O’quv mashg’ulotining shakli

The video-based lesson plan 

Just because video – and, in particular, authentic video – is perceived as more entertaining than printed input material, this does not mean that video-based lessons should be structured and planned any less carefully than traditional ones. It is important to keep in mind that the input represented by the video gives the opportunity for a language learning exercise that recognises the challenge faced by the learner: to quickly get a feeling for the general situation or story arc of the clip; to understand the gist of what is happening in the video using both verbal and nonverbal clues; to understand the contextual meanings of essential vocabulary used in the clip; to be able to identify or recall key factual information (names, dates, numbers) mentioned in the dialogue; and, ideally, to be able to familiarize themselves with a specific point of grammar or usage present in the dialogue. 

As with conventional lesson plans, it is useful to break up the session into pre-task, task and post-task components. 

Pre-task: this can take the form of a general ‘warm up” announcing the video clip upon which the lesson will be based; a very brief mention of the theme or subject matter portrayed in the video; and a quick overview of key vocabulary that will help learners catch the essential meaning of what they will see and hear. As so often is the case in lesson plans, less is more: do not overload learners with long lists of vocabulary they will encounter. Six to eight key terms should be enough, and these should be selected not so much based on the learners’ current proficiency level, but rather on the key vocabulary that will be most useful for comprehension of the video’s context and story arc. For example, a video clip exercise calibrated to A2 learners may nevertheless contain a more advanced term - say, “hardly” - in the transcript, and if this term is important in understanding the communicative intent of the character saying it, it should be defined as part of the pre-task activity. 

Task: The number of stages within the video-based lesson proper, and their depth, really depend on how much time is to be spent on the lesson. It is advisable to keep the overall pre-task plus task duration to about 15 to 20 minutes, so as to be able to spend a similar amount of time on the all-important communicative post-task activities. This timespan should still be sufficient to cover the following task activities: 

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