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Developing "E" through Movies in Madagascar

May 25, 2015

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Developing "E" through Movies in Madagascar.

This project deals with the use of movies to teach "E"nglish fluency, accuracy, functions and to develop vocabulary. Critical thinking skills as well as cross-cultural analysis can be improved as well.
Efficient for resistent teenagers and tired working adult learners.
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Page 1: Developing "E" through Movies in Madagascar

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Page 2: Developing "E" through Movies in Madagascar

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Designed by Ms. Fanja Andrianarivo, TEFL teacher,

English Teaching Program (E.T.P.) Antsahavola, Antananarivo101

Madagascar [email protected]

tel. (261) 3311 69296 tel. (261) 3439 83032

TESOL Annual Convention and Exhibit 2011

Page 3: Developing "E" through Movies in Madagascar

���������%�& � ���� ����������� ������ focuses on developing ‘E’ fluency, practice and critical thinking through the use of movies in the

teaching of English as a Foreign and Second Language. It is developed by Fanja ANDRIANARIVO, a TEFL instructor at the English Teaching Program (E.T.P.) in Antsahavola,

101 Antananarivo, Madagascar. For further information, contact me at [email protected].

This project shows our experiences in designing teaching materials from movies to develop

‘E’nglish. Authentic language and scenes from movies provide fun, successful ways to help

language learning and development even for reluctant students.

Videos can be used in class for a variety of reasons - to inspire, to inform, to instruct, and even to

entertain. The focus of this project is to use videos to develop ‘E’ language learning and

acquisition.

Page 4: Developing "E" through Movies in Madagascar

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Talk about movies. Pair work. Have students talk about movies they have seen:

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Page 5: Developing "E" through Movies in Madagascar

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(Actor’s name) is in it. It’s starring (actor’s name).

Setting: Where and when did it take place? It takes place ___________________ Where: In the city, in the country, in Italy, on Mars, on a ship, in an airplane . . . When: In the 80s, in the 90s, in the 1800s, in the future, in the past, in winter . . . Plot: What’s it about?

It’s about ___________________________ What: Two people who fall in love, a meteor that crashes into the earth, Climax: In the end, ____________________ What happened: They get married, they save the earth . . . Category: What kind of movie is it? It’s a _________________

What kind: comedy, romance, sci-fi, documentary, horror, animation, thriller, action

movie.

Page 6: Developing "E" through Movies in Madagascar

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The first thing to do is to identify your teaching objective. Then, you may select the appropriate kind of movie that can be used to reach your objectives. The following shows basic ways of using different kinds of movies according to your teaching goals.

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LIFESTYLE

Lifestyle describes the story of someone’s life. Select a movie which shows a description of a character’s life – for example someone who started poor and has improved her living standard later, as in the movie Losing Isaiah.

Let us take the example of a movie entitled The Nutty Professor which is about an obese man who was desperately in love with his thin colleague, and who then has tried to find ways to become thin. After viewing a short segment from the movie, ask students to report facts about the main character in the movie (the professor) such as his family, job, physical description, clothes, food, and the like. After that, have students relate to the movie. Ask them to work in small groups and choose an interesting member of the community, or anyone who may have an interesting life story to tell and provide them with key language to develop their fluency. This kind of movie can be used to develop ‘E’ structure and accuracy in the use of CAUSE – EFFECT subordinators, for example, why did the character want to be thin? then to develop critical thinking by using IF- CLAUSES statements, and maybe also MODALS to express possibility (MAY, MIGHT), or ability (CAN, COULD). Finally, ask students to relate to the movie by using IF you were…, what would you do?

Movies which show lifestyle can also include important facts about personal interests, hobbies, job. This kind of movie can be used to develop students’ critical thinking and ‘E’ at the same time. Some students may even find this kind of movie a tool to reach their personal goal and become more ambitious in life. Where did they go on a date? Where do you usually o on a date?

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Page 7: Developing "E" through Movies in Madagascar

WORK

To be more ambitious and good learners, reluctant students can be inspired through movies which show people at work. On the job videos capture “behind the scenes” workplace activities to inform about careers.

These interesting videos can help people decide what careers they may like to pursue. This kind of movie reports socio-economic issues related to a career : public vs. private life, salary issues, cost of living, and availability of jobs across geographic locations. Working Girl, Losing Isaiah can be used.

Let us take the example of Losing Isaiah. This movie narrates how Isaiah’s mother has become more ambitious and finds a job in order to get custody right. Later, students can engage in group discussion about “Why work is important in life.”

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Page 8: Developing "E" through Movies in Madagascar

COMMUNITY LIFE

Movies can be used to get awareness of community life and culture of a country. Choose for example, Willow or The Amish, Independence Day, and the like After viewing, students learn about a place or event that happened in the movie, such as birth, death, annual parades or sporting events. These kinds of movies can be also used to describe a place, talk about landmarks or even an artefact. After viewing, students are provided with essential language to develop vocabulary and accuracy. Then, they report stories from the movie related to your teaching goal. Finally, they relate to the movie and compare / contrast their own community life and culture to that of the people in the movie. Subordinators may include: HOWEVER, IN CONTRAST, SIMILARLY, LIKEWISE, and verbs such as IS SIMILAR TO, CONTRASTS WITH, IS DIFFERENT FROM, and the like.

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Page 9: Developing "E" through Movies in Madagascar

CUSTOM

Movies give a clear description of the culture in a country. I have used the movie Faher of the Bride and My Big Fat Greek Wedding to develop ‘E’ vocabulary related to wedding custom.

Pre-viewing: Start with a picture of the bride and groom. Talk about their clothes and accessories, the venue, the guests.

Then, view a movie segment about the religious wedding ceremony without sound. Make sure that the teacher has provided students with vocabulary ahead of time. In small groups, students use the new vocabulary to describe the scene. To check their performance, I then select a student to describe what he/she can see on the screen using two or three sentences while using appropriate vocabulary. Then, I choose another student whose performance is lower to describe the same scene again.

Movie scripts can be used as a cloze listening passage. Select the script from scene one of Father of the Bride. Delete some words from the script. Students watch and listen and fill in the missing words.

Students may then talk about how Annie has become an adult from her childhood: little hand,

ears pierced, high heels, … Then have students report the same paragraph using USED TO and

BE USED TO to talk about past and present habits.

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Page 11: Developing "E" through Movies in Madagascar

The Wedding Coordinators

Watch the movie segment showing the wedding coordinator. Answer these following questions:

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Religious wedding ceremony

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Page 12: Developing "E" through Movies in Madagascar

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Page 13: Developing "E" through Movies in Madagascar

GIVING INSTRUCTIONS

Students can learn how to make / do things by observing and listening to the instructions given in a movie segment. They can at the same time improve their skill and language. Movies help learn a process and possibly follow along later. Movies showing someone cooking, or operating a machine, showing how to do or make something, such as changing a tyre can be used to develop ‘E’ and help students practice following procedures in the proper order.

Choose a segment which shows an instruction. Give appropriate vocabulary to students. Have them practice giving instructions about what they have seen in the movie segment.

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Page 14: Developing "E" through Movies in Madagascar

CRITICAL THINKING SKILLS

Detective movies, dramatic and ghost story movies may be used to develop students’ ability to analyze a situation, report facts, solve a problem. Therefore, they help develop ‘E’ and critical thinking skills. Select a short movie segment and then present the students with the following questions, then set out to provide facts with visuals to present possible answers to what may need further investigation. This strategy typically leaves the learners wondering an outcome until the end of the video, and may even end with several unanswered questions to be further explored. Have students pay attention to the use of appropriate verb tenses and modals when they answer the questions in groups of three. However, these prompts may be modified according to the classroom objective.

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Page 15: Developing "E" through Movies in Madagascar

TRAVEL & TOURISM

Some movies can provide authentic materials to talk about travel and tourism in a country. They show places that people may not otherwise be able to see. These kinds of movies can also provide information about the culture, climate, history, and interesting landmarks of an area. The place can be a public recreational center, a park, a zoo, a garden. It can be in the mountain, in the forest, near a lake or a river, a beach and the like.

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Page 16: Developing "E" through Movies in Madagascar

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�Watch a short segment from the movie. Then ask students to complete the second chart. This first chart is for the teacher only:

Title and deck .����#�������������( �� ���������A�� � � ��� � ,���#�,�� ��$������������( B� "��� ���������( �� ��,� �� �D�( ������������ ����� � ����� ������ �( ���� ��� ����� �+�

Where &�����,������������( -�� ���� �� ������ ������ �����,#�� �( �������� �$�� �� +�

Introduction ' ������������( ����## �" �( �!������� ����� � ����� ������ ��������� �+�.������ ��# ����� ���$����� "� � ��!����( ������� ������ ��$�"-���� ��!�#� ��� ��( ����� ������ �������� �D����� "��-�������-���� � �-������1�� ,#�+�

Actors' Roles .�� �,������� ��� ������ ��,�� �������� �� ������� �� �� �� � ������� �( ���,#�!����,�� +������( �����������#� ������� ������,#�!�� ������� ���� +�

Story line � ��� �,���!�"��� ���"�� �����$�"���� ��!�#� ��� ���# ��( ������ ��( �� ����� �������� �,#���� ��( ������ �� ������ ����� +�.������ �!�$��� ����� ���� ��� ��$�"������#� �� ���������( ����#� ��$�"���� ��!�#� �+�

Conclusion .��������( ���� �!�� #"���( ���� �� ��� � �������"���,������ ��C"� �� ���� ��� � ����� ,�!�"��� ������� ���������!�"� �#�+�� "��#��#������( ��� �� ��� � �� ��� ���#� ��( �����#��#� �"��� ���� ���#���"��+��

Page 17: Developing "E" through Movies in Madagascar

��� ,#����� ����2�

Movie Title and deck ���

Where ���

Introduction �������4�$���4���2�����$����� "� � ��!2������� ������ ��$�"2�����( ����� ������ �������� 2����

Actors' Roles >+�? +�E +�F +�G +�H +�

Story line 3�� -���.�� -����1-���&������-��0����� -��3� �##!-���

Conclusion �����

Page 18: Developing "E" through Movies in Madagascar

��������

��1,�� � ���� #��� �

� � ������******************* �� � ������� ��000000000000000000�

��� )� � ��******************* ��

� � �)� ���������*************** �� � �)� �����",�( ���***************** �� � �)� � ������**************** �� � �)� � ���� ����������**************** ��� � ************* ����##!�$"� �� �+�� � ************* �� ��� �� ��� ��+�� � ************* ������ �� ����:!+�������������************* �,� � �� �����+�������������************* �� �! �� �+�

& ( ����� ��C"� �� �� ����", +�� �����1�� ,#� 2������� �! �!�"����� � �� ��� �� ����%�����,� � �!�"����%�����!,�����,�� � �$"� �!�"�� ��� �� ����%������ ��� �!�"�� ��%�

���#�������� ��!+������( ���

������� �!�"��� �����4�������4����� ������������� �!�"���:!%��������!�"�� ����$�� �������!�"���������",�( ��%�������� �!�"������ ��������� �! �!�"%���������!�"����������� ����! %�

Page 19: Developing "E" through Movies in Madagascar

��� ,��� ��� ���� �� � ��� ���� ��� ��

3� ��� �� �� ������ ����� ���������' � ���0��� ���� � � �( ���!�"+�� �+

_________________ and I have a lot in common. I have nothing in common with ______________. I have a lot in common with ____________. �

� ��� ���)����1�������+�

�������!�"����� �!�"��������� �%������� ������ " ��4������4� ,���4�#��� ����!�"�#���%������ �!�"�������������%�

What are some things that people in the movie have in common? Make a list:

(1) ______________________________________________ (2) ______________________________________________ (3) ______________________________________________ (4) ______________________________________________ (5) ______________________________________________ (6) ______________________________________________ (7) ______________________________________________ (8) ______________________________________________

Relate to the story:

Among your friends and family, who do you have a lot in common with? ��� � 2�� � � �.�� � �� ��� � � 2�*********************************** As a class walk around and find three people that you three things in common with: ��� �2�� � � � ��� �2�� � � ��� �2�.������� � ��� � � .������� � � � � .������� � �� ��� � � 2� � � � � ��� � � 2� � � � ��� � � 2�

Report to the class: ���������#��� ��� � � �( ���******************** � We both like . . .

We both play . . . We both come from . . . None of us enjoy ….

Page 20: Developing "E" through Movies in Madagascar

���������/����������/���+���������������2�������

Use the following expressions to talk about characters in the movie: ������#������ � �����"��� ��� ���� �!� ����C"���#����$�� ���#� �� � #������� ����,���� � �� ����$�����( �� ��#� �����#� �� �( ������� � � ���#��� ����$#��( ������� � �!���##����� � � ( ����##� �� �$��!� �! ���##�� � ������ � !����� � �� 6�!�( ���� ��( ������� � � 6�!�( ���� ���#� �����#�� ������( �� ��#�� ���� �� ��� � ����#� �� �( �� ��#�� ���� �� ��� ����� �#� �( �� �� ��!� ���� ��� ��� �( ��� �� ��� ��1,�� ���� �#�� �( �� �� ��!�����2�77777777777777777777777777777777777777777777777777++���

���������/����������/���+��.�#���$�"����,��,#��� ����� ������ �� �!�( �����!�����#���+�I " ��!�!�"��� ( ��+�3����1�� ,#�2������ ��& ���� � ���$#��$��" �� ���#����$�� �����" ������ � �� �������,��,#�+��

______Names________ ____Personality Traits_________ ____________________ _____________________________ ____________________ _____________________________ ____________________ _____________________________

____________________ _____________________________ ____________________ _____________________________ ____________________ _____________________________ ____________________ _____________________________ ____________________ _____________________________ ____________________ _____________________________ ____________________ _____________________________ ____________________ _____________________________ ____________________ _____________________________ ____________________ _____________________________ ____________________ _____________________________

Page 21: Developing "E" through Movies in Madagascar

#�����!��������������How do people in the movie express themselves?

Use the following verbs to describe reactions in each situation: cry – shout – laugh – giggle – jump – shut up – yawn – yell – nag - … . . . when (name) feels ….. what does s/he do? �1�� ,#�2 from the movie Father of the Bride: George Banks felt nervous when his daughter announced her plan to get married to him. Consequently, he said the piece of news is ridiculous.

• when …………………….. is angry, s/he …………… • when …………………….. is sad …………………… • when …………………….. is excited, ………………. • when …………………….. is happy, ……………….. • when …………………….. is disappointed, ………... • when …………………….. is bored, …………………. • when …………………….. is nervous, ……………….

��0&.��.� �.' ��/ � � �� ��

Talk about your friends or relatives in the same way.

����� ������ � ���� ��� ………… ………….. ……………………………………………. ………… ………….. ……………………………………………. ………… ………….. ……………………………………………. ………… ………….. …………………………………………….

Page 22: Developing "E" through Movies in Madagascar

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