EFFICIENCY OF VIDEO RESOURSES USE AT THE ENGLISH LESSON IN HIGH SCHOOL

Abstract

The article deals with the problem of effective use of video-resources at the English lessons. The video-resources offered by Speakout have been analysed. The process stages of work with video-resources have been studied, the objectives and possible tasks to each stage have been specified. A system of tasks has been demonstrated using video-resources combined with audio and/or print texts aimed at developing speaking skills.
Three stages of work with video-resources are usually distinguished: pre-viewing, while viewing, (post) after-viewing. Pre-watching tasks get students into the topic and prepare them for what they are going to see. These pre-watching tasks could be preliminary discussions, brainstorms, quizzes, vocabulary matching and give some background knowledge about what they are going to watch.
The aim of while viewing activities is to find out the information and to verify predictions. The possible tasks include filling in the gaps, questions answering, true/false task, underlining what was mentioned.
The after-viewing stage is aimed at commenting and consolidation of communicative skills. The after-viewing activities include discussion, role play, reading and discussing texts on the topic and creative writing (a blog entry, a story, an article).
Speakout video-resources comprise BBC interviews (podcasts) with specific rubric “The Way We Speak” contain the tasks in spoken grammar (phrasal chunks, repetitions, ellipses). The rubric contain only awareness-raising activities (noticing tasks). Video-resources Speakout combined with audio and/or print texts allow the teacher to set creative tasks with a view of developing speaking and writing skills.