Using TV Shows to Provide Input

Using television shows in language classes is not a new topic, as Spanish teachers such as Kara Kane Jacobs, Mike Peto, and Dustin Williamson have frequently blogged about using Spanish-language TV in their classes as a source of rich comprehensible input. I’ve been very envious of them, because the right show can be incredibly compelling to students, and because up until recently, it has been very difficult to find a compelling, school-appropriate show in French on a streaming service that could be easily adapted for Novice language students.

I’m happy to report that this is no longer the case. Disney Plus has recently added two shows filmed in French in France onto their platform. I discovered this after reading Sarah Moghtader’s blog, where she wrote about using the new Disney Plus show Weekend Family in class. Weekend Family is a show about a thrice-divorced father living in Paris whose three daughters spend the weekends with him. Things get a bit complicated in Episode 1, because he has fallen in love with a French-Canadian woman named Emma and wants to introduce her to his children. If you are interested in exploring her fabulous ideas and resources for the show, you can find her blog post here.

While searching for Weekend Family on my own Disney+ account, I was pleasantly surprised to discover another French show filmed in France called Parallels. Online reviews of the show describe it as being in the same genre as the wildly popular Netflix show Stranger Things. Once I read that, I knew that I had found a show that my students could get excited about. This is a science fiction show about four teenagers in middle school who, after a strange course of events, end up in different, parallel universes (hence the title). Once they realize this, they then try to return to and restore their original timeline.

One of the things I like about this show is that a good portion of the plot and character development is represented visually. Facial expressions, actions, and silence are used as much as dialogue to drive the story. When characters do speak, the dialogue is spoken relatively slowly and with very little slang. This makes it very comprehensible for students. In addition, the action switches between parallel universes very cleanly, which provides a natural stopping point if teachers want to use Movie Talk techniques for only one scene

As I started to prepare resources for the show, I had four main goals:

  • to acquaint students with the characters in the show
  • to scaffold language so that students could understand the main idea of the episode
  • to help students feel comfortable with listening to French but not understanding all of it.
  • to use discussions about the show as a chance to use high-frequency vocabulary

To introduce the series, I plan to show the first thirteen minutes of Episode 1 in French with French subtitles. Students will fill out this handout as we watch and discuss. I anticipate that this will take about three class periods (Many of the techniques presented here are ones that I read about in Sarah Moghtader’s blog post).

  1. Introduction and Hook. In this introductory presentation, I set up the very first scene of the show and lead a map activity where students try to figure out in what region of France the story takes place. Then I’ll show the first scene clip (times are in the presentation’s Speaker Notes), in which a young boy and his dog disappear, and I will invite students to guess what happened to them. With any luck, this will ignite student curiosity and get them invested in the story.
  2. Character Identification. After the opening credits, all characters except one are introduced in about ten minutes. Students will watch the first ten minutes with the understanding that their only goal is to identify who each character is. Here is the presentation to review characters (Times are once again in the presentation’s Speaker Notes).
  3. Movie Talk #1. Once students can identify all the characters, I will give them this handout with lines from the show to review and translate. Then I will play the same first ten minutes after the opening credits narrating with Movie Talk techniques while students try to identify who says each line as we watch, which we will then review and discuss.
  4. Write and Discuss. I’ll use this technique to write short descriptions of the main characters (Bilal, Sam, Victor and Romane). This will give me a chance to add some important vocabulary that will pop up later on in the episode.
  5. Movie Talk #2. I’ll give students this handout with lines from the second part of the first episode for students to review and translate. Then I will play and narrate the rest of the episode using Movie Talk techniques while students try to identify who says each line as we watch, which we will then review and discuss.

I’ve only created resources for Episode 1. As I create resources for future episodes, I’ll place them in this folder. If you are a French teacher, you are welcome to use or alter these materials to better serve your students.

4 thoughts on “Using TV Shows to Provide Input

  1. pearlen4 says:

    Cécile,

    Thank you for sharing all of this! I am always envious of the telenovelas my Spanish teacher coworkers use in class. I have used the Netflix series Lupin with my French 3 students, but I have struggled to find appropriate French options that aren’t geared towards preschoolers.

    Erin

    *Erin Pearl * English III Honors Instructor French I-III Honors Instructor p 615.966.6424 | e p earlen@lipscomb,edu Currently reading:* The Heart’s Invisible Furies* by John Boyne

    Lipscomb Academy 3901 Granny White Pike, Nashville, TN 37204 lipscomb.edu/academy | fb lipscombacademy t @lipscombacademy | instagram @lipscombacademy [image: Lipscomb Academy]

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