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2.2. Features of working with a video in the process of learning English .
In the modern world, it is necessary to keep up with the times. Therefore, a modern lesson should be progressive, interesting, informative and creative, and this requires a creative approach, the ability to use TSO and knowledge of innovative technologies.
Interest and motivation in the language you are learning depends on the technologies and methods that the teacher uses in the classroom. In our opinion, the use of video in foreign language lessons is a highly effective creative tool that implements various forms of development of education and training. This method of organizing educational activities allows you to productively solve all the tasks of the lesson in an exciting creative way and carry out educational, communicative, and cognitive activities.
For teachers, the use of video materials opens up a limitless field of activity for organizing work on a wide variety of topics, at different levels of education, with children of different ages.
2.2.1.Stages of working with video materials and their tasks
One of the main tasks of teaching English is to develop speaking skills, so the main goal in teaching English using video materials is to teach oral and written speech. Methodologists divide the demonstration of any video material into stages. Thus, Yu. A. Komarova considers the functioning of video fragments in the educational process as the functioning of supports designed to promote the formation of specific skills. It defines their functions in accordance with the stages of working on them in the lesson:
Stage 1: video fragment-content support (VF-1 video fragment)
Stage 2: video fragment - semantic support (VF-2)
Stage 3: video fragment-stimulus (VF-3)
Taking into account the functions of video fragments at each stage, Yu. A. Komarova distinguishes the skills of constructing a monologue utterance as follows :
Stage 1: the ability to express your thoughts in a monologue form based on VF-1.
Stage 2: the ability to develop the strategy of utterance-monologue based on VF-2.
Stage 3: ability to speak in the form of a monologue based on VF-3.
At each stage, Yu. A. Komarova proposed a set of sequentially complicated exercises that provide a variable basis: on the sound track, on the video track, on the sound and video track simultaneously. To use only the audio track, the following tasks were proposed [18, p. 13]:
"look, imagine what's happening on the screen;
- listen, tell us what you can tell us about this character, how you imagine it, look at it, compare it.
To submit a silent video, you can perform the following tasks::
- take a look and tell those who haven't seen it;
- view and voice it over;
- watch and act out the situation;
J. Wehage identifies several cycles of exercises related to the demonstration of a video with or without sound [18, p. 13]:
1st stage: preparatory. At this stage, exercises are performed to listen to the dialogues that will be heard in the film (without pictures); lists of questions on the content are compiled.
Stage 2: interactive exercises in the group before the film demonstration:
- Brainstorming;
- development of a complete scenario;
- discussion of the movie title.
Stage 3: watching a movie without sound:
- description of individual movie frames (freeze frame);
- anticipating the content of the next scene;
Stage 4: watching a movie with audio:
- mark the words that students "see" and "hear"in the suggested list;
- create questions for communication, discussions on the content of the film;
- recreate the text and content of a video fragment in group work;
Stage 5: exercises after watching the video:
- arrange exercises in a logical sequence of events in the film;
- answer questions verbally or in writing;
- work on the text with missing words;
- create your own video;
Based on the traditional division of the process of working with a video film into stages and from the ones proposed by Yu. A. Komarova and Y.A. In our opinion, we can distinguish four main stages in this process::
1. Preparatory or pre-demonstration stage (pre-viewing);
2. Film perception or demo stage (while viewing);
3. Control of understanding of the main content or post-demonstration stage ((post) after-viewing);
4. Development of language and oral skills or creative stage;
At each stage, there are a number of tasks that determine the effectiveness of the entire audiovisual process :
I. Pre-demonstration stage
Stage goals:
1. motivate students, set them up to complete tasks, making them active participants in the learning process;
2. remove possible difficulties in reading the text and prepare for successful completion of the task.
At this stage, language difficulties and difficulties in understanding the content of the video are removed. You can enter proper names that may cause difficulties when viewing a video, or explain events or conditions in which the action takes place.
The teacher can briefly convey the main plot of the video fragment, focusing on the questions that will need to be revealed at the post-examination stage.
You can complete a cycle of lessons on a particular topic or problem by watching videos. Students receive a task in advance to study a specific material, which logically prepares them for viewing the video. Preliminary reading of texts and discussion of problems on the same topic (in the native and foreign languages) also help to increase motivation during viewing, provided that the video opens up new perspectives on this topic, contains an element of novelty and unpredictability.
II. Demonstration stage
The goal of the stage is to ensure the further development of students ' language, speech, or socio-cultural competencies, taking into account their real opportunities for foreign language communication.
The demonstration of the film should be accompanied by an active educational activity of the audience-trainees.
At this stage, tasks are used that are aimed at finding, isolating, fixing, and transforming certain language material: vocabulary, grammar, and phonetics. In this case, it is not so much the wording of the task as the content of the exercise that provides one or another degree of effectiveness and justification for completing the task. Trainees can also make notes to the film text, which will be needed when completing tasks at the post-demonstration stage.
III. Post-demonstration stage
The goal of the stage is to use the original video material as a basis and support for developing productive skills in oral or written speech.
At this stage, the effectiveness of using the landmarks suggested at the pre-demonstration stage of film perception and the language and speech tools used in the film is checked.
Following the sequence of presentation of video material and correct wording of the task contributes to the effectiveness of using video in the process of teaching English.
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