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14. Debates
This exercise is also intended for groups that are proficient in the language.
The teacher chooses a passage that contains some idea that may cause controversy, for example - " Every old or terminally ill person has the right to a quick and painless end of life (euthanasia)."
This statement is written on the blackboard by the teacher.
It warns students that it will show them a passage that contains this idea. Students watch the passage.
The teacher explains that in the discussion, everyone should speak out, using arguments "for"and " against".
Two teams (2-4 people each) are selected to represent one or another point of view. Each team must have a captain. The captain gives the team's point of view at the beginning and sums it up at the end.
If there is time and necessity, students review the passage again.
At home, students prepare their arguments. The teacher warns students that they can use notes, but they can't read from a piece of paper. Each performance is limited to 3 minutes. The class should prepare 3-5 questions for the speakers. Questions should preferably be based on what you saw and heard in the video snippet.
In the next lesson:
Speakers sit facing the class. Each team makes its own statement.
After the presentations and summing up the results, the class asks questions. At the end, the class votes on whose position was expressed more convincingly.
In the event that the task is to show a feature film in its entirety, it is absolutely necessary to give the class tasks that would make them listen to the dialogue, as well as compare the actions and actions of the characters and draw conclusions from this.
In the event that the film is a comedy, students are given the task to write down jokes that were understandable.
If it is a detective story, the film is shown up to the point where the criminal is exposed, and ask for a reasoned answer to who is to blame and why they think so. This can be quite difficult, so it is advisable to look at detective stories in parts, discussing each part and making preliminary conclusions about the identity and motives of the crime. This does not apply to those criminal stories that start with the crime being shown (as in the TV series Columbo).
If the film is about people's lives, you need to ask questions about their relationships. Here it is also advisable to stop from time to time and make predictions about the further development of events and relationships of characters.
From the point of view of listening, specific and other documentaries seem easier to understand, since most of the text is read by an announcer with well-defined pronunciation and clear articulation. In addition to testing your understanding, you can also write a short article on the same or similar topic, such as" The most terrible catastrophe of the 20th century "or"Features of the life of South American Indians".
Summing up the above, it can be argued that educational video courses and animations open up wide opportunities for active work in the process of forming speech skills and abilities of students and make the educational process of mastering a foreign language attractive for schoolchildren at all stages of learning.
The use of video in a foreign language lesson and in
extracurricular activities opens up unique opportunities for teachers and
students to develop socio-cultural competence as one of the components of communicative competence in general.
In addition to the content side of communication, the video contains visual information about the place of the event, the appearance and non-verbal behavior of the participants in the communication in a particular situation.
For really effective use of the video in the lesson, you need to make sure that:
The content of the video materials used corresponds to the level of general and language readiness of students
The duration of the video fragment used does not exceed the actual capabilities of the lesson or lesson stage
Video fragment situations provide interesting opportunities for developing students ' language, speech, and socio-cultural competence
The context has a certain degree of novelty or surprise
The text of the video is accompanied by clear instructions aimed at solving a specific educational problem that is understandable to students and justified by the logic of the lesson.
The video fragment is known to the user himself
Sometimes teachers complain that while watching videos, students are distracted from the lesson, do not behave well, and perceive the beginning of viewing as a signal for entertainment. Of course, the situations may be different, but more often such situations occur when the teacher:* did not take into account the real interests and opportunities of students when choosing a video fragment
• did not clearly explain the purpose of the task and how its implementation will be evaluated or affect the course of further work
• failed to think through differentiated tasks for successful
completion of the proposed tasks and didactic means to them
for groups of weak, medium, and strong students
• this is the first time using a video;
• I'm not sure if this is necessary or effective myself
The effectiveness of using a video in speech training depends not
only on the precise definition of its place in the learning system, but also on
how efficiently the structure of the video lesson is organized, how
the educational capabilities of the video are coordinated with the training tasks.
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