TEACHERS’ RESOURCE
VALENTÍN
3rd Level suitable for S1–S3
Curriculum for Excellence subject areas:
Spanish / Expressive arts / Health and wellbeing / Social studies
Written by Anne-Marie Goldie, Secondary Teacher
This learning resource is produced by Glasgow Youth Film Festival with support from our partners:
Thanks to Metrodrome
Valentín
Nacionalidad:
Año de Producción:
Idioma: Género: Calificación: argentino/francés/holandés/español
2004
español
Drama
PG
Alejandro Agresti
Alejandro Agresti
Eddy de Kroes
Rodrigo Noya
Alejandro Brodersohn
Luis Salinas, Paul M. van Brugge
Ficha Técnica
El director El escritor El productor El narrador El redactor Música Ficha Artística
Valentín Leticia Abuela El padre de Valentín Tío Chiche Rufo Dr. Galaburri Rodrigo Noya
Julieta Cardinali
Carmen Maura
Alejandro Agresti
Jean Pierre Noher
Mex Urtizberea
Carlos Roffé
Release
Valentín had its world premiere in September 2002 and was released in Argentina’s cinemas in
March 2003. It played at various film festivals including Cannes, London, Toronto and Rotterdam
and won prizes around the world. The film was Argentina’s official submission for the 2003 Academy
Awards, in the Best Foreign Language Film category. Valentín was released in the UK on
27 February 2004 by Metrodome.
ACTIVITIES
Antes de la película
1. VOCABULARY RESEARCH
a
Think of the title of the film. What does it mean?
Look at the image of the poster, what type of film do you
think it might be?
b
In your groups, make up a spider diagram with the word
‘Valentín’ in the middle.
Think of all the words and phrases, firstly in English, that
might be associated with the word ‘Valentine’ then use a
dictionary to find their Spanish equivalents and put them
on your diagram.
c
Think of all the different kinds of love (el amor) that there are (i.e. family love, love for a football
team, love for a hobby, love for a girlfriend/boyfriend etc).
d
After watching the film, decide which kinds of love you saw in Valentín. Were they the kinds of love
you were expecting to see?
Why do you think the director might have chosen this title for the film?
I can understand how a bilingual dictionary works and use it with support.
MLAN 2-11a
I can use a bilingual dictionary independently to help me understand a new language.
MLAN 3-11a
I can recognise features of words in the language I am learning and use them to make sense of
vocabulary and of the connections between words.
MLAN 3-11b
ACTIVITIES
Photographs of The Disappeared
2. RESEARCH PROJECT AND PRESENTATION
The film is set in Buenos Aires, Argentina in 1969. The 1960s was a decade of revolution and social
change. According to the director, Alejandro Agresti, 1969 was the last year of freedom in Argentina
for a long period of time.
a
Use the internet to research ‘Argentina, the Dirty War’.
In groups of four or five, find answers to the questions which follow and prepare a short presentation (5 minutes) on the information you find out!
Find out the following information:
• What was the Dirty War?
• How long did it last?
• What is a military coup?
• Who did a military coup take place against in Argentina?
• What happened to left-wing supporters and socialists during this war?
• Who were ‘The Children of the Disappeared’?
I have worked with others, using a variety of media including ICT where appropriate, and can
contribute successfully to a presentation in English, supported by use of the language I am
learning, on an aspect of life in a country where the language I am learning is spoken.
MLAN 2-06b
I have contributed to a group to plan and prepare short talks in the language I am learning on topics
of personal interest or linked to an aspect of a country where the language I am studying is spoken.
MLAN 3-06a
ACTIVITIES
3. IDENTIFYING NOUNS, ADJECTIVES AND VERBS
a
In pairs, read the Spanish synopsis of the film. Pick out the nouns, adjectives and verbs you can
identify together using a Spanish dictionary.
Sinopsis:
La película tiene lugar en Buenos Aires, Argentina en 1969.
Se trata de un niño que se llama Valentín. Valentín vive con su abuela, porque sus padres están
divorciados. Valentín echa de menos a su madre, pero no la conoce mucho. No tiene contacto con
su madre, (que es judía) porque su padre no es simpático. También, su padre siempre tiene muchas novias. Leticia es la novia más recente del padre de Valentín. Valentín la quiere mucho y cuenta cosas
personales a ella sobre sus padres. Cuando Leticia oye estas cosas sobre su padre, ella no quiere
continuar a salir con él. El padre de Valentín se enfada con él porque cree que Valentín tiene culpa.
La abuela de Valentín llega a ser enferma y se muere. Valentín tiene que vivir con su amigo del
instituto porque ya no tiene familia.
Un día, Valentín habla con un hombre que está en un bar, y el hombre tiene un regalo por Valentín
de su madre. El hombre explique a Valentín las razones porque ella nunca ha visitado.
Glosario:
Tener lugar en Echar de menos Judío/Judía Enfadarse Tener culpa Llegar a ser enferma
Tener que
Explicar
Las razones To take place in
To miss someone
Jewish
To get angry
To be guilty of something
To become unwell
To have to do (something)
To explain
The reasons
I work on my own and with others to understand text using appropriate resources. I can read and
demonstrate understanding of more complex texts which contain familiar and unfamiliar language.
MLAN 3-08a
ACTIVITIES
4. WRITING AN ADVERTISMENT
a
Valentín longs to have a new mum. Imagine you are him. Make up an advert for ‘the perfect mother’
using the profile below! You may wish to use the vocabulary provided or invent your own with the
help of a dictionary.
¡SE BUSCA UNA MADRE PERFECTA!
Color de pelo:
Color de ojos:
Estatura
:
Personalidad:
Talentos
:
Llama a Valentín, teléfono : 18 29 43 72
Vocabulario:
El pelo rubio / moreno / castaño / negro / pelirrojo
Los ojos azules / marrones / verdes
Es grande / pequeña / gorda / delgada
Simpática / cariñosa / feliz / divertida / afectuosa
¡Es cocinera excelente! / ¡Es buena futbolista! / ¡Es buena oyente!
I can create, amend and present more extended information about myself and others, my
experiences, or a topic of my choice for different purposes.
MLAN 3-13a
ACTIVITIES
5. LISTENING AND TALKING
a
Recall the scene where Valentín’s Dad is angry with him because he thinks that it is his fault that
Leticia broke up with him.
Imagine you are now Valentín. You are very hurt and go to see Letica because she broke her promise not to tell your father. Think of the kind of conversation that would happen when you met.
How would you feel?
What would you say?
What do you think Leticia would say back?
b
Invent a conversation between you and Leticia. You may wish to use some of the vocabulary below,
or use some that you find on your own.
With a partner, pretend that one of you is Valentín and the other is Leticia. Act out your conversations.
Glosario:
Estoy muy herido / triste / enfadada
Siento muy traicionado
¿Porqué has roto con mi padre?
Tenía confianza en ti ¿Qué dijiste a mi padre?
No te quería hacer daño
No quiero salir con tu padre Mi niño / mi amor
I’m very hurt/sad/angry
I feel betrayed.
Why have you broken up with my dad?
I trusted you.
What did you say to my dad?
I didn’t want to hurt you.
I don’t want to go out with your father.
Sweetheart / darling
When listening and talking with others, I am developing an awareness of when to listen and when
to talk. I am learning new words which I use to share information about myself and others.
MLAN 2-03a
I can take part effectively in prepared conversations by sharing information about myself and others
or interests of my choice, using familiar vocabulary and basic language structures.
MLAN 2-03b
I can take part effectively in prepared conversations by using a variety of language structures to
share information, experiences and opinions and by offering straightforward reasons for having
these opinions.
MLAN 3-03a
ACTIVITIES
6. THEMES
a
Think about the themes (los temas) of the film. What ones would you say are the most relevant in
this film? Look up the Spanish for the words below, using a dictionary, and circle the ones you think
are most important in the film:
Love –
Betrayal –
Friendship –
Women –
Temptation –
Anti-Semitism –
Fantasy / Reality –
Childhood –
Power –
Trust –
Religion –
Revolution –
Liberty –
I can understand how a bilingual dictionary works and use it with support.
MLAN 2-11a
I can use a bilingual dictionary independently to help me understand new language.
MLAN 3-11a
b
Pick one of the themes from above and discuss in English a particular scene where you feel this
theme was apparent.
I regularly select and listen to or watch texts which I enjoy and find interesting, and I can explain
why I prefer certain sources.
LIT 1-01a
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 upon thinking.
LIT 2-02a
ACTIVITIES
7. WRITING
a
Think of the scene where Valentín’s grandmother dies. Valentín is now left on his own.
Choose to be one of the following characters : Valentín, Valentín’s dad, Rufo, Leticia. How would
you feel as this character? What would you be thinking?
Write a short paragraph in English.
By considering the type of text I am creating, I can select ideas and relevant information, organise
these in an appropriate way for my purpose and use suitable vocabulary for my audience.
LIT 2-26a
I can independently select ideas and relevant information for different purposes, organise essential
information or ideas and any supporting detail in a logical order, and use suitable vocabulary to
communicate effectively with my audience.
LIT 3-06
b
What did you think of the film? What parts did you like? What parts did you not like? What characters did you like / not like? Did you find the film funny / sad?
Write a summary of your opinion of the film in English.
By considering the type of text I am creating, I can select ideas and relevant information, organise
these in an appropriate way for my purpose and use suitable vocabulary for my audience.
LIT 2-26a
By considering the type of text I am creating, I can independently select ideas and relevant
information for different purposes, and organise essential information for ideas and any supporting
detail in a logical order. I can use suitable vocabulary to communicate effectively with my audience.
LIT 3-26a
Spanish film suggestions for S3 and above
Valentín is available to buy online on DVD. All of these titles are also available to purchase in the UK.
Butterfly’s Tongue Bombón, El Perro I’m Gonna Explode Innocent Voices Machuca The Motorcycle Diaries
Pan’s Labyrinth
Sin Nombre Spirit of the Beehive Manuel Lozano
Carlos Sorin
Geraldo Naranjo
Carlos Padilla Andrés Wood Walter Salles
Guillermo del Toro
Cary Fukunaga Víctor Erice Cert: 15
Cert: 15
Cert: 15
Cert: 15
Cert: 15
Cert: 15
Cert: 15
Cert: 15
Cert: PG
Useful Links:
Valentín on Wikipedia
http://en.wikipedia.org/wiki/Valent%C3%ADn
Valentín review by Roger Ebert
http://rogerebert.suntimes.com/apps/pbcs.dll/article?AID=/20040521/REVIEWS/
405210303/1023
Languages on Screen
Educational resource for learning Modern Languages with film
www.languagesonscreen.org.uk
Moving Image Education
Educational resource to analyse and create films
www.movingimageeducation.org
Filmstreet
Moving Image Education resources for teachers
www.filmstreet.co.uk/pages/teachers.php
Growing Up in Argentina’s Dirty War by Angelique Chrisafis
The Guardian September 6 2008
www.guardian.co.uk/lifeandstyle/2008/sep/06/family.pinochet
Children of the Disappeared step forth
The Observer, Sunday 8 June 2003
www.guardian.co.uk/world/2003/jun/08/argentina.theobserver
BBC News: Timeline Argentina
http://news.bbc.co.uk/1/hi/world/americas/country_profiles/1196005.stm
Viva! Film Festival
www.vivafilmfestival.com/index.php