'Movietalk' is a popular method for language teachers to increase the amount of 'comprehensible input' in their classrooms through interesting little videos with lots of repetitions of new structures or vocabulary. Martina Bex gives a great overview of the method here. I too like to use it as a way to allow my students to hear multiple repetitions of language structures I want them to acquire, or ones I feel like they have not yet mastered. 

My only issue with Movietalk was that until recently I felt like it was hard to 'circle' (asking the class and having them repeat the target structures) without it coming across as tedious or boring. For example, one of my favourite videos to use in December is this Justino 2015 advertisement for the 'Lotería de Navidad' in Spain. If I wanted students to acquire 'estaba trabajando', lets say, then I would pause the video a lot and keep asking questions about where and how he was working but half the time I felt like the students were looking at me like "Yes, we know he works in a factory, we have said this like 20 times and​ we have just seen it in the video... why do you keep asking us?"

​Know that feeling anyone?

So now, what I try to do is make the video I am using much more interactive and more like a 'Movieaction' than a 'Movietalk'. I still do all the same steps as a normal Movietalk with lots of pauses and checks for understanding but I will also have a student become the character in the video and get him or her up in front of the class asking questions about what we have just seen in the video. This seems to hold their attention much better and it doesn't seem as 'repetitive' if I am asking this person about all the things we have just seen.

Remember, the key is to try to keep what we do 'compelling' wherever possible so I also use this character to bring in other characters from our recent story. I start with something like "pero clase, Justino tiene un secreto" and then it will turn out that Justino (our character in the video) "estaba trabajando" with 'Lady Gaga' or whoever else from our recent story. Not only does this little twist to the video seem to have them hanging on every word waiting for what happens next it also gives you the chance to do some 'formative assessment' and see if those structures you did 2 months ago are still there. Can they remember the old story? Can they use those structures we worked on 2 months ago? If they struggle then we go back over it all again. It really is amazing to see how linking to previous stories re-energizes the whole class again.

The final piece to the 'Moveaction' jigsaw is like so many of the other comprehensible input teaching approaches... slow down, take your time and get them out of their seats. I will have students use their whiteboards to write down new vocabulary from the video, then get up and swap them around or they will write 3 key parts of the video (using the target structures) with their partner, or draw a key scene from the video. The important part is putting the 'action' in 'Movieaction', having them get up, swap phrases, tell each other etc.

When you do these and you walk around and see just how many students have chosen to write or draw your new 'secret detail' with links back to your old story, it is remarkable. These random, silly, stupid, arbitrary little links and details are in fact, the keys to success and the ones they remember and want to talk about no matter how funny or interesting the actual video is.