When I teach teachers, I assume that no one knows any Russian, and I start at the very beginning, even when there are some who have been in my audiences before.
When I teach parents, I do the same thing.
Today, I realized that I often leave off the step of reviewing vocabulary structures with students before I launch into a MovieTalk session. That review is not really part of MT, but I like the kids to know what structures I’m hoping they will hear a lot. As a result, I did my full-gesture-review of critical vocabulary before going to the Embedded Reading that was going to lead to a MovieTalk session (and then of course the Internet didn’t work suddenly, and I couldn’t use the ER that I’d planned, but that’s another story, and one that I should have expected). The kids pre-told the story to me! I couldn’t believe it. Turned out they’d heard about it from another group, and were all wired to watch. That made it even more fun. They were so alive during the viewing that they were almost MovieTalking for me.
Lesson learned. Maybe not acquired.
I’m really enjoying combining Embedded Readings with MovieTalk in such a way that each reading piece opens up the story a little more as we work our way through the film. The kids seem to be very engaged, since I’ve given them a basic plot line, then a little more, and when they watch, they aren’t as bothered by my going slowly through it because they know at least part of what’s going to happen.