Here is a great short film to use for a MovieTalk during your first week of school! I am going to use it at the end of my ‘dice‘ (s/he says) unit. For more information on MovieTalk, click here.

Here is the script that I’ll use (more or less) to MovieTalk it!

Hay dos animales. Los animales son ñus. (Un ñu es un antílope de África.) Los ñus tienen cuatro patas. ¡Cuéntalas! Una pata, dos patas, tres patas, cuatro patas. (Los animales tienen patas, y los humanos tienen piernas. Ustedes tienen dos piernas. ¡Cuéntalas! Una pierna, dos piernas. Los animales no tienen piernas; tienen patas. Los elefantes tienen cuatro patas. Los perros tienen cuatro patas. Los ñus tienen cuatro patas. Estos ñus tienen cuatro piernas.) Los ñus tienen dos cuernos. ¡Cuéntalos! Un cuerno, dos cuernos. Los ñus tienen dos ojos. ¡Cuéntalos! Un ojo, dos ojos. Los ñus tienen un rabo. ¡Cuéntalo! Uno. Los ñus están en la orilla de un lago. Ésta es la orilla, éste es el lago. En el agua del lago, hay un objeto. Los dos ñus miran el objeto que está en el agua. Un ñu dice, «Es un cocodrilo». El otro ñu dice, «No, es un tronco». El primer ñu mira al otro ñu y dice, «Es un cocodrilo». Entonces, el primer ñu agarra una roca. Tira la roca hacia el objeto. Los dos ñus miran el objeto. No ocurre nada. El segundo ñu dice, «Es un tronco». El primer ñu dice, «No, es un cocodrilo». Entonces, el primer ñu agarra una rama. El ñu toca el objeto con la rama. Toca el objeto dos veces. No ocurre nada. El segundo ñu dice, «¡Es un tronco!» El primer ñu está frustrado. Tira la rama al agua. Dice, «¡Es un cocodrilo!» y echa agua al objeto. Entonces, se para encima del objeto. No ocurre nada. De repente, ¡el objeto se mueve! ¡Es un cocodrilo! ¡El cocodrilo abre la boca y come el primer ñu! El primer ñu desaparece. Entonces, el cocodrilo flota en el agua otra vez. El segundo ñu mira el cocodrilo. El segundo ñu dice, «Es un cocodrilo». Un tercer ñu aparece y dice, «No, es un tronco».

There are two animals. The animals are wildebeests (a wildebeest is an antelope from Africa). The wildebeests have four legs. Count them! One leg, two legs, three legs, four legs. The wildebeests have two horns. Count them! One horn, two horns. The wildebeests have two eyes. Count them! One eye, two eyes. The wildebeests have one tail. Count it! One. The wildebeests are on the bank of a lake. This is the bank, this is the lake. In the water of the lake, there is an object. The wildebeests look at the object that’s in the water. One wildebeest says, “It’s a crocodile”. The other wildebeest says, “No, it’s a log”. The first wildebeest looks at the other one wildebeest and says, “It’s a crocodile”. Then, the first wildebeest grabs a rock. It throws the rock toward the object. The two wildebeests look at the object. Nothing happens. The second wildebeest says, “It’s a rock.” The first wildebeest says, “No, it’s a crocodile”. Then, the first wildebeest grabs a stick. The wildebeest touches the object with the stick. He touches the object two times. Nothing happens. The second wildebeest says, “It’s a log!” The first wildebeest is frustrated. He throws the stick in the water. He says, “It’s a crocodile!” and splashes water on the object. Then, he stands on top of the object. Nothing happens. Suddenly, the object moves! It’s a crocodile! The crocodile opens its mouth and eats the first wildebeest! The first wildebeest disappears. Then, the crocodile floats under the water again. The second wildebeest looks at the crocodile. The second wildebeest says, “It’s a crocodile”. A third wildebeest appears and says, “No, it’s a log”.

24 replies on “Wildebeest MovieTalk

  1. Dear Martina,
    Great story!
    With love and respect I want to suggest a few touches to your story because you are a very influential leader and you have many followers,
    Legs of non animated objects and animals are called ‘patas’. ‘Piernas’ and ‘brazos’ are used only for humans.
    If you say ‘se levanta encima del objeto’ you mean that something rises above the object. It would be more appropriate to say: ‘El ñu se para encima del objeto’.
    ‘Flota debajo del agua’ is impossible in Spanish. ‘Flota en el agua’ o ‘sale del agua’.
    You are a fine inspiration. Thank you for sharing.

    1. Gracias, Piedad! I appreciate the suggestions, especially since you make them in such a gentle way with a compliment sandwich haha! You are too kind!!!

      I will make the changes to the flota one for sure. I didn’t know that! I thought about the piernas/patas problem, but I used piernas anyway because I wanted kids to hear that word since it would be more likely that they would be trying to use that later on. What do you think? Is it more important that I be accurate? Probably so. I guess kids would be shocked later on to know that there were another word for animal legs when their teacher back in the day had said piernas. And with the se levanta…again, I need your honest opinion…does it sound completely ridiculous to say ‘se levanta’ (even though that’s not actually happening)?? I wanted to use that structure because it’s one of the first ones we tackle, so it would be like a preview. Without being a native speaker and, therefore, the ‘cringe’ factor when something is said wrong, I fear I am often too over-eager to contrive uses of the structures that I want. Let me know what you think about se levanta and the patas/piernas thing. I think I’ll change to patas actually. I have an idea.

      1. Dear Martina,
        My only response is that I respect the language. I modify, but never mistreat meaning or grammar. I believe the students learn what we teach them. If borrowing and lending have the same translation ‘prestar’, we teach that. If ‘se levanta’ means s/he gets up and stands up, we teach that. But why to teach ‘se levanta’ as stands on, when it does not have that meaning?

      2. I was thinking that it would be the equivalent of “gets up on top off the croc”…obviously, as it turns out, that wouldn’t work. Sigh.

    2. Piedad, en donde puedes encontrar estos videos de Movie Talk? Se que estan youtube, pero estan bajo algun nombre o titulo especial, disculpa por la falta de acentos en algunas palabras. Gracias

  2. I love love love this video to practice with and get repetitions of the structure “dice”. Do you think that this video would be appropriate for 5th graders? If not, do you have any suggestions for the upper elementary grades (3-5)?

  3. Used this today in class since we had finished Cierra la puerta. It was a hit! Thanks for posting. YOu are such a blessing!! Nancy

  4. This is fantastic! I’m new to tprs, have been trying Circling with balls without much success (I feel) with a sp 2 class, but this is going to be perfect for them!

  5. Hello Martina,

    Based on your suggestion of using the short of the Wildebeest I created two documents for my students and one texitvate activity. I’m always amazed at the things you find to complement your lessons. Thank you for being such a great inspiration!

    Here is a link to my website where I have posted the documents and the link for the textivate activity.

    Elena López

  6. Hello,
    I don’t know if this comment board is still active, but I would like to access Elena’s materials for the Wildbeest film. I’m thrilled to have discovered her site, especially as I was already looking for the El Pez y el Gato clip! I didn’t see the Wildbeest anywhere on her site. Can you help me to contact her directly??

    Thanks so much for sharing!

  7. The Widlebeest video isn’t working anymore! It says it’s not available in my country? I’m in the US.

    1. Here is a link that works: Anytime you find that a link doesn’t work, try googling the title of the video to see if it pops up on another site. If you know the maker of the video (even though the YouTube link says it isn’t available in the US, you can still see all of the information for the video), then add that to the search to help make it more effective.

      1. Thank you so much!! Of course I waited to the day of to test the video! I have it pinned to my pinterest board, so I will now switch it. Thanks!

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