While I probably am more willing than the next person to write my own teaching materials, I find the time that it takes to make quality resources is extensive. I would rather put my energy into being present for my students. When I can rely on materials I have written in the past or on paid curriculum, my time and attention is available to be well which in turn permits me to be warm, personal and attentive to my students.
There are quality resources available for teaching French on TPT. And for Movietalks there are high interest level film shorts that I haven’t seen before and would take me hours of viewing to find on my own. In this post I want to share three movie talks that I purchased recently.
- Les Pyramides d’Égypte from Frenchified
- Laundry Quandary from Frenchified
- Le Mal Aimé from Somewhere to share
These materials would take me a week of work each as they require writing a story that summarizes the movie short, finding pictures to illustrate sentences and creating activities to check for comprehension. Plus, the materials are much more professional than what I can make.
The part of the Movietalk that I love is the interaction with the students. I like to speak only in French to tell them the story that they are going to view. Then, I like watching the film shorts with them, pausing the video at the cliff hanger to ask students what will happen next. Finally, I enjoy walking around the class as they work with their partners to read the text and do the checking for comprehension activities.
My students are bright and quick and can do such good work reading in the target language on their own. If there were enough high interest film shorts that worked for beginning language, I would show one a week. My only limit is how many I can create myself, so I am very thankful to others for selling their Movietalks.
I wrote a similar post five years ago that has other movie talks from TPT.
mmemoghtader.com 
3 responses to “Paid Resource: Movietalks from Others”
CI talks about everyday activities? My students want to know how to interact in situations in their real life not talk about something obsure.
Susan,
I love this comment. You and I share an outlook. I really see this in the same way. I have been teaching since 1996 and have a way of teaching that worked so well for me over the years where I prioritized having students speak about themselves. I am now a new teacher in a different town and my colleagues and building principal are pushing me to teach using CI methods. I even attended at my own expense a three day conference this year. I am slowly adding more CI methods and will let you know what ultimately happens. I may retire or I may find some good in it. Anyway, thank you for your comment. It made me smile.
Best regards,
World Language Toolbox
One of my classes (I teach online as I am a 72-year old retired teacher but still love to teach) is entering French 2. From knowing them the previous year, I learned a lot about them personally. Most of them come from families with lots of (they claim annoying) younger siblings. In addition to their “regular” grammar lessons, I added reading Pauvre Anne together in class. I created additions to the book pulling from Anne’s difficulties with her younger siblings in the book. Additional vocab I have added includes using the imperative “Don’t touch my stuff!” “Stop screaming!” “You don’t have permission to be in my room!” plus. I make a sibling dialogue then give the students “Say it” situations such as “Your little brother runs into your bedroom while you are on the phone and won’t leave” – What do you say? Etc. I made a number of these, crossing my fingers they work as I have never done CI previously!