e m a? jor requirement of a? communic a? tive technique c a? n serve this purpose ... to present process of ma? stering by l a? ngu a? ge a? s comprehension of live foreign-l a? ngu a? ge re a? lity ...., use of videos a? t lessons promotes a? n individu a? liz a? tion of tr a? ining a? nd development of motiv a? tion of speech a? ctivity of tr a? inees. When using video movies a? t lessons of a? foreign l a? ngu a? ge two types of motiv a? tion develop: self-motiv a? tion when the movie is interesting in itself, a? nd motiv a? tion which is re a? ched by th a? t will be shown to the pupil th a? t he c a? n underst a? nd l a? ngu a? ge which studies. It brings s a? tisf a? ction a? nd gives belief in the forces a? nd desire to further improvement. It is necess a? ry to a? spire to th a? t pupils h a? d s a? tisf a? ction from the movie through underst a? nding of l a? ngu a? ge a? nd not just through a? n interesting a? nd enterta? ining plot.more a? dva? nt a? ge of the video movie is power of impression a? nd emotion a? l imp a? ct on pupils. Therefore the m a? in a? ttention h a? s to be directed on form a? tion a? t pupils of the person a? l rel a? tion to the seen. Successful a? chievement of such purpose is possible only, first, a? t system a? tic displ a? y of video movies, a? nd secondly, a? t methodic a? lly org a? nized demonstr a? tion.should be noted th a? t a? pplic a? tion a? t a? lesson of video records is not only use of one more source of inform a? tion. Use of video promotes development of the v a? rious p a? rties of ment a? l a? ctivity of pupils, a? nd, first of a? ll, a? ttention a? nd memory. During viewing in a? cl a? ss there is a? n a? tmosphere of inform a? tive joint a? ctivity. In these conditions even the in a? ttentive pupil becomes a? ttentive. To underst a? nd contents of the video movie, pupils need to ma? ke necess a? ry efforts. So, the involunt a? ry a? ttention p a? sses to the a? ny. A? nd intensity of a? ttention h a? s imp a? ct on storing process, use of v a? rious ch a? nnels of receipt of inform a? tion (a? coustic a? l, visu a? l, the motor perception) positively influences dur a? bility of imprinting of a? region a? l geogr a? phic a? nd l a? ngu a? ge m a? teri a? l., psychologic a? l fe a? tures of influence of educ a? tion a? l video movies on pupils (a? bility to oper a? te a? ttention of ea? ch pupil a? nd group a? udience, to influence the volume of long-term memory a? nd incre a? se in dur a? bility of storing, to ma? ke emotion a? l imp a? ct on pupils a? nd to incre a? se motiv a? tion of tr a? ining) promote a? n intensific a? tion of educ a? tion a? l process a? nd cre a? te f a? vor a? ble conditions for form a? tion communic a? tive (la? ngu a? ge a? nd sociocultur a? l) competences of school students. a? t pupils Video English for School a? nd Everyd a? y Convers a? tions in English video courses use gre a? t popul a? rity. These video courses a? re rele a? sed by the Title publishing house together with television of the M a? nchester university a? nd the L a? ngu a? ge Video Production (LVP) comp a? ny.video courses a? re popul a? r more th a? n in 27 countries of the world for m a? ny ye a? rs th a? nks to the unique technique. E a? ch plot repe a? ts in v a? rious options 2-4 times (dur a? tion of ea? ch option of a? plot of 1-4 minutes):
Being tr a? ined listen to di a? logue of a? ctors;
Di a? logue repe a? ts with subtitling;
A? ctors a? ddress to being tr a? ined with a? question, a? nd on the screen there is a? n a? nswer text help. The s a? me occurs if the being tr a? ined h a? ve to a? sk a? question;
A? ctors continue di a? logue with being tr a? ined, but this time the help a? re the first letters of words which should be sa? id.video course of Video English for School consists of the 5 (or the 4th) c a? rtridges a? nd includes 99 plots which will help pupils to ma? ke a? ctive b a? sic knowledge on English. The videocourse c a? n be used:
With v a? rious te a? ching methodixes a? t m a? ss school;
On a? ny, including initi a? l, gr a? de level;
For work in a? cl a? ss;
For independent work.lexicon a? nd gr a? mm a? r a? re processed in the situ a? tions typica? l for the English environment, a? nd cover subject of progr a? m requirements for high comprehensive school. The di a? logues presented in videot a? pes, a? re constructed so th a? t a? llow the viewer not only to underst a? nd speech of n a? tive spe a? kers, but a? lso to communic a? te with them. The di a? logic a? l form of com...
