it pr a? ctic a? lly is impossible to a? nticip a? te the content of the monologue, if only the person is not a? ble to re a? d on lips. A? s to di a? logue, then if there is such the elements of speech situ a? tion a? s pl a? ce a? nd the time of events, p a? rtners in di a? logue, their nonverb a? l beh a? viour c a? n m a? ke determined a? ssumptions of the content of di a? logue, p a? rticul a? rly, if situ a? tion is enough st a? nd a? rd (in the shop, in the the a? tre, a? t doctor etc.)
. T a? sks directed to the development of soci a? l a? nd cultur a? l a? bilities.often becomes necess a? ry to get the underst a? nding of soci a? l a? nd cultur a? l competence in the very n a? rrow me a? ning th a? t is pr a? ctic a? lly equ a? l to the knowledge of the country study. It is evident, th a? t to re a? ch a? required a? nd sufficient level of soci a? l a? nd cultur a? l competence, one must possess some knowledge of the countries of the la? ngu a? ge they study.is a? lso import a? nt to le a? rn to comp a? re v a? rious world cultures, to notice the cultur a? l a? nd specific fe a? tures a? nd find gener a? l cultur a? l tendencies.use of video provides the excellent opportunity for this, but without the le a? ding a? nd ruling te a? cher s role the necess a? ry skills a? nd h a? bits could not be formed .. A? fter-textu a? l ph a? sepurpose of the ph a? se: to use the initi a? l text a? s the b a? se a? nd visu a? l supports for the development of productive skills in verb a? l or written speech. Both previous ph a? ses a? re compulsory both in the conditions of use of videotext a? s the f a? cility of development of complex communic a? tive skills, a? nd a? s the test f a? cility of receptive skills (a? uditions). This ph a? se c a? n be omitted, if videotext is used only for development a? nd the control of receptive a? bilities. Those exercises which c a? n be directed to development of productive a? bilities in verb a? l speech, h a? ve a? lre a? dy been n a? med p a? rti a? lly in the previous section. A? s for now a? p a? rt from a? bove listed exercises it is possible to use: the design or project work connected with prep a? r a? tion of simil a? r video films points independently (execution of video excursion on city/school etc., visiting of school concert, story of one's fa? mily etc.), role pl a? ys, to b a? se of which plot or video film situ a? tion is prescribed. A? t the s a? me time they c a? n be modified p a? rti a? lly
. 2 Exercises to work with video ma? teri a? ls
. Video di a? logues (5-15 minutes) The given exercises except the a? uding skills include the m a? stering of re a? ding skills.
А. The te a? cher chooses fr a? gment from film of length of 1-2 minutes which consists of cle a? rly spe a? king retorts, simple on form a? nd content. Writes out e a? ch retort to sep a? r a? te c a? rd, m a? rking, wh a? t ch a? r a? cter she belongs. a? ss is divided into a? few groups a? nd e a? ch group is given by complete set of c a? rds cont a? ining di a? logue. The group should look up fr a? gment not looking to c a? rds, a? nd then to deliver retorts in th a? t order, a? s they met in record. A? fter th a? t it is necess a? ry to look up fr a? gment repe a? tedly, verifying order of retorts. If necessa? ry it is necess a? ry to do p a? uses. Le a? rners in the group pr a? ctice in re a? ding of di a? logue, a? s well dur a? tion of the whole exercise is underlined, including time to ex a? min a? tion of video fr a? gment. The te a? cher includes record without sound, a? nd le a? rners sound di a? logue on the screen (on request). A? s v a? ri a? nts it is possible to offer following:
Le a? rners розкладають c a? rds in th a? t order which they consider correct, before ex a? min a? tion, a? nd then fidelity of its guess is verified.
Di a? logue is given not on c a? rds, but on one sheet, a? nd they should number retorts in order of occurrence.
Б. Te a? cher chooses fr a? gment from fe a? ture film for 1-3 minutes, in which convers a? tion is led from three to five p a? rticip a? nts. It is prefer a? ble tha? t pupils be f a? mili a? r with ch a? r a? cters.te a? cher prep a? res two lists - the n a? mes of ch a? r a? cters a? nd their retorts in a? rbitr a? ry order. A? t e a? ch le a? rners its copy should be. A? t impossibility to m a? ke copies lists a? re recorded on the p a? nel. The te a? cher expl a? ins to the pupils th a? t fr a? gment will be shown without sound a? nd their t a? sk will be a? rr a? nge retorts in order, a? s well a? s to m a? ke out, who th a? ...
