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7 thoughts on “Movie Talk with Matava/Tripp Scripts – 1”
My vote: Any way we can help ourselves and other teachers connect ideas & materials so we feel confident in the plethora of resources and novelties to further ‘real communication’ and face our students with relaxation and mirth is good and helpful.
I love this idea. I look forward to trying a Movie Talk exercise soon. I have all the Harry Potters dubbed in Hebrew. Is it an advantage to play the movie in the target language, or should it be in the students L1?
You have the text from the clip in L2 and have them understand the message via L1 translation. You can then circle and personalize the HF words as Robert does with Screenshots using the Prt Screen button and make a power point of it.
I show the clip at the very end. You can do it without sound first then do it with sound at the end.
Joseph,
I think scripts are highly useful in your beginners’ Hebrew situation, as you are trying to both train the teacher and have her simultaneously teach the kids. Knowing WHAT to say/teach would simplify the tasks enormously and ensure more in-bounds communication and reps.
If you are going to use a MT clip at this early stage of acquisition and comprehension, then I highly recommend that you Movie Talk it with VERY simplified and limited language (with the volume turned OFF- the Hebrew is WAY beyond their level of comprehension). Usually we do MT w/the volume off – making all clips available for teaching all languages!
You can do a scene or story first using the structures that come up in the designated scene to expose your kids with lots of contextualized auditory reps. I’d make sure they were quite familiar with the chunks first! Some folks (incl me) do still-shot slide shows of the scene before showing the Movie Talk to slow down the language and pre-load it; IMO if the kids have already seen the movie then some of the luster and novelty is sacrificed with the pre-slideshow. (I usu only use short animated clips from Youtube for novelty – not scenes from familiar feature length movies).
If they haven’t seen it, then a slideshow is very helpful for kids at the very beginning stages. I often put text captions on the slides for extra support (for me AND my Ss) – it keeps me on track and ensures reps on the structures. Sometimes the on-slide text is a short statement or question seeking details – to get more reps of the target structure/s. You can also do it from notes in hand, but I like using some text. Do not ‘give away’ the best part of the clip in the pre-slide-show – hold their suspense and get predictions…
I feel strongly that scripted is best for your situation right now….
So in Robert’s example you’d use m’fa’ched (is afraid of) maybe in a few different voices (as you have a son and a daughter)- m’fa’ched’et (f) and maybe m’fach’dim (pl.) You can combine the target with lots of proper nouns and names to stay narrow.
Let us know how it goes.
If you want some other short, silly Youtube clips to use (for which I’ve already made slide-shows – all you’d need to do is erase the Spanish text box and either leave blank or insert Hebrew) – please advise.
A super short kids crowd pleaser with no words, only music, is:
Happy Food (about 1 minute long):
https://www.youtube.com/watch?v=KtKHWB_6XEg
Using it gives the added bonus of using the wonderful (if low frequency) Hebrew word for hot dog, ‘nak-NEEK’ or ‘nak-neeki-YA’
I’ll send slideshow if you like.
What a wonderful idea. I just recently did Anne’s story “He Wants to Get Married” and found the most adorable (very) short clip about a kindergarten class in Japan. For now, how should we share our clips with you?
I really need to get better at “close” reading ;-). Here’s the link – it was a video somebody shared on FB. I’m really not sure how to download videos from FB.
https://www.facebook.com/khaberni/videos/10153998552590979/
I’ve got the page set up. Here’s the link –
https://docs.google.com/document/d/1qKNEwG_-D0_U2vWDjYQGujfV0NGUu7B_Gae3HaiYafM/edit?usp=sharing
Right now I am going to allow people to edit because I’m sharing this only with people in Ben’s PLC. Later I will open it up to others and change the settings to “may comment”.
As one of the other posters implied, my students never heard the original soundtrack of the video. We had been working from Ann Matava’s script, so they knew the phrases. The first time through, I stopped often, and we discussed what was happening, what the person was afraid of, etc. The second time I didn’t stop but did my own narration of the action. The movie uses a different construction for “is afraid of” than the one I was using, so I didn’t want to confuse the students. If the two were identical, I would have done a third showing with the German soundtrack on. Even with no musical score and only the sound of my voice, students were focused on the film clip and listening. Since many of them already knew the film, and there is no “twist” at the end of the scene, I didn’t worry about not revealing something too soon.
BTW, later in the film there are a couple more scenes that could also be used:
1. Professor Lupin has Harry in his office and is trying to teach him the Patronus spell; using a boggart, he has Harry face his fear of dementors
2. Harry and Sirius Black are being attacked by dementors, but Harry and Hermione have used the time turner to travel back in time, and Harry uses the Patronus spell to drive away the dementors. This time Harry does not show fear of the dementors, so these three scenes could make a nice story arc about confronting and overcoming fears.