The use of audiovisual materials in the EFL classroom Research project about : change and challenge in ‘ dead poets

1. المدرسة العليا للأساتذة Ecole Normale Supérieure The use of audiovisualmaterials in the EFL classroomResearchprojectabout: change and challenge in ‘deadpoets society’ Prepared by: Rachid Ait Oumaiz Zineb Ait Boulmanzil Taoufik Alaoui Hichami Supervised by: Prof. Haouach Academic year: 2010/2011 English Department Level : Fifth year

2. The use of audiovisualmaterials in the EFL classroom The use of audiovisualmaterials in the EFL classroom

3. contents contents Introduction 1) Theoretical background • Approaches to change and challenge in Education • Change and challenge in ‘dead poets society’ • 2) Practical aspects • Teaching language components through “dead poets society” • Vocabulary: definitions and collocations about change and challenge in the film • Reading comprehension: changes and challenges of technology • Speaking: role plays imitating scenes from the movie • Listening: a script about Martin lauther king’s famous speech “I have a dream” • Functions: expressing one’s agreement or disagreement towards certain issues • Writing: essay about current challenges and future hopes 3) Pedagogical recommendations Conclusion Introduction 1) Theoretical background • Approaches to change and challenge in Education • Change and challenge in ‘dead poets society’ 2) Practical aspects • Teaching language components through “dead poets society” • Vocabulary: definitions and collocations about change and challenge in the film • Reading comprehension: changes and challenges of technology • Speaking: role plays imitating scenes from the movie • Listening: a script about Martin lauther king’s famous speech “I have a dream” • Functions: expressing one’s agreement or disagreement towards certain issues • Writing: essay about current challenges and future hopes 3) Pedagogical recommendations Conclusion

4. introduction • The present paper is a humble project about the use of audiovisual materials in the EFL classroom. • The idea was to establish a thematic unit on the basis of a film called ‘dead poets society’. • Three main aspects will be highlighted: • First is the theoretical background of the subject, which revolves around ‘change and challenge in dead poets society’. • Second the practical aspects of the project including the teaching of language components, namely vocabulary, speaking and other skills will be focused upon. • In a later phase, some recommendations will be set for the Moroccan EFL classroom. • The present paper is a humble project about the use of audiovisual materials in the EFL classroom. • The idea was to establish a thematic unit on the basis of a film called ‘dead poets society’. • Three main aspects will be highlighted: • First is the theoretical background of the subject, which revolves around ‘change and challenge in dead poets society’. • Second the practical aspects of the project including the teaching of language components, namely vocabulary, speaking and other skills will be focused upon. • In a later phase, some recommendations will be set for the Moroccan EFL classroom.

5. Theoretical background • Approaches to change and challenge in Education Many approaches to English Language Teaching stress the notion of change and challenge while dealing with the teaching learning process: • For example, behaviorism focuses on the behavioral changes happening to the pupils. It also looks at whether the learners can challenge the established rule of “stimulus-response-reinforcement”. • Another clear-cut example is given by constructivism which views the teaching learning process as a matter of constructing meaning on the basis of changes occurring in the environment. • Currently used approaches, such as Communicative Language Teaching and the Standards-Based Approach, stress on providing students with quite challenging real life situations that will contribute to a positive change in their attitudes towards English.

6. Theoretical background • Change and challenge in ‘dead poets society’ • Changing learning attitudes • Changing school routines • Challenging the program: textbook • Challenging the institutions: school • Challenging official authorities: director • Positive learning attitudes help students gain motivation in the subject matter. The same applies to the idea of breaking students’ boredom via interesting activities or hanging out with the students as shown in the movie. • Going beyond the program is a challenge for those who are ‘slaves’ to the textbook. The movie starts with this point, especially when the teacher removed some papers from the poetry book. • Challenge is once again presented in terms of the instable relationship between the teacher and the director.

7. Practical aspects • Teaching language components through “dead poets society”

8. Practical aspects • Vocabulary: definitions and collocations about change and challenge in the film Theme: Change and Challenges Words and expressions in “Dead Poets Society” reflect the challenging and changing spirit that the teachers should have to motivate their students. Here are some of the words and expressions that can be introduced to the students within the scope of the theme of change and challenge: Destined – hope – dare – endeavour – lifetime – disobey – trapped Exercise: Fill in the gaps with the appropriate word: (Destined – hope – dare – endeavour – lifetime – disobey – trapped) • The student is ................. to succeed in the exam. • The teachers ................... to teach their students in the right way. • The parents .................... that their children work hard. • It is not good to ............... the teachers at school. • Education is .................... process that needs patience. • The cheaters feel ................ when they get caught.

9. Practical aspects • Reading comprehension: changes and challenges of technology Reading

10. Practical aspects • Speaking: role plays and dialogues imitating scenes from the movie Exercise: In pairs, practice the following dialogue from “Dead Poets Society” and try to extract words and/or expressions of change and challenge: Neil Perry: I just talked to my father. He's making me quit the play at Henley Hall. Acting's everything to me. I- But he doesn't know! He- I can see his point; we're not a rich family, like Charlie's. We- But he's planning the rest of my life for me, and I- He's never asked me what I want! John Keating: Have you ever told your father what you just told me? About your passion for acting? You ever showed him that? Neil Perry: I can't. John Keating: Why not? Neil Perry: I can't talk to him this way. John Keating: Then you're acting for him, too. You're playing the part of the dutiful son. Now, I know this sounds impossible, but you have to talk to him. You have to show him who you are, what your heart is!

11. Practical aspects • Speaking: role plays and dialogues imitating scenes from the movie Neil Perry: I know what he'll say! He'll tell me that acting's a whim and I should forget it. They're counting on me; he'll just tell me to put it out of my mind for my own good. John Keating: You are not an indentured servant! It's not a whim for you, you prove it to him by your conviction and your passion! You show that to him, and if he still doesn't believe you - well, by then, you'll be out of school and can do anything you want. Neil Perry: No. What about the play? The show's tomorrow night! John Keating: Then you have to talk to him before tomorrow night. Neil Perry: Isn't there an easier way? John Keating: No. Neil Perry: [laughs] I'm trapped! John Keating: No you're not.

12. Practical aspects • Listening: a script about Martin lauther king’s famous speech “I have a dream” Listening

13. Practical aspects • Listening: a script about Martin lauther king’s famous speech “I have a dream 1. Before listening: - Do you know Martin Luther king? - Do you know the role that he played in changing the black situation in the USA? - When did Martin Luther King, Jr. deliver his famous speech "I have a dream?  2. While listening: • Read the text and answer the following questions: -What were Martin Luther king's dreams? -When did Martin Luther King deliver his ‘ I have a dream’ speech? - What was Martin Luther king's dream about children? - What was his dream about Mississippi State? • Plain the following words according to the text: Freedom:…………… justice:…………… self-evident:……… sweltering:………… 3. Post listening: • In pairs, discuss the text and write a paragraph about Martin Luther king's dreams and whether they are realized or not.

14. Practical aspects • Functions: expressing one’s agreement or disagreement towards certain issues Expressing agreement/disagreement: “Dead Poets Society” contains a set of agreement/disagreement expressions that can be introduced to the students through the theme of change and challenge: Exercise: Provide sentences using the following expressions: (I agree – I disagree – I can’t agree more – I am against – I am not against) • I agree.................................................. • I disagree.............................................. • I can’t agree more about.......................... • I am against............................................. • I am not against.......................................

15. Practical aspects • Writing: essay about current challenges and future hopes Write an essay, no more than 400 words, about some challenges you have faced in your education process mentioning your dreams for change to a better future.

16. Pedagogical recommendations • It is worth mentioning that these kinds of activities are highly recommended for the Moroccan EFL classroom. • To depart from a movie or a picture and make it a project can be really motivating for students. • Full exploitation of audiovisual materials needs to be integrated in the curriculum set forth by the Ministry of education. • Many aspects of the project should be reconsidered and adapted. • Within project work sections, teachers of English can make use of such activities that have proven to be productive.

17. conclusion conclusion In this project, we have tackled the issue of “change and challenge” in ‘dead poets society”. We came up with an example on how certain language components can be taught through the gateway of the movie. The idea was really interesting and it can be applied in the Moroccan EFL classroom with all its various variables. The film is outstanding and can be exploited and studied from different perspectives. As a matter of fact, “change we can believe in”.

18. Thank you very much for your patience Thankyouverymuch for your patience