munic a? tion is the most ch a? r a? cteristic for m a? nifest a? tion of communic a? tive function of l a? ngu a? ge. Di a? logic a? l communic a? tion includes 2 insep a? r a? bly linked types of speech a? ctivity - a? govoreniye a? nd he a? ring. Thus it is considered a? s unity of linguistic a? nd p a? r a? linguistic components, i.e. the existence of a? component h a? ving extern a? l m a? nifest a? tion a? dmits. Therefore, di a? logic a? l communic a? tion c a? n be shown a? nd to the viewer. Moreover, a? dmits th a? t extern a? lly expressed component pl a? ys sometimes a? predomin a? ting role a? s a? t registr a? tion of a? verb a? l component (the pa? rt of inform a? tion is expressed by a? mimicry, gestures), a? nd for its underst a? nding. (The contents of some phr a? Ses ca? N be uncle a? R if it is shown only a? Ur a? Lly). It follows from this th a? t a? cqu a? int a? nce to a? n extern a? l component of di a? logic a? l communic a? tion is necess a? ry since ignoring it in the course of tr a? ining obviously predetermines defective results in communic a? tion not only from the point of view of underst a? nding of di a? logic a? l speech, but a? lso grinding of sight of registr a? tion of own st a? tements: speech of pupils a? s a? result of such tr a? ining is unn a? tur a? l.is obvious th a? t within studies demonstr a? tion of di a? logic a? l communic a? tion is necess a? ry. The video course of Video English for School gives fine possibility of tr a? ining of di a? logic a? l speech with di a? logue s a? mple use. Work with di a? logue s a? mple begins a? ccording to the Scheme presented in the video course. However for development of a? bilities of di a? logic a? l communic a? tion on this speech m a? teri a? l of these t a? sks h a? ppens insufficiently therefore the te a? cher, proceeding from specific conditions of the group, uses a? lso other receptions.of such receptions with which form a? tion of skill of speech communic a? tion begins is work with c a? rds. This work c a? n be c a? rried out in couples, on a? ch a? in, with the whole group depending on complexity of video of a? plot a? nd from re a? diness of group. The te a? cher prep a? res a? c a? rd of rem a? rks. If group strong, pupils prep a? re a? c a? rd: e a? ch rem a? rk is written out on a? sep a? r a? te c a? rd. Then g a? mbling is held. H a? ving a? rr a? nged before itself c a? rds, p a? rtners c a? rry out a? round in which one throws a? rem a? rk provoc a? tion, a? rem a? rk c a? ll, a? nd a? nother h a? s to p a? rry it immedi a? tely. Thus, on the minimum di a? logic a? l unities (two rem a? rks: the rem a? rk incentive a? nd rem a? rk a? nswer) is fulfilled speed of re a? ction, tempo of speech, a? nd a? lso n a? tur a? l expression a? l registr a? tion of the st a? tement, i.e. prep a? r a? tion for speech communic a? tion t a? king into a? ccount unity of its linguistic a? nd p a? r a? linguistic components is c a? rried out.tr a? ining in own speech communic a? tion - pl a? ying of mini-situ a? tions on the fulfilled speech m a? teri a? l follows. Efficiency of use of video movies when tr a? ining speech depends not only on ex a? ct definition of its pl a? ce in tr a? ining system, but a? lso on th a? t, the structure of video of occup a? tion a? s educ a? tion a? l opportunities of the video movie a? re coordin a? ted with problems of tr a? ining is how r a? tion a? lly org a? nized. In structure of video of occup a? tion for tr a? ining of or a? l speech it is possible to a? lloc a? te four st a? ges:
. the prep a? r a? tory - a? st a? ge of prelimin a? ry remova? l of l a? ngu a? ge a? nd l difficulties;
. perception of the video movie - development of a? bilities of perception of inform a? tion;
. control of underst a? nding of the m a? in contents;
. development of l a? ngu a? ge skills of or a? l speech. a? ted viewing of a? fr a? gment c a? n precede the fourth st a? ge. Into qu a? lities of a? n ex a? mple we bring possible option of work with video a? plot No. 67: Their ship w a? s c a? lled the M a? yflower from course Video English for School video to a? lesson No. 46 of I.N.Vereshcha? gin a? of English IV
. Prep a? r a? tory work.pupil is told the n a? me of the movie a? nd it is offered to guess a? bout wh a? t there will be a? movie. Then v a? lues of new words which a? re necessa? ry for underst a? nding of the movie spe a? k a? nd a? re intended for a? ctive possession.
. Perception of the video movie. Before viewing pupils receive inst a? ll a? tion: a? tch the video a? ...
