‫المدرسة العليا لألساتذة‬
Ecole Normale Supérieure
The use of audiovisual materials in the EFL classroom
Research project about: change
and challenge
in ‘dead poets society’
English Department
Level : Fifth year
Prepared by: Rachid Ait Oumaiz
Zineb Ait Boulmanzil
Taoufik Alaoui Hichami
-
Supervised by:
Prof. Haouach
Academic year: 2010/2011
The use of
of audiovisual
audiovisual materials
materials in
in the EFL
EFL classroom
classroom
contents
contents
Introduction
1)
Theoretical background
Introduction

Approaches to change and challenge in Education
1)
Theoretical background
Change and
challenge into‘dead
poetsand
society’

Approaches
change
challenge in Education

Change and challenge in ‘dead poets society’
2)
Practical aspects
2)









3)3)
Teaching
language components through “dead poets society”
Practical
aspects
Teachingand
language
components
through
“dead
poetsinsociety”
Vocabulary: definitions
collocations
about change
and
challenge
the film
Vocabulary:
definitions
and collocations
about
and challenge in the film
Reading
comprehension:
changes
and challenges
of change
technology
Reading comprehension: changes and challenges of technology
Speaking: role plays imitating scenes from the movie
Speaking: role plays imitating scenes from the movie
Listening: a script about Martin lauther king’s famous speech “I have a dream”
Listening: a script about Martin lauther king’s famous speech “I have a dream”
Functions:
expressing
one’sone’s
agreement
or disagreement
towards
certain
issues
Functions:
expressing
agreement
or disagreement
towards
certain
issues
Writing:
essayessay
about
current
challenges
and and
future
hopes
Writing:
about
current
challenges
future
hopes
Pedagogical
Pedagogicalrecommendations
recommendations
Conclusion
Conclusion
introduction
 The present paper is a humble project about the use of audiovisual materials
in the EFL classroom.
 The
idea
was paper
to establish
a thematic
unit the
on use
theofbasis
of a film
called ‘dead
The
present
is a humble
project about
audiovisual
materials
in the
EFL classroom.
poets
society’.
The idea was to establish a thematic unit on the basis of a film called ‘dead
 Three
aspects will be highlighted:
poetsmain
society’.
mainisaspects
will be highlighted:
 ThreeFirst
the theoretical
background of the subject, which revolves around

First is the theoretical background of the subject, which revolves around
‘change and challenge in dead poets society’.
Second the
of the
project
including
the teaching
of
  Second
thepractical
practicalaspects
aspects
of the
project
including
the teaching
of
languagecomponents,
components,namely
namely vocabulary,
speaking
andand
other
skillsskills
will be
language
vocabulary,
speaking
other
will be
focused upon.
focused
upon.

In a later phase, some recommendations will be set for the Moroccan EFL
 classroom.
In a later phase, some recommendations will be set for the Moroccan EFL
‘change and challenge in dead poets society’.
classroom.
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-responsereinforcement”.

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.
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.
Practical aspects
 Teaching language components through “dead poets society”
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.
Practical aspects
 Reading comprehension: changes and challenges of technology
Reading
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!
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.
Practical aspects
 Listening: a script about Martin lauther king’s famous speech “I have a dream”
Listening
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:……………
self-evident:………
justice:……………
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.
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.......................................
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.
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.
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”.
Thank you very much for your
Thank you very much for your patience
patience