TANTE HILDA! FICHE PÉDAGOGIQUE

Learning resource written by Lise Morel

This learning resource is produced by the French Film Festival UK with support from our partners:

FRENCH/LITERACY

Fiche technique :

Titre : Tante Hilda ! Pays : France Année : 2013 Réalisation : Jacques-Rémy Girerd &

Benoît Chieux Durée : 1h29m Langue : Français Sous-titres : Anglais Genre : Comédie écolo

La sortie du film :

Tante Hilda ! est d’abord sorti en France le 12 février 2014 puis est allé dans de nombreux pays comme les Etats-Unis, le Canada ou encore l’Allemagne, où il était en sélection officielle au Festival du Film de Berlin. Release: Aunt Hilda first came out in France on 12 February 2014 and has been released in many countries including the United States, Canada or Germany where it was in the official selection of Berlin’s Film Festival.

MLAN 2-08b I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly

familiar language. LIT 2-14a Using what I know about the features of different types of texts, I can find, select and

sort information from a variety of sources and use this for different purposes..

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Look at the factsheets opposite and answer

the questions in English.

a. What is the original title?

b. Who directed the film?

c. What language is spoken in the film?

d. When was the film released in

France?

e. Which European country showed the

film as part of its official selection?

f. Where else was the film released?

g. What language is spoken in the film?

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LITERACY / FRENCH

LIT 2-13a I can select and use a range of strategies and resources before I read, and as I read, to make meaning

clear and give reasons for my selection. MLAN 2-11a I can understand how a bilingual dictionary works and use it

with support.

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Entourez les moyens de transports

présents sur l’affiche. Circle the various transports on the poster.

une voiture

un avion

un vélo

un ballon dirigeable

un autobus

un hélicoptère

un taxi

un bateau

autre chose?

Combien de personnages voyez-vous sur

l’affiche? How many characters can you see on the poster?

Choisissez-en un et décrivez-le. Choose one and describe him/her?

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FRENCH / LITERACY Travail sur la bande-annonce Working on the trailer

1. Regardez la bande-annonce de Tante Hilda! sur Internet sans les sous-titres. Watch Aunt Hilda’s trailer online without the subtitles.

http://www.youtube.com/watch?v=-Z11oAmV3Dk

o Ecrivez les mots français que vous reconnaissez.

Take a note of the French words you can identify.

o Par groupe de deux, essayez de réfléchir au sujet du film.

In groups of 2 try and think about what the film is about.

2. Regardez la bande-annonce de Tante Hilda! sur Internet avec les sous-titres. Watch Aunt Hilda’s trailer online with the subtitles.

http://www.youtube.com/watch?v=5GocyaYwYOI

o De quoi parle le film ?

What is the film about?

o Cela correspond-il à vos hypothèses de tout-à-l’heure ?

Does it correspond to your earlier hypotheses?

o Avez-vous reconnu d’autres mots français, maintenant que vous avez les sous-titres ?

Now you have the subtitles, have you recognised more French words?

3. Discussion (en français ou en anglais): A quoi sert une bande-annonce ? Discussion (in French or in English): Why do you think film companies make trailers?

A quoi sert une bande-annonce ? What is a trailer for?

Pourquoi les compagnies de films font des bandes-annonces à votre avis ? Why do you think film companies make trailers?

MLAN 2-08b I can read and demonstrate understanding of words, signs, phrases and simple texts containing

mainly familiar language. LIT 4-07a - I can show an understanding of what I listen to or watch by giving

detailed, evaluative comments, with evidence, about the content and form of short and extended texts.

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FRENCH Fill the blanks in the French synopsis with the following words:

eau / nature / éliminer / musée / céréale / plantes

I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a

MLAN 2-08b I can read and demonstrate understanding of words, signs, phrases and simple texts containing mainly

familiar language.

LITERACY Fill the blanks in the English synopsis with the following words:

many / no / little / thousands / all

LIT 2-22a In both short and extended texts, I can use appropriate punctuation, vary my sentence structures and

divide my work into paragraphs in a way that makes sense to my reader.

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Aunt Hilda, a nature lover, preserves of plants, of them

endangered species, from over the world in her vegetation museum.

Meanwhile, industrialists have developed a new cereal, Attilem, producing fabulous

yields, are farmable with so water, and fertiliser, that it

seems a miraculous solution to the world's food problems and a replacement for

decreasing oil reserves.

But disaster looms on the horizon...

Tante Hilda adore la . Elle a un végétal où elle conserve des

milliers de du monde entier. Beaucoup sont en voie de disparition.

Une nouvelle , Attilem, est produite par des industriels. Elle pousse

facilement, avec peu d’ et sans engrais. C’est la solution miracle pour

la faim dans le monde.

Mais l’utilisation de cette plante a des consequences catastrophiques…

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LITERACY Match descriptions and characters.

Dolorès This scientist originally from Russia invented a plant able to grow faster than the others without any water.

Hilda She is allergic to plants and lives underground with her dogs.

Ike / Turner They are not all there. They spend their time in the glasshouses of their big house and live happily with their daughter.

Julio Attilio She is a botanist, passionate about nature, and writes every day to the president of the republic to ask him to forbid the growing of genetically modified organisms.

Le président They wear red overalls and are Dolorès’ handyman. They are terrified by her.

Michaël Adalchin He is Michael’s assistant. He enjoys his newly found fame without thinking about the consequences!

Pierre et Marie He receives every day a letter by Aunt Hilda about the NGO’s dangers. His electoral campaign was funded by Dolo.

LIT 2-04a: As I listen or watch, I can identify and discuss the purpose, main ideas and supporting detail contained

within the text, and use this information for different purposes.

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FRENCH Associez les personnages et les descriptions. Match descriptions and characters.

Dolorès Ce scientifique d'origine russe a inventé une plante capable de grandir plus vite que les autres et ce, sans eau.

Hilda Elle est allergique aux plantes et habite dans les souterrains avec ses chiens.

Ike / Turner Ils n'ont plus toute leur tête. Ils passent leur temps dans les serres de leur grande maison et vivent heureux auprès de leur fille.

Julio Attilio Passionnée par la nature, elle est botaniste et écrit chaque jour au Président de la République pour interdire la culture des organismes génétiquement modifiés.

Le président Ils portent une combinaison rouge et sont les deux hommes à tout faire de Dolorès, qui les terrorise.

Michaël Adalchin C’est l'assistant de Michaël. Il profite de sa nouvelle notoriété sans penser aux conséquences!

Pierre et Marie Il reçoit tous les jour une lettre de Tante Hilda sur les dangers des NGO. Sa campagne électorale a été financée par Dolo.

MLAN 2-11a I can understand how a bilingual dictionary works and use it with support. MLAN 2-08a 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.

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FRENCH Choisissez la bonne réponse : Choose the correct answer:

Tante Hilda se déplace

o en scooter o à pied o en vélo

Tante Hilda aime et protège

o les animaux o les oeuvres d’art o les plantes

Attilem est

o un personnage o une céréale o un animal

Attilox est

o un personnage o un pesticide o un animal

Qui aide Tante Hilda dans ses efforts?

o sa soeur o le president o un scientifique

Quels animaux peuvent parler dans le film?

o les chiens o les chats o les abeilles

Dolorès aime

o la nature o sa famille o l’argent

MLAN 2-11a I can understand how a bilingual dictionary works and use it with support. MLAN 2-08a 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.

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FRENCH, HEALTH AND WELL-BEING, SCIENCE La discussion peut se faire en français ou en anglais. The discussion can be held in French or in English.

Quel est le rôle des abeilles dans la reproduction des fleurs et fruits? What part do bees play in flowers and fruit reproduction?

La catastrophe du film a-t-elle des conséquences pour la planète ? Lesquelles? Does the film’s catastrophe have consequences for the planet? What are they?

Et si une plante disparaît, cela peut-il avoir des conséquences ? Pour qui ? If a plant disappears what consequences can it have? Who for?

Pourquoi les OGM peuvent-ils être dangereux ? Pourquoi Tante Hilda n'est pas

d'accord avec le travail de sa sœur ? Why can MGOs be dangerous? Why doesn’t Aunt Hilda agree with her sister’s research?

SCN 2-01a I can identify and classify examples of living things, past and present, to help me appreciate their

diversity. I can relate physical and behavioural characteristics to their survival or extinction.

SCIENCE, LITERACY Researching and finding out more about the bees and their impact on biodiversity. Small group presentations:

Life in a beehive Bees’ various roles Pollination Honey and products derived from honey The part played by bees in the environment, etc.

SCN 2-01a I can identify and classify examples of living things, past and present, to help me appreciate their

diversity. I can relate physical and behavioural characteristics to their survival or extinction. LIT 1-06a I can select

ideas and relevant information, organise these in a logical sequence and use words which will be interesting and/or

useful for others.*Responsibility of all 9