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Conclusion
Any speech activity should be conditioned by the situation, therefore, when teaching speaking in a foreign language, the teacher needs to create speech situations in order to motivate students for active communication.
Learning to speak occurs through communication in the dialogue imonologue. The use of video materials in teaching oral foreign language speech is appropriate for enhancing the speech activity of students, creating situations for their communication and improving skills in using foreign language vocabulary in speech. Video materials can be used to study a wide variety of topics - about personality, human environment, nature and history, traditions and interesting features of foreign-speaking countries, as well as to develop the skills of monologue and dialogic speech. As mentioned earlier, speaking skills can be developed by introducing new vocabulary, thanks to creative tasks, role-playing games, when students express their opinions, points of view, attitudes to seen or formulated situations orally. All this was taken into account when developing tasks for the video fragment we chose. These tasks were used at all stages of working with video materials. The results of the work carried out, in our opinion, were positive.
In this paper, the impact of the use of video materials on the development of speaking skills in grade 4 students was considered. During the implementation of the pedagogical experiment, which was carried out during the practice, it was possible to conduct a number of lessons using video materials to compare the results achieved and the difficulties encountered. At the lessons, students of the 4th "B" class answered more actively, with great interest and higher motivation. They always did their homework with enthusiasm and creativity. Thus, we can conclude that the use of video materials in English lessons is more effective in younger adolescence, and in an older stage, it is necessary to conduct such lessons more often to achieve positive results.
Educational video courses and multimedia open up wide opportunities for active work in the process of developing students' speech skills and abilities and make the learning process of mastering a foreign language attractive for students. The effectiveness of using video in teaching speech depends not only on the exact definition of its place in the learning system, but also on how rationally the structure of the video lesson is organized, how the learning capabilities of the video are coordinated with the learning objectives. The creation of high-quality training and control programs is a complex process that requires a lot of effort and time for foreign language teachers, linguists and methodologists, which involves the active participation of computer specialists in the work. The result of this creative work - multimedia programs - can be used both in the traditional method of teaching foreign languages and in distance learning.
As a result, the speech of the students of the 4th "B" class in the lessons became more intense, the answers - more detailed; students actively used the studied vocabulary, their speech skills acquired a more developed character. It should be noted that the “difficult” students also increased motivation for lessons, they began to answer more often in class, expressing their opinion, using the studied vocabulary, although making significant mistakes in the construction of sentences. Thus, the goal formulated at the beginning of this work, which was to identify the pedagogical conditions for the successful use of video materials for the development of speaking skills in English lessons, and the tasks set were successfully implemented.
We analyzed many sources and came to the conclusion that teaching English through video is a very effective method. At the moment it is progressing and proving its right to exist. We have proved that video lessons attract the student's attention very well, develop many aspects of speech activity, and also provide an opportunity for creative manifestation of the individual. Also, comparing the use of video programs in the classroom and the peculiarities of teaching in the primary grades, we realized that this method is the most relevant and effective for the middle level of education, when the student already has a certain amount of knowledge. Based on the foregoing, it can be argued that as a means of developing speaking skills, video material is quite effective. Also, the use of video in the lessons improves the quality of pronunciation, better understanding of foreign speech directly from the source, motivation for learning.
Some disadvantages of this technique were also found:
• Incompetence of teachers in the field of ICT (In order for a teacher to compose and conduct a video lesson, he needs special knowledge. Since this approach is considered an innovation in teaching, many specialists lack the knowledge and skills to implement it.)
• Spending a lot of time compiling such a lesson (Requires special preparation)
• Spending a lot of time to conduct such a lesson
• Requires special technical equipment
So, we realized that this technique is still not universal, although it solves many problems. I would like to further improve this technique: to resolve the issue of personnel, with special training, necessary equipment, etc.
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