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II. Text stage
Stage goal: Ensure further development of language, speech or socio-cultural competencies of students, taking into account their real opportunities for foreign language communication.
Types of tasks:
1. Tasks for finding language information
This type of exercises and tasks is focused on finding, isolating, fixing, and transforming specific 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. Task statements may sound something like this:
View the video fragment and...
1. choose English/ German/ French / Spanish, etc. equivalents for the following Russian words and expressions;
2. choose the Russian equivalent for the following English / German words and expressions, etc.;
3. fill in the gaps in sentences with the appropriate words and expressions;
4. write down all the adjectives that were used in the video with the noun "road" (all the verbs that were used with the noun "products" , etc.);
5. write down the verbs from the list below in the grammatical form in which they were used in the text;
6. with what intonation was the word "really" pronounced in the text;
from the list of synonymous expressions below, select those that were (not) used in the video text.
2. Tasks aimed at developing receptive skills (at the level of identifying meaningful and semantic information)
At this stage of the work, traditional exercises can be used aimed at::
1) search for correct answers to questions (questions are suggested before viewing);
2) defining true / false statements;
3) correlation of separate sentences with semantic parts of the text (text outline and headings of each part are suggested);
4) arranging parts of the text in a logical sequence;
5) establishing causal relationships, etc.
3. Tasks aimed at developing speaking skills
The following techniques for working with videos are aimed at developing the skills of monologue speech:
1) No image when saving audio. Most often, in this case, settings for the description are used:
intended appearance of the characters and their clothing;
items that might have been nearby;
event locations;
the nature of relationships between characters, etc.
All these tasks represent a specific type of monologue-description, while maintaining the pronounced features of describing people, objects, etc.
2) Tasks aimed at using the "PAUSE" button.
In this task, students are asked to make assumptions about the future course of events, which is inextricably linked with the development of such discursive skills as determining and establishing logical and semantic connections of the text and their development.
3) Tasks aimed at reproducing what you saw in the form of a story, message, etc.
A number of tasks can be effectively used to develop dialogic speech skills, for example: turning off the sound when saving an image and then playing the intended text. This exercise can hardly be used to reproduce the texts of a monologue, since the content of the monologue in this case is almost impossible to anticipate, unless the person can read lips. As for the dialogue, if there are such elements of the speech situation as the place and time of events, communication partners, and their nonverbal behavior, you can make certain assumptions about the content of the dialogue, especially if the situation is fairly standard (in a store, theater, doctor's office, etc.)
4. Tasks aimed at developing socio-cultural skills
Quite often we have to deal with the understanding of socio-cultural competence in a very narrow sense, which is almost identical in meaning to regional knowledge. Of course, in order to achieve the necessary and sufficient level of socio-cultural competence, it is necessary to have a certain set of knowledge about the countries of the language being studied. However, it is even more important to learn how to compare different cultures of the world, notice their cultural-specific features and find common cultural patterns. The most difficult task for teachers in terms of forming socio-cultural competence is the ability to teach students to interpret various situations of speech and non-speech nature from the point of view of the cultural characteristics of a particular country, while avoiding the formation of false stereotypes and not falling under the influence of imposed judgments and ideas.
Using videos provides an excellent basis for this, but it would be naive to believe that without a teacher's guiding role and a competent system of specially designed exercises, these skills will form by themselves. So, when working with video materials, it is suggested to use such a type of tasks as establishing cross-cultural comparisons and discrepancies. Here it is important for the teacher to remember that until the skills to compare and contrast culturally marked information are formed, it is necessary to think through a system of supports that direct students ' attention to the isolation, fixation and interpretation of the necessary information.
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