Август 2020 10-қисм

Август 2020 10-қисм
Тошкент
secondary school learners. We began the lesson with Lead-in activity, where we explained that 
we were going to watch a video in English, which was entitled “The Last Leaf” and asked to 
predict the plot of the video according to the title. In order to involve learners we gave them some 
questions. Any ideas of learners were accepted and written on the board.
“ What does the title “Last leaf” mean?
“ What case do you use the word “last”?
“ Will it be a sad story or a fun?
“ When do you think the event happened?
Then we told the name of the author of the story, O’Henry and asked if learners knew any 
information about him. “O’Henry was an American short story writer. His real name was William 
Sydney Porter. He wrote about life of simple people”
The second activity was a pre-watching one, where we introduced new vocabulary and developed 
learners’ ability to use them in their speech. We wrote some names of people and placed on the 
board and worked with their right pronunciation (Johnsy, Sue, Behrman, Greenwich Village). 
Then we paired the learners and gave handout with new words (artist, medicine, ill, pneumonia, 
coughing, exhausted, drenched, frozen, fall, die). Learners learnt the words by matching them with 
their descriptions. After it they explained the usage of the words by giving situations with them. 
We asked learners to predict the content of the film they were going to watch after they had learned 
the key words of the video. In the while-watching activity, the objective of which was to develop 
learners’ ability to listen and understand English speech, notice interesting facts, connect them 
with the plot of the film and to retell the event in the video, we asked learners to watch the film for 
the first time and then answer the questions.
In the post-watching activity we aimed to develop learners’ ability to use the learned vocabulary 
and information in another context, to develop learners’ skills of working with other members of 
the group. We distributed 3 different handouts to groups. Groups should retell the plot of the video 
from different point of view. At the end of the lesson groups presented their works. As a home task 
we asked them to write their opinions on the topic “What would I do if my friend had a serious 
problem”
Videos are just awesome as teaching and learning tools, and we think that these activities help 
improving learners’ communication skills. First of all, we should state the fact that video is very 
useful and important, especially in English language teaching.
Using films is an effective method that allows learners to immerse themselves in learning 
foreign language.
Finally, teachers can create a relaxed atmosphere in the language classroom by using videos. 
This helps learners when they have problem with the language. This positive atmosphere can 
reduce learners’ anxiety, encourages them to acquire the language and increases level of motivation. 
Learning the target language will be better and faster when learners feel relaxed in the classroom.
Reference:
1. Jabborova D. What are authentic materials? 
2. Harmer J. The Practice of English Language Teaching. 1994. London: Longman.
3. Sally Ianiro. Authentic materials. Fact Sheet. Professional Development. American Institutes 
for Research.

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