1. The great dinner debate…
Le dîner de cons
The great dinner debate…

2. Aims & objectives Research and compile a presentation in French outlining which 3-5 people ( dead or alive) you would invite for dinner and why?
In order to do this you will need to
Be able to describe yourself and others
Be able to talk about peoples personal qualities
Be able to give and justify opinions
Use a variety of tenses

3. Aims & objectifs Presentez en Français les 3-5 personnes vous inviteriez au dîner et expliquez pourquoi?
Il faut:
Décrire les autres et vous-même
Décrire les qualités des gens
Donner et justifier les opinions
Utiliser le passe ou le futur

4. Criteria
Beginner
Intermediate
Higher
Produce an account in French of chosen guests for a dinner party
Pupils have produced some simple sentences in French about their chosen dinner guests . Work may be mainly copied from original materials and/or very simple in content
Pupils have produced an good account in French about their chosen dinner guests . Work provides a variety of information based on the materials given, Efforts have been made to produce independent work.
Pupils have produced a full and imaginative account about their chosen dinner guests which provides a variety of information based both on the materials given and developed through imaginative writing, personal opinion,
Develop & Show Knowledge about French Film, in particular ‘ Le dinner de Cons’
Pupils have produced some simple factual sentences in French about Le diner de Cons . Work may be mainly copied from original materials and/or very simple in content
Work shows evidence of knowledge about the ‘Le diner des cons’ , the vocabulary shows use of both old vocabulary in a new context and also new vocabulary.
Work shows good knowledge about the ‘Le diner des cons’ , the vocabulary shows use of both old vocabulary in a new context and also new vocabulary. Information included is other than that provided by the teacher showing evidence ofindependent/further research
Show ability to describe self and others
Pupils have produced a simple description of their guests and given a limited amount of information. Opinions and are present but not extended or justified
Pupils have produced a full description of their guests and given a variety of bibliographical information. Opinions and are present and are sometimes extended and justified. Description and adjectival agreements are used with some confidence.
Pupils have produced a simple description of their guests and given a limited amount of information. Opinions and justifications are present and are sometimes extended D showing good development of argument/opinion. Description and adjectival agreements are well and enhance writing.
Show ability to use the present and/or past tenses in writing and be able to use time phrases
Pupils have written in language, which is mainly present tense and/or copied from original material. Several errors of spelling or syntax are evident. Little use of time phrases
Pupils have written in language, which includes past and present tenses. Pupils have been able to begin to adapt language for their own use and used several time phrases correctly. Language is sometimes incorrect.
Pupils have included past and present and sometimes future tenses.. Pupils have been able to adapt language for their own use and go beyond the minimum response expected. Language is accurate. There is a good use of time phrases
Display work using appropriate formats
Pupil’s work is barely organised or presented in an appropriate fashion. Little overall finished effect.
Pupil work is organised and presented in an appropriate fashion with some effort to enhance presentation through use of colour/ICT or illustration
Pupil work is well organised and presented in an appropriate fashion with good effort made to enhance presentation through use of colour/ICT or illustration.

5. What language skills shall I focus on?
Expressive, interesting, accurate work which is better than before: showing linguistic progress
Opinions:
Using good sentence structures, justifying opinion with appropriate vocabulary, linking words,
Adjectives:
Using a wide range of interesting vocabulary, correct adjectival endings, using quantatives
Conveying information
Using structures and tenses appropriately.

6. du travail imaginatif, expressif , et correct.
Le progress:
Les opinions:
Utilisez les phrases longues, justifiez les opinions, utilisez le vocabulaire varié
Les adjectifs:
utilisez le vocabulaire varié , utilsez les accords adjectivals correctement
Le contenu
Utilisez les structures variés et le temps .

7. Section A: Learning about French Cinema: Did you know……
With 5,366 movie theaters, France enjoys the highest number of screens/million inhabitants : 89 (vs. 60 in Germany, 56 in UK and 24 in Japan).rs" and the ceremony takes place in February too.
The first public projection of a film in the world took place in Paris in the Grand Café, boulevard des Capucines on December 28, 1895, by inventors Lumière brothers (who gave it the name "cinématographe" which became "cinema"). The film was "l'entrée du train en gare de la Ciotat".
Frenchman Georges Méliès ( ) is widely considered the first director and the man who invented scenarios and special effects.
The French equivalent of the Oscars Awards is called "les Césars” and the ceremony takes place in February too.

8. La Loi Toubon
The Loi (Law) Toubon (August 4, 1994) was designed for the protection of the French language, mostly against an excessive or not needed use of English.
As a result there are quotas on non-French movies on French national TV channels and mandatory financing of films by TV channels (as a provision in their license)
There are also quotas for French music played on radio channels (standard : 40%) to ensure that Anglophone music does not overpower the French Language

9. Date de sortie : 15 Avril 1998    Réalisé par Francis Veber Avec Thierry Lhermitte, Jacques Villeret, Francis Huster Film français.  Genre : Comédie Durée : 1h 20min.  Année de production : Remake : Dinner for Schmucks (2008)

10. The most important word in the film is con, an adjective and noun meaning stupid, idiot, fool, imbecile, etc. This is not a word to use in polite conversation. Its usage ranges from very informal to vulgar. Notice the slight difference between the French title: Le Dîner de Cons (The Dinner of Idiots) and the English title, The Dinner Game.

11. Tous les mercredis, Pierre Brochant et ses amis organisent un dîner où chacun doit amener un con. Celui qui a trouvé le plus spectaculaire est déclaré vainqueur. Ce soir, Brochant exulte, il est sur d'avoir trouvé la perle rare, un con de classe mondiale: Francois Pignon, comptable au ministère des Finances et passionné de modèles réduits en allumettes. Ce qu'il ignore c'est que Pignon est passe maître dans l'art de déclencher des catastrophes.

12. Vocabulaire
inviter au dîner= to invite to dinner les invités=the guests décommander le dîner=cancel the dinner se moquer de=to make fun of le malentendu= the misunderstanding la maquette=the model les allumettes=matchsticks le répondeur=the telephone answering machine
Le reins=the kidney avoir mal aux reins=to have a back ache souffir d'un tour de reins=to sprain/strain one's back la Ministère de Finances= Treasury Department un contrôle fiscal= tax inspection une maison d'édition= publisher, publishing house méchant= mean, nasty, malicious

13. Les personnages Les acteurs Jacques Villeret François Pignon
Thierry Lhermitte  
Pierre Brochant
Francis Huster  
Juste Leblanc
Alexandra Vandernoot
Christine Brochant
Daniel Prévost 
Lucien Cheval
Catherine Frot 
Marlène Sasseur

14. http://www. allocine. fr/video/player_gen_cmedia=18781052&cfilm=16731
Suggested activities:
Gap fill from text or clip
Prediction form video clip
Re-write sound for video clip
Summarise video clip in own words
True or false quiz based on clip
Spelling Bee with new vocabulary
Written description of characters in film clip
Re-order gist of story using card sorting ex and quotes form video clip

15. Insert teaching about physical appearance
Insert teaching about personal characteristics
Insert teaching about adjectives/adjectival endings
Insert teaching re: use of ne..pas

16. Les Invités – Qui? historique influent célèbre mythique familiale
Pupils brainstorm the ‘type’ of people they might invite to their party. You could give a list of names on the following slide and ask them to classify the people into each category then discuss why/what they have achieved as a speaking task.
familiale
politique
comique
sportif

17. Categorisez et justifiez Roi Henry 8eme Chris Rock Elvis Presley
Bart Simpson
Beyoncé
Knowles
Nicholas Sarkozy
50Cent
Barack Obama
Nelson
Mandela
Will Smith
Claude Monet
Malcolm X
Emily Pankhurst
Louis Pasteur
William Churchill
Beethoven
David Beckham
Sigmund Freud
Le Père Noel
William Wordsworth
Categorisez
et justifiez
You show list of names on the slide and ask them to classify the people into each category then discuss why/what they have achieved as a speaking task.
Pupils could make one of these grids for themselves and share – choosing their own names to fill grid then discuss.

18. Remplissez la grille avec les noms de 20 personnes
2. En paires categorisez
et justifiez
You show list of names on the slide and ask them to classify the people into each category then discuss why/what they have achieved as a speaking task.
Pupils could make one of these grids for themselves and share – choosing their own names to fill grid then discuss.

19. Mes Invités 1 2 3 Nom: Nom: Nom: Détails: Qualités: Détails: Qualités:
Pupils can research their chosen personalities using internet resources:

20. Biographical information
Physical description
description
Personal
Biographical information
Mind map to allow pupils to a) brainstorm the kind of information they may need for their work
b) fill in information in the TL and make notes as they do their research
c) cross- reference the two maps to see where gaps are and allow for improving of work.

21. Dates importantes Description physique /qualités
Votre Avis
Plamarès
Description physique
/qualités
Pupils can complete a number of preparatory tasks around the text on the website.
Q&A comprehension
Comprehension quiz
Record and use as a standard range of listening activities
Cloze write tasks
Re-order text
Extract different types of structures and vocabulary
Summarising
Gives a place to write and publish a posthumous letter to the actor.

22. Pupils can complete a number of preparatory tasks around the text on the website.
Q&A comprehension
Comprehension quiz
Record and use as a standard range of listening activities
Cloze write tasks
Re-order text
Extract different types of structures and vocabulary
Summarising
Gives a place to write and publish a posthumous letter to the actor.

23. Pupils can complete a number of preparatory tasks around the text on the website.
Q&A comprehension
Comprehension quiz
Record and use as a standard range of listening activities
Cloze write tasks
Re-order text
Extract different types of structures and vocabulary
Summarising
Gives a place to write and publish a posthumous letter to the actor.
Prepare and produce TV/radio report announcing death
‘This is your life’ style reporting

24. http://www. allocine. fr/personne/fichepersonne_gen_cpersonne=2115
Alternative website for information: excellent resource for film work.

25. Ou rechercher? Les Livres Les journaux Les Feuilles de travail
Les Dictionnaires
L’internet
De Nos Jours:
Historiques
Pupil can research their ideas in the TL and English and make notes about their guests
See Teacher pack for guided worksheet

26. Mes Invités 1 2 3 Nom: Nom: Nom: Détails: Qualités: Détails: Qualités:
Pupils can research their chosen personalities using internet resources:

27. Remember: A positive for every negative…
First Draft: Evaluation Sheet
Name:
Evaluation
Suggested improvement
Amount of information conveyed
Readily understandable
Relating to task closely enough
Spelling and use of tenses
Presentation
Overall progress

28. J’inviterai…
Insert an example of a person you would invite, outlining their life, achievements, and the reasons why they would be invited.

29. opinion Vocabulaire Utile
Pupils can build a bank of useful phrases and vocabulary together or individually.

30. Criteria
Beginner
Intermediate
Higher
Produce an account in French of chosen guests for a dinner party
Pupils have produced some simple sentences in French about their chosen dinner guests . Work may be mainly copied from original materials and/or very simple in content
Pupils have produced an good account in French about their chosen dinner guests . Work provides a variety of information based on the materials given, Efforts have been made to produce independent work.
Pupils have produced a full and imaginative account about their chosen dinner guests which provides a variety of information based both on the materials given and developed through imaginative writing, personal opinion,
Develop & Show Knowledge about French Film, in particular ‘ Le dinner de Cons’
Pupils have produced some simple factual sentences in French about Le diner de Cons . Work may be mainly copied from original materials and/or very simple in content
Work shows evidence of knowledge about the ‘Le diner des cons’ , the vocabulary shows use of both old vocabulary in a new context and also new vocabulary.
Work shows good knowledge about the ‘Le diner des cons’ , the vocabulary shows use of both old vocabulary in a new context and also new vocabulary. Information included is other than that provided by the teacher showing evidence ofindependent/further research
Show ability to describe self and others
Pupils have produced a simple description of their guests and given a limited amount of information. Opinions and are present but not extended or justified
Pupils have produced a full description of their guests and given a variety of bibliographical information. Opinions and are present and are sometimes extended and justified. Description and adjectival agreements are used with some confidence.
Pupils have produced a simple description of their guests and given a limited amount of information. Opinions and justifications are present and are sometimes extended D showing good development of argument/opinion. Description and adjectival agreements are well and enhance writing.
Show ability to use the present and/or past tenses in writing and be able to use time phrases
Pupils have written in language, which is mainly present tense and/or copied from original material. Several errors of spelling or syntax are evident. Little use of time phrases
Pupils have written in language, which includes past and present tenses. Pupils have been able to begin to adapt language for their own use and used several time phrases correctly. Language is sometimes incorrect.
Pupils have included past and present and sometimes future tenses.. Pupils have been able to adapt language for their own use and go beyond the minimum response expected. Language is accurate. There is a good use of time phrases
Display work using appropriate formats
Pupil’s work is barely organised or presented in an appropriate fashion. Little overall finished effect.
Pupil work is organised and presented in an appropriate fashion with some effort to enhance presentation through use of colour/ICT or illustration
Pupil work is well organised and presented in an appropriate fashion with good effort made to enhance presentation through use of colour/ICT or illustration.

31. On va perfectionner le travail On va évaluer le travail
On va évaluer ce qu’on a appris

32. You will improve your work to hand in You will evaluate your work
You will summarise your learning