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moluch 112 ch10

1037
“Young Scientist”  

 # 8 (112)  

 April 2016
Education
While planning to use the short video sequences exposing 
the special topics and lexis in the classroom, it is essential to 
think over a relevant structure of the class. It is supposed to 
comprise at least three stages:
 

pre-viewing
 

while-viewing
 

post-viewing.
Various activities can be offered on the while-viewing 
stage: getting the gist, detailed comprehension, partial com-
prehension, etc. Students can fill in the omitted words or in-
formation into the pattern text, answer the questions, and 
take notes. As for pre-viewing and post-viewing stages, some 
sets of assignments should be worked out to develop pro-
ductive and receptive skills. Before watching it is reasonable 
to introduce some terms, notions, words with the specific 
meaning, it would be considered as input. After watching 
and analyzing the listening / watching comprehension tasks 
students can read some additional texts on the issues under 
discussion, exchange opinions in groups and present reports 
based on the watched sequence, write an essay, article or re-
port. On the output stage, it is advisable to control grammat-
ical, lexical, and phonological accuracy. Some follow up ac-
tivities can be offered as well: reading additional texts on the 
issues under discussion, writing essays, articles or reports. 
While viewing presentations, descriptions of the processes, 
tutorials, students can work on their owner in small groups. 
One of the possible activities is taking notes and making re-
ports. Students can act as lecturers. They can be offered to 
watch different videos, further they are to present their col-
leagues what they have watched and learnt. As an additional 
task, students can draw a scheme or illustration of the pro-
cess, or describe it in the written form. In this case, it is ad-
visable to work with online dictionaries, encyclopedias. One 
of the options is the following: watch the clip in the mute re-
gime and give the necessary explanation, but it is not very 
easy, and only some of the students are able to do it.
Students can watch some advertisements and presenta-
tions on the specific product or service. After that they will be 
asked to find more information on the Internet (it is better to 
limit their choice and provide a list of the web sources), read, 
prepare a report, and exchange opinions or have a discus-
sion. While listening to a fragment of a lecture, it is reason-
able to train learners to take notes. Interviews can be used 
as a source of information leading to a further discussion or 
a written assignment. Furthermore, if you ask students to 
think of some questions they would like to ask a represen-
tative of the company or a well-known scientist or business-
person, it will arise their interest or curiosity at least. While 
viewing, click on the pause and ask students to predict an 
answer, then they can check if their assumptions were cor-
rect. All the above-mention deactivates demand good func-
tional language competence. Unless our students are from 
the Computer Science, Information Technology or Tele-
communication Departments, we should introduce the so-
called «Internet jargon» and «computer-related jargon». 
Students should know how to say web addresses correctly, 
they should be aware of the special vocabulary necessary for 
working on the computer and searching the global net. If we 
have time, we can offer additional practice and some activi-
ties in the class.  [4] To eliminate the use of the native lan-
guage while working in groups, it is sensible to work out a list 
of the useful phrases, kind of «the e-classroom language». 
Starting with the simple words such as «to scroll up and 
down», «to download and upload», and «a flash stick», you 
can proceed to more complicated terminology and promote 
students» IT English language competence that has justified 
to exist equally with the Business English language compe-
tence. Online computer dictionaries and reference sources 
can assist to a great extent. Many students use various In-
ternet video resources and demonstrate them when they 
present home reading reports, reports on their individual 
or group projects, use as additional material while fulfilling 
home assignment, and show in the classroom. In most cases 
students watch, and a teacher comment on. It would be wise 
to ask students in a good time to prepare questions that they 
will ask their peers before and after viewing. Summing up it 
is necessary to reiterate that the web video resources con-
nected with the students» professional field can be used in 
the classroom to promote the various language skills, in this 
case the classes should have a special format and classroom 
management.
Modern information and communication technology 
(ICT) has been penetrating into the education system and 
invading the foreign language teaching community. It is ob-
vious that implementing ICT into the classroom demands 
significant changes in the teaching and learning strategies. 
Focusing on the video resources use in the English for Spe-
cific Purposes (ESP) classes, we review the relevant ap-
proaches to classroom organization and management, stu-
dents» integrated skills development, and shares experience 
of digital-video-based language training. Being a constituent 

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