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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Designed by Ms. Fanja Andrianarivo,
TEFL teacher,
English Teaching Program (E.T.P.)
Antsahavola, Antananarivo101
Madagascar
andrianarivofanja@yahoo.com
tel. (261) 3311 69296
tel. (261) 3439 83032
TESOL Annual Convention and Exhibit 2011

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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
andrianarivofanja@yahoo.com.
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.

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Talk about movies. Pair work. Have students talk about movies they have seen:
Movie1: ) ***************
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In the end, ________________________
Movie2: ) ***************
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Actors, Stars2
Who: Who’s in it? (be in a movie= act in a movie)
(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.

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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?
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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?

7. 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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8. 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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9. 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.
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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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11. The Wedding Coordinators
Watch the movie segment showing the wedding coordinator. Answer these following questions:
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13. 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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14. 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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15. 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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Watch a short segment from the movie. Then ask students to complete the second chart.
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_________________ and I have a lot in common.
I have nothing in common with ______________.
I have a lot in common with ____________.
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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?
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As a class walk around and find three people that you three things in common with:
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2 2 2
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We both like . . .
We both play . . .
We both come from . . .
None of us enjoy ….

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Use the following expressions to talk about characters in the movie:
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______Names________ ____Personality Traits_________
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____________________ _____________________________
____________________ _____________________________
____________________ _____________________________
____________________ _____________________________
____________________ _____________________________
____________________ _____________________________
____________________ _____________________________
____________________ _____________________________
____________________ _____________________________
____________________ _____________________________
____________________ _____________________________
____________________ _____________________________
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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, ……………….
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Talk about your friends or relatives in the same way.
………… ………….. …………………………………………….
………… ………….. …………………………………………….
………… ………….. …………………………………………….
………… ………….. …………………………………………….

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