My first Movie Talk

Good morning, world!

I was actually kind of sad to have an ice storm and terrible road condition day off today because yesterday I tried my hand at my first Movie Talk, and I have to say, it was AWESOME! I was really excited to continue those activities today!

Before I tell you about my experience, you can read more about Movie Talk from Martina (who links a few others) and view the Movie Talk resources that I bought from Carrie Toth via TPT here.

So, how was it?

First off, I love that buying this from Carrie gave me a week’s worth of resources without supplementing any of my own! I did need to do the front work of changing it all to French, but hopefully that’s something that you can purchase from Carrie in the future!

Second, I was worried. The clip itself is right around 4 minutes, with about a minute of that being credits. How was I going to make a 3 minute video last for a whole class period? Being the person that I am, I had prepared an extra activity just in case the talk lasted 20 minutes I looked silly. But the first time I did the talk, which was, in my opinion, the worst of the run-throughs, it took 40 glorious minutes. We had just enough time to watch the whole video again with sound, and for me to pass out an exit ticket for students to complete. And each time, the questioning, pausing, and gesturing got better. I asked better questions. I got better responses.

Third, my kids were SO INTO IT. I was worried that they would be completely bored with it, wondering why we’ve been looking at one clip for so long. Around the end of class, they did get a little squirrely. But have you seen this video? The kid throws a completely adorable dog on the floor. And then later, he kicks it. My kids were so emotionally invested, one girl actually cried. And the plot twist ending? My room fell silent and I could see the emotion on my students faces change. It was beautiful.

Four, I am a total ham. I think I get it from my father, but regardless, I was able to capture a lot of students attention with emotions. Together, we were ecstatic when a puppy popped out of a box (I had led them to believe that it couldn’t be a dog), we were intrigued by the dog’s condition, we were devastated at how the boy treats the dog, we watched in wonder as the most adorably animated dog played and ran with no regard for how the boy treated him. And for some of us, our hearts melted when we finally understood why. I don’t know if the talk would have gone as well if the video wasn’t so emotionally charged.

Five, I got a lot of advice before I did this, and I’ll pass on the best nuggets for you: personalize the questions and lean on what students already know. Since I don’t teach structures in the same way that most Movie-talkers do, I has some apprehension. There was a LOT that my students didn’t know, but I could point to the clip, gesture, draw, or write it down. I stuck with what we knew (describing things and people, emotions, activities, like/love/hate, some question words) and leaned on cognates for the rest (une balle, irresistible, entre, ignore, etc) and it went well. The things that weren’t known or cognates I wrote, drew, or gestured. There were a few things that I needed to clarify in English, but that was it. As for the questions? Personalization all the way. “The boy plays video games – do you play video games? What video games? The boy is playing on the sofa – do you play on the sofa? The boy doesn’t like the light when he plays video games – do you play video games with the light?” “Does the boy like the dog? Do you like the dog? Do you prefer cats or dogs? Does the boy prefer cats? Does the boy want to play with the dog? Do you want to play with the dog? Do you have a dog at home? Do you play with your dog?” The possibilities are endless but it stretched what was happening and kept us in the TL for a LONG TIME. Wow.

Some thoughts for my next Movie Talk:

I think next time, I’ll try to place a brain break in the middle for added suspense, and maybe a short run-through of what’s already happened in the clip. I don’t know if that will work, because a) we might run out of time, and b) my students might turn violent if they don’t get to the end!

I need to get better at giving students options that aren’t yes or no. I tried to give the either/or options since my baby novices aren’t great with open ended questions yet.  I asked a few open-ended questions and they went okay. Some even blew my mind with what they could say! I got better as the day went on, but practice makes perfect!

I’ll leave you with a few of my favorite MovieTalk moments:

One of my classes gets really into everything, they have the best attitudes, and they love to be silly. They were really in tune to the Movie Talk, but also noticed that we were spending a lot of time on it.

One student, upon looking at the clock, “Madame, what are you doing? You said we were watching a short clip. We’ve watched less than a minute of the clip and it’s been 25 minutes real time!” My response? “Je suis magique.”

Another student, who was feeling impatient at all the pausing, kept sighing. My response, “Tu as un problème avec moi?” Him, with confidence: “OUI.” In response, I kept pausing each frame RIGHT before the boy in the video opens the gift. “Madaaaaaaaaaaaaame,” my student shouts, “you’ve paused at least four frames and we are STILL IN THE SAME SECOND OF THE VIDEO.”

I was asking a lot of my students if they preferred cats or dogs. In the lead-up story to this Movie Talk that we did last we, the girl was allergic to all the gifts her boyfriend bought her. I asked a girl, “tu préfères les chiens ou les chats” and she said, “je suis allergique!” I responded, “il y a des chiens hypoallergiques! Tu veux un chien hypoallergique?” The girl nodded, but the class LOST IT. I couldn’t figure out why, so I wrote “hypoallergique” on the board. Turns out, they thought I told her that she was allergic to hippos.” Go figure.

I gave an emoji exit ticket, which asked about two things that students learned that day. One students wrote, “I learned that Madame likes to mess with us and the word for paws is pattes,” as if those two things were similar, concrete examples.

Last week, during the lead-up story, the only gift the girl wasn’t allergic to was a dead fish. Turns out, she has a huge collection of dead fish. In my last class of the day, I asked a student if he preferred cats or dogs. His response, with the straightest face I’ve ever seen? “Je préfère un poisson mort.”

I hope that this inspires you to find, look into, or try a Movie Talk in class! This was my first experience, and I promise that it won’t be my last!


4 thoughts on “My first Movie Talk

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  1. I have also treated the clips as a TPRS story and then I movie talked it after we had completed the “story”. I actually liked it better than the start and stop. I took screen shots of the main action and then targeted some vocab. It was a great culminating activity and I had pictures for a listening and reading assessment.

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