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1. 2. Using video at the initial stage of training
The possibilities of using videos for beginners are somewhat limited due to the small volume of their vocabulary and grammar knowledge. However, the use of video from time to time pleasantly diversifies the activity, introduces an element of real life, even on the screen, and also gradually teaches you to work with video materials, and not just stare at the screen.
Practice shows that video multiplications are especially effective at the initial stage of learning a foreign language. Their use allows you to develop the speech activity of schoolchildren, as well as increase the speech activity of learning. Animation makes it possible to easily get into the essence of real things and phenomena and convey information to students in a simple visual form. Methodically, it is also important that the interest in cartoons does not weaken with repeated views. This helps to maintain attention to the repeatedly presented educational material and ensures the effectiveness of perception.
The undoubted advantages of animated videos are their advantages::
1) authenticity;
2) informative saturation;
3) concentration of language resources;
4) emotional impact on students, etc.
The effectiveness of using videos depends on the rational organization of classes.
1. Training tasks
One of the educational tasks that can be solved with the help of videos is the repetition of vocabulary and the expansion of vocabulary.
For this purpose, any passage from 30 seconds to 1 minute, which presents objects, actions or characteristics on the corresponding lexical topic, is suitable. Preferably, the passage should be accompanied by music or English-language text. If you can't get such a video, record a passage with the text in your native language, turning off the sound.
Depending on the size of the study group, you divide it into subgroups or pairs, each of which gets its own task. Tasks don't have to be different.They can be duplicated for some groups or pairs.
Students watch an excerpt showing different animals (professions, colors, people performing different actions). Then they discuss what they have seen in groups (pairs). If necessary, they can use a dictionary or contact a teacher for help.
For example: name the first animal you saw in English; tell us what a giraffe does; who is the profession of the person you saw on the street; what green objects you saw on the screen, and so on.
Then the students answer the questions. At the same time, the teacher warns that they will look at the passage again and will have to check whether the group has completed its task correctly.
Then you watch the passage a second time and check that the answers are correct.
You can also use the video to introduce new lexical units or a new lexical topic. Instead of using a translation or image to enter animal names, you can simply show them in the zoo or in the wild, which will make a much more vivid impression and help you remember them better.
Both in this case and for the task "describe a picture", you can use the "freeze-frame" function so that students can see all the details on the screen.
Another task that can be solved with the help of video at this stage is the task of teaching speech comprehension by ear, which many teachers, for various reasons, do not set for themselves at all.
It should be noted that the use of video for teaching listening has its positive and negative sides.
On the one hand, video recording is more vital than audio recording - you not only hear, but also see the speakers, their facial expressions and gestures, and also get information about the broad context of what is happening - the location of the action, the age of the participants, etc.
On the other hand, all these factors distract the listener from the actual speech, and he can get carried away by looking at the picture, instead of focusing on listening.
Therefore, especially at the initial stage, students should receive a clearly formulated task before viewing, on which they will have to focus.
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