This document discusses the advantages of using sitcoms in the English as a Foreign Language (EFL) classroom. It notes that sitcoms expose students to real examples of language use and provide cultural aspects of the target language. Sitcoms also create a relaxed atmosphere for learning. The document outlines several steps teachers can take to exploit sitcoms for language learning, including selecting an appropriate sitcom, dividing students into groups to watch and discuss episodes, and conducting pre, during, and post viewing activities focused on vocabulary, comprehension, and language practice. The key is creating tasks that support linguistic development while leaving students feeling accomplished.

3. Ray Barone : You're already planning the wedding?
Debra Barone : I've been planning it since I was 12.
Ray Barone : But you didn't meet me until you were 22.
Debra Barone : Well, you're the last piece of the puzzle.

4. A situation comedy, a specific genre of
television, is a kind of comedy which has a
storyline and features recurring characters that
act in common situations such as a
family, workplace, or a group of friends.
Merchetti y Hudson (2006)

5. ROCHELLE ROCK
I'm gonna slap the black off of you!

6. Advantages of using sitcoms in the EFL
classroom:
Sitcoms, in particular, expose students to
contexts of real language use. The language
students interact with has not been graded to suit
the students’ level of learning.
Sitcoms have the advantage of being 30 minutes
in length making it simpler for the teacher and
learners to fulfill their objective over a realistic
period of time. Sitcoms are also an obvious way to
bring real world into the classroom
Merchetti y Hudson (ob.cit)

7. The use of contextualized language.
Due to its funny nature they create a more relaxed
atmosphere in the classroom.
They present cultural aspects of the target language.
It is possible to practice active listening of the target
language.
Images constitute a support that leads to a better
understanding.
They present a wide variety of aspects which allow
teachers to create different activities and assessment
tasks.

8. Joey: Actually, you know what? I am. That whole thing with
Rachel made me realize that maybe I'm ready for a more serious
relationship. You know? Like I'd like to meet a nice mature
commitment-minded lady. And looks aren't as important
as...Nah, she's gotta be hot.

9. 1. Choosing a sitcom.
Select a sitcom you are familiar with.
Nuttall`s principles: suitability and
exploitability.

10. Charlie Davies: Now, let's test your knowledge of
American dogs. [starts throwing up flashcards quickly]
Gupta: Hot dog. Corn dog. Chili dog. Snoop Dogg.
Charlie Davies: Very good.

11. It allows you to select the specific aspects
of language you want to work with.
It makes it possible to control the
amount of time in the case you do not
have enough.
It allows you to extract useful language.

12. [Donna and Kelso are hiding under a bed]
Donna Pinciotti: Is that your hand on my ass?
Michael Kelso: It was an accident.
Donna Pinciotti: Kelso, your hand's still on my ass.
Michael Kelso: IT'S STILL AN ACCIDENT.

13. There are lots of different ways that you can
exploit sitcoms in the classroom from simply pre-
teaching any relevant vocabulary, watching a clip
and then having a follow-up discussion - to using
prepared worksheets for consolidating grammar
structures or lexis.
Bilsborough (2009)

14. Arthur Spooner: Darling, I need to borrow the iron.
Carrie Spooner Heffernan: Dad, I told you. If you want
a grilled cheese sandwich, I will make you one.

15. The key to using this type of material
effectively is dependent on the creation of
appropriate tasks that support and
develop learners’ linguistic competences.
Merchetti and Hudson (ob.cit)

17. When choosing to deal with sitcoms in
the classroom, it is vital to promote
tasks which help students to succeed
and leave the class with a sense of
achievement and joy.

18. Brick: I wish I could stay home and watch TV and
have you make me soup.
Frankie: Oh, sorry honey. Wrong family.

19. Sample 1.Writing.
Step 1: Watch the Sitcom.
Students will be asked to write all new words they
find in the episode.
Step 2: List the Vocabulary
Students will be asked to write the new words in
the board.
Step 3: Discuss the Vocabulary
Students will be asked to discuss the meaning of
the new words and will write sentences with them.

20. Christine Campbell: [talking about Stan] He has certain attributes that make
him appealing.
Richard Campbell: Ugh. Are you talking about the size of his...
Christine Campbell: No, no. You know that size doesn't matter to me.
Richard Campbell: [long pause] How would I know that?

21. Divide the class in two groups, one group must leave
the classroom for some minutes while the other is
inside watching the sitcom, then let them in and ask
the first group to explain what was the episode about.
Ask the first group to describe the characters.
Play the sitcom again and ask the students to play the
roles of the characters in the sitcom.
Ask the students to give their opinions about the plot.

22. Charlie: Oh, by the way, you need to buy Kandi a diamond necklace.
Alan: Wha-What?
Charlie: You told me to cover for you. I said you were out buying her jewelry.
Alan: That's all you could think of?
Charlie: Well, I could think of a lot of things, but only one made me laugh.
Alan: I can't afford to buy her jewelry.
Charlie: I know, that's what makes it funny

23. Pre-viewing: before you watch the sitcom/ scene. The idea behind this
is to arouse curiosity and make predictions about the content of the
sitcom, the characters, the main topics, etc.
Viewing: while you watch the sitcom/scene. The objective is to confirm
predictions and practice different listening strategies while watching.
At this stage, you may also extract and introduce the items you would
like to exploit and consolidate later in class. Sitcoms present students
with a great amount of real language in use. It is the task of the teacher
to point out and practice existing language and to choose which new
language items they would like their learners to focus on.
Follow-up: after you watch the sitcom/scene. At this stage you may
want to introduce discussion topic areas, do some writing e.g. a
review, and consolidate language.

25. The use of sitcoms provides a funnier and more
relaxed atmosphere when learning English.
Sitcoms provide students with language being used
in real contexts.
Sitcoms present language in the way it is presented
to native speakers.
Sitcoms have expressions that are possibly not found
in books or other kind of material with educational
purposes.
A good reason to use them is that everybody likes
to laugh and that many students watch at least a
bit of television every day!