES CARDS
2 / GENRES DEFINITIONS
3 / GENERAL FILM VOCABULARY
4 / GENERAL FILM VOCABULARY JIGSAW ACTIVITY
5 / FILM VOCABULARY RESEARCH EXERCISE
6 / AU REVOIR LES ENFANTS – FILM TITLE ACTIVITY
7 / VIEWING TEMPLATE
8 / OPENING SEQUENCES EXERCISE
9 / WEB QUEST ON DIRECTOR – TRUE OR FALSE
10 / CAST
11 / AU REVOIR LES ENFANTS FILM VOCABULARY
12 / AU REVOIR LES ENFANTS VOCABULARY JIGSAW ACTIVITY
13 / POWERPOINT LESSON STARTERS
14 / SYNOPSIS (ADJECTIVE EXERCISE)
15 / POWERPOINT ON ADJECTIVES
16 / EXERCISE ON ADJECTIVES
17 / PROSE ON BACKGROUND OF FILM
18 / MAIN THEMES OF FILM
19 / LES CONDITIONS DE VIE – VIEWING EXERCISE
20 / REPORTED SPEECH POWER POINT
21 / EXERCISE ON REPORTED SPEECH
22 / THEME OF ANTI-SEMITISM VIEWING EXERCISE
23 / ESSAY WRITING HINTS
24 / WJEC MARK SCHEME
25 / EXAMPLE ESSAY
26 / NAME LABELS FOR C’EST QUI.
27 / C’EST QUI EXERCISE
28 / LA DISPARITION DE L’ENFANCE VIEWING EXERCISE
29 / ESSAY OUTLINE FOR LA DISPARITON DE L’ENFANCE
30 / L’AMITIE ENTRE JULIEN AND JEAN – VIEWING EXERCISE
31 / ESSAY OUTLINE FOR AMITIE ENTRE JULIEN ET JEAN
32 / POWERPOINT ON ‘SI’ CLAUSES
33 / SI EXERCISE
34 / L’INTIMIDATION – VIEWING EXERCISE
35 / LE ROLE DE JOSEPH EXERCISE
36 / L’ATTITUDE DES SOLDATS – VIEWING EXERCISE
37 / CHARACTER STUDIES
38 / POWERPOINT ON THE SUBJUNCTIVE
39 / EXERCISE ON THE SUBJUNCTIVE
40 / CHERCH L’INTRUS

TEACHING GUIDANCE

Resource(s) / 1.GENRES CARDS, 2.GENRES DEFINITIONS
Learning Intentions / Recognise genre terms and key genre vocabulary.
Success Criteria / Identify film genre by matching definitions and vocabulary with genres.
Key Skills / Communication. Problem solving. Working with others.
Activity / Laminate and cut up genre cards and definition cards. Students sort them in groups and feed back to rest of class. Then they could think of films they have seen of different genres and identify their preferences.
Assignment could be preparing a presentation of a film they have seen giving its genre and explaining why it belongs to that genre.
Resource(s) / 3.GENERAL FILM VOCABULARY, 4.GENERAL FILM VOCABULARY JIGSAW, 5.FILM VOCABULARY RESEARCH
Learning Intentions / Recognise key cinematic terms. Understand cinematic concepts.
Success Criteria / Complete jigsaw correctly. Present explanations to class of cinematic concepts.
Key Skills / Communication. ICT research. Problem solving. Working with others.
Activity / Students given list of vocabulary either with English translation or to find using dictionaries. Cut the jigsaws up and students have to reassemble them so that corresponding translations line up with each other. The result should be the original square.
Then they research either in pairs or groups one or more of the tasks on resource 5. Findings to be presented back to the whole class.
Resource(s) / 6.AU REVOIR LES ENFANTS – FILM TITLE, 7.VIEWING TEMPLATE, 8.OPENING SEQUENCE
Learning Intentions / Discover the meaning of film title. View opening sequences to further analyse the title and to identify the time in which the film is set...
Success Criteria / Present possible meaning of film title and significance of opening sequences with relation to the time in which the film was set.
Key Skills / Communication. Working with others.
Activity / Students discuss with each other what the film could be about. Then the first 8 minutes of the film are shown. Students fill in the viewing template and answer the questions on resource 8. This could be an extended activity to be completed at home.
Resource(s) / 9. LOUIS MALLE – TRUE OR FALSE
Learning Intentions / Find out about the life of the director and what led to his making this film
Success Criteria / Identify which statements are true or false. Correct the false ones without using simple negation which is not allowed in the A level exam.
Key Skills / ICT research using recommended web sites. Working with others. Communication. Problem solving.
Activity / Students are given the web quest and can work in pairs or groups to decide if the statements are true or false. They may work on some or all of the statements but each group should tackle g. They then correct the false ones. The statement labeled g is of particular importance and they should pursue their lines of enquiry for this one. They present their findings to the whole class.
Resource(s) / 13. LESSON STARTERS – SLIDE 4
Learning Intentions / To find out more information about the period in which the film is set.
Success Criteria / Prepare and present findings to the whole class.
Key Skills / ICT research. Communication.
Activity / Pupils are given one of the following topics:
  • VichyFrance
  • The Occupation
  • Anti-semitism,
  • Pétain
  • The Milice
  • The Gestapo
They prepare a PowerPoint to present to the rest of the class who can then ask further questions.
Resource(s) / 11. AU REVOIR LES ENFANTS FILM VOCABULARY, 12. AU REVOIR LES ENFANTS VOCABULARY JIGSAW, 13.LESSON STARTERS
Learning Intentions / Recognise film specific vocabulary.
Success Criteria / Reassemble jigsaw correctly. Use vocabulary in various oral activities from lesson starters.
Key Skills / Communication. Problem solving.
Activity / Students given list of vocabulary either with English translation or to find using dictionaries. Cut the jigsaws up and students have to reassemble them so that corresponding translations line up with each other. The result should be the original square.
Choose any of the starter activities to reinforce vocabulary and to practise grammar.
Resource(s) / 14. SYNOPSIS
Learning Intentions / Understand the story line of the film. Identify adjectives
Success Criteria / Translate the passage accurately. Identify adjectives and explain why they are in that particular form.
Key Skills / Working together. Problem solving.
Activity / Students are given resource 14 and asked to underline the adjectives. Once identified they can discuss why they are in that particular form. Then the class can translate the passage. They could make a time line of significant events which can be referred to later.
Resource(s) / 15. ADJECTIVES, 16. ADJECTIVES EXERCISES, 17. PROSE ON BACKGROUND OF FILM
Learning Intentions / Further revision of adjectives. Find subject specific vocabulary. Revise the passive
Success Criteria / Translate the passage accurately. Identify adjectives and past participles and apply correct agreements.
Key Skills / Problem solving.
Activity / Show the PowerPoint. Students have to say why changes are happening. They then complete exercise on adjectives. The prose exploits the agreement of past participles in the passive as well as using subject specific vocabulary.
Resource(s) / 7.VIEWING TEMPLATE, 19.LES CONDITIONS DE VIE VIEWING ACTIVITY
Learning Intentions / Identify the living conditions at the time the film was set. Recognise cinematic effects.
Success Criteria / View the sequences named. Respond to the questions and fill in the viewing template where appropriate.
Key Skills / Communication. Problem solving.
Activity / This may be done at home and students given some of the questions to answer. They then pool their findings as a whole class.
Alternatively it may be a discussion exercise in class in preparation for the oral exam.
Resource(s) / 20.REPORTED SPEECH POWER POINT, 21.EXERCISE ON REPORTED SPEECH
Learning Intentions / Learn how to transfer direct speech to indirect speech. Revise tenses and direct and indirect pronouns.
Success Criteria / Transfer direct speech from the film to reported speech accurately.
Key Skills / Communication. Problem solving.
Activity / This is really useful for both the oral and the written exam. The students can explain what happened as a reported event. Look carefully at the power point. Students should come up with their own explanations of what is happening.
Resource(s) / 7.VIEWING TEMPLATE,22. ANTI-SEMITISM VIEWING EXERCISE
Learning Intentions / Identify the instances of anti-Semitism in the film. Analyse them.. Recognise cinematic effects.
Success Criteria / View the sequences named. Respond to the questions and fill in the viewing template where appropriate.
Key Skills / Problem solving.
Activity / This may be done at home and students given some of the questions to answer. They then pool their findings as a whole class.
Alternatively it may be a discussion exercise in class in preparation for the oral exam.
Resource(s) / 23. ESSAY WRITING HINTS, 24. WJEC MARK SCHEME, 25. EXAMPLE ESSAY
Learning Intentions / Identify what the examining board is looking for in an essay..
Success Criteria / Start creating a bank of clever phrases to use in any essay. Make a tick list of grammatical points to use in any essay.
Key Skills / Working together.
Activity / Students could be given the mark scheme without the highlighted words. They could then decide themselves which points are worth taking note of. They could then look at the example essay and discuss how it answers the WJEC criteria.
Resource(s) / 26. C’EST QUI LABELS, 27.C’EST QUI EXERCISE
Learning Intentions / Recognise characteristics and actions of characters in the film.
Success Criteria / Match up phrases with the character they describe
Key Skills / Working together.
Activity / A quick exercise for students. Laminate and cut up the name cards and the descriptions. Students should match them up as quickly as possible.
Resource(s) / 7.VIEWING TEMPLATE, 28.LA DISPARITION DE L’ENFANCE VIEWING EXERCISE
Learning Intentions / Identify the instances where ‘la disparition de l’enfance’ is apparent in the film. Analyse them.. Recognise cinematic effects.
Success Criteria / View the sequences named. Respond to the questions and fill in the viewing template where appropriate.
Key Skills / Problem solving.
Activity / This may be done at home and students given some of the questions to answer. They then pool their findings as a whole class.
Alternatively it may be a discussion exercise in class in preparation for the oral exam.
Resource(s) / 23. ESSAY WRITING HINTS, 24.WJEC MARK SCHEME, 29. ESSAY OUTLINE FOR LA DISPARITON DE L’ENFANCE
Learning Intentions / Identify key points that must be included in this essay title.
Success Criteria / Plan and write the essay referring to the mark scheme, essay writing hints and by watching the relevant sequences in the film again.
Key Skills / Communication
Activity / This should be a home assignment and marked according to the WJEC mark scene. Alternatively it could serve as valuable preparation for theoral exam. Here it could be presented as an oral expose to be followed by supplementary questions
Resource(s) / 7.VIEWING TEMPLATE, 30.L’AMITIE ENTRE JULIEN AND JEAN – VIEWING EXERCISE
Learning Intentions / Identify the instances where ‘l’amitié entre Julien et Jean’is apparent in the film. Analyse them.. Recognise cinematic effects.
Success Criteria / View the sequences named. Respond to the questions and fill in the viewing template where appropriate.
Key Skills / Problem solving.
Activity / This may be done at home and students given some of the questions to answer. They then pool their findings as a whole class.
Alternatively it may be a discussion exercise in class in preparation for the oral exam.
Resource(s) / 23.ESSAY WRITING HINTS, 24.WJEC MARK SCHEME, 31.ESSAY OUTLINE FOR AMITIE ENTRE JULIEN ET JEAN
Learning Intentions / Identify key points that must be included in this essay title.
Success Criteria / Plan and write the essay referring to the mark scheme, essay writing hints and by watching the relevant sequences in the film again.
Key Skills / Communication
Activity / This should be a home assignment and marked according to the WJEC mark scene. Alternatively it could serve as valuable preparation for the oral exam. Here it could be presented as an oral expose to be followed by supplementary questions
Resource(s) / 32.‘SI’ CLAUSES, 33.SI EXERCISE
Learning Intentions / Learn how to use si + present + future and si + imperfect + conditional
Success Criteria / Use present, future, imperfect and conditional tenses accurately.
Key Skills / Problem solving
Activity / Show the power point and ask the students to explain the changes in tenses. Revise all four tenses. Then students complete the exercise on the film characters.
Resource(s) / 7.VIEWING TEMPLATE, 34.L’INTIMIDATION – VIEWING EXERCISE
Learning Intentions / Identify the instances where ‘l’intimidation is apparent in the film. Analyse them.. Recognise cinematic effects.
Success Criteria / View the sequences named. Respond to the questions and fill in the viewing template where appropriate.
Key Skills / Problem solving
Activity / This may be done at home and students given some of the questions to answer. They then pool their findings as a whole class.
Alternatively it may be a discussion exercise in class in preparation for the oral exam.
Resource(s) / DVD SPECIAL FEATURES – GUY MAGEN ON THE ROLE OF JOSEPH,7.VIEWING TEMPLATE,35.LE ROLE DE JOSEPH EXERCISE
Learning Intentions / Learn about Joseph, his background and the reasons for his actions.
Success Criteria / View the feature named. Respond to the questions and fill in the viewing template where appropriate.
Key Skills / Problem solving
Activity / Joseph has a key role in the film. It is important to understand him and also how Louis Malle portrays him.
This may be done at home and students given some of the questions to answer. They then pool their findings as a whole class.
Alternatively it may be a discussion exercise in class in preparation for the oral exam.
Resource(s) / 7.VIEWING TEMPLATE,36.L’ATTITUDE DES SOLDATS – VIEWING EXERCISE
Learning Intentions / Identify the instances where ‘we see the German soldiers in the film. Analyse them.. Recognise cinematic effects.
Success Criteria / View the feature named. Respond to the questions and fill in the viewing template where appropriate.
Key Skills / Problem solving
Activity / This may be done at home and students given some of the questions to answer. They then pool their findings as a whole class.
Alternatively it may be a discussion exercise in class in preparation for the oral exam.
Resource(s) / 37.CHARACTER STUDIES
Learning Intentions / Identify physical and personal characteristics of the following:
  • Julien
  • Jean
  • Père Jean
  • Mme Quentin
  • Mlle Davenne
  • François
  • Moreau

Success Criteria / Complete a form giving details of the above characters.
Key Skills / Problem solving
Activity / This may be done at home and students given some of the characters to describe. They then pool their findings as a whole class.
Alternatively it may be a discussion exercise in class in preparation for the oral exam.
Resource(s) / 38.POWERPOINT ON SUBJUNCTIVE, 39.EXERCISE ON SUBJUNCTIVE
Learning Intentions / Learn riggers for and formation of subjunctive.
Success Criteria / Complete exercise on subjunctive correctly and identify where it can be used when talking about the film.
Key Skills / Problem solving
Activity / This may be done in class and students can compare answers. Possible examples for using the subjunctive in the essay or oral could be added to list of clever phrases.
Resource(s) / 40. CHERCHE L’INTRUS
Learning Intentions / Recognise specific film vocabulary and characters.
Success Criteria / Identify odd one out and explain in target language reasons for decision.
Key Skills / Problem solving
Activity / This may be done in class and students can compare answers. There may be more than one answer to these problems. Students should pool answers and discuss.

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Developed by Jane Critchley – BishopGoreComprehensiveSchool, Swansea