Teacher`s Resource: A Cat in Paris

Teacher’s Resource: A Cat in Paris
2nd Level: transition P7/S1 and S1-S3
Curriculum for Excellence links: Modern Languages French, English with
activities linking to Expressive Arts, and Health & Wellbeing
Created by Chloé Millet and Marie-Christine Thiébaut,Institut Français d´Écosse
Discovery Film Festival: Sat 22 October - Sun 6 November 2011
discoveryfilmfestival.org.uk
© Dundee Contemporary Arts 2011
With support from DCA Cinema and DCA Community & Education Team
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Introduction
Discovery Learning Resources give you exciting classroom activities to enhance Curriculum for
Excellence delivery. This resource provides you with a film synopsis, things to help prepare your
class for seeing the film, follow up activities and useful references. We hope that you and your
pupils have fun and enjoy learning with this resource.
They are created by classroom teachers and education professionals. Each resources aims to:
•
support and extend working with film in the classroom
•
help prepare teachers for a class visit to a Discovery Film Festival film and to extend the
impact of that visit
•
develop confidence in Moving Image Education approaches and working with 21st Century
Literacy/moving image texts
Each resource is free and available to download from discoveryfilmfestival.org.uk/resources
or via the Discovery Film Festival area on GLOW, which can be found within the Dundee 21st
Century Literacy Group.
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Teacher’s note - French vocabulary and guide to activities:
This resource is written to support mainly Modern Languages: French and English at Level 2.
It has been created with English and French sections and accompanying vocabulary lists to
help pupils grow their range of words.
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. MLAN 2-08a
Having explored the elements which writers use in different genres, I can use what I learn to
create stories, poems and plays with an interesting and appropriate structure, interesting
characters and/or settings which come to life. ENG 2-31a
I am learning to use language and style in a way which engages and/or influences my reader.
ENG 2-27 a
The level of difficulty for each activity is indicated by the following symbols; the more
challenging has the symbol l or  and these start each section, followed by the easiest
 activity and vocabulary.
We hope you enjoy them.
Chloé Millet and Marie-Christine Thiébaut
Institut Français d´Écosse
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Synopsis
A Cat in Paris (Une vie de chat)
Directors: Jean-Loup Felicioli et Alain Gagnol
France 2010 / 1h10m
Jeanne works as a police officer in Paris. Since her husband was killed by the gangster Victor
Costa, her daughter Zoé has been traumatized and doesn´t speak anymore.
Thankfully, Dino the cat is there to comfort her. But he seems to be leading an exciting double
life… By day, he lives with Zoé, by night, he works with Nico, a burglar with a big heart.
One day, Dino brings Zoé a very valuable bracelet. Lucas, Jeanne’s second-in-command, notices this bracelet is part of a jewellery collection that has been stolen.
One night, Zoé decides to follow Dino. On the way, she overhears some gangsters and discovers
that her nanny is part of the gangsters’ team.
They try to capture the little girl in a thrilling chase around Paris’ rooftops…
“A Cat in Paris is a completely refreshing and unique throwback to the traditional form - every
cell of the film has been hand-painted, and its highly stylized, colour-saturated design looks
absolutely gorgeous on the big screen.”
Key Themes
Adventure - Friendship - Detectives and robbers - Chase - Family - Mourning - Love
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Before the film / Avant le film
Activity 1.
 Le commissaire de police mène l´enquête / Your detective mission
Your mission is to find out which one of these characters has stolen a diamond bracelet in the
museum last night.
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. MLAN 2-08a
Having explored the elements which writers use in different genres, I can use what I learn to
create stories, poems and plays with an interesting and appropriate structure, interesting
characters and/or settings which come to life. ENG 2-31a
I am learning to use language and style in a way which engages and/or influences my reader.
ENG 2-27 a
Show the following characters on the smartboard or hand out as hard copies:
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a. Look at the pictures of the characters. Which one do you think is the thief? Why?
Write her/his name on a sheet of paper and the reason why you think she or he might be the
thief.
b. Working in pairs – interviewing a witness
One of you is a police officer. You have to choose one of the attributes of a French police officer
and wear it throughout the game.
L´insigne de la police
Le brassard de la police
La casquette de la police
The other player is the only eye witness who saw what the thief looks like.
The police officer can ask 5 questions in order to find out who the witness saw last night.
He/she must fill in the ‘profile sheet/ fiche d’identite du voleur’ (below) of the character he
suspects to be the thief.
Vocabulary :
Un de ces personnages a volé des bijoux dans un musée.
Tu as vu le voleur.
Le commissaire de police te pose 5 questions et doit deviner qui est le voleur.
Complète avec l´aide du témoin la fiche d’identité du voleur.
Fiche d´identité du voleur
Le sexe
L´âge
Le physique
q un homme q
environ …… ans
une femme
Les cheveux
Signes particuliers
Le suspect, c´est
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Vocabulary: Here is a little help
Le physique
Grand(e)
Petit
Gros (grosse)
Mince
Les cheveux
Blond/blonde
Roux /rousse
Brun / brune
Long = court
frisé
chauve
Une queue de cheval
Un chignon
Les vêtements
Un tee-shirt
Un pantalon
Une jupe
Un costume
Une veste
Un pull
Une chemise
Un sac
Une cravate
Etre …..
Etre ….
Avoir ….
Avoir ….
Porter ….
Les couleurs
Gris/grise
Rose
Jaune
Violet / violette
Noir / noire
Orange
Vert / verte
Bleu/bleue
Blanc / blanche
Marron
à rayures
c. Did you (as the police officer) think of the same suspect?
If not, describe in 5 sentences who you suspected to have stolen the jewels last night without
saying his/her name.
Your team must guess who have in mind.
In French:
Tu es le commissaire de police et tu décris en 5 phrases « ton » suspect numéro 1.
Ton équipe doit deviner qui tu suspectes d´avoir volé les bijoux.
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Activity 2.
 Qui suis-je? / Who am I?
Look at the pictures of the characters below. Each character has a corresponding letter.
a
b
c
d
e
f
g
h
i
• Read the following sentences from each of the characters.
• Write down in the empty column the letter matching the character and their description.
• Finally, write down the names of the characters underneath each picture.
Salut, je m´appelle Dino. Le jour, je joue avec Zoé. La nuit, j´accompagne Nico sur les
toits.
Je suis petit et gros. Je suis le gangster que la police recherche : j´ai tué le papa de Zoé.
Je veux absolument avoir le « colosse de Nairobi », une statue africaine de très grande
valeur.
Moi, c´est Zoé. J´ai 8 ans. J´ai un chat noir. Il s´appelle Dino. Ma maman travaille à la
police. Mon papa est mort. Il a été tué par Victor Costa et sa bande de gangsters.
Je m´appelle Nico. La nuit, je monte sur les toits des maisons. Je passe par les
fenêtres, j´entre dans les maisons et je prends l´argent et les bijoux.
Nous, on fait partie de la bande de gangsters. On a chacun un surnom : M. Grenouille,
M. Patate, M. Bébé, M. Hulot. On aide Costa à kidnapper Zoé.
Je suis Jeanne. J´ai une petite fille, Zoé. Je suis commissaire de police. Mon mari,
policier lui aussi, a été tué par l´ennemi public numéro 1 : Victor Costa. Avec mon collègue Lucas, on veut arrêter Costa et sa bande. de gangsters.
Je m´appelle Claudine. Je suis grande et brune. Je suis élégante. J´aime le parfum. Je
suis la nounou de Zoé, mais je travaille aussi pour Victor Costa.
Et moi, c´est Rufus. Je déteste les chats… et les voleurs !
Je m’appelle Lucas et je suis policier. Je travaille avec Jeanne et en ce moment,
j’enquête sur le casse de la rue Mouffetard et de mystérieuses empreintes de pattes de
chat.
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Activity 3.
 Une vie de chat / A Cat’s Life
Literally “a cat’s life” but translated as “A Cat in Paris”, is the title of the film you will see next
with your class.
In small groups, describe what cats are usually doing day and night.
Make up a spider diagram with the word “UN CHAT” in the middle.
Think of all the words and phrases that might be associated with this word.
Activity 4.
 Write a short story using some of the following characters
Zoé, Dino, Claudine, Costa, Nico, Rufus, Jeanne – work only from the pictures of each character.
Choose who is the main character of your story, then decide on a location (where) and then
write your story (action).
• It can be in French or English.
• You could illustrate your story OR make a simple storyboard.
Once pupils have seen the film they can then discuss how close their version of the story is to
the real one and how important the character designs are, the images and scenery used on the
poster, he ‘look’ and ‘feel’ created by the design and sounds in the trailer are.
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Activity 5.
 Exploring the design
of the film poster.
I can make comparisons
and explore connections
between spelling patterns
in English and the language
I am learning. MLAN 2-11b
To show my understanding
across different areas of
learning, I can identify and
consider the purpose and
main ideas of a text and
use supporting detail.
LIT 2-16a
Show the French poster on
a Smartboard.
Brainstorming can take
placein English (or partly in
French for more advanced
levels) in small groups for
15-20 mins.
Here are some questions to help you explore the imagery and design
a. Who do you see on this poster?
b. Who is the main character?
c. When does the scene take place?
d. What impression do you have? Is it scary? Threatening? Mysterious? Why?
e. In which country / city does the cat live? What is the evidence or clues?
Or in French
Voilà quelques questions pour t’aider
a. Qui vois-tu sur l´affiche du film?
b. Qui est le personnage principal?
c. Quand est-ce que la scène a lieu?
d. Quelles impressions as-tu? Est-ce que ça fait peur ? Est-ce que c´est menaçant?
Mystérieux? Pourquoi ?
e. Dans quel pays/ dans quelle ville est-ce que le chat vit? Trouve une preuve.
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Activity 6.
 Compare the English version of the poster with the French one
Spot the differences;
a. What characters appear on the front cover on the English poster?
b. Compare the French and the English title. Why do you think that the English title is different
from the French one?
c. Which title sounds more appealing to you? Why?
d. Which version of the poster do you like best? Why?
e. What do you imagine the story is going to be about from the image?
f. Make a list of possible themes and key words related to the film.
g. What type of film genre do you think it might be? Why?
 Or in French - Regarde et compare l´affiche française et l’affiche anglaise du film.
Trouve les différences.
Voilà quelques questions pour t´aider.
a. Quels sont les 4 personnages qui apparaissent sur l´affiche anglaise?
b. Compare le titre français et le titre anglais du film. Pourquoi sont-ils différents?
c. Quel titre te semble le plus accrocheur? Pourquoi?
d. Quelle version de l´affiche (anglaise ou française) préfères-tu? Pourquoi?
e. Imagine, en quelques phrases, l´histoire du film.
f. Fais une liste de thèmes et de mots-clés liés au film.
g. De quel genre de film s´agit-il d´après toi?
q un film d´horreur
q une comédie
q un film policier
q un film d´amour
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Activity 7.
 Listening to the soundtrack from the trailer of « Une vie de chat ».
Listen to the trailer of the film without watching the pictures:
www.youtube.com/watch?v=H7e07c52VWg
Pay particular attention to the background noises – what can you hear ?
Here is a list of possible answers. Tick the ones you found:
q
q
q
q
q
q
“MIAOU” : un chat qui miaule
Un homme qui crie « A l´aide !»
Floc floc : le bruit de la pluie
PAN PAN : le bruit d´un pistolet
Le bruit d´une alarme
« OUAF ! OUAF ! » Un chien qui aboie
q
q
q
q
q
q
Le bruit du tonnerre
« SMACK » : un bruit de bisou
Aïe : une femme qui a mal
Hi, hi, hi : une petite fille qui rit
« Cocorico ! » Un coq qui chante
Le bruit de la sirène de la police
Activity 8.
 Some questions in French for you to answer
Work in smalls groups. Read the questions before you see the film and answer them after the
screening of the trailer. Each group can then prepare 5 more questions related to the trailer
and pose them to the other groups.
In French
1. Que volent Nico et Dino au musée ?
2. Qu´est-ce qui est écrit en rouge sur une des maisons ?
3. Qui est mort?
4. Quels instruments de musique entend-on?
q la clarinette q le violon q le piano q la flûte q le saxophone q la guitare q la trompette
5. Quels sont les animaux que tu vois dans la bande annonce?
q un chat q un gorille q des girafes q un poisson q des éléphants q un chien q un zèbre
Vocabulary
Un/une commissaire de police – a (male/female) police officer
Voler – to steal
Un voleur – a thief
Un vol – a theft
Un casse – a break-in
Des bijoux – jewels
Une poursuite – a chase
Poursuivre – to chase
Les toits de Paris – the roof tops of Paris
Tu as donné ta langue au chat ? – cat got your tongue ?
Mener une double vie – to lead a double life
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After the film / Après le film
I can read and demonstrate understanding of words, signs, phrases and simple texts
containing mainly familiar language. MLAN 2-08b
I can understand how a bilingual dictionary works and use it with support. MLAN 2-11a
I am aware of and able to express my feelings and am developing the ability to talk about them.
HWB 2-01a
When I engage with others, I can respond in ways appropriate to my role, show that I value
others’ contributions and use these to build on thinking. LIT 2-02a
Activity 1.
 In French: Vrai ou faux? / True or False
Read the following statements about the film.
Decide wether they are true or false.
Correct them when false.
V
F
1. Dino le chat a une double vie.
2. Il passe ses nuits chez une petite fille, Zoé, et ses journées chez un voleur, Nico.
3. Dino aime le parfum de Claudine, la femme de ménage de Jeanne.
4. La nuit, Nico vole de l’argent, des bijoux et des œuvres d’art.
5. Le père de Zoé a été tué par un gangster.
6. Ce gangster, Victor Costa, a l’intention de voler le Colosse d’Alexandrie.
7. Claudine connaît bien Victor Costa.
8. Zoé surprend les gangsters et c’est Nico qui vient la sauver.
9. Jeanne pense que Nico a kidnappé sa fille.
10. Les gangsters réussissent à s’enfuir.
11. Tout est bien qui finit bien : Jeanne, Nico, Zoé et Dino se retrouvent en famille.
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Activity 2.
 In French: Qui est-ce ? / Who is it ?
Using the pictures of the main characters of the film, in teams of 3 or 4 pupils, each team must
guess what the other teams’ cards are by asking questions in turn.
The first 3 questions have to be “yes” or “no” type of questions, then open-ended questions
canbe used but of course nothing too precise like “who is it?” otherwise it’s too easy.
A list of questions is provided below as a start but pupils can add more of their own.:
•
•
•
•
•
Est-ce que c’est - un garçon -une fille - un homme -une femme?
Est-ce que ce personnage est – jeune - âgé ?
Est-ce qu’il s’agit - d’un animal - d’une personne ?
Est-ce que c’est un personnage - gentil - méchant – courageux - dangereux?
Est-ce que c’est … ?
…until all the character cards have been guessed.
Activity 3.
 In French: Qui parle à qui? / Who is talking to whom
Working in pairs read the following sentences and decide who is speaking to whom:
• Tu es en retard ce soir, j’allais partir sans toi, mon vieux ! =>
--------------------------------------------------------------------------------------------------• Je sais à qui tu penses, je ne connais pas de chose plus triste que d’avoir perdu son papa.
Nous devons continuer à vivre sans lui. =>
--------------------------------------------------------------------------------------------------• Tu me fais confiance ? Alors tu vas t’accrocher très fort à mon dos. =>
--------------------------------------------------------------------------------------------------• Ils l’ont kidnappée ! =>
--------------------------------------------------------------------------------------------------• Tu vas me lâcher sale bête =>
--------------------------------------------------------------------------------------------------• Alors, t’as du nouveau pour moi, ma jolie ? =>
--------------------------------------------------------------------------------------------------• C’est celui qui a tiré sur ton papa. Tu sais, bientôt je l’attraperai, ça je te le promets. =>
--------------------------------------------------------------------------------------------------• Ah, vous êtes là ! Avec tout ça, on n’a même pas eu le temps de discuter. Je m’appelle Nico, tu
ne veux pas me parler ? T‘as donné ta langue au chat ? =>
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Activity 4.
 In French : a quiz about the film
On this website you find 15 questions in French about the film with some scenes from the film.
uneviedechat.crdp-lyon.fr/travaillerLeFilmEnClasseQuizz.php
Here are some other tricky questions ...
Work in groups and see who can answer the most in 10 minutes.
1. Quels animaux est-ce que Dino chasse au début et à la fin du film?
2. Que donne Dino à Zoé comme cadeau?
3. Quel indice est-ce que la police a trouvé au musée?
4. Quel est le nom de code de Victor Costa?
5. Qui donne à Lucas des informations sur l´adresse du chat?
6. Dino et Nico ont un point commun la nuit. Lequel?
7. Zoé et Dino ont un point commun au début du film. Lequel?
8. Quel est le plat « préféré » de Victor Costa?
9. Comment est-ce que Costa sait que Zoé est allée se cacher au zoo ?
10. Comment est-ce que Dino retrouve la trace des gangsters qui ont kidnappé Zoé ?
11. Quel est cet animal contre lequel se bat Jeanne?
A qui ressemble cet animal ? Qu´est-ce qu´il symbolise?
12. Quel objet d´art est-ce que Costa essaie de voler? Pourquoi?
13. Qu´est-ce que Nico offre à Jeanne pour Noël?
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Activity 5.
 Es-tu un bon observateur? / Are you a good observer ?
Find the four animals hidden in the above picture.
Can you write them out in English and in French?
1.
2.
3.
4.
Activity 6.
 Let´s play “Taboo”: Guess the character
Pupils need to have a card/copy image of a character from the film.
In groups, make up a spider diagram with the name of your character in the middle.
Find out verbs and adjectives that may be associated with it.
Then describe that character without using its name (it is taboo to pronounce it).
The other group have to guess who the character is.
You can use a bilingual dictionary as support.
14 / discoveryfilmfestival.org.uk 
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Activity 7.
 Vocabulary race
Work in teams. In 5 minutes who can come up with the most words for the kitchen / household
objects in the above picture.
Activity 8.
 In French: Match each character with the right description
Draw a line from the characters’ name to the right description
se met facilement en colère
Dino
est très sensible
Zoé
est coquette et adore le parfum
Victor Costa
a horreur des lézards morts
Rufus
aboie quand il voit passer Nico et Dino
Nico
veut absolument arrêter Costa
Jeanne
se sent seul
Claudine
éternue à cause du parfum de Claudine
a perdu son papa
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Activity 10.
 Circle time discussion & comprehension
As I write for different purposes and readers, I can describe and share my experiences,
expressing what they made me think about and how they made me feel. ENG 2-30a
I can share my developing views about values such as fairness and equality and love, caring,
sharing and human rights. RME 2-05b
a. Discuss in class what Dino looks like, how he is like other cats and also different.
b. Discuss the development of Zoé´s character in the film. How does Zoé feel at the beginning
of the film. Why?
c. When does Zoé laugh for the first time in the film?
d. Which word does Zoé try to pronounce for the first time?
Describe the situation when she uses this word. What did she want to express?
e. In which situation does she pronounce “Mamaaaaan!” for the second time?
f. How does Zoé feel at the end of the film?
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Activity 11.
 Expressive arts focus
Inspired by a range of stimuli, I can express and communicate my ideas, thoughts and feelings
through activities within art and design. EXA 2-05a
a. What is Zoé drawing in the above image?
b. Describe the ‘look’ of the film in your own words
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Activity 12.
 Exploring Paris
Images source: vroum52.com/parisvisite.html

Look at the photos and find out the names of these well known buildings, then find them on the map
A. C’est ..................................
B. C’est ..................................
C. C’est ..................................
D. C’est ..................................
E. C’est ..................................
F. C’est ..................................
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
Which buildings do you recognise in this scene from the film? Make a list.
 Use the Internet to find out on which building in Paris the fight between Costa and Nico
happened.
You can try using Google and “google research”.
Here are some clues:
1. Je suis née en 1163 sur l´île de la cité en plein
coeur de Paris, sur les bords de la Seine.
2. Je suis en style gothique.
3. Mes deux tours font 69 mètres de hauteur.
4. C´est dans mes murs que Napoléon a été
couronné empereur en 1802.
5. Victor Hugo m´a rendue célèbre dans un roman
paru en 1831 avec le bossu Quasimodo et une
tzigane nommée Esmeralda. Plus tard, un
music hall a porté mon nom.
6. Sur mon toit, il y a des animaux bizarres qui
font peur. Ce sont des gargouilles qui servent
à transporter l´eau de pluie qui tombe sur mon
toit. As-tu trouvé qui je suis ?
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
Construis ta tour Eiffel / Build your own Eiffel Tower
Visit the following links and you can print out a net of the Eiffel Tower.
www.mescoloriages.com/chiffres-et-formes/coloriages,decoupages/tour-eiffel-2.gif.shtml
www.mescoloriages.com/chiffres-et-formes/coloriages,decoupages/tour-eiffel-3.gif.shtml
www.mescoloriages.com/chiffres-et-formes/coloriages,decoupages/tour-eiffel-4.gif.shtml
www.mescoloriages.com/chiffres-et-formes/coloriages,decoupages/tour-eiffel-5.gif.shtml
www.mescoloriages.com/chiffres-et-formes/coloriages,decoupages/tour-eiffel-6.gif.shtml
Activity 13.
 Avez-vous aimé ce film ? / do you like this film ?
Sondage : demandez à 4 camarades de classe ce qu’ils ont préféré dans ce film.
Prénoms =>
Quel personnage
préférez-vous ?
Pourquoi ?
Moi
1
2
3
Quelle scène du
film préférez-vous
? Pourquoi ?
Aimez-vous la
musique ?
Aimez-vous le
style du film ?
Quelle scène du
film changeriezvous ? Est-ce que
la fin vous plaît?
Est-ce que vous
recommanderiez
ce film à un ami/à
une amie ?
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Useful websites
• Official website and sources of images from « Une vie de chat » :
www.uneviedechat-lefilm.fr
• Presspack for “Une Vie de Chat” in English and in French:
en.unifrance.org/movie/29898/a-cat-in-paris/press-papers
• Trailer of the film “Une vie de chat” with English subtitles:
www.youtube.com/watch?v=H7e07c52VWg
• French Poster of the film:
www.traileraddict.com/poster/a-cat-in-paris
• English poster of the film :
www.nzcinema.co.nz/movies/NZFF-2011-A-Cat-in-Paris-5255.php
• Activities in French for the class:
uneviedechat.crdp-lyon.fr/index.php
• Quiz pour la classe:
uneviedechat.crdp-lyon.fr/travaillerLeFilmEnClasseQuizz.php
Animation techniques used in the film:
This is a hand drawn animation – follow the links below to see how this film moved from
drawings to moving images.
uneviedechat.crdp-lyon.fr/expositionsEtapesAnimation.php
uneviedechat.crdp-lyon.fr/coulissesLayOut.php
uneviedechat.crdp-lyon.fr/coulissesAnimatique.php
There is a great resource to download and make your own flick book / Fais ton flipbook at:
www.uneviedechat-lefilm.fr/doc/flipbook-une_vie_de_chat.pdf
French films for use in the classroom: films for developing use of French in the classroom can
be found on www.ifecosse.org.uk (rubrique Education).
The Institut français d´Ecosse holds a number of films on DVD (in French with English subtitles)
suitable for Secondary schools and can loan them out. Contact: [email protected]
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Evaluating this resource
We hope that you found this resource useful and appropriate. We welcome film reviews, letters
from pupils, documentation of classwork and your feedback; email them to
[email protected] or post them to Discovery Film Festival, DCA, 152 Nethergate, DD1 4DY

Would you make a good Discovery Film Festival Case Study?
We are seeking a number of simple Case Studies in how teachers have used or are using
Discovery films in the classroom across Curriculum for Excellence and across the Levels.
Any case studies that we develop would be intended for presentation on GLOW, the Creativity
Portal and on Discovery Film Festival and participating venues’s website. We have a simple
template to be completed and are keen to have classwork and documentation included.
If you would like to be a Discovery Case Study please email [email protected]
22 / discoveryfilmfestival.org.uk 