Content introduction chapter Developing students critical thinking skills through video materials

2.2 Outline of a lesson fragment using video materials
During the working practice, 14 lessons were held in the 4th "B" class with the use of video materials, but in this section of the thesis we will consider the most vivid, meaningful and effective. see Synopsis of the lesson.
Since the students had a fairly small vocabulary, and for the development of speaking skills it is necessary to know a fairly large amount of vocabulary, many video materials were selected in such a way that they first introduce the necessary vocabulary on the topic, and then discuss what they saw, compose dialogues, play scenes etc.
1. A fragment of the summary of the English lesson conducted in the 4th "B" class on the topic "Whatwewear".
In this lesson, the video "Clothes" was used.
The objectives of the lesson: the introduction and primary consolidation of new vocabulary on the topic "Whatwewear", the development of speaking skills.
In this lesson, students got acquainted with the topic "Whatwewear". This topic allows 4th grade students to recall and repeat what they knew about the topic “Clothes” before and learn new material. see Appendix No. 1
For the introduction of new vocabulary and its assimilation at the lesson, a video was used, in which new words on this topic were depicted and voiced in fragments. The students were asked to watch a video during which they had to repeat the words spoken by the announcer, while looking at the screen and remembering the graphic image of the word. The additional presence of a picture allows the teacher not to translate the words and at the same time be sure that the students will understand them . After that, the video was turned on again so that the students wrote down the new words in their notebooks. Next, a task was proposed in the form of a role-playing game: the students had to play a scene in a clothing store. One student became a seller and talked about the price and quality of this or that thing, and the second student - the "buyer" - had to choose and "buy" the thing he liked. Thus, the lesson developed speaking skills using new vocabulary on the topic being studied, and the theme of the culture of communication and behavior in the store was also recalled. At first, the students were very shy and worried, so their speech was “knocked down” and incomplete. Then, when the first pair acted out the skit, the teacher was asked to prepare for another minute in pairs in order to feel more confident at the blackboard. After an additional opportunity to prepare, the role-play continued more relaxed and interesting. Errors were observed mainly in the use of temporary forms, a small number of practical exercises affected. Of course, the leaders and excellent students of this subgroup, who love not only good grades, but also everyone's attention, were most interested in this task. We repeatedly had to discipline them in order to give the rest of the students an opportunity to respond.