Teens Expressing Cultural Identity Through Acting

Transcription

Acting in
French?
What is culture?
Who am I?
Grammar
Vocabulary
Pronunciation
Sheila Zamor-McDevitt
Nichols Middle School
1250 Amherst Street
Buffalo, NY 14216
716-876-3500
[email protected]
New York State Foreign Language Teachers Association
Annual Conference
Saratoga Springs
October 8, 2006
Checklist:

Read the dialogue.
Look up all words that you do not know.
Memorize your lines. The sooner you are off text the better.
Write a summary in English of your dialogue.
Type the dialogue and print for Madame. (Double space. Use 14 pt font).
Prepare a character profile.
Work with Ms. Olena (weekly until production).
Research a francophone country.
Revise character profile to reflect knowledge of your adopted francophone country,
i.e. name, clothes worn, interests, etc.
Act out the play: Pronunciation check
Act out the play: Interpretation should reflect what we have learned about Big C and
little c of your adopted francophone country.
Act out the play: Final production: Pond Peformance/Film.
For an A or A+ grade:
1. Show understanding of your dialogue.
2. Your opinions are well supported throughout class discussions.
3. Performance reveals the humor in the dialogue or creates humor in the interpretation.
4. Your interpretation reflects your adopted francophone culture.
5. Summaries include general summary of the play and an indication of why the play is
supposed to be funny, even if you don’t think it is funny.
6. Character profiles are imaginative. i.e. If characters have generic names give them a
name which reflects your adopted francophone culture.
7. Memorize the dialogue.
8. Acting is exaggerated and movements show comprehension of French dialogue.
9. Typed work is neat, 12 pt font, double-spaced, with proper header:
Name
le français
date
10. Typed work is accurate, few spelling or grammatical errors, includes a varied vocabulary
from themes discussed in your Vocabulaire progressif du français.
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Dialogues Sympathiques: A Reader for Beginning French Students
Anne Moreau
National Textbook Company
ISBN: 0-658-0525-1
Excerpts
Un jeune couple participle à une soirée chez Isabelle. C’est une soirée vraiment très réussie et
tout le monde s’amuse bien.
Garçon
Cette soirée est vraiment super, tu ne penses pas ?
Fille
Oui, je m’amuse beaucoup.
Garçon
Je m’amuse toujours beaucoup aux soirées d’Isabelle.
Fille
Elles sont toujours très réussies. (L’orchestre commence à jouer).
Garçon
Tu viens danser ?
Fille
Mais, tu ne sais pas danser.
Garçon
Comment ça je ne sais pas danser ?
Fille
Je te dis—tu ne sais pas danser.
Garçon
Ah bon ! Vies ici et tu vas voir. (Ils se dirigent tous les deux vers la piste de
danse et dansent pendant un moment).
Garçon
Alors? Qu’est-ce que tu penses maintenant?
Fille
Eh bien, disons que si je faisais abstraction* du fait que tu m’as donnée
environ dix coups de pied dans la jambe, je pourrais dire que tu es un plutôt
bon danseur.
*je faisais abstraction : I did not take into account
Une dame va chercher la robe qu’elle a donnée à nettoyer chez le teinturier. Elle parle avec le
teinturier.
Teinturier
Bonjour, madame.
Dame
Est-ce que ma robe est prête ?
Teinturier
Je pense que oui. Est-ce que vous avez votre ticket ?
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Dame
Le voilà. (Le teinturier cherche la robe et quelques minutes plus tard…)
Dame
Vous ne la trouvez pas ?
Teinturier
Non, madame. Elle semble perdue.
Dame
Qu’est-ce que ça veut dire : elle semble perdue ? C’est une robe superbe et
très chère.
Teinturier
Je regrette beaucoup. Elle est perdue. Alors vous me devez…Voyons?
Dame
Je vous dois quelque chose ? C’est une insulte.
Teinturier
Vous nous devez le prix du nettoyage, parce qu’avant de la perdre, nous
avions nettoyé votre robe.
Kate Olena
Drama Teacher/ Arts Department Chair
[email protected]
1. Read the line, page or speech (depending on the length) aloud three times, taking note of what
line precedes yours (the cue).
2. Cover the page, speech, or line with a paper, and, as you come to the cue, say the line aloud.
Then move the paper down and check for accuracy. If you were wrong, look at the ceiling and
say it 3 times correctly before moving on.
3. Record your cues on a tape or CD, leaving a silent pause long enough to say your line, then
record your line so that you can check for accuracy. This way you can practice in the car, or
while you do your movements for the play, or while lying in bed at night.
4. This is awful, but, if you are really stuck, write the line out long-hand twice. That usually
clinches it.
5. The only game I've come up with is sort of a mother may I thing. The cast of the play lines
up at one end of the room. Each says her line in order. If she gets it right, she can take a step
forward. If it's wrong, she has to step back. The first one across the room wins.
6. It also helps to have everyone line up in front of a struggling actor and say the line to him over
and over one at a time. Some kids learn better by hearing it.
7. Coming up with movements for each line helps the kids who are kinesthetic learners.
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Complétez phrases suivantes.
Je m’appelle___________________________________.
Le titre de mon dialogue est _______________________________________________.
Je joue le rôle du/de la _________________________.
Son prénom est_______________________________.
Sa date de naissance est:_______________________________________.
Il/Elle habite à ________________________________________.
Il est ________________________________________________________________________
Il/Elle a
________________________________________________________________________
Il/Elle aime______________________________________________________________.
Il/Elle n’aime pas_________________________________________________________.
Elle/Il veut______________________________________________________________.
Pourquoi ?_______________________________________________________________
_______________________________________________________________________.
Ses vêtements préférés…
Il/elle aime porter:
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
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Name:___________________________________
Date:_________________
NEW STUDENTS:
What language did you study in before coming to Nichols Middle
School?________________________
For how long did you study these languages? ________________ years.
How many times a week did you have this class? ______________ times a week.
ALL STUDENTS:
What languages do you speak/hear/read at home:
What language (s) would you like to add in Junior year of high school?
4= always true
3=sometimes true
2=not always true
1= not at all true
A. Studying French is important to me:
1. Because I would like to make friends with French speakers.
4
3
2 1
2. Because I would like to learn as many foreign languages as possible.
4
3
2 1
3. Because it will help me when traveling.
4
3
2 1
4. Because it will help me to get to know some francophone cultures.
4
3
2 1
5. Because an educated person is supposed to know more than one language.
4
3
2 1
6. Because without a second language I will not be successful in any field.
4
3
2 1
7. Because I may need it later for school or a job.
4
3
2 1
8. So that I can understand French movies, videos, t.v. and/or music.
4
3
2 1
9. So that I can read French books, newspapers, magazines and websites.
4
3
2 1
10. Because I would like to live in a francophone country.
4
3
2 1
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B. It is important for me to know a second language:
11. In order to think and behave like people from francophone cultures.
4
3
2 1
12. In order to understand the behaviors and problems of people in francophone countries.
4
3
2 1
13. In order to learn from the successes of francophone cultures.
4
3
2 1
C. In general:
14. I would rather spend my time on subjects other French.
4
3
2 1
15. I really like learning French.
4
3
2 1
16. People who speak French are friendly and kind.
4
3
2 1
17. I enjoy a challenge.
4
3
2 1
18. I am curious.
4
3
2 1
19. I give up when things are hard.
4
3
2 1
20. I don’t do more than I am asked to do.
4
3
2 1
21. When Madame wants someone to do an extra assignment, I certainly volunteer.
4
3
2 1
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Je m’appelle:_______________________________________________.
Mon pays francophone s’appelle:________________________
Le taux de la population:______________________________
Top 3 nationalities/ethnicities in the country (include percentages):
Les langues qu’on parle dans le pays:
Le genre de gouvernement : ______________________________________
Le chef :______________________________________________________
Le capital : ___________________________________________________
Surface du pays: _____________________________________
La densité: ________________________
(# of people per square mile)
Visitez pour la recherche:
https://www.cia.gov/cia/publications/factbook/geos/xx.html
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Verbe Régulier
Nom:______________________________
French Language and Francophone Culture
Verbe Irrégulier
Le Verbe du jour:
Présent :
Impératif : (command form)
(tu)
(vous)
(nous)
Passé Composé : (past tense) present form of avoir + past participle
participe passé :____________________
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Futur Proche : (near future) aller au présent + infinif
Traduisez :
1. (affirmative)
2. (negative)
3. (question)
4.
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