O’quv mashg’ulotining shakli

 Contextual Grammar exercise, focused on a rule or element of language usage heard in the video. 

Post-task: this should be the communicative part of the video-based lesson plan, during which the learner motivation generated by the clip, as well as the language assets acquired during the task phase (key vocabulary, an understanding of the context and story arc of the clip, a key grammar element used) can be leveraged to engage learners in an interactive discussion - whether teacher-led or between learners - around themes, questions and topics contained in the clip. Ideas for this type of post-task activity are described in the “Flipped Classroom” section below. 

Obviously, as with the video clip difficulty level categorization issue outlined previously, the preparation by the teacher of sequenced language exercises built around a video clip can be very time-consuming. Here too there are good online resources (English Attack!, obviously, is one) which structure lesson plans around a video clip in this very way, saving teachers time and effort that can instead be dedicated to creating teacher-student or student-student communicative opportunities around the clip.