Chapter Using videos in English lessons

4. Match adjectives (15-20 minutes) The teacher selects a passage that includes 3-5 characters of different types. Prepares a list of adjectives that are used to describe people's personalities (or ask your children to do so).
Distributes a list and discusses these traits with the class beforehand. If there are unfamiliar words in the list, explain their meaning.
Warns that each character can be described by at least one of these adjectives.
Students view the passage.
Students work in groups to discuss the characters ' actions and what they say, and give each of them at least one characteristic.
Then they choose one characteristic and explain to the class what this word means, illustrating their explanation with some example.
5. Анализ рекламы (30 минут)
Учитель выбирает один или несколько рекламных роликов, подходящих для ваших целей. Заготавливает достаточное количество копий таблички для всех учащихся (см. табл. 2).
Таблица 2
People in the news
The teacher distributes the placards to students and checks to see if everything is clear, what kind of information is required to fill out the placard.
Warns the class that a commercial is about to be shown. The task is to fill in the table with the data that they will receive from the video.
Students view the video several times if necessary.
Students fill out a placard.
After they finish, the teacher invites everyone to compare their answers with their neighbor's.
The video is shown again to clarify the unclear points.
Option - if time is short, the class is divided into groups, and each group is responsible for information on a particular topic.
6. Real questions (15-20 minutes)
The teacher selects an excerpt from a documentary or news story that is of interest to students. News should be reported by an on-screen announcer (not behind the scenes).
Asks students what they know about the subject that is covered in the news. He writes down the answers on the blackboard.
Offers to ask a few (2-3) questions on this topic.
Divided into groups, students create at least three more questions on the same topic.
Before viewing, the teacher warns that some questions in the proposed passage may have answers. They can be expressed directly, indirectly, or they will not be at all. The task of students is to determine which questions will be answered in the passage.
Students view the passage.
Group representatives read the questions they have received answers to.
The teacher suggests finding answers to the remaining questions in the form of homework or a group "project".
Option-the teacher shows the beginning of the passage and checks that all students understand the topic for discussion.
7. Biographies (20-30 minutes)
The teacher chooses a 5-to 10-minute segment in which the characters communicate with each other. The passage should provide answers or encourage speculation about who these characters are, where they come from, and so on. If students already have a good understanding of spoken language, you can show them a longer passage or a whole movie.
Writes down questions on the blackboard:
What is the character's full name?
Where was he/she born?
When was he/she born?
What were his/her family like?
Explains what the passage will be about, and students choose one of the characters. After viewing it, students should write a short biography of him, starting with the answers to the questions written on the blackboard.
Students watch the passage.
Given time to write a biography.
After that, students take turns discussing "their" biographies in groups.
Students watch the passage again to find out what confirms or refutes the assumptions made by the students.