Chapter Using videos in English lessons

2. Video directories (5-15 minutes)
These exercises, in addition to listening, include developing reading skills.
But. The teacher chooses an excerpt from the film that is 1-2 minutes long and consists of clearly spoken lines that are simple in form and content.
Writes out each remark on a separate card, marking which character it belongs to.
Divides the class into several groups and gives each group a complete set of cards containing the dialog.
The group should look at the passage without looking at the cards, and then put the lines in the order in which they were recorded.
After that, you should watch the passage again, checking the correct order of replicas. You should pause if necessary.
Students in the group practice reading the dialog.
The teacher turns on the recording without sound, and students voice the dialogue on the screen (if desired). The following options canbe suggested:: 
* Students arrange the cards in the correct order
before viewing them, and then
check the accuracy of their guess.
The teacher selects an excerpt of the program with several different news items. It prepares a copy of such a sign for each student (see Table 1). It distributes signs to students. You need to make sure that everyone understands what is written in the left column.
Then, after watching the news program, students are asked to come up with the most appropriate headline for each news item and fill out a sign.
The teacher shows the news.
Students fill out a sign (individual work).
The teacher shows the news again, pauses after each one so that everyone can give their own headline. The class discusses the appropriateness of this choice.
Table 1
News summary

Foreign news
National news
Accidents
Disasters
Famous people
Arts/entertainment
Sports

Chapter 3. USING VIDEO ON MEDIUM AND MEDIUM-SIZED DEVICES
AVERAGE ADVANCED LEVEL.
In addition to exercises where the main role is played by the audio track, at this stage you can use videos to study various cultural and socio-cultural phenomena-specific films of various topics for "identifying" culturally significant species and monuments, portraits of prominent figures of the past and present, as well as excerpts from feature films and documentaries for interpreting various types of nonverbal communication - facial expressions, gestures, postures, types of physical contact, clothing style. However, in most cases, the verbal part of the video clip will play a crucial role.
1. Predictions (~ 20 minutes).
The teacher selects a suitable passage from the film and writes out up to ten words or phrases that give a clue to what is happening, the behavior of the characters, and so on. Writes these words and phrases on the blackboard in the order in which they occur in the program.
Discusses with students in which situations these words can occur.
Students in pairs write a script in which these words and phrases will be used. While they are writing, the teacher goes around them, getting acquainted with what they have written and helping them if necessary.
The teacher selects several stories and reads them out.
Students review the passage and compare their stories with what they saw. They look at the passage again in order to clarify the details.
The teacher writes on the blackboard:
If the action took place in [season], what difference would there be in

• 
  what the characters say
  
• 
  what the characters are wearing
  
• 
  what the characters do
  

• the story or situation as a whole?
Check out the excerpt.
Questions are discussed in groups.
Then the questions are discussed by the entire class. If necessary, the passage is reviewed again and the discussion continues.