RemembertheTitans

Zerofun,sir.GymScene
Boone: Shutup.
Putyourhanddown.You'resmiling.
Petey: Yes.
Boone: Yes,sir.Whyareyousmiling?
Petey: 'CauseIlovefootball.Football'sfun.
Boone: Fun,sir.It'sfun?
Petey: Yes.
Boone: Yousure?
Petey: Ithink
Boone: Nowyou'rethinkin'.Firstyousmile,thenyouthinkin'.Youthink
footballisstillfun?
Petey: Uh,yes.
Boone: Sir.
Petey: Yesno,sir.
Boone: No?
Petey: Itwasfun.
Boone: Notanymore,though,isit?
Petey: Notrightnow.
Boone: It'snotfunanymore.Notevenalittlebit.
Petey: Uh...no.
Boone: Makeupyourmind.Thinksinceyou'rethinking.Goon,think.Isit
fun?
Petey: No,sir.
Boone: No?Absolutelynot?
Petey: Zerofun,sir.
Boone: Allright,listenup.I'mCoachBoone.I'mgonnatellyouallabout
howmuch''fun''you'regonnahavethisseason.
Weleaveforcamp,GettysburgCollege,August15th,7:29A.M.Ifyou
reportat7:30youwillnotbeplayingfootballthisseason,youwill
bewatching.
Youwillwearajacket,shirt,andtie.Ifyoudon'thaveone,buy
one.Can'taffordone,borrowonefromyouroldman.Ifyoudon'thave
anoldman,thenfindadrunk,tradehimforhis.'CauseIguarantee
youthereisn'tabumonthestreetthatlooksasraggedyand
ridiculousaswhatI'mlookingatrightnow.
Thisisnodemocracy.Itisadictatorship.Iamthelaw.
Ifyousurvivecamp,youwillbeontheteam.Ifyousurvive.
Check'emin,Coach.
Hinds: Checkin''emin.I'mCoachHinds,youroffensivelinecoach.Yellout
yournameandpositionstartingfromtheright.
Petey: PeteyJones,runningback.Therunningback,y'all.
Rev:
JerryHarris,quarterback.
Hinds: Rev?
Rev:
It'sjustanickname.
Hinds: Andwhointhenameofheavenmightyoube?
Louie: LouieLastik,offensivelineman.Navalfamily,justmovedherefrom
Bayonne.Someonesaidfootball,soIcomerunnin'.What'sgoin'on,
everybody?

Ray:

Withhimcallingtheshots,ain'tnoneofusgonnaseenothin'butthe
benchthisyear.
Gerry: Heain'tcallingtheshots.You'llplay.

Remember the Titans Lesson 2

Context: High school advanced EFL class in Hungary. Students are highly
proficient in English and have also studied the history and culture of the
United States. This lesson comes after a lesson teaching specific content
information related to the Civil Rights Movement and segregation/integration
issues in the US in the 1960s.
WARM-UP:
Discussion: What makes a good team? What makes a good coach?
INPUT:
Play scene once without sound. Discuss nonverbal information.
Where is the scene? What feelings do people have? What relationships
do you see between the different individuals/groups in this scene?
Play scene again with sound. Ask comprehension questions. Why
doesnt Coach Boone want football to be fun? Why will they be
watching instead of playing football if they come at 7:30? What is he
communicating to the team in this scene? Who is Louie? Why does
everyone stare at him? When the large group of white players come in,
what are they communicating? What do they think of the coach?
LANGUAGE:
Reduced forms: Give students a script. Ask them to highlight all the
reduced forms and ellipsis in the script. What would the full forms be?
Are there any places where a reduced form was possible but the full
form was used? Why do you think the full form was chosen?
Colloquial speech: yall and aint
o Students will be familiar with most reduced forms, but they may
not be very familiar with the colloquial/dialectal forms yall and
aint. Explain these, pointing out the common use of double
negation with aint. Explain the stigmas that may be attached
to their usage, especially aint.
Idioms: your old man, calling the shots, the bench
o Ask students to guess the meanings of these idioms from context
and/or their own background knowledge (you may need to
provide them with multiple choice)
o For a later activity, collect these with other idioms used in the
film for vocabulary practice
CONTENT:
Comprehension questions: (see above)
Cultural Information:

o Football terms: Present very basic information about American

football terms and positions. Perhaps show some very short
video clips too illustrate,
e.g. block
o Offense, Defense, Special Teams, Quarterback, Running Back,
Lineman, Block, Start, the Bench, Yards
TASK:
Create a cheatsheet Give Ss a handout with pictures and the
names of the main characters. Show the part of the clip where some of
the players state their positions again, so that students can note these
down. They should take what theyve learned about these positions
and make any notes they need to help them remember those players
role on the team. Give them information about the other characters
and their positions.
Discussion - Return to the questions asked at the beginning of class:
o What makes a good team? What makes a good coach?
o From this clip, do you see positive and/or negative qualities of
the team and or coaches? What are some challenges they may
face?