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This slide show lesson uses the short film, Vicky, and is on YouTube: https://www.youtube.com/watch?v=JdGd4YBN1CE. I've planned the activity to use past perfect, past simple, and present tense, but it could be used with any tense or aspect.

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Use of story sequencing sheet for 3.9 stage

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Use of story sequencing sheet for 3.9 stage

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The lesson I share here is not directly related to stage 3.9, but was stimulated by it. It's a lesson I will eventually use in an online English Through Drama course. It begins with discussion and teaching about message writing. The students then sequence 7 stills from a short film called 'Unspoken'. They then write a script/perform a roleplay based on the sequence, but must use message writing as part of the story.

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Too dark, unfortunately... :(

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The frog is walking in the jungle cause he can't sleep . He sees a mouse. He ties it up to eat later in the morning. While he is sleeping, the mouse unties himself and drags tied up fog all the way to the lion, the king of all animals, and recounts what has happened!

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Minoule - shots in sequence. See if you can create a story using these 10 stills. Taken from MyFrenchFilmFestival: https://www.youtube.com/watch?v=XhdmWWSaEaM

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Minoule - shots in sequence. See if you can create a story using these 10 stills. Taken from MyFrenchFilmFestival: https://www.youtube.com/watch?v=XhdmWWSaEaM

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Le souris et le grenouille

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Late!

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THE DAY A LITTLE MOUSE FOOLED A BIG FROG..

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THE DAY A LITTLE MOUSE FOOLED A BIG FROG..

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Storyboard Consequences All Levels

Task: Give out a storyboard template to each student, the first three boxes are to be completed with the introduction to a story ( in their heads). Students then turn over the boxes No1&2 so that only No 3-9 can be seen and pass their sheet to another person. The 2nd person now completes images in box 4-6 that follow on from what they see in box 3 to form a development idea and folds over the page so that only No 6-9 can be seen.  The 3rd person now completes images in box 7-9 that follow on from what they see in box 6 to form an ending to the story/ film idea that would follow from Box 6. There should be an introduction, development and ending.
Unravel the page to see the complete idea. Work on the storyboard produced to try and make a film outline – in English or TL.
Next task to work out key vocabulary & core verb phrases they would need for each scene ( BOX). Useful if you base on a topic or short film just studied.
Extension re making a short film - think about sound, camera angle, shots etc

Outcome: Students develop storyboard technique further which could be developed in to a short film.

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Random images storyboard KS4/KS5

Resource 2:

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Random images storyboard KS4/KS5

Task: Each group is given the same 12 images, they can immediately discard 3.  From the remaining images they have to create a storyboard by sequencing the images in an order that suits them.
The students then chose  pre-written narratives that will only go with specific images( Give them plenty of choices). Once finished, storyboards are put on the wall. The entire group visits each storyboard translating the storyboard into English and writing down feedback for the group's storyboard.
The students could also write a basic narrative under each picture in the target language.

Outcome: Students introduced to the concept of storyboards and how to match up/ write a simple narrative.

Resource 1:

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I created my story in ppt.