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 BLOOMSBURY
CURRICULUM BASICS
Teaching Primary French
 BLOOMSBURY
CURRICULUM BASICS
Teaching Primary French

By Amanda Barton and Angela McLachlan

Online resources accompany this book at:
www.bloomsbury.com/BCB-Teaching-French
Please type the URL into your web browser and follow the
instructions to access the resources. If you experience any
problems, please contact Bloomsbury at:
[email protected]
Table of Contents
Introduction

1 Allons-y! Getting started

Basic classroom language
Why learn languages?
Being a language detective

2 Bonjour la France et la Francophonie! Hello France and French-

speaking countries!
Bienvenue en France! Welcome to France!
Bienvenue à Paris! Welcome to Paris!
Ici on parle français We speak French here

3 Ça va? How are you?

Enchanté Nice to meet you
Comment t’appelles tu? What are you called?
Ma famille My family

4 Un, deux, trois... One, two, three...

Les chiffres un à vingt Numbers 1–20
Quel âge as-tu? How old are you?
Bon Anniversaire/ Joyeux Anniversaire! Happy Birthday!

5 Au café In the café

La nourriture et les boissons Food and drink
Le menu Ordering from a menu
Le café Café role play

6 Quelle heure est-il? What time is it?

Quelle heure est-il? What time is it?
À l’école At school
Une journée à l’école A day at school
7 C’est bon pour la santé! Being healthy!
Les fruits et légumes Fruit and vegetables
La nourriture qui est bon pour votre santé Food that’s good for
you
Mon corps My body

8 Quel temps fait-il aujourd’hui? What’s the weather like today?

Quel temps fait-il aujourd’hui? What’s the weather like today?
Le temps autour du monde Weather around the world
Les couleurs Colours

9 Est-ce que tu as un animal? Do you have a pet?

Les animaux Animals
Est-ce que tu as un animal? Do you have a pet?
Ton animal est comment? What’s your pet like?

10 Qu’est-ce que tu aimes faire? What do you like doing?

Les passe-temps Hobbies
Ma ville My town
Où est... ? Where is... ?

11 L’heure du conte! Story time!

Jacques et le haricot magique Jack and the Beanstalk
Les verbes français Fun with French verbs
Lisons ensemble Reading together

12 Tout le monde à bord! French for the whole school!

Making friends with children in France and French-speaking
countries
French Day!
The European Day of Languages

Recommended resources
Introduction
Overview
This book sets out to equip readers with an understanding of how
they can best teach children to make progress in French, the most
widely taught language in primary schools. Intended for practitioners
who are teaching or about to start teaching French at Key Stage 2
(KS2), it aims to boost confidence and enrich teachers’ knowledge of
the language. While it has been written primarily for those who do
not specialise in the subject, practitioners with enhanced skills in
French will also find the range of lesson plans extremely informative
and useful.

Each chapter contains three easy-to-follow, step-by-step lesson plans

that include all the French you need to know to cover the entire topic
area, as well as all the French that pupils will learn in each individual
lesson. We have selected the most common and primary-friendly
topics, which range from broader areas such as numbers and
weather, to looking more closely at the country and culture of France
and French-speaking countries.

A list of resources required for each lesson is included, and activities

are cross-referenced against the National Curriculum Programme of
Study. Suggestions for further learning opportunities and cross-
curricular activities follow each 30-minute lesson plan. The plans also
provide guidance on pronunciation, and compare the French taught
in the topics with the relevant English structures – these are often
quite different, which can cause confusion for learners.
Given the challenges that schools and practitioners may face through
the introduction of languages into the compulsory KS2 curriculum, we
offer suggestions throughout the book for integrating French
meaningfully into the primary school timetable, with particular
support for those who do not specialise in teaching the language.

Recent developments in curriculum policy for primary

languages
Languages became a statutory element of the KS2 curriculum in
England in September 2014, bringing the English curriculum more in
line with neighbouring European countries where languages are
routinely taught from the age of six or seven. Languages also feature
prominently in the primary curriculum in Scotland and Wales, and to
a lesser extent in Northern Ireland.

State-maintained schools in England are now required to provide a

structured programme of foreign language learning from Year 3 to
Year 6. There is no preferred language: schools may select the
language they wish to offer, and this may be a ‘modern’ language,
such as French, German or Spanish, or an ‘ancient’ language, such as
Latin, Hebrew or Greek.

The National Curriculum Programme of Study stipulates that schools

should ‘enable pupils to make substantial progress in one language’,
and while there should be a focus on one language in particular, the
study of additional languages is not precluded. Giving pupils a taster
of a range of languages can be effective in raising pupils’ awareness
of their own language, thereby fulfilling the Programme’s requirement
to ‘lay the foundations for further foreign language teaching at Key
Stage 3’. (DFE, 2013.)

The promotion of primary languages in England has run in parallel

with a shift in the status of languages in secondary schools. Following
the publication of the National Languages Strategy (DfES, 2002), the
study of a language was removed from the compulsory KS4
curriculum, and was introduced as an ‘entitlement’ at KS2. The onus
was thus switched from the later stages of secondary school to
primary school, in the hope that motivating children at an early age
to learn languages would inspire them to continue studying by choice
at GCSE level.

The majority of primary schools now incorporate some language

teaching in their curriculum; of the primary schools that responded to
the annual ‘Language Trends’ survey in 2014, 99% were already
teaching a language, and 12% began to teach a language in 2014.
However, the survey revealed that schools are struggling with issues
such as finding sufficient curriculum time, boosting the confidence of
staff to teach languages, and increasing the linguistic competence of
staff.

Why teach French at KS2?

Children are most motivated to learn when they are taught by a
motivated teacher, and this is all the more so in a subject that is
often considered ‘difficult’, as well as entirely new, to many pupils and
practitioners. So it is worth considering what value you think teaching
French really has, and what you hope you yourself, as well as your
pupils, will gain from it. Below is a list of the potential benefits of
teaching French to primary-aged children:
• The ‘critical age theory’ suggests that young children are much
more adept at learning a language before they reach puberty; after
this point, their linguistic capacity gradually diminishes. At this
young age, children have fewer of the inhibitions that can impede
their progress in adolescence, and are able to mimic pronunciation
more accurately.
• Learning a language helps children develop their skills in listening,
speaking, reading and writing, on which there is a particular
emphasis in the Programme of Study for English at KS1 and 2.
Pupils develop communication strategies that can be applied in
their everyday lives, not just when speaking a foreign language.
Learning is highly interactive and children spend more time
speaking and listening in language lessons than in other subject
areas. This can benefit children with special educational needs who
may struggle with other curriculum areas.
• There are natural links with other curriculum areas, not least with
literacy; these are highlighted in the lesson plans in this book.
• Teaching a foreign language offers a wealth of creative
opportunities. Children are engaged in their learning through
drama, singing, poetry, games and kinaesthetic activities that make
language learning fun and exciting. Children often cite learning a
foreign language as their favourite lesson in primary school.
• Understanding how people live and communicate in other countries
and communities is enhanced through language learning. It can
play an important role in raising awareness of other cultures and
communities; this can be equally valuable whether you are
teaching in a school with a diverse ethnic population or in a
predominantly white, English-speaking community.

Why learn French in particular? This is a question that you might like
to discuss with your pupils, especially when they are in Year 5 and 6.
Pupils’ response to this question is usually ‘For going on holiday’, but
there are lots of other reasons, some of which are related to the
usefulness of the language in pupils’ long-term futures:
• Over 110 million people use French as their first language and 60
million people speak French as a second language.
• French is spoken in 54 countries around the world including
Belgium, Canada, Switzerland, Madagascar, Haiti, Niger,
Luxembourg, Morocco, Tunisia and Egypt. It is spoken on all five
continents. (Chapter 2 looks at this in detail.)
• French is one of the most widely spoken languages in business and
diplomacy.
• French speakers are always in demand from employers; language
graduates have one of the lowest levels of unemployment after
leaving university.
• French is the most popular language in secondary schools; learning
French in primary school can therefore give pupils a significant
head start.
• The English language contains many words derived from French.

Key whole-school issues in planning for primary

French
• How frequently should French be taught?
There are no formal requirements regarding timetabled French
lessons. Nonetheless, everything we know about how children best
learn a second or subsequent language in a classroom environment
tells us that frequent opportunities to work with that language are
essential. A weekly timetabled ‘slot’ for French, complemented by
short ‘encounters’ with French during the school day, such as
greetings, quick number or letter games, singing a song and so on,
will enable pupils to progress successfully.
• How regularly should French be taught?
Regular opportunities to learn French will result in enhanced
learning outcomes. Primary schools generally have a busy ‘whole-
school’ calendar, and often French is postponed in favour of other
activities, or even removed from the timetable for a half or whole
term. In the context of progression in language learning, lack of
continuity can have a serious negative impact. The best model for
learning French is a minimum of one lesson per week throughout
the school year.
• How long should a French lesson be?
Ideally, each individual lesson in Year 3 should be a minimum of 30
minutes, increasing to a minimum of 45 minutes by Year 6. Each
lesson needs to include a review of the previous lesson, as well as
opportunities for pupils to engage with language they have already
worked with, across a blend of skills. In this book, the lesson plans
vary between 30 and 45 minutes.
• What should a French lesson cover?
Every French lesson should provide pupils with opportunities to
revisit and practise language covered previously, in a variety of
ways. It is not necessary – and can indeed be counterproductive –
to introduce new language or a new concept in every lesson. The
Programme of Study requires pupils to develop competence in the
four skills of listening, speaking, reading and writing, and whilst
‘isolating’ skills in language learning is not advisable, focusing on
particular skills at particular times works very well in terms of
 progress. If you are introducing new language in a lesson, keep the
amount of new content manageable, and ensure that it is situated
in a communicative context that will allow pupils to use the
language for practical communication. For example, with numbers
0–12, talking about the date today, or birthdays, provides pupils
with a range of opportunities to apply their French across all four
skills. This means teaching the months of the year alongside the
numbers, as well as question formats. Chapter 4 includes lesson
plans on this topic.
Lessons should regularly include cultural input, which allows pupils
to develop their understanding of French and francophone (French-
speaking) culture gradually, ideally complemented by opportunities
to compare life in France with life in their home country. It is
advisable to identify cross-curricular correspondences, as this will
facilitate learning not only in French but in other subjects too. For
instance, learning about the life cycle of a plant in science can be
complemented by work on verbs, nouns and gender in French. The
Norman Conquest in history allows you to study the impact this
had on the English language in the words that the Normans left
behind, as outlined in Chapter 1. In numeracy, recognising number
patterns or practising times tables can be consolidated and
enhanced by appropriate activities in French, as outlined in Chapter
4.
• Should I give French homework?
Each school has its own homework policy, often focusing on
developing literacy and numeracy skills. Crafted appropriately,
French homework can contribute to the development of these
wider skills, in addition to pupils’ progress in French.

Introduction to the KS2 Programme of Study for

Languages
The Programme of Study for Languages is unique in that, unlike
other curriculum areas, it does not prescribe content across individual
year groups. The focus is predominantly on the development of
generic skills in listening, speaking, reading and writing, with
significant alignment with the aims and objectives of the Programme
of Study for English. We can see here explicit correspondences with
the Programme of Study for Languages at KS3, as well as with the
specifications for GCSE languages examinations offered by all four
awarding bodies in England (AQA, Edexcel, Eduqas and OCR), where
each skill now has an equal weighting of 25%.

Additionally, there is no specific national attainment standard, either

by year group or by the end of KS2. Planning carefully longer term to
ensure progression in learning is therefore essential.

Table 1.1 shows the scope of what pupils should learn in French in
KS2 in all four skill areas. Italics indicate key implications for practice.

Table 1.1 Overview of Programme of Study for Languages at

KS2
The Programme of Study for Languages at KS2 can be downloaded in
full from:
www.gov.uk/government/uploads/system/uploads/attachment_data/fi
le/239042/PRIMARY_national_curriculum_-_Languages.pdf

In the context of progression and continuity in learning, you will also

find it useful to familiarise yourself with the Programme of Study for
Languages at KS3, which is available at:

www.gov.uk/government/uploads/system/uploads/attachment_data/fi
le/239083/SECONDARY_national_curriculum_-_Languages.pdf

The learner perspective: what do pupils say about

primary French?
We asked a number of KS2 pupils to tell us about their languages
lessons, and to think about what a ‘good’ primary languages lesson is
like. Their responses can meaningfully inform our planning for
successful learning.

I think a good lesson is:

• Where we do active things, not just copying from the board or
doing exercises in the book. (Yr 6 pupil)
• Where we don’t have to learn loads of words on their own, because
you forget them really quickly. (Yr 6 pupil)
• Where we don’t just do loads of games or PowerPoints coz we get
PowerPoints all the time. (Yr 6 pupil)
• One where we can learn more about [France] as a country, things
like its history, or what young people do, what they eat and if they
have to do SATs. (Yr 6 pupil)
• Where we can play games to help us remember things, and then
have a go at saying them ourselves. (Yr 5 pupil)

What I like about my languages lessons:

• I like doing the songs and things, but I don’t really like a lot of
copying or labelling things. I think languages are important,
 though, because it shows you’re clever enough to try to
understand other countries. (Yr 5 pupil)
• I like the lessons, but not when we have to wait ages for everyone
to finish the work coz it’s boring. (Yr 4 pupil)
• I like to know why things are different and stuff, so I like it when
we do grammar with all the rules and things, then I can do it on
my own, but I don’t think everyone likes it. (Yr 6 pupil)
• I don’t like it when we have to miss French for something, because
I can’t remember what we did last time, and it’s like you have to
start all over again. (Yr 4 pupil)

Overview of the French you will need for KS2

As we have already discussed, the Programme of Study for
Languages at KS2 does not prescribe specific content to be taught
and learnt in primary French. However, a programme including any or
all of the following areas of vocabulary, topics/themes and
grammatical input is generally accepted to be the most appropriate
and relevant for primary pupils. Teachers can map content and
concepts across individual year groups, according to their own
particular school context. We have also identified subjects in which
there is opportunity for cross-curricular learning.

Vocabulary and language

• High-frequency adjectives, including colours (literacy, English,
science)
• Alphabet (literacy, English)
• Animals (science)
• At home (literacy, English)
• Classroom language and objects (practical communication in
French)
• Clothing (literacy, English, science)
• Countries, capitals, continents (geography)
• Daily routine (literacy, English)
• Days of the week, months and seasons of the year (practical
communication in French, science)
• Directions and compass points (practical communication in French,
science, geography)
• Family (literacy, English)
• Food and drink (science, healthy eating)
• Fruits and vegetables (science, healthy eating, numeracy)
• Greetings and praise (practical communication in French)
• Health and illness (science)
• In town, including buildings, shops and public areas
• Musical instruments
• Cardinal numbers, minimum 0–100 (numeracy)
• Ordinal numbers, minimum 1st–3rd (numeracy)
• Parts of the body (science)
• Planets and space (science)
• School subjects (practical communication in French)
• Shapes and angles (numeracy, maths)
• Sports (PE)
• Telling the time (practical communication in French, numeracy)
• Transport (geography)
• Weather (science)

Grammatical concepts
• Adjectival agreement and position
• Adverbs
• Comparisons and superlatives
• Connectives and conjunctions
• Definite, indefinite and partitive articles
• Elision
• Expressing opinions
• Gender
• High-frequency verbs with some reference to conjugation
• Interrogative pronouns
• Possessive adjectives
• Question formats
• Negatives
• Personal pronouns
• Punctuation
• Prepositions
• Singular and plural forms of nouns
• Tense: competence in recognising and using the present tense
accurately as a minimum, some reference to the conjugation of
future and past tenses desirable

Phonological awareness
• Basic understanding of French phonics, and similarities
with/differences to the English sound system
• Developing confidence and competence in pronunciation, based on
phonological awareness

Cultural knowledge and understanding

• Architects (art and design, science, geography, history)
• Art and artists, including photographers and sculptors (art and
design)
• Athletes and sports-people (PE, science)
• Composers (music)
• The francophone world (geography, history)
• Historical timelines (history, geography, RE)
• National and regional festivals and traditions (RE, geography)
• Films (history, geography, RE)
• Foods (science, geography, literacy, English)
• Historical and political figures (history, RE, geography, general
knowledge)
• Landmarks and monuments (geography, general knowledge)
• Musicians and singers (music)
• Scientists (science)
• The topography of France and francophone countries (geography)
• Writers, playwrights and poets (literacy, English)

Developing your subject knowledge in French

Primary practitioners require a sound baseline competence in French
in order to be able to teach it effectively. It is important that you use
as much spoken French language as possible in the classroom in
order to promote pupils’ speaking and listening skills. Chapter 1
outlines some basic classroom instructions that can become part of a
regular classroom routine.

As the practitioner, you are providing the main model of spoken

language, therefore it is crucial that pronunciation is accurate. In
some sections of the book we have identified websites that you can
visit to check your pronunciation of the vocabulary being taught in
the lesson. It is also worth looking at
www.lightbulblanguages.co.uk/resources/audio/ where you can
download podcasts.

As you prepare to teach, it is a good idea to audit your French

subject knowledge, and on the basis of that, map out a realistic and
achievable action plan to refresh or develop your French skills. Start
by reviewing the list of the French you are likely to need across KS2
above, then answer the following questions:

1. To what extent are my French language skills sufficient to enable

me to support progression in pupil learning successfully?
2. What strategies could I adopt to improve my knowledge base in
French in order to support language teaching and learning
successfully?
3. What does it feel like to be a language learner, and what are the
implications for teaching and learning in the primary French
classroom?

You might also find it useful to audit your skills against the Common
European Framework of Reference for Languages, or CEFR. Initially
developed by the Council for Europe some 30 years ago to promote
across Europe a shared understanding of language competence, it
suggests attainment descriptors for language learners across six core
levels. These levels, illustrated in Table 1.2, are mapped across three
distinct phases – basic user, independent user and proficient user –
and provide a useful development plan for practitioners.

Table 1.2 CEFR Common Reference Levels

Consider the following as you begin to develop or refresh your

French:
• Be realistic about when: teachers lead very busy lives, so it’s useful
to map out in advance particular days when you can work on your
French.
• Little and often works best in language learning, rather than ‘big
chunks’ at infrequent intervals.
• Think about how you will work on your French: a self-access
course, night school, online, for example? Do you have a colleague
or friend you can learn with? This is particularly useful for listening
and speaking practice. Have a look at Teach Yourself French for
Primary School Teachers (McLachlan, 2010, Hodder Education); the
book focuses on the range of French you are likely to need across
KS2.
• Watch and listen: do you know any schools where French is
taught? Spend some time observing lessons across KS2: this will
enhance both your subject knowledge and your understanding of
subject-specific pedagogy.
• Avoid learning large banks of individual words without putting them
in a communicative context: knowing lots of single words does not
give you any opportunity to actually use them.
• Think French: create a space in your classroom that is entirely
French (label items, display frequently used language and so on);
select a French website as your whiteboard/laptop/tablet
homepage; play audio materials as often as you can at home,
when travelling, during break time at school, for example – this is
particularly useful for listening and pronunciation.
• Use your French: try to use your French as often as possible,
particularly at school – pupils will soon begin to greet you in French
too.
• Invest in a bilingual dictionary: there are several excellent
beginners’ French-English bilingual dictionaries; use one that you
can also use with your pupils, rather than a more ‘advanced’ one,
for example the Collins First Time or Easy Learning French
dictionary, or the Oxford First Learner’s French Dictionary.
• Set goals and keep track of your progress: simply transfer the
principles of learning from your classroom to your French – it really
does work!
• Take some time to browse around the extensive Languages area at
www.bbc.co.uk/languages/, and check your progress on the GCSE
Bitesize pages.
• Visit Language World, the annual conference of the Association for
Language Learning (ALL), the UK’s largest professional body for all
teachers of languages. This offers the biggest exhibition of
language teaching materials in the country (which is free to visit)
and a vast array of workshops to choose from. Discounted entry is
available to members; see www.all-
languages.org.uk/about/what_can_all_do_for_me/I_am_a_primary
_teacher for details of membership and what ALL offers, including
online resources, local support networks and regional workshops.

Lesson plans
The exemplar lesson plans are designed for 30-minute lessons,
suitable for any year group. Practitioners will be able to adapt
activities according to the context of their particular class, for
example age, ability level, prior experience of learning languages and
time available to teach French.

Successful teaching and learning in languages relies on a meaningful

blend of skills work, and each plan includes multi-skill activities,
combining listening, speaking, reading and writing. Each chapter
addresses a particular topic and the plans are structured in the same
way, addressing a specific range of language, and including the
following sections:
• What does the curriculum say?
• What do I need to know?
• The French you need to teach these lessons
• Comparing English with French
• Three exemplar lesson plans
• Cross-curricular links
• Further learning opportunities.
References
DFE (2013) National Curriculum in England: languages programme of
study
CfBT Education Trust (2015) ‘Language Trends 2014/15: The state of
language learning in primary and secondary schools in England’
National Languages Strategy (2002) ‘Languages for All: Languages
for Life’, DfES Publications
1 Allons-y! Getting started

What does the curriculum say?

• Learning a foreign language is a liberation from insularity
and provides an opening to other cultures. A high-quality
languages education should foster pupils’ curiosity and
deepen their understanding of the world.
• The teaching should provide an appropriate balance of
spoken and written language and should lay the
foundations for further foreign language teaching at KS3.
Pupils should be taught to:
• Listen attentively to spoken language and show
understanding by joining in and responding.
• Read carefully and show understanding of words, phrases
and simple writing.

What do I need to know?

This chapter is about setting the context for learning French in the
primary classroom. The first lesson plan sets up the classroom as a
French-speaking environment. The second lesson sets out the
broader cultural context and encourages pupils to consider why
learning foreign languages is important. The third aims to boost
children’s confidence and shows how they can draw on knowledge
and skills they already have when learning a new language.

Lesson 1 does not require the children to speak any French. The
focus is simply on the pupils listening and responding, attuning them
to the sounds of French and preparing them to be able to respond to
basic classroom instructions.

Lesson 2 increases pupils’ awareness of the need to learn languages

other than English, by exploring how many languages are spoken in
the world and in which countries. It explodes some of the myths that
children have about the predominance of English.

Lesson 3 demonstrates to pupils that they already have a range of

strategies at their disposal that will help them to understand and
learn French.

Comparing English with French

• The classroom instructions in Lesson 1 are all in the formal
imperative form, i.e. the vous form of the verb, which is used
when addressing more than one person or to convey respect.
• En anglais: French uses a lower-case letter for languages, in
contrast to English.
• The acute accent in écoutez and répétez changes the sound of the
‘e’ to ‘ay’. The -ez ending on répétez, trouvez, levez and asseyez
also sounds like ‘ay’.
• The -i ending on qui and fini is pronounced as ‘ee’.
• Levez-vous and asseyez-vous both derive from reflexive verbs,
hence the additional vous pronoun. This is the equivalent of
saying ‘stand yourself up’ or ‘sit yourself down’ in English.
• In the paragraph to be read aloud in Lesson 3, fils (son) is
pronounced as ‘feese’ and fille as ‘fee’. French does not pronounce
the ‘h’ as in English, hence j’habite is pronounced as ‘j’abite’ and
hamster as ‘amstaire’.

The French you need to teach these lessons

• 10 basic classroom instructions (see Lesson 1)
• The phrase Jacques a dit (‘Simon says’)
• Secure pronunciation and understanding of the paragraph
used at the beginning of Lesson 3

Lesson 1 Basic classroom language

Objectives and outcomes
Today we will:
• Learn some French that you’re going to hear a lot in French
lessons.

French to be learned by pupils

Silence! Silence!
Trouvez la page ... Find page ...
Qui n’a pas fini? Who hasn’t finished?
En anglais? In English?
Écoutez Listen
Répétez Repeat after me
Travaillez à deux Work in pairs
Levez-vous Stand up
Asseyez-vous Sit down
Très bien Very good

Resources you will need

• 10 A4 cards, each displaying one of the classroom
instructions
• Blu-Tack for sticking the instruction cards to the walls

Getting started
5 minutes
• Explain in English that pupils are going to learn some phrases
that you’ll be using regularly in future lessons.
• Read through the list of French phrases and ask pupils to
guess the meanings in English, listening out for similarities
with English. (The phrases are listed above and below in
 order of accessibility, with those most difficult to access
towards the bottom of the list.)

Class activities
20 minutes
• Read out each of the phrases in French and accompany each
one with an action for the class to copy:
Silence – fingers on lips
Trouvez la page ... – turn the pages of a book
Qui n’a pas fini? – ‘stop’ sign with one hand
En anglais? – both hands in a querying gesture
Écoutez – hands cupping your ears
Répétez – point to your mouth, then point to the class
Travaillez à deux – point to two pupils, one at a time
Levez-vous – stand up
Asseyez-vous – sit down
Très bien – thumbs up
You may want to invite the class to make their own suggestions
for memorable actions.
• Repeat the phrases and actions several times, varying the
order in which you say them, and at an increasing pace.
• Repeat the phrases but do not perform the action. Pupils
perform the action.
• Play a game of ‘Jacques a dit’ (‘Simon says’) in French. Insert
(or deliberately omit) Jacques a dit before each instruction.
Pupils who perform the action when Jacques a dit does not
precede the instruction are out.

Plenary
5 minutes
• Show the pupils the instructions displayed on pieces of card
and ask them to read them aloud as a class.
• Hand over each card to a pupil and ask each pupil to stick
their card somewhere around the room.
• Read out the phrases and ask pupils to point to the card
displaying that phrase.

Lesson 2 Why learn languages?

Objectives and outcomes
Today we will:
• Think about how many different languages are spoken in the
world, and why it’s so important to learn other languages.

Resources you will need

• 8 A4 cards displaying a language on one side and the
number of speakers and countries where the language is
spoken on the reverse, as outlined in Bloomsbury Online
Resource 1A
• Pre-researched answers to questions 4 and 5 in the starter
activity

Getting started
10 minutes
• Ask pupils to answer the following questions, either in
groups, then feeding back to the whole class, or as a whole
class:
1. How many languages can you think of?
2. How many languages do you speak?
3. How many languages are spoken on your table?
4. How many languages are spoken in your class?
5. How many languages do you think are spoken in this school?
6. How many languages do you think are spoken in the UK?
7. Have you ever spoken a foreign language?
• Discuss the responses as a whole class and provide the
answers to questions 4, 5 and 6 (around 100 languages are
spoken in the UK.)

Class activities
15 minutes
• Which are the world’s most widely spoken languages? Ask
the class which languages they think are most widely spoken
in the world.
• Invite eight pupils to the front of the class and hand each of
them a card. On the front of the card is the name of a
language, and on the reverse – visible only to the individual
pupil holding the card – is the number of people in the world
who speak that language, together with a list of some of the
countries where the language is spoken.
• The pupils stand in a line in front of the class, displaying only
the language on their cards, and the rest of the class work
together to arrange the pupils in a line, with the most widely
spoken language furthest to their left and the eighth most
widely spoken language to their right.
• Once a consensus has been reached by the class, the
cardholders take it in turn to read out how many people in
the world speak the language on their card, and the class
rearrange the cards accordingly; this is an excellent exercise
in numeracy.
• Ask the rest of the class to name some of the countries in
which they think those languages are spoken. Each
cardholder then reads out the countries on the back of his or
her card. See Bloomsbury Online Resource 1A for the
information to display on pupils’ cards.

Plenary
5 minutes
• Highlight the position of ‘English’ in the ranking. Ask pupils to
come up with as many reasons as possible as to why it is a
good idea to learn other languages. The answers could be
incorporated in a display.

Lesson 3 Being a language detective

Objectives and outcomes
Today we will:
• Become language detectives.
Resources you will need
• A written copy of the paragraph used in the Starter activity,
to read aloud
• Self-made worksheet for pupils, showing a range of texts in
different languages – include texts such as a letter, a menu, a
TV schedule, the weather forecast etc.

Getting started
5 minutes
• Inform pupils that you are going to read them part of an
email that has just been sent to you by a teacher in France.
They must try to understand as much as they can. Read the
text aloud twice.
• Read out the following text in French only, using gestures to
illustrate your points:
Je m’appelle Madame Rangier. J’habite dans un appartement
à Paris. J’ai deux enfants: un grand fils qui s’appelle
Alexandre et une petite fille qui s’appelle Amélie. Nous avons
deux animaux: un hamster qui s’appelle Betty et un chat qui
s’appelle Trixie.
 ‘I am called Mrs. Rangier. I live in a flat in Paris. I have two
children: a big son who is called Alexander and a little
daughter called Amelie. We have two pets: a hamster called
Betty and a cat called Trixie.’
• Ask pupils to tell you how much of the email they
understand.
• Ask pupils to list the strategies they used to help them
understand, for instance observing body language and
actions, or listening to the names of people (proper nouns)
and words that sound like English (we call these ‘cognates’).
• Point out that the pupils understand more French than they
probably first realised, and that they can use this knowledge
to help them in their future French lessons.

Class activities
20 minutes
• Show pupils a number of different types of text, e.g. letters,
recipes, menus, adverts, a weather forecast, a TV schedule
and school timetables. It does not matter what language or
languages the texts are in; the objective is to train the pupils
to look at the format of each text in order to infer what kind
of text it is. This is an excellent literacy activity.
• As a challenge activity, ask pupils to identify the kind of
writing exemplified in each text, together with any words
they understand from English – these will likely be cognates.
(see Bloomsbury Online Resource 1B for an example
worksheet.)

Plenary
5 minutes
• Discuss the pupils’ answers and the clues they used to help
them understand the texts, e.g. pictures, layout of the text,
measurements in a recipe or perhaps clock times in TV
listings.
Cross-curricular links
RE: Read the story of the Tower of Babel to pupils and discuss why
there are so many different languages.
History: Link with the Norman invasion by listing words that the
English language borrows from the French, e.g. bouquet, café,
chauffeur, chic, cul de sac, fiancé, omelette, restaurant.
Geography: Ask pupils to locate the countries mentioned in the
‘World’s most widely spoken languages’ activity (Lesson 2) on a map.
PE: Do a basic warm-up/‘Take 5’ activity, with French instructions:
marchez walk
sautez jump
dansez dance
plus vite faster
plus lentement slower
arrêtez stop
Numeracy: As a written follow-up, and to consolidate the ‘World’s
most widely-spoken languages’ activity from Lesson 2, pupils
complete Bloomsbury Online Resource 1C.

Further learning opportunities

• Reinforce the classroom instructions through regular use. It is
important that pupils are exposed to as much spoken French
language as possible.
• Add to the list of classroom instructions, including some that
pupils will use themselves, to get them into the habit of using
French to communicate spontaneously:
Je ne comprends pas I don’t understand
Qui ne comprend pas? Who doesn’t understand?
Levez la main Put your hand up
Fermez la porte Close the door
Fermez les yeux Close your eyes
Ouvrez les yeux Open your eyes
 Ouvrez les livres Open your books
Rangez les affaires Pack your things away
Écrivez Write it down
Toute la classe The whole class
Des volontaires? Any volunteers?
Avec un partenaire With a partner (male)
Avec une partenaire With a partner (female)
• Ask pupils to prepare a French folder in which to store their
work. Encourage them to stick images of French
places/people/words onto their folders.
• Set pupils the task of interviewing
teachers/parents/family/friends to find out how many
languages they can speak.
• Create a multilingual environment in your classroom by
displaying posters showing the French words for classroom
objects, such as ‘door’ and ‘desk’, as well as greetings in other
languages.
• Ask pupils to find examples of foreign language text on the
packaging of products, e.g. food packaging, and bring them
into school. How much do they understand?
• The website www.language-investigator.co.uk aims to enhance
pupils’ language awareness, and contains a lot of information
that can be downloaded as well as many useful links.
2 Bonjour La France et la Francophonie!
Hello France and French-speaking
countries!

What does the curriculum say?

Teachers should aim to:
• Provide an opening to other cultures.
• Foster pupils’ curiosity and deepen their understanding of
the world.

What do I need to know?

Exploring France and French-speaking countries provides pupils with
a fabulous opportunity to develop their understanding of the wider
world, and equally importantly, to contextualise the language they
are learning by making French ‘real’. It is useful to begin your French
programme with a series of lessons that give pupils a flavour of
France, and what is known as la Francophonie (French-speaking
countries), and to continue throughout the school year with regular
lessons focusing on cultural, geographical and social aspects of life in
those countries. You may find that many children are not necessarily
aware of their own immediate geographical environment, so it is
important to explore your home town or city, and where it is located
in England (or your home country), prior to introducing France,
Europe and countries across the world in which French is spoken.

Lesson 1 introduces pupils to France and its location in Europe, with

reference to the location of England (or your home country). It
includes a range of ‘fascinating facts’ about France, the French
language and French-speaking countries for them to discuss.

Lesson 2 explores Paris, looks at some of its most famous landmarks

and monuments, and gives pupils an opportunity to write some
words in French.

Lesson 3 looks beyond France, introduces pupils to les pays

francophones – countries across the world where French is the
official language – and gives them the opportunity to begin to read
in French.

Comparing English with French

• As in English, countries in French are proper nouns, and are
always written with a capital letter. Additionally, each country is
either masculine or feminine, for example la France, la Suisse, le
Canada.
• The definite article (‘the’) is abbreviated both in the masculine (le)
and the feminine (la) if it comes before a noun beginning with a
vowel. For example: l’Ouganda (Uganda, masculine), l’Angleterre
(England, feminine), l’Europe (Europe, feminine).
• Tour has two meanings in French, determined by its gender: la
tour means ‘tower’, as in La Tour Eiffel, and le tour means ‘tour’,
as in Le Tour de France.
• In English, we use a capital/upper-case letter (majuscule) when
talking about particular languages, for example: ‘I speak English’,
‘I speak French’, ‘I speak Spanish’. In French, we use a small, or
lower-case letter (minuscule), for example: Je parle anglais, Je
parle français, Je parle espagnol.

The French you need to teach these lessons

• voici here is/here are
• c’est this is/it is
• la capitale de la/du/de l’ the capital of
• A range of capital cities, listed in Lesson 3
• anglais English
• La Manche the English Channel
• le Tricolore: bleu, blanc, rouge the French flag: blue, white,
red
• montrez-moi show me
• ici on parle français French is spoken here
• A selection of French landmarks and monuments (see Lesson
1)
• Countries where French is spoken (given in individual lists
within the relevant Lessons)

Lesson 1 Bienvenue en France! Welcome to

France!
Objectives and outcomes
Today we will:
• Learn how to locate France and its capital city on a map of
Europe.
• Learn some fascinating facts about France and French.
• Practise our French pronunciation.

French to be learned by pupils

anglais English
français French
l’Angleterre (or l’Écosse, le Pays de Galles, l’Irlande du Nord,
depending on your home country)
Londres, Édimbourg, Cardiff, Belfast London, Edinburgh,
Cardiff, Belfast
la France France
Paris Paris
le Tricolore the French flag
l’Europe Europe
Resources you will need
• Map of Europe, clearly showing where both France and
England (or your home country) are located in Europe (or
your home continent). The map should also show the English
Channel – La Manche. (See Bloomsbury Online Resource
2A.)
• Laminated picture of the English flag, or other symbol to
denote the use of English (See Bloomsbury Online
Resource 2B).
• Laminated picture of the French flag, or other symbol to
denote the use of French (See Bloomsbury Online
Resource 2C).
• PowerPoint presentation, called La France, c’est fascinant! In
your presentation you should include a picture of the French
flag, called le Tricolore (literally ‘three colours’), and between
10 and 20 ‘fascinating facts about France’, depending on the
age group of the pupils. (see the ‘facts bank’ at the bottom
of this lesson for suggestions).

Getting started
5 minutes
• Hold up the laminated English flag/your chosen symbol to
show that you will be using English for this exercise.
• Introduce objectives and outcomes, including learning
plenary questions, for example:
• What is your favourite fact about France that you learned today, and
why?
• Tell us one thing you’d most like to learn more about, and why.
• Initiate whole-group questioning (still in English), eliciting
what pupils understand about the location of England (or
your home country) within Europe (or your home continent),
including reference to the capital and other major cities.
• Next, introduce whole-group questioning about France and
French.
• You might like to try the ‘snowball starter’ if pupils are
familiar with this, or use your French lessons to introduce
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FAKERS. 1923. 1 reel.
© Universal Pictures Corp.; 3May23; LP18928.
FAKING FAKIRS. 1917. 2 reels.
Credits: Director, J. Howe.
© L-Ko Motion Picture Kompany, Inc.; 17Jan17; LP10013.
THE FALL GUY. 1921. 2 reels.
Credits: Story and direction, Larry Semon, Norman Taurog.
© Vitagraph Co. of America; 6Jun21; LP16635.
THE FALL GUY. Radio. 1930. 7 reels, sd. From the stage play by
George Abbott and James Gleason.
Credits: Producer, William Le Baron; director, Leslie Pearce;
screenplay, Tim Whelan; editor, Archie Marshek.
© RKO Productions, Inc.; 15Jun30; LP1397.
THE FALL GUY. SEE Ray Hughes and Pam—The Fall Guy.
FALL IN. (Cameo Comedy) 1927. 1 reel.
Credits: Director, Jules White.
© Educational Film Exchanges, Inc.; 20Dec27; LP24766.
A FALL INTO LUCK. © 1913.
© American Film Mfg. Co. (R. S. Schrumon, author); title, descr.
& 61 prints, 13Oct13; LU1392.
THE FALL OF A NATION. 1916. 8 reels. From the novel by Thomas
Dixon.
© National Drama Corp. (Thomas Dixon, author); 6Jun16;
LP8495.
THE FALL OF DEACON STILLWATERS. Joker. 1916. 1 reel.
Credits: A. E. Bishop; producer, Allen Curtis.
© Universal Film Mfg. Co., Inc.; 15Jun16; LP8517.
THE FALL OF EVE. 1929. 6 reels, sd.
Credits: Producer, Harry Cohn; director, Frank R. Strayer;
adaptation, Gladys Lehman; dialogue, Frederic and Fanny
Hatton.
© Columbia Pictures Corp.; 25Jul29; LP579.
THE FALL OF FRANCE. © 1913.
** © Apex Film Co.; title, descr. & 32 prints, 24Sep13; LU1289.
THE FALL OF MUSCLE-BOUND HICKS. 1914. 1 reel.
© Biograph Co.; 17Sep14; LP3386.
THE FALL OF THE HOG-HUNDZOLLERNS. © 1918.
© Herman Ross (Frank B. Coigne, author); title, descr. & 28
prints, 26Nov18; LU13122.
THE FALL OF THE ROMANOFFS. © 1917.
© Illiodor Pictures Corp.; title, descr. & 510 prints, 31Aug17;
LU11325.
A FALL TO ARMS. (Louise Fazenda Series, no. 2) 1930. 2 reels.
Credits: Director, Lewis R. Foster.
 © Standard Cinema Corp.; 18Oct30; LP1715.
FALLEN ANGEL. © 1914.
© Biograph Co. (Harry Mainhall, author); title, descr. & 43 prints,
24Jan14; LU2027.
THE FALLEN ANGEL. 1918. 5 reels.
Credits: Director, R. Thornby; story, Gouverneur Morris; scenario,
Bennett R. Cole.
© William Fox (Fox Film Corp., author); 28Jul18; LP12702.
FALLEN ARCHES. (A Charley Chase Comedy) Presented by Hal
Roach. 1933. 2 reels, sd., b&w.
Credits: Director, Gus Meins; editor, Richard Currier.
© Metro-Goldwyn-Mayer Distributing Corp.; 23Jan33; LP3591.
THE FALLEN EMPIRE. (Vagabond Adventure Series) Van Beuren
Corp. 1931. 1 reel.
© RKO Pathe Distributing Corp.; 27Jul31; MP2732.
A FALLEN HERO. © 1913.
© Biograph Co. (Anita Loos, author); title, descr. & 70 prints,
23Oct13; LU1442.
THE FALLEN IDOL. Società Celio Film, Rome. © 1913.
© George Kleine (Società Celio Film, author); title, descr. & 52
prints, 24Oct13; LU1447.
THE FALLEN STAR. SEE George Rosener in The Fallen Star.
FALLING IN LOVE WITH INEZ. 1913. 1 reel.
Credits: Mark Swan.
© Thomas A. Edison, Inc.; 29Nov13; LP1699.
FALLING STARS. (Columbia-Victor Gems) 1929. 1 reel, sd.
Credits: Director, Basil Smith.
 © Columbia Pictures Corp.; 14Oct29; LP761.
FALLING WATER VALLEY, THE LITTLE BROWN RUG [and] GOLD
AND FLEECE. (Robert C. Bruce Scenic Novelties) Presented by E.
W. Hammons. 1926. 1 reel.
© Robert C. Bruce; 21Sep26; MP3570.
FALSE ALARM. 1922. 2 reels.
Credits: Director, Erle Kenton.
© William Fox (Fox Film Corp., author); 15Jan22; LP17484.
THE FALSE ALARM. 1926. 6 reels.
Credits: Director, Frank O'Connor.
© Columbia Pictures Corp.; 13Oct26; LP23235.
THE FALSE ALARM. (Scrappy Cartoon) Presented by Columbia
Pictures Corp. 1933. 1 reel, sd.
Credits: Dick Heumor; producer, Charles Mintz; animation, Sid
Marcus, Art Davis; music score, Joe de Nat.
© Screen Gems, Inc.; 28Apr33; MP4033.
THE FALSE ALARM FIRE COMPANY. 1929. 1 reel.
Credits: Story, Bert Kalmar, Harry Ruby.
© Paramount Famous Lasky Corp.; 8Mar29; LP209.
FALSE ALARMS. 1936. 2 reels, sd.
Credits: Director, Del Lord; story and screenplay, John Grey.
© Columbia Pictures Corporation of Calif., Ltd.; 17Aug36;
LP6540.
THE FALSE AND THE TRUE. 1914. 1 reel.
Credits: Director, Theodore Marston.
© Vitagraph Co. of America (Elizabeth R. Carpenter, author);
18Jun14; LP2886.
THE FALSE CODE. Frank Keenan Productions, Inc. © 1920.
Credits: Director, Ernest C. Warde; story, Kate Corbaley;
scenario, Jack Cunningham.
© Pathe Exchange, Inc. (Jack Cunningham, author); title, descr.
& 100 prints, 18Mar20; LU14894.
FALSE COLORS. SEE Reputation.
FALSE COLOURS. © 1914.
© Bosworth, Inc. (Lois Weber, author); title, descr. & 119 prints,
10Nov14; LU3718.
FALSE EVIDENCE. 1919. 5 reels. From the novel "Madelon" by
Mary E. Wilkins (Mrs. Freeman).
Credits: Director, Edwin Carewe; adaptation, Finis Fox.
© Metro Pictures Corp.; 24Apr19; LP13650.
THE FALSE FACES. Presented by Thomas H. Ince. 1918. 7 reels.
From the book by Louis Joseph Vance.
Credits: Directed and picturized by Irvin V. Willat.
© Thomas H. Ince Corp.; 2Dec18; LP13120.
FALSE FACES. KBS Film Co., Ltd. Presented by E. W. Hammons.
1932. 83 min., sd.
Credits: Producer and director, Lowell Sherman; screenplay,
Kubec Glasmon, Llewelyn Hughes; supervising editor, Martin G.
Cohen; film editor, Rose Loewinger; music director, Val Burton.
© World Wide Pictures, Inc.; 13Oct32; LP3678.
THE FALSE FRIEND. © 1913.
Credits: Producer, Edward J. Le Saint.
© Selig Polyscope Co. (J. Jones, author); title, descr. & 47 prints,
25Sep13; LU1294.
THE FALSE FRIEND. © 1917. Title changed from "The Bondage of
Fear."
Credits: Director, Harry Davenport; story, Florence C. Bolles.
© World Film Corp. (Florence C. Bolles, author); title & descr.,
24May17; 207 prints, 23May17; LU10824.
FALSE FRIENDS AND FIRE ALARMS. 1916. 2 reels.
© L-Ko Motion Picture Kompany; 1Mar16; LP7740.
FALSE FRONTS. 1922. 5 reels.
Credits: Director, Samuel R. Bradley; story, S. Barrett McCormick.
© The Herolds; 30Apr22; LP18197.
THE FALSE GEMS. Laemmle. 1916. 1 reel.
Credits: E. J. Clawson; producer, Rupert Julian.
© Universal Film Mfg. Co., Inc.; 2Jun16; LP8410.
FALSE GODS. © 1914.
© American Film Mfg. Co. (Theodosia Harris, author); title &
descr., 14Aug14; 70 prints, 15Aug14; LU3186.
FALSE GODS. (Rothapfel Unit Programme, reels 3 to 7) 1919. 5
reels.
Credits: Producer, Samuel L. Rothapfel; director, Wally Van
[pseud. of Wally Van Nostrand]; story, E. Lloyd Sheldon.
© Rothapfel Pictures Corp.; 17May19; LP13735.
FALSE IMPRESSIONS. 1932. 2 reels, sd.
Credits: Director, Leslie Pearce.
© Paramount Publix Corp.; 8Nov32; LP3407.
FALSE KISSES. 1921. 5 reels.
Credits: Producer, Paul Scardon; story, Wilbur Daniel Stelle;
scenario, Wallace Clifton.
 © Universal Film Mfg. Co., Inc.; 15Nov21; LP17197.
THE FALSE MADONNA. 1931. 6,062 ft. Adapted from the story
"The Heart Is Young" by May Edginton.
Credits: Director, Stuart Walker; adaptation, Arthur Kober, Ray
Harris; dialogue, Arthur Kober.
© Paramount Publix Corp.; 5Dec31; LP2687.
A FALSE MOVE. 1914. 1 reel.
Credits: Director, Robert T. Thornby.
© Vitagraph Co. of America (Clifford Howard, author); 20May14;
LP2742.
THE FALSE PART. Gold Seal. 1916. 2 reels.
Credits: Producer, William Worthington; story, Pliny Horne;
scenario, Jack Wells.
© Universal Film Mfg. Co., Inc.; 10Jun16; LP8472.
FALSE PEARLS. SEE Breaking Even.
FALSE PLAY. 1923. 2 reels.
Credits: Director, Jay Marchant; story and scenario, Carl
Coolidge.
© Universal Pictures Corp.; 7Jul23; LP19190.
FALSE PRETENSES. 1935. 7 reels.
Credits: Director, Charles Lamont; story, Betty Burbridge;
screenplay, Ewart Adamson.
© Chesterfield Motion Picture Corp.; 24Sep35; LP5813.
FALSE PRIDE. © 1926.
© Macfadden True Story Pictures, Inc.; title, descr. & 147 prints,
23Mar26; LU22551.
FALSE PRIDE. 1926. 6 reels.
 Credits: Director, Hugh Dierker; scenario, Louis Allen Browne.
© Macfadden True Story Pictures, Inc.; 6Apr26; LP22580.
THE FALSE ROAD. 1920. 6 reels.
Credits: Supervision, Thomas H. Ince; director, Fred Niblo; story,
C. Gardner Sullivan.
© Thomas H. Ince; 9Mar20; LP14890.
FALSE ROOMERS. 1931. 2 reels, sd.
Credits: Producer, Louis Brock; director, Mark Sandrich; story,
Bobby Clark; adaptation, Mark Sandrich, Johnnie Grey; film
editor, Sam White.
© RKO Radio Pictures, Inc.; 28Sep31; LP2504.
FALSE ROOMERS. 1938. 2 reels, sd.
Credits: Producer, Bert Gilroy; director, Leslie Goodwins; story,
Leslie Goodwins, Charles Roberts; film editor, John Lockert.
© RKO Radio Pictures, Inc.; 7Jan38; LP7792.
FALSE SHAME. SEE Fools of Passion.
THE FALSE TRAIL. © 1921.
© Irving Cummings Production Co. (Hope Loring, author); title,
descr. & 27 prints, 30Jun21; LU16719.
FALSE TRAILS. © 1924.
© Productions, Inc. (Forrest Sheldon, author); title, 10Sep24;
descr. & 273 prints, 12Sep24; LU20588.
FALSELY ACCUSED. © 1915. 2 reels.
Credits: Scenario, Raymond C. Hill.
© Mica Film Corp. (Raymond C. Hill, author); title, descr. & 23
prints, 9Mar15; LU4721.
FAME AND FORTUNE. 1918. 5 reels.
 Credits: Director, Lynn F. Reynolds; story, Charles Alden Seltzer;
scenario, Bennett R. Cole.
© William Fox (Fox Film Corp., author); 8Nov18; LP13015.
LA FAMILIA DRESSEL. © 1935.
© Impulsora Cinematografica, S. A. (Fernanda de Fuentes,
author); title, descr. & 20 prints, 13Nov35; LU5968.
A FAMILY AFFAIR. Powers. 1916. 1 reel.
Credits: Written and produced by Clarence G. Badger.
© Universal Film Mfg. Co., Inc.; 21Apr16; LP8134.
A FAMILY AFFAIR. 1921. 2 reels.
Credits: Written and directed by Alf Goulding.
© Century Film Corp., Inc.; 1Dec21; LP17278.
A FAMILY AFFAIR. 1937. 8 reels, sd., b&w. From a play by Aurania
Rouverol.
Credits: Producers, Lucien Hubbard, Samuel Marx; director,
George B. Seitz; screenplay, Kay Van Riper; film editor, George
Boemler; music score, David Snell.
© Metro-Goldwyn-Mayer Corp.; 8May37; LP6993.
A FAMILY AFFAIR. SEE Arthur Byron and Company in A Family
Affair.
THE FAMILY ALBUM. © 1926.
© Pathe Exchange, Inc. (Hy Mayer, author); title, descr. & 20
prints, 26Jul26; MU3520.
THE FAMILY ALBUM. 1926. 1 reel.
© DeFrenes & Felton; 16Jun26; MP3470.
THE FAMILY ALBUM. 1928. 1 reel.
© Willys-Overland, Inc. (Raymond J. Faller, author); 27Apr28;
MP4965.
THE FAMILY BIBLE. 1915. 1 reel.
Credits: Helen Eddy.
© Thomas A. Edison, Inc.; 24Feb15; LP4536.
FAMILY BUSINESS. 1937. 1 reel.
© Vocafilm Corp.; 1Oct37; MP7928.
THE FAMILY CLOSET. © 1921.
© Playgoers Pictures, Inc. (Will Payne, author); title, descr. & 94
prints, 7Sep21; LU16945.
THE FAMILY CUPBOARD. © 1915. Based on the Brady stage play
by Owen Davis.
© World Film Corp. (Owen Davis, author); title & descr.,
30Oct15; 139 prints, 10Nov15; LU6926.
THE FAMILY DIAMOND. © 1915. Messter Film, Berlin.
© Commercial Biophone Co., Inc. (Messter Film, author); title,
descr. & 48 prints, 4Mar15; LU4594.
THE FAMILY DIVIDEND. 1915. 3 reels.
© Essanay Film Mfg. Co.; 4Oct15; LP6557.
THE FAMILY ENTRANCE. © 1924.
© Pathe Exchange, Inc. (Hal E. Roach, author); title, descr. & 18
prints, 26Dec24; LU20942.
A FAMILY FLIVVER. 1917. 1 reel.
Credits: Director, Graham Baker; story, A. Van Buren Powell.
© Vitagraph Co. of America; 30Nov17; LP11774.
FAMILY FROLICS. (A Grantland Rice Sportlight) 1927. 1 reel.
Credits: Producer, John L. Hawkinson.
© Pathe Exchange, Inc.; 27Dec27; MP4562.
THE FAMILY GROUP. Presented by Hal Roach. 1928. 2 reels, sd.,
b&w.
Credits: Supervising director, Leo McCarey; director, Fred L.
Guiol; titles, H. M. Walker; editor, Richard Currier.
© Metro-Goldwyn-Mayer Distributing Corp.; 18Feb28; LP25327.
THE FAMILY HONOR. Presented by William A. Brady. © 1917. Title
changed from "The Honor of the Waynes."
Credits: Director, Emile Chautard; story, Adrian Gil-Spear.
© World Film Corp. (Adrian Gil-Spear, author); title & descr.,
29Mar17; 160 prints, 7Apr17; LU10568.
FAMILY INCOME. (Educational Film Service, v. 7) 1930. Filmstrip.
© Life Insurance Sales Research Bureau; 5May30; MP1724.
THE FAMILY MEAL TICKET. (Toots and Casper Series, no. 3) 1928.
2 reels.
Credits: Director, St. Elmo Boyce; story, E. V. Durling, Hal Dairt.
© Standard Cinema Corp.; 11Nov28; LP25881.
THE FAMILY NEXT DOOR. 1930. 2 reels.
Credits: Director, Monte Brice.
© Paramount Famous Lasky Corp.; 21Jan30; LP1019.
THE FAMILY NEXT DOOR. 1939. 6 reels, sd.
Credits: Associate producer, Max Golden; director, Joseph
Santley; original screenplay, Mortimer Offner; film editor, Frank
Gross.
© Universal Pictures Co., Inc.; 31Mar39; LP8768.
THE FAMILY PICNIC. 1915. 1 reel.
Credits: Director, Edmund Stratton.
© The Vitagraph Co. of America (Frederick Chapin, author);
1Oct15; LP6536.
A FAMILY PICNIC. 1926. 2 reels.
Credits: Director, Albert Ray; story, Mabel Herbert Urner.
© William Fox (Fox Film Corp., author); 20Jun26; LP22919.
THE FAMILY PICNIC. Presented by William Fox. 1929. 1 reel.
Credits: Direction, story, and scenario, Harry Delf.
© Fox Film Corp.; 18Mar29; LP244.
THE FAMILY RECORD. 1944. 1 reel.
Credits: Producer, Norval MacGregor.
© Selig Polyscope Co. (E. Lynn Summers, author); 22Jul14;
LP3087.
THE FAMILY ROW. Century. 1924. 2 reels.
Credits; Written and directed by Edw. I. Luddy.
© Universal Pictures Corp.; 15Sep24; LP20581.
THE FAMILY SECRET. Gold Seal. 1916. 2 reels.
Credits: Producer, William Worthington; scenario, James Dayton.
© Universal Film Mfg. Co., Inc.; 7Feb16; LP7578.
THE FAMILY SECRET. Jewel. 1924. 6 reels. From the play "The
Burglar" by Augustus Thomas and the novel "Editha's Burglar" by
Frances Hodgson Burnett.
Credits: Director, William Seiter.
© Universal Pictures Corp.; 4Jun24; LP20265.
THE FAMILY SHOE. (An Aesop Sound Fable) 1931. 1 reel, sd.
Credits: John Foster, Mannie Davis.
© Van Beuren Corp.; 14Sep31; MP2995.
THE FAMILY SKELETON. 1918.
 Credits: Supervision, Thomas H. Ince; director, Victor
Schertzinger.
© Thomas H. Ince Corp.; 16Feb18; LP12078.
THE FAMILY STAIN. 1915. For Fox Film Corp. 6 reels.
Credits: Picturized and produced by Will S. Davis.
© William Fox (Will S. Davis, author); 24Oct15; LP6767.
FAMILY TROUBLES. (A Warren Doane Comedy) 1932. 2 reels.
Credits: Director, George Stevens; story, James W. Horne,
George Stevens.
© Universal Pictures Corp.; 21Dec32; LP3507.
THE FAMILY UPSTAIRS. 1926. 6 reels, b&w.
Credits: Director, J. G. Blystone; story, Harry Delf; scenario, L. G.
Rigby.
© William Fox (Fox Film Corp., author); 24Jul26; LP22957.
THE FAMILY UPSTAIRS. SEE
Harmony at Home.
Stop, Look, and Love.
THE FAMILY'S HONOR. 1913. 1 reel.
Credits: Rex M. Hitchcock.
© Thomas A. Edison, Inc.; 27Sep13; LP1315.
FAMOUS BATTLES OF NAPOLEON. © 1913.
© Apex Film Co. (German Biograph Co., author); title, descr. &
76 prints, 6Oct13; LU1342.
THE FAMOUS FERGUSON CASE. First National and Vitaphone.
1932. 8 reels, sd.
Credits: Director, Lloyd Bacon; story, Courtenay Terrett;
adaptation and dialogue, Harvey Thew, Courtenay Terrett,
 Granville Moore.
© First National Pictures, Inc.; 20Apr32; LP2991.
FAMOUS ILLINOIS CANYONS AND STARVED ROCK. © 1913. 35
mm.
© American Film Mfg. Co.; title, descr. & 19 prints, 28Feb13;
MU40.
THE FAMOUS LOVING BIRDS. SEE The Arnaut Brothers ... in The
Famous Loving Birds.
THE FAMOUS MRS. FAIR. Presented by Louis B. Mayer. Released
by Metro Pictures Corp. 1923. 8 reels. From the play by James
Forbes.
Credits: Produced and directed by Fred Niblo; adaptation,
Frances Marion.
© L. B. Mayer Productions, Inc.; 6Mar23; LP18791.
FAMOUS PEOPLE AT PLAY. (Paramount Varieties) Presented by
Adolph Zukor. 1935. 1 reel, sd.
Credits: Commentary, Justin Herman; narrator, James
Wallington.
© Paramount Productions, Inc.; 13Jun35; MP5656.
FAMOUS PLAYGROUNDS. (Grantland Rice Sportlight) 1928. 1 reel.
Credits: Producer, John L. Hawkinson.
© Pathe Exchange, Inc.; 16Apr28; MP4911.
FAMOUS PLAYS. Snappy. 1931. 1 reel.
Credits: Director, Albert Kelley; story, Knute Rockne.
© Universal Pictures Corp.; 2Sep31; LP2435.
FAMOUS SCENES FROM PAGLIACCI, BY RUGGIERO
LEONCAVALLO. Treasure Chest. A Skibo Short. Educational
Pictures. Presented by E. W. Hammons. 1934. 100 ft., sd.
 Credits: Produced and directed by William C. De Mille; scenario,
Clara Beranger; English libretto, John Erskine.
© Audio Productions, Inc.; 6Apr34; MP4688.
FAN FAN. 1918. 5 reels. Based on "The Mikado" by Sir William
Schwenck Gilbert.
Credits: Directors, C. M. Franklin, S. A. Franklin; scenario,
Bernard McConville.
© William Fox (Fox Film Corp., author); 17Nov18; LP13065.
FANCHON THE CRICKET. Imp. 1915. 1 reel.
© Universal Film Mfg. Co., Inc.; 1Jun15; LP5454.
FANCY BAGGAGE. 1929. 8 reels.
Credits: Director, John G. Adolfi; story, Jerome Kingston;
adaptation, C. Graham Baker.
© Warner Bros. Pictures, Inc.; 19Jan29; LP33.
FANCY BAGGAGE. Trailer Announcement. 1929. 1 reel, sd.
© Vitaphone Corp.; 28Feb29; MP5878.
FANCY CURVES. (Christy Walsh All-America Sport Subjects, Babe
Ruth Short) 1932. 8-1/2 min.
Credits: Story and direction, Lou Breslow.
© Universal Pictures Corp.; 29Feb32; LP2890.
FANCY THAT. 1929. 2 reels, sd.
Credits: Producer, Frank Davis; director, Philip Tannura; story,
Frank Davis; film editor, E. Pfitzenmeier.
© Pathe Exchange, Inc.; 26Sep29; LP734.
FANDANGO. (Lupino Lane Comedies) 1928. 2 reels.
Credits: Director, Henry W. George.
© Educational Film Exchanges, Inc.; 6Apr28; LP25151.
FANG AND CLAW. Presented by RKO Radio Pictures. 1935. 8 reels,
sd.
Credits: Direction and narration, Frank Buck; editors, Stacy and
Horace Woodard; music, Winston Sharples; photographers,
Nicholas Cavaliere, Harry E. Squire.
© The Van Beuren Corp.; 20Dec35; LP6034.
FANGS OF DESTINY. 1927. 5 reels.
Credits: Director, Stuart Paton; story and continuity by George
Morgan.
© Universal Pictures Corp.; 20Oct27; LP24562.
FANGS OF FATE. Fred J. McConnell Productions. 1928. 4,476 ft.
Credits: Director, Noel Mason Smith; original story, Earl W.
Johnson; scenario, Jack Kelly.
© Pathe Exchange, Inc.; 25Jun28; LP25413.
FANGS OF THE WILD. 1928. 5 reels.
Credits: Director, Jerome Storm; original story, Dorothy Yost,
Dwight Cummins; continuity, Dwight Cummins.
© F. B. O. Productions, Inc.; 1Feb28; LP24932.
FANNIE AND THE SERVANT PROBLEM. SEE Strictly Confidential.
FANNIE WARD IN THE MIRACLE WOMAN. 1929. 1 reel, sd.
© The Vitaphone Corp.; 30Apr29; MP144.
FANNY. SEE Port of Seven Seas.
FANNY AND KITTY WATSON IN BIGGER AND BETTER. 1929. 1
reel, sd.
© The Vitaphone Corp.; 21Dec29; MP968.
FANNY FIDGET. © 1935.
© Earnest Andersson (Bill Nolan, author); title, descr. & 2 prints,
21Dec35; MU6071.
FANNY FOLEY HERSELF. 1931. 8 reels, sd.
Credits: Supervision, John Burch; director, Melville Brown; story,
Juliet Wilbur Tompkins; adaptation and dialogue, Carey Wilson;
additional dialogue, Bernard Schubert.
© RKO Radio Pictures, Inc.; 28Sep31; LP2506.
FANNY HERSELF. SEE No Woman Knows.
FANNY IN THE LION'S DEN. (Paul Terry Toons) Educational
Pictures. 1933. 6 min., sd.
Credits: Frank Moser, Paul Terry.
© Moser & Terry; 23Jul33; MP4337.
FANNY LEAR. © 1920. Based on the play by Meilhac and Halévy.
Credits: Producer, M. Manoussi.
© Delac, Vandal & Co.; title, descr. & 126 prints, 28May20;
LU15173.
FANNY'S CONSPIRACY. 1913. 1 reel.
Credits: Director, Van Dyke Brooke.
© The Vitagraph Co. of America (A. A. Methley, author);
26Sep13; LP1403.
FANNY'S MELODRAMA. 1914. 1 reel.
Credits: Directors, Wilfrid North, Wally Van [pseud. of Wally Van
Norstrand].
© Vitagraph Co. of America (Alice A. Methley, author); 1Apr14;
LP2418.
FANNY'S WEDDING DAY. (Paul Terry-Toons) Educational Pictures.
1933. 6 min., sd.
Credits: Frank Moser, Paul Terry.
© Moser & Terry; 22Sep33; MP4473.
FANTASMA. 1914. 5 reels. Based on the Hanlon Brothers' theatrical
production.
Credits: Director, Charles M. Seay.
© Thomas A. Edison, Inc.; 5Dec14; LP3902.
FANTASY. 1927. 2 reels. From the story "Old Applejoy's Ghost" by
Frank Stockton.
Credits: Producer, Charles B. Mintz; director, Andrew L. Stone.
© Paramount Famous Lasky Corp.; 15Oct27; LP24521.
FANTOMAS. 1920-21. 2 reels each, b&w, tinted sequences. ©
William Fox (Fox Film Corp., author).
Credits: Director, Edward Sedgwick; adaptation and scenario,
Edward Sedgwick, assisted by George Eshenfelder.
1. On the Stroke of Nine. © 19Dec20; LP15955.
2. The Million Dollar Reward. © 26Dec20; LP16058.
3. The Triple Peril. © 2Jan21; LP15995.
4. Blades of Terror. © 9Jan21; LP16059.
5. Heights of Horror. © 16Jan21; LP16060.
6. The Altar of Sacrifice. 23Jan21; LP16061.
7. Flames of Destruction. © 30Jan21; LP16115.
8. At Death's Door. © 6Feb21; LP16182.
9. The Haunted Hotel. © 13Feb21; LP16183.
10. The Fatal Card. © 20Feb21; LP16270.
11. The Phantom Sword. © 27Feb21; LP16271.
12. The Danger Signal. © 6Mar21; LP16272.
13. On the Count of Three. © 13Mar21; LP16325.
14. The Blazing Train. © 20Mar21; LP16326.
 15. The Sacred Necklace. © 27Mar21; LP16393.
16. The Phantom Shadow. © 3Apr21; LP16394.
17. The Price of Fang Wu. © 10Apr21; LP16430.
18. Double-Crossed. © 17Apr21; LP16472.
19. The Hawk's Prey. © 24Apr21; LP16473.
20. The Hell Ship. © 1May21; LP16487.
FANTOMAS, THE CROOK DETECTIVE. 1914. 4 reels.
** © Gaumont Co.; 14Feb14; LP2157.
FANTOMAS, THE FALSE MAGISTRATE. 1914. 6 reels.
** © Gaumont Co.; 24Apr14; LP2579.
FANTOMAS UNDER THE SHADOW OF THE GUILLOTINE. 1913. 3
reels.
** © Gaumont Co.; 15Jul13; LP1114.
THE FAR CALL. 1929. 6 reels.
Credits: Director, Allan Dwan; story, Edwin Marshall; scenario,
Seton I. Miller.
© Fox Film Corp.; 27Apr29; LP336.
THE FAR CRY. 1926. 8 reels. Adapted from the play by Arthur
Richman.
Credits: Director, Balboni; adaptation, Katharine Kavanaugh.
© First National Pictures, Inc.; 17Feb26; LP22404.
THE FAR JOURNEY. 1916, 2 reels.
Credits: Director, Frank Beal.
© Selig Polyscope Co. (William E. Wing, author); 5Aug16;
LP8877.
FARE ENOUGH. Century. 1923. 2 reels.
 © Universal Pictures Corp.; 18Apr23; LP18884.
FARE PLAY. (A Scrappy Cartoon) 1932. 1 reel.
Credits: Dick Heumor; producer, Charles Mintz; animation, Sid
Marcus, Art Davis; musical score, Joe DeNat.
© Screen Gems, Inc.; 7Jul32; MP3413.
FARES AND FAIR ONES. 1919. 2 reels.
Credits: Director, Joseph Rock; story, Montgomery and Rock.
© The Vitagraph Co. of America; 6May19; LP13681.
FARES, PLEASE. Joker. 1915. 1 reel.
Credits: Written and produced by Archer McMackin.
© Universal Film Mfg. Co., Inc.; 27Mar15; LP4864.
FARES, PLEASE. (Star Comedy) 1921. 1 reel.
Credits: Producer, Craig Hutchinson; story, Harry Schenck.
© Universal Film Mfg. Co., Inc.; 14Oct21; LP17100.
FARES, PLEASE. (Mermaid Comedies) Educational. 1925. 2 reels.
Credits: Supervision, Stephen Roberts; director, Jack White.
© White Productions, Inc; 1Jun25; LP21519.
FAREWELL AGAIN. 1937. 9 reels, sd.
Credits: Producer, Eric Pommer; director, Tim Whelan; original
story and continuity, Wolfgang Wilhelm; screenplay, Clemence
Dane, Patrick Kirwin; film editor, Jack Dennis; music director,
Muir Mathieson; music score, Richard Addinsell.
© London Film Productions, Ltd.; 2Jul37; LP7530.
A FAREWELL TO ARMS. 1933. 10 reels. From the novel by Ernest
Hemingway.
Credits: Director, Frank Borzage; screenplay, Benjamin Glazer,
Oliver H. P. Garrett.
 © Paramount Productions, Inc.; 5Jan33; LP3532.
FAREWELL TO LOVE. © 1933. 8 reels, sd. Adapted from "City of
Song."
Credits: Director, Carmine Gallone; original story, C. H. Dand;
editor, Elmer McGovern; music, Ernesto Tagliaferri, Phillip
Braham.
© Madison Pictures, Inc. (Associated Sound Film Industries,
author); title, descr. & 12 prints, 17May33; LU3881.
FAREWELL VIENNA. (Paramount Paragraphics) Symphonic Films,
Inc. 1939. 1 reel, sd.
Credits: Composed and directed by Fredrick Feher.
© Paramount Pictures, Inc.; 23Jun39; MP9492.
FAREWELL WALTZ. SEE Abschiedswalzer.
FARGO EXPRESS. 1932. 6 reels.
Credits: Director, Alan James; story and continuity, Earle Snell.
© World Wide Pictures, Inc.; 29Nov32; LP3567.
THE FARM. 1931. 993 ft.
© Eastman Teaching Films, Inc. (George W. Hoke, author);
27Aug31; MP2830.
FARM ANIMALS. 1937. 1 reel, sd.
© Erpi Picture Consultants, Inc. (A. I. Gates, author); 15Oct37;
MP7924.
FARM FESTIVALS. SEE The First Settler's Story.
FARM FOLLIES. Century. 1923. 2 reels.
Credits: Written and directed by Al Herman.
© Universal Pictures Corp.; 10Jan23; LP18577.
FARM FOOLERY. (An Aesop Sound Fable) 1930. 1 reel.
 Credits: John Foster.
© Pathe Exchange, Inc.; 14Sep30; MP1923.
THE FARM HAND. 1927. 1 reel.
Credits: Directors, Walt Lantz, Clyde Geronimi.
© The Bray Productions, Inc.; 27May27; LP24023.
FARM HANDS. © 1926.
© Pathe Exchange, Inc. (Paul Terry, author); title, descr. & 20
prints; 20Apr26; MU3413.
FARM PROGRESS. Ford Motion Picture Laboratories. 1926. 3 reels.
© Ford Motor Co. (Ford Motor Co. Motion Picture Laboratories,
author); 25Mar26; MP3382.
FARM RELIEF. Winkler. 1930. 1 reel.
Credits: Animation, Ben Harrison, Manny Gould.
© Columbia Pictures Corp.; 7Feb30; MP1169.
FARM SCENES. 1934. 1 reel.
© James Cones & Nancy Ford Cones; 27Dec34; LP5288.
THE FARMER. (Walter Lantz, Bill Nolan Cartoon) 1931. 1 reel.
© Universal Pictures Corporation; 13Mar31; MP2384.
FARMER AL FALFA AND THE RUNT. (Paul Terry-Toons) Presented
by E. W. Hammons. 1936. 537 ft., sd.
Credits: Paul Terry, Mannie Davis, George Gordon; scored and
conducted by Philip A. Scheib.
© Terrytoons, Inc.; 15May36; MP6460.
FARMER AL FALFA IN FLYING SOUTH. Presented by E. W.
Hammons. 1937. 586 ft., sd.
Credits: Paul Terry, Mannie Davis, George Gordon; scored and
conducted by Philip A. Scheib.
 © Terrytoons, Inc.; 19Mar37; MP7284.
FARMER AL FALFA IN THE BIG GAME HUNT. Presented by E. W.
Hammons. 1937. 586 ft., sd.
Credits: Paul Terry, Mannie Davis, George Gordon; scored and
conducted by Philip A. Scheib.
© Terrytoons, Inc.; 19Feb37; MP7218.
FARMER AL FALFA IN THE HEALTH FARM. (Terry Toons) Presented
by E. W. Hammons. 1936. 548 ft., sd.
Credits: Paul Terry, Mannie Davis, George Gordon; music, Philip
A. Scheib.
© Terrytoons, Inc.; 4Sep36; MP6762.
FARMER AL FALFA IN THE HOT SPELL. (Paul Terry-Toons)
Presented by E. W. Hammons. 1936. 1 reel, sd.
Credits: Paul Terry, Mannie Davis, George Gordon; music, Philip
A. Scheib.
© Terrytoons, Inc.; 10Jun36; MP6620.
FARMER AL FALFA IN THE TIN CAN TOURIST. (Terry Toons)
Presented by E. W. Hammons. 1937. 596 ft., sd.
Credits: Paul Terry, Mannie Davis, George Gordon; music, Philip
A. Scheib.
© Terry Toons, Inc.; 22Jan37; MP7082.
FARMER AL FALFA'S APE GIRL. (Paul Terry-Toons) 1932. 6 min.
Credits: Frank Moser and Paul Terry.
© Moser & Terry, Inc.; 7Aug32; LP3318.
FARMER AL FALFA'S BEDTIME STORY. (Paul Terry-Toons) 1932. 6
min.
Credits: Frank Moser, Paul Terry.
© Moser & Terry, Inc.; 12Jun32; LP3259.
FARMER AL FALFA'S BIRTHDAY PARTY. (Paul Terry-Toons) 1932. 6
min., sd.
Credits: Frank Moser, Paul Terry.
© Moser & Terry; 2Oct32; MP3892.
FARMER AL FALFA'S PET CAT. © 1923.
© Pathe Exchange, Inc. (Paul Terry, author); title, descr. & 17
prints, 9Nov23; MU2347.
FARMER AL FALFA'S PRIZE PACKAGE. (Paul Terry-Toons) Presented
by E. W. Hammons. 1936. 1 reel, sd.
Credits: Paul Terry, Mannie Davis, George Gordon; music, Philip
A. Scheib.
© Terrytoons, Inc.; 31Jul36; MP6657.
FARMER AL FALFA'S 20TH ANNIVERSARY. (Terry Toons) Presented
by E. W. Hammons. 1936. 1 reel, sd.
Credits: Paul Terry, Mannie Davis, George Gordon; scored and
conducted by Philip A. Scheib.
© Terrytoons, Inc.; 27Nov36; MP6934.
FARMER AL FALFA'S WAYWARD PUP. 1917. 1 reel. Credits: Paul
Terry.
© Thomas A. Edison, Inc.; 7May17; MP932.
THE FARMER AND HIS CAT. © 1922.
© Pathe Exchange, Inc. (Paul Terry, author); title, descr. & 16
prints, 17May22; MU2144.
THE FARMER AND THE OSTRICH. © 1922.
© Pathe Exchange, Inc. (Paul Terry, author); title, descr. & 16
prints, 26Jan22; MU2097.
THE FARMER IN THE DELL. 1936. 8 reels, sd. From the novel by
Phil Stong.
 Credits: Associate producer, Robert Sisk; director, Ben Holmes;
screenplay, Sam Mintz, John Grey; editor, George Hively; music
director, Alberto Colombo.
© RKO Radio Pictures, Inc.; 6Mar36; LP6254.
THE FARMER RIDES ON RUBBER. 1937. For B. F. Goodrich Co.
Filmstrip, 165 frames, sd.
© AudiVision, Inc.; 28Jul37; MP7665.
FARMER RODNEY'S DAUGHTER. 1914. 1 reel.
Credits: Margaret Turner; director, Richard R. Ridgely.
© Thomas A. Edison, Inc.; 10Jul14; LP3001.
THE FARMER TAKES A WIFE. 1935. 8,140 ft., sd. From the stage
play by Max Gordon. Based on the novel "Rome Haul" by Walter
D. Edmonds.
Credits: Director, Victor Fleming; screenplay, Edwin Burke; music
director, Oscar Bradley.
© Fox Film Corp.; 2Aug35; LP5780.
FARMERETTE. (An Aesop's Fable) 1932. 1 reel.
© The Van Beuren Corp.; 28Jun32; MP3461.
THE FARMER'S DAUGHTER. 1928. 6 reels, b&w.
Credits: Director, Norman Taurog; story, Lou Breslow, Henry
Johnson; scenario, Gilbert Pratt.
© Fox Film Corp.; 5Oct28; LP25716.
THE FARMERS' FATAL FOLLY. 1933. 19 min., sd.
Credits: Director, Harry J. Edwards; story and dialogue, Ernest
Pagano, Ewart Adamson.
© Educational Films Corp. of America; 15Sep33; LP4297.
THE FARMER'S GOAT. (Fable, no. 423) 1929. 1 reel.
Credits: John Foster.
 © Pathe Exchange, Inc.; 29Jun29; MP371.
FARMING FOOLS. (Oswald) Snappy. 1936. 1 reel.
Credits: Producer, Walter Lantz; story, Walter Lantz, Victor
McLeod.
© Universal Productions, Inc.; 19May36; MP6470.
FARMING IN ANCIENT THEBES. 1913. 1 reel.
© Vitagraph Co. of America (Harry Keepers, author); 27Sep13;
MP96.
FARMS AND FUMBLES. 1918. 2 reels.
Credits: Director, G. Pratt; story, Montgomery and Rock.
© Vitagraph Co. of America; 10Dec18; LP13124.
FARMYARD FOLLIES. 1920. 2 reels.
Credits: Director, Roy Del Ruth.
© William Fox (Fox Film Corp., author); 12Sep20; LP15882.
FARMYARD FOLLIES. (Oswald Cartoon Comedy) Snappy. 1928. 1
reel.
Credits: Animation, Walt Lantz, R. C. Hamilton.
© Universal Pictures Corp.; 14Nov28; LP25835.
FARMYARD SYMPHONY. (A Walt Disney Silly Symphony) 1938. 1
reel, sd.
© Walt Disney Productions, Ltd.; 14Oct38; MP8828.
FARO NELL; or, IN OLD CALIFORNY. 1929. 2 reels, sd.
Credits: Director, William Watson; story, Willis Steell.
© Paramount Famous Lasky Corp.; 4Oct29; LP746.
FARO NELL, LOOKOUT. 1918. 2 reels.
Credits: Director, G. L. Sargent; story, Alfred Henry Lewis;
adaptation, George H. Plympton.
 © Broadway Star Features Co., Inc.; 19Jun18; LP12571.
FARRELL FLYING STORIES. SEE The Sky Ranger.
A FASCINATING ADVENTURE. (Grantland Rice Sportlight) 1938. 1
reel, sd.
Credits: Narrator, Ted Husing.
© Paramount Pictures, Inc.; 25Feb38; MP8221.
THE FASCINATING MODEL. Powers. 1916. 3/4 reel.
Credits: Harry Wulze; director, Roy Clements.
© Universal Film Mfg. Co., Inc.; 20Nov16; LP9570.
FASCINATING YOUTH. Paramount. Presented by Adolph Zukor and
Jesse L. Lasky. 1926. 7 reels.
Credits: Director, Sam Wood; story, Byron Morgan.
© Famous Players-Lasky Corp.; 23Aug26; LP23043.
FASCINATION. Tiffany. Presented by Robert Z. Leonard. 1922. 88
reels.
Credits: Director, Robert Z. Leonard; adaptation and story,
Edmund Goulding.
© Metro Pictures Corp.; 12Apr22; LP17758.
THE FASCINATION OF INNOCENCE. © 1913.
© Pasquali American Co. (Ernesto Pasquali, author); title, descr.
& 122 prints, 4Sep13; LU1201.
THE FASCINATION OF THE FLEUR DE LIS. Rex. 1915. 3 reels.
© Universal Film Mfg. Co., Inc.; 17Sep15; LP6394.
FASHION FOLLIES. Century. 1923. 2 reels.
Credits: Written and directed by Al Herman.
© Universal Pictures Corp.; 10Sep23; LP19396.