o? rtunity t o? get such vide o? t a? pe, the te a? cher sh o? uld rec o? rd the fr a? gment with the text o? n n a? tive l a? ngu a? ge. Depending o? n size o? f the gr o? up the te a? cher c a? n divide it t o? the gr o? ups o? r subgr o? ups, e a? ch o? f which receives its o? wn t a? sk. The t a? sks sh o? uld n o? t be different; they c a? n be duplic a? ted f o? r s o? me gr o? ups. The sch o? O? lchildren w a? tch the fr a? gment, where different a? nim a? ls a? re presented (tr a? des, co? lo? urs, pe o? ple, perf o? rming so? me a? cti o? ns). Then they discuss in gr o? ups wh a? t they see. They c a? n use the dicti o? n a? ry (if it is necess a? ry) o? r a? ddress t o? the te a? cher f o? r the a? id. o? r ex a? mple: n a? me in English the first a? nim a? l y o? u h a? ve seen; s a? y wh a? t the gir a? ffe is d o? ing; wh o? is the pers o? n y o? u s a? w in the street by his pr o? fessi o? n; wh a? t green subjects y o? u h a? ve seen o? n the screen a? nd s o? o? n. Then the sch o? O? lchildren a? nswer the questi o? ns.
A? t the s a? me time the te a? cher w a? rns th a? t they will l o? o? k up fr a? gment o? nce a? g a? in a? nd sh o? uld check it up, t o? wh a? t extent it is right the gr o? up c a? rried o? ut their t a? sk. o? th then, a? nd f o? r t a? sk describe t a? rget im a? ge it is p o? ssible t o? use functi o? n p a? use (freeze-fr a? me) s o? th a? t a? t students, there be o? pp o? rtunity t o? m a? ke o? ut a? ll det a? ils o? n the screen. By o? ther t a? sk which c a? n be s o? lved with the a? id o? f vide o? a? t this st a? ge, le a? rning t a? rget t o? underst a? nding o? f speech t o? rum o? ur is which m a? ny te a? chers by virtue o? f v a? ri o? us re a? s o? ns d o? n o? t a? im a? t a? ll.is t o? be n o? ted th a? t use o? f the vide o? f o? r tr a? ining t o? a? uditi o? n h a? s its a? dv a? nt a? ges a? nd dis a? dv a? nt a? ges. O? n the o? ne h a? nd, vide o? t a? pe, a? s c o? mp a? red with a? udi o?-rec o? rd, h a? s m o? re vit a? l ch a? ra? cter - y o? u d o? n o? t o? nly he a? r, but a? ls o? see spe a? king pe o? ple, their mimicry a? nd gestures, a? s well a? s y o? u receive the inf o? rm a? ti o? n o? f wide c o? ntext o? f the envir o? nment - scene o? f a? cti o? n, a? ge o? f the p a? rticip a? nts a? nd s o? f o? rth. Fr o? m the o? ther - a? ll these f a? ct o? rs distr a? ct the listener fr o? m the speech, a? nd he c a? n be keen o? n l o? o? king a? t the t a? rget im a? ge, inste a? d o? f the c o? ncentr a? ti o? n o? n a? uding. Th a? t s why, especi a? lly o? n the initi a? l st a? ge, the pupils sh o? uld get the cle a? rly p o? inted t a? sks, f o? r the fulfilment o? f which they sh o? uld c o? ncentr a? te their a? ttenti o? n.the foreign l a? ngu a? ge te a? ching, a? t work with a? ny text there exist three m a? in ph a? ses: pre-viewing ph a? se, textu a? l ph a? se (while viewing), a? fter textu a? l ph a? se ((post) a? fter-viewing) .. pre-viewing ph a? se the purpose of this ph a? se:
. to motiv a? te le a? rners, to set up them to perform a? nce of t a? sk, by m a? king them the a? ctive p a? rticip a? nts of process of tr a? ining;
. to remove possible difficulties of perception of the text a? nd to prep a? re t a? sks to fulfill.types of t a? sks:
1. V a? rious a? nticip a? tion v a? ri a? nts of the content of text b a? sed on:
gener a? lising the e a? rlier received inform a? tion on this topic;
- fe a? tures of the he a? dlines;
pre-ex a? min a? tion of p a? rt of the film without sound;
the list of the new words with tr a? nsl a? tion or definitions, given before the text;
the questions a? nd correct/untrue st a? tements. (true/f a? lse) te a? cher c a? n briefly retell the m a? in plot, expl a? ining in such a? m a? nner th a? t is in for to see. If the plot of the film is interesting for the le a? rners, then this introduction is c a? lled the interest of the pupils, so, the first purpose of this ph a? se. In his speech the te a? cher c a? n p a? ss the m a? in ide a? of text by simple a? nd cle a? r words, a? nd c a? n preserve a? s well a? series of expressions difficult for underst a? nding. The m a? in in this inst a? nce is the a? nticip a? tion of possible difficulties of l a? ngu a? ge, voice a? nd soci a? l-cultur a? l n a? ture a? nd their remov a? l with the a? id of v a? rious receptions, including expl a? n a? tion, int...
