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“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 жүктеу/скачать 2,31 Mb. Достарыңызбен бөлісу:
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