Content introduction chapter Developing students critical thinking skills through video materials

CHAPTER 2. PRACTICAL APPLICATION OF VIDEO MATERIALS IN FOREIGN LANGUAGE LESSONS
2.1. Analysis of the educational and methodological complex
The practical part of this work is based on the materials obtained in the course of the teaching practice of teaching. The practice took place in the 2022 academic year in the 4th "B" class of a secondary school in Tashkent. One of the goals of this practice was to test the provisions that we studied in the theoretical part of this thesis, namely, the impact of using video materials in English lessons in the development of speaking skills in grade 4 students.
Practice objectives:
1. Selection of video materials and exercises for them, aimed at developing speaking skills.
2. Adapting exercises for the level at which students speak English at this stage of learning.
3. Development of students' skills of prepared and unprepared speech.
4. Development of students' creative abilities.
5. Development of thinking, memory, attention, broadening the horizons of students when working with authentic video materials.
Based on the materials obtained during the practice, the practical part of this thesis was also written. The purpose of the practical part is to describe and analyze the work with video materials and identify the effectiveness of their use in teaching 4th grade students to speak.
Tasks of the practical part:
1. Analyze the educational and methodological complex used in this class.
2. Describe the students of the experimental class;
3. Determine the level of development of students' speaking skills;
4. Describe fragments of lessons using video materials;
5. Analyze the results of the use of video materials for the development of students in grade 4 speaking skills;
6. Draw conclusions on the experimental part of the research work.
7. Analyze guidelines for the use of video materials.
7.1 Analysis of the educational and methodological complex
Our study took place in the 4th "B" class of a secondary school in Tashkent. In this school, three academic hours a week are allotted for the study of English. Students of the 4th "B" class are engaged in the main educational and methodological package "EnjoyEnglish4". This teaching kit continues the "Rainbow English" series, designed for general education schools, where English is studied from grade 2. Teaching materials correspond to the mandatory minimum content of education, are designed for the basic curriculum (three hours a week). The components of the Enjoy English teaching and learning manual are the same for all classes: a book for a student, a book for a teacher, a workbook and an audio cassette for class work. EMCs allow you to master the English language at a level that meets the requirements of the State Standard for a comprehensive school. The subject of texts and tasks meets the needs and interests of students of the stated age. Much attention is paid to the formation of such integral skills as discussion, participation in debates and disputes, work in a small group, conflict resolution, etc. The WCU implements a communicative-cognitive approach and uses a combination of modern and traditional techniques. Each lesson in the textbook is accompanied by audio recordings. They contain new vocabulary, dialogues, songs, rhymes and some exercises. The discs also contain special texts used for listening lessons. All audited material is aimed at children's understanding of foreign speech by ear, at the development of the correct pronunciation of the sounds of the English language, intonation, and better assimilation and memorization of the material.
UMK "EnjoyEnglish" pay much attention to such kind of speech activity as speaking. To develop speaking skills, exercises of the following type are used: discussion (expressing an opinion, staging, role-playing game), prediction (guessing the ending, main topic), vocabulary (description of the situation, things, etc.), etc. However, often students get tired of using the textbook in the classroom, consistently completing tasks, discussing artificial speech situations. Video materials contribute to the emergence of natural speech situations, an active discussion of what is seen and heard, but the data of the teaching materials provide for the possibility of using only audio materials, there is no video course for the textbook. Therefore, video materials from other sources were used to conduct lessons in the classes where the study took place.
7.2 Characteristics of students in grade 4 "B"
It is also important to provide some information about the class in which the study took place, since in order to more rationally select materials and tasks for solving speech problems, the teacher must have an idea about the educational and extracurricular interests of students, their level of sociability, emotionality, social status. The level of learning a foreign language is not always the leading criterion for the organization of a speech group and the selection of educational material, including speech situations. So, the study of English in the 4"B" class began from the 2nd grade. The language teaching load is 3 hours per week. Pedagogical practice has shown that in grade 4 "B" there was very low motivation to work in the classroom and to the subject being studied, many students have problems with behavior in the classroom. Even though the teacher tried to ask everyone, some students remained silent, which led to a waste of time in the lesson. There are two potential leaders of the subgroup in the class - Andrey K. and Sergey D. Weak students Anya Shch., Alena Z., Maxim K., Slava L. and Vlad V. were also noted. When answering the teacher's question, these students make many mistakes, not understanding what they really say, or they keep silent. In general, the class was defined as rather weak, low-motivated.
In the process of teaching students, a positive contact was established with problem students, which served as a more successful and well-coordinated work in the classroom. If necessary, students complement each other and help each other.
Based on the data obtained during the observation of students, the following tasks were set: in class 4 "B" to increase the level of motivation, in particular - the level of motivation for speaking,
- to try to increase students' knowledge in the field of vocabulary.
Over the past decade, a lot has been said about changing the concept of education, developing innovative teaching methods, and applying new technologies in the learning process. At present, teachers have wide opportunities for teaching theoretical and practical disciplines using various technical means. Many educational institutions can boast of language laboratories, multimedia classes, and video rooms. The classes actively use audio and video equipment, computer technologies, including the Internet, projectors of various types (overhead projectors, digital projectors, etc.), interactive whiteboards. At the same time, the methodology for using the modern fleet of technical means, apparently, cannot be considered fully developed. Often, work in a video class is reduced to watching a movie and discussing the issues raised in it. However, the possibilities of using video clips are much wider. In other words, it is necessary to develop a methodology for using various technical means, including video materials, in the teaching process. Let us dwell on the possibilities of using feature films, various video clips, including advertising trailers, as well as video recordings. Watching videos while learning foreign languages ​​has been actively used in higher and secondary schools for several decades. Video technology has undergone a number of improvements in recent years and has become widespread. Teachers have DVD players, digital video cameras, and multimedia classes at their disposal. On the one hand, this opens up great prospects and opportunities for using video in practical classes. On the other hand, wide access to the technical means mentioned above and limited classroom time pose new challenges for teachers. It is necessary to develop a methodology for using fragments of feature films and additional materials. Consider possible options for using various types of video materials in foreign language classes. Video materials can be divided into the following groups:
- staged training videos;
- music and advertising video clips;
- full-length feature films and television series;
- additional materials accompanying feature films on DVD, including promotional trailers;
- video recordings of various performances
- video programs for studying certain aspects of the language.
A simple fact: a student will never learn to understand English speech if he does not practice hard. He needs to listen to native speakers speak and he needs to learn to understand them. If he wants to speak English as his native language, he simply has no choice. The Video-English method is based on this very principle - to listen and understand. The student learns from a constantly updated database of videos spoken by native speakers - at interviews, news releases, speeches, short excerpts from films. These videos are broken into short fragments. He listens to a fragment, tries to understand it, and then puts in the correct order the words that were spoken. As soon as he copes with this task, the system starts him up to the next fragment.
What are the advantages of such a method?
First, you train his audio perception. You give the opportunity to listen and remember how native speakers actually pronounce words in real life. Secondly, the need for the correct response on the part of the student forces him to think. He is forced to pay attention to every fragment that you do not fully understand. He is forced to constantly think - why are the words in this order, why is this word here, why is there such a form of the verb?
Thinking about such things and trying to find the answer, he involuntarily remembers all the difficult places and will recognize them when he meets them again. So comes the understanding of English grammar on an intuitive level. The student will be able to confidently apply certain language constructs based only on his experience - simply because he knows that "they say so." Thirdly, this method increases vocabulary. The system has a built-in contextual dictionary that shows the meaning of incomprehensible words. It will be possible to memorize not just abstract words, but words in the context of the meaning in which they were used. Such memorization is much more qualitative and useful than vocabulary replenishment by traditional methods, such as "flash cards". The Video-English method has a significant drawback. It is not very suitable for beginners. Successful application of this method requires a certain vocabulary and minimal knowledge of how sentences are constructed in English. Therefore, this method is often used in high school and higher education institutions. So, we found out that technical means are actively used in training. The main means of transmitting educational information is visual, sound or sound-visual images that model an object, phenomenon and process in an extremely realistic way. The use of computer technology in teaching foreign languages ​​has significantly changed approaches to the development of educational materials in this discipline. We can note that the visualization of educational material, the creation of a learning environment with a visual presentation of information, the use of color and sound, influencing the emotional and conceptual spheres, contributes to a deeper assimilation of language material. Multimedia programs simultaneously stimulate several channels of perception in the student at once, better support his attention, help reduce fatigue and provide the necessary relaxation. In recent years, the question of the use of new information technologies in high school has been increasingly raised.
These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages ​​is the formation and development of the communicative culture of schoolchildren, teaching the practical mastery of a foreign language. Today, numerous foreign language learning programs are available for sale, and they are actively used in many schools. Learning a language through video is becoming very popular.
Video materials can be divided into the following groups:
- staged training videos;
- music and advertising video clips;
- full-length feature films and television series;
- additional materials accompanying feature films on DVD, including promotional trailers;
- video recordings of various performances
- video programs for learning certain aspects of the language
Based on the first chapter, we can conclude that at the moment there is no ideally developed methodology for teaching a foreign language using TCO, and in particular video programs. Nevertheless, this method is being introduced into the learning process with great speed. In addition to exercises where the main role is played by the sound track, at this stage you can use video to study various cultural and socio-cultural phenomena - view films of various subjects for the "identification" of culturally significant views and monuments, portraits of prominent figures of the past and present, as well as excerpts from feature films and documentaries to interpret various types of non-verbal 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 decisive 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 clues to what is happening, the behavior of the characters, etc. Writes these words and phrases on the board in the order in which they appear in the program. Discuss with students in what situation these words can occur.
In pairs, students write a script that will use these words and phrases. While they write, the teacher walks around them, getting acquainted with what they have written and helping if necessary.
The teacher chooses several stories and reads them out.
Students review the passage and compare their stories with what they saw. Look at the passage again in order to clarify the details.
Option: while watching, the teacher stops the recording and the students finish writing the end. This type of task trains listening and writing comprehension.
2. Internal monologue (30-45 minutes).
The teacher chooses a passage that strongly expresses people's feelings or attitudes, but very little or no dialogue. Explains to students that the passage they are about to see expresses strong feelings, but the characters speak little. The teacher will ask them to compose an internal monologue, where feelings would be expressed in words.
Students review the passage, if necessary, twice.
Students work in groups, discussing the character's character, his feelings and thoughts. Then they write a monologue.
Each group reads their monologue to the whole class.
The teacher shows the passage again, stopping if necessary and discussing the details. This type of task trains writing and speaking.
3. Seasons (10-15 minutes)
The teacher chooses a passage in which the change of seasons would play an important role in the development of events. Explains that a passage will be shown, the action of which will take place at a certain time of the year. Asks the class to imagine what would be different if it happened at a different time of the year.
The teacher writes on the board:
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?
Watch an excerpt.
Questions are discussed in groups.
The questions are then discussed with the whole class. If necessary, the passage is reviewed again and the discussion continues. This type of task trains speaking.
4. Advertising analysis (30 minutes)
The teacher selects one or more commercials suitable for your purposes. Prepares enough copies of the tablet for all students.
See Appendix 1.
The teacher distributes the cards to the students and checks that it is clear what kind of information is required to complete the card.
Warns the class that a commercial is about to be shown. The task is to fill the plate with the data that they will receive from the video.
Students watch the video several times if necessary.
Students complete the table.
After they have finished, the teacher invites everyone to compare their answers with those of a neighbor.
The video is shown again to clarify incomprehensible points.
Option - if there is not enough time, the class is divided into groups, and each group is responsible for information on one topic. This type of task trains listening and speaking.
5. Real questions (15-20 minutes)
The teacher selects an excerpt from a documentary or news that is of interest to the students. The news must be announced by the announcer on the screen (not behind the scenes).
Asks students what they know about the subject covered in the news. The answers are written on the board.
Offers to ask a few (2-3) questions on this topic.
Divided into groups, students compose at least three more questions on the same topic.
Before viewing, the teacher warns that some questions in the proposed passage may be answered. They may be expressed directly, indirectly, or not at all. The task of the students is to determine which questions in the passage will be answered.
Students review the passage.
Representatives of the groups read the questions to which they received answers.
For the remaining questions, the teacher offers to find answers 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. This type of task trains speaking.
6. Biographies (20-30 minutes)
The teacher chooses a passage for 5-10 minutes in which the characters communicate with each other. The passage should provide answers or stimulate guesswork about who these characters are, where they come from, etc. In the event that the students already have a good understanding of oral speech, you can show them a longer passage or a whole movie.
Write the questions on the board:
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 the students choose one of the characters. After watching, the students should write a short biography of him, starting by answering the questions written on the board.
The students look at the passage.
Time is given to write a biography.
After that, students in groups discuss "their" biographies in turn.
Students look at the passage again to find what confirms or refutes the assumptions made by the students. This type of task trains listening comprehension.
7. Survey of consumer opinions (30 minutes)
The teacher selects an advertisement for a product or service that may be of interest to students. Distributes a questionnaire, answering the questions of which you can find out how much time (per day, per week, per month) on average they watch TV.
The teacher gives a warning that he will show a commercial. On the board, write down the questions to be answered.
What is the message?
What target audience is the message aimed at?
Are you part of the target audience?
Do you find the message convincing?
Students watch ads.
Students in groups discuss their answers to the questions.
Students watch the video again to make sure their answers are correct. This type of task trains speaking.
8. Fill out a video pass (10-15 minutes)
The teacher selects a passage in which the storyline is clearly visible. Records its beginning and end (about a minute long).
Explain to the class that two passages will be shown. The task of the students is to write a story that would connect these passages.
The students look at the first passage.
The students (in groups) discuss the situation and the characters (and the representative of the group gives the opinion of the group).
Students look at the second passage. The order of discussion is the same.
Compare two passages - place, events, character relationships, etc.
Each group writes a story connecting these two events.
The representative of each group reads out (or tells) his version. Students compare the persuasiveness and other merits of the story.
Students watch the entire passage, then compare their stories with the original. This type of task trains writing and listening comprehension.
9. Create a video clip (40-50 minutes)
The teacher selects a music video, preferably one that the class has not seen. The teacher writes down the words of the song, makes a questionnaire in two parts: in the first - questions on the text of the song and its performance, and in the second - on the accompanying video sequence.
Distributes words to students. The mood and content of the song are discussed.
Distributes a questionnaire. The teacher warns the class that at first they will only listen to the song, so they must answer the first part of the questionnaire.
A song is played on a tape recorder or on a video, and the image is covered.
Students in groups discuss what image they would accompany certain parts of the song (the second part of the questionnaire).
The bands talk about what kind of video they would make for this song.
The teacher shows the video.
The class answers the questions: Is the video what they expected? Did anything in the pictures surprise them? Do the pictures add to their understanding of the song? Which do they prefer - listening only or watching the music video?
The video is shown again to clarify the controversial points. This type of task trains speaking and listening comprehension.
10. People in the news (15-20 minutes).
The teacher chooses a piece of news about some famous people. Makes copies of the tablet for all students (see Table 3). Hands out the signs and explains to the class that an excerpt from a news broadcast about several famous people will be shown. The task of the students is to determine what they were called in the passage.
The teacher writes on the board:
George W. Bush, He, President Bush, Mr. Bush, The President, The Commander-in-Chief
Students watch the passage one or more times. Then fill in the table.
Everyone compares the results (you can call those who want to write on the board).
Students watch the passage again to finalize the results.
For more advanced students or groups, it is suggested to write a short biography of the given figure (as homework or project).
See annex 2.
11. Reconstruction (15-20 minutes)
The teacher selects a passage with a clear storyline. Silent films are very good for this purpose.
Explains to the class that a passage will be shown in which a certain event will occur (for example, a robbery). The task of the students is to memorize as many details as possible and then put them in chronological order.
Students review the passage.
Students work in groups, discussing what they see and writing in the correct order. A representative of each group reads their list. The class decides which list is the most correct and complete.
The students look at the passage again, the teacher pauses to clarify the details. You can also freeze the image and ask the students to say what will happen next. This type of task trains listening and speaking.
12. Review
It makes sense to offer this exercise only if the class understands spoken language well.
The teacher chooses a movie that the students should like. Writes questions that draw the attention of the class to what is needed for writing a review. The teacher decides how long the review should be (for example, from a newspaper).
Gives out questions. Explains to students what kind of information is usually contained in a review. Discusses issues with students so that everyone understands exactly what is required of them.
Students watch the film in its entirety or in parts, if necessary.
The students then discuss the questions and answers in groups.
As homework, students write a review of the film. This type of task trains speaking and writing.
13. Debate
This exercise is also intended for groups with a good command of the language. This type of task trains speaking.
The teacher selects a passage containing 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)".
The teacher writes this statement on the board.
Warns students that they will show the passage that contains this idea. The students look at the passage.
The facilitator 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 at the beginning expresses the point of view of the team and at the end sums up.
If there is time and need, students review the passage again.
At home, students prepare their arguments. The teacher warns the students that they can use the notes, but that they cannot read from a piece of paper. Each performance is limited to 3 minutes. The class should prepare 3-5 questions for the speakers. It is desirable that the questions be based on what they saw and heard in the video clip.
In the next lesson:
Speakers sit facing the class. Each team makes its own statement.
After the presentations and debriefing, 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 the entire feature film, it is imperative 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, the students are given the task to write down jokes that were understandable.
If this is a detective, the film is shown up to the place where the criminal is exposed, and ask for a reasoned answer who is to blame and why they think so. This can be quite complex, so it is advisable to watch detective stories in parts, discussing each part and drawing preliminary conclusions about the personality and motives of the crime. This does not apply to those criminal stories that begin with a crime scene (as in the Colombo series).
In the event that the film tells about the lives of people, you need to ask questions about their relationship. It is also advisable to stop here from time to time and make predictions about the further development of events and the relationships of the characters.
From the listening point of view, view films and other documentaries are easier to understand, since most of the text is read by a speaker with good pronunciation and clear articulation. In addition to checking understanding, here you can give the task to write a short article on the same or a similar topic, for example, "The most terrible catastrophe of the 20th century" or "Peculiarities of the life of South American Indians" [18], [19], [21].
So, having traced the use of video in different tasks, we conclude that video programs develop almost all types of speech activity, especially speaking and listening comprehension. If we recall that in the second chapter it was said that the main goal of studying a foreign language at the senior stage is to improve all components of foreign language communicative competence, then we can conclude: video programs are really very effective at the senior stage of education, they help to develop communication skills in students.