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III. Post-text stage
Stage goal: use the source text as a basis and support for developing productive skills in oral or written speech.
Both of the previous stages are mandatory both in terms of using video text as a means of developing complex communication skills, and as a means of controlling receptive skills (listening). This stage may also be omitted if the video text is used only for developing and controlling receptive skills.
Those exercises that can be used to develop productive skills in oral speech have already been partially mentioned in the previous section. At this stage, in addition to the above exercises, you can use:
project work related to the preparation of similar videos yourself (conducting a video tour of the city/ school, etc., attending a school concert, telling about your family, etc.)
role-playing games based on the plot or situations of the video. However, they can be partially modified
Some of the exercises recommended by Russian and foreign methodologists for working on video materials can be classified as purely communicative, for example::
What did they say?
Students watch a short story without sound (it can be a scene in a restaurant, in a store, meeting friends, coming to visit, or any other material depending on the level of students) and guess what the characters are saying. Then they compose a dialog and play it as a video voiceover. Then they view the plot with audio and compare the characters ' speech with their own version. The teacher provides the necessary comments.
What will you see?
Students listen to the soundtrack of a video story without an image. The teacher draws their attention to the characters ' intonations and sound effects. Students answer questions like: "Where does the scene take place? How many characters will you see? What are they doing? How are they dressed?" etc.
Who said it?
Students are given leaflets with lines from the dialogue and the names of characters. Viewing is performed without sound. After viewing, students should tell them which words are most likely to belong to the characters. Then there is a preview with audio, and students check their guesses.
Body Language
Students are asked to observe the gestures and facial expressions of some character. They watch the video without sound. Next, students copy the character's facial expressions and gestures and try to interpret them. Then you can watch a video with audio and let students test their guesses for themselves. After that, the teacher makes a comment and gives the necessary explanations.
Biographies
Students watch a video story with audio and then compose biographies of characters, assessing their character, social status, and level of education based on speech characteristics, behavior, and communication culture.
Inner monologues
Students are invited to watch one of the characters from the video story. Then they look at the finished passage with the characters ' dialogue, and then compose an internal monologue of this character, based on his reactions, facial expressions, and gestures.
What if?
Students watch the video plot, and then discuss what the film might have been like if it had been set in our country.
What happens next?
When watching with audio, the teacher stops the tape at certain points, and students must predict what the character will say or what will happen next.
Information search exercises are effective when working with videos.
What's the product?
When watching a video story about a product or a well-known subject, the teacher stops the film immediately after the characters discuss or describe the subject. Students should say what they were talking about.
Five W,s and H
Students are invited to view the video story and write down the main data in 6 columns under the titles Who? What? Where? When? Why? How? This exercise is especially recommended when working with documentaries and news programs.
Info - Matching
Before watching a documentary or news story, the teacher makes a list of facts, names, and titles. Students can work in pairs or groups. Their task is to view the video plot and record as much information as possible. After they write down all the information they have memorized (including names and titles), they are given a list compiled by the teacher. They compare data. Each match can be rated, for example, at 10 points, and data that is not in the teacher's list - 20 points, if they are correct. After scoring points, it is determined which pair or group won.
What do you want to know about?
Before watching a thematic video story or documentary, students make a list of possible questions about the topic of the film. Then they watch the video and find answers to whatever questions they can find.
What happened when?
Students watch a video story and then compose sentences or questions describing all the events or information in chronological order.
Matching
Students must match the names and titles given to them in advance with what the character did, or what is said about that character, or what happened in the named location.
Where did it happen?
Before viewing, students are asked to pay attention to a particular view
information, such as geographical names, personal names, write down numbers, etc.
Working with questions
When watching documentaries and news programs in groups that do not have experience with video, it is recommended to offer students a list of questions for information search in the first few classes. These questions may have a specific thematic focus.
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