Learning English through movies and film

Атырау облысы Атырау қаласы

Облыстық дарынды балаларға арналған мектеп-интернаты

11 “Б” сынып оқушысы Мұханбетжан Гүлсана

Жетекшісі: Губайдуллина Гүлмира Муратовна

Тақырыбы: “Learning English through movies and film”.


1. Introduction……………………………………………………………………..3

Chapter I . The role of audiovisual means in the process

of teaching English………………………………………………………………….5

1.1 Serials and films in English………………………………………………….…7

1.2. Why learn English in films and serials effectively?………………………………..13

1.3. Using video when learning. …………………………………………………14

2.1.Useful tips for learning English through films……………………………….16

CHAPTER II . Features of working with video in the process

of teaching English……………………………………………………………….18

2.2.Practical application of video materials in the English lesson………………. 21


List of sources used………………………………………………………………..25


Бұл жұмыс ағылшын тілін үйрену және үйрету жолдарының ең тиімді әдісін анықтауға, оқушыларды ағылшын тілін үйренуге қызығушылығын арттыратын жолды анықтауға арналған.


Ағылшын тілі ғаламдық әмбебап тілге айналды. Ағылшын тілі – халықаралық ұйымдардың ресми тілі. Адамдар жұмысқа тұрарда немесе шет елге шыққанда ағылшын тілін үйренбегендері үшін жиі өкінеді. Ал мектептік кезең – бұл ағылшын тілін үйрену үшін ең қолайлы уақыт болып табылады.

Зерттеу обьектісі:

Ағылшын тілін үйренуші 6-11 сынып оқушылары

Зерттеу мәні:

Фильм көру арқылы ағылшын тілін үйрену мүмкіндіктері


Оқушылар үшін видео материалдарын тірек арқылы есту арқылы ағылшын тлілін үйрену ең тиімді әдіс деп тұжырымдаймын.

Зерттеу жұмысымның мақсаты:

Ағылшын тілін үйренуде оқушыларды қызықтыратын ең тиімді әдісті айқындау.


Ағылшын тілін үйренудің тиімді әдісін анықтау ;

Ағылшын тілін дамыту үшін ұсыныс дайындап шығару:

Зерттеу әдістері:

Тақырып бойынша әдебиетті талдау әдісі

Сауал-сұрақ жүргізу (сауалнама)

Салыстыру әдісі


Данное исследование посвящено изучению способов и методов обучения английскому языку и выявлентю наиболее эффективного способа, мотивирующего учащихся к изучению английского языка.


Английский язык становится первым мировым универсальным языком. Английский язык- официальный язык международных организаций. Люди часто жалеют , что не выучили английский в школе, когда устраиваются на работу или выезжают заграницу. А ведь школьное время – это самый подходящий период в жизни, для того, чтобы выучить английский язык.

Обьект исследования

Обучающиеся 6-11 класса изучающие английский язык.

Предмет исследования

Способы обучения английскому языку через просмотр фильмов


Я предполагаю , что прослушивание с опорой на видео материал является наиболее эффективным способом изучения английского языка для школьников .

Цель моего исследования:

Выявить наиболее эффективные способы, мотивирующие учащихся к изучению английского языка.


Определить наиболее эффективные способы и методы обучению английскому языку;

Разработать рекомендации для улучшения качества знаний английского языка.

Методы исследования :

метод анализа литературы по теме;

метод анкетирования;

метод сравнения.


This research work investigates the ways and methods of learning English and identify the most effective way of motivating students to learn English.


English is the first global, international language English – the official language of international organizations. People often regret that they have not learned English at school, when get a job or travel abroad. And school time is the most suitable period in life to learn English.

Object of research:

Students of 6-11 classes learning English.

Subject of search:

Ways of learning English through viewing of movies.


I have assumed that listening with a support on video material is the most effective way of studying of English for school students.

The aim of my research:

To reveal the most effective ways motivating pupils to studying of English.


Determine the most effective ways and methods of teaching English ;

To develop recommendations for improvement of quality of knowledge of English at school students.

Research methods:

Method of the analysis of literature on a subject ;

Questioning method ;

Comparison method.


Currently, English has acquired the status of an international language. I became an integral part of modern culture, economics, political education, art, tourism, and communication in English was a reality and the need for T English, as well as communication with foreigners the Internet. Thus, communicative competence, which includes both linguistic and sociocultural competence, since without knowledge of the sociocultural background it is impossible to form a communicative competence even Learning a foreign language is called upon to form a personality capable and willing to language. It should be noted that oral and written yоu: we often v — hanging. simple instructions on how to use both in life and for the purpose of teaching a foreign language is the formation of limited participation in intercultural communication.

Modern technical education tools are a good help in solving these problems. A special place among them is occupied by audiovisual means of cinema, video programs and educational television.

The urgency of the work is to study the greatest efficiency in the use of audiovisual aids in teaching English. In the context of modern educational space, the concept of technical training means requires new approaches.

The subject of our study is the use of audiovisual forms as non-traditional methods of teaching English.

Audiovisual form is a 30-form form of learning activity that not only activates students’ attention, but also contributes to the improvement of their listening and speaking skills, as the visual support of a foreign-sounding sounding from the screen helps to more fully and accurately understand its meaning.

Objectives of work have become audiovisual materials and tools that can be used in English classes.

The goal is to show the possibility of using audiovisual aids in English classes in a modern school aimed at forming the communicative competence of students and developing all types of speech activity.

The goal is achieved through the following tasks:

1. Analyze methodological literature on the problem ;

2. Identify the types of audio-visual aids and give them a methodical description;

3 Identify features of working with video materials in English lessons.


Methods of research: analysis of methodological literature, synthesis, generalization.

The actual material for the study was scientific articles, methodical literature devoted to this problem, various Internet sites, as well as feature films, video lessons, telecasts, cartoons.

The practical importance of the study: the methods developed and proposed methods can be used in English lessons in high school.


Chapter I . The role of audiovisual means in the process of teaching English.

Language is the most important means of communication, without which the existence of the development of human society is impossible. In the modern world of knowledge, only the native language is not enough, therefore, more attention is paid to the study of foreign languages at school. Foreign language is an obligatory subject of the curriculum, it has been studied for many years, requires a special methodology and mastery of teaching from the teacher, but mastering it outside the language environment is a great difficulty. A lot of effort is required from the learner himself, most of the role is assigned to the teacher. In order to form a strong positive motivation of students in relation to a foreign language, in order to achieve the most optimal level of mastering the teaching material, the teacher should use non-standard forms of work, include new methods and methods of teaching foreign languages in the learning process, and apply to new chemical training facilities. [p. 18-21. ]

Knowledge of a foreign language enhances the level of humanities education for students, contributes to the formation of the personality and its social adaptation to the conditions of an ever-changing multicultural, multilingual world. In the modern world, the knowledge of foreign languages is a necessity, the English language is more popular because it has the status of an international language. Based on the requirements for modern education and the need to fulfill the social order for the education of a competent person, each teacher has to solve many tasks to find modern ways of teaching, making it fascinating and appropriate standards.

Despite some progress (using the Internet, various programs, etc.), one of the difficulties in learning a foreign language is a very limited opportunity to communicate with native speakers and use spoken language skills outside the school. Therefore, an important task of the teacher is to create real and imagined situations of communication in the lesson of foreign language using different methods of work. Equally important is the introduction of schoolchildren to the cultural values of the native speaker of the language. For these purposes, authentic materials — video films and various video materials — are of great importance. Their use contributes to the realization of the most important requirement of a communicative methodology-to present the process of mastering the language as a comprehension of a living culture that is foreign to another culture; individualization of teaching and development and motivation of speech activity of trainees. The modern teacher is given the opportunity to use a wide range of technical teaching aids, among which the most accessible and widespread, as well as universal is the video equipment, which allows to use both the listening and video support of educational material. It can be noted that the introduction of video into the learning process changes the character of the traditional lesson, makes it more lively and interesting. Also, the use of video in the classroom helps to expand the general outlook of students, enrich their language stock and regional knowledge.


It should be noted that the video is not only another source of information. The use of the video helps to develop various aspects of the students’ mental activity, and above all, attention and memory. During the viewing in the classroom there is an atmosphere of co-educational activities. In these circumstances, even an inattentive student becomes attentive, because to understand the content of the film students need to make some effort. So involuntary attention goes into an arbitrary, and the intensity of attention has an effect on the memorization process. The use of various information input channels (auditory and visual channels, motor perception) positively influences the strength of the recording of regional and linguistic material.

Thus, the psychological characteristics of the impact of educational videos on students (the ability to control the attention of each student and group audience, influence the amount of long-term memory and increase the strength of memorization, have an emotional impact on students and increase the motivation for learning) contribute to the intensification of the educational process and create favorable conditions for the formation communicative (linguistic and sociocultural) competence of schoolchildren. [2 p.22-23]

Video film has quite a strong emotional impact on students, it influences the formation of a personal attitude to what they see. Another advantage of the video is the immediacy of the image of reality, a special manner of communication between the presenter and the audience (if it is a telecast and a TV show) using a close-up, unobtrusive presentation of information, colorfulness, the presence of a musical background. In contact with what is happening on the screen, conditions are created that are closer to natural ones (natural language environment is a set of speech and non-verbal conditions that reflect the way of life, history, culture and traditions of native speakers in the facts of the language).

Unlike audio or printed text, which can have high informative, educational, educational and developing value, video text has the advantage that it combines various aspects of the act of speech interaction. In addition to the content side of communication, the video text contains visual information about the place of the event, appearance and non-verbal behavior of the participants in a particular situation, often due to the specifics of age, gender and psychological characteristics of the speakers.

The use of video in the classroom helps to solve the following tasks:

-Increase the motivation of learning.

Intensification of learning.

-Activation of trainees.

— independent work of students.

-Improving the quality of students’ knowledge.


1.1 Serials and films in English

There is a huge amount of video material that can be used in English lessons. This can be commercials or interviews with famous people, cartoons or a socket from the world blockbuster, fragments of news and TV shows. There is no strict classification of video materials in scientific and methodological literature. Proceeding from the technical side,it is possible to draw a distinction between video recording, i.e. materials recorded on the information medium, and those that are directly broadcasted. Thanks to modern technologies and the Internet, virtually any information can be found in a global network and recorded on a medium. [Electronic resource]

Based on the method of presentation, all audiovisual materials can be divided into filmstrips and video films.

Filmstrip-positive (slides) film (rarely — several films), the frames of which are thematically connected with each other and represent a consistent illustration. Filmstrips are divided into training, serving as a visual educational aid in school, lecture and propaganda work, and art with a set of illustrations and a short text of a work of art (most often a children’s fairy tale). To the filmstrips in modern interpretation it is possible to include slideshows, which are widely used in the learning process and as visual material presented by the teacher, and in project training, as a student created slideshow.

Recently, the most widely taught foreign languages. Video film (English film-film) motion picture is a separate work of cinema art. Technologically, usually, a film is a collection of photographic images (frames) linked by a single storyline. Films are created by recording images of the surrounding world using movie cameras, or produced from individual images using animation or special effects.

There are a lot of video materials that can be divided into the following by the style of the information transferred:

1. Artistic (cartoons, various feature films, fragments of performances)

2. Scientific-popular, journalistic (interviews, documentary and educational films)

3. Information (advertising, records news, TV shows, videos)

4.Studinovedcheskie (video tours)

The most important methodological plan is the following classification of video materials [11, p.62-63]

  1. Specially designed for foreign language teaching (video courses, training films);
  2. predestination for native speakers or authentic, inserting feature films and live broadcast of TV programs on the air;
  3. 3. Developed by the teachers themselves and students;


Videos related to the first two categories are widely used in the learning process because of the availability and less complexity in use. Video materials developed independently can solve a larger number of tasks set by the teacher, since the teacher himself chooses fragments for shooting and can affect the process itself, direct it in the right direction. To create such materials, it takes a lot of time, careful planning and availability of technical equipment. Like the subjects specially designed for teaching a foreign language, the independently developed fragments are distinguished by an artificially created speech sitout.

Available and on all the shocking learning of English are educational video materials. They consist of small episodes and have didactic material. According to B. Tomanin, it is possible to distinguish 2 types of educational video materials.

1. Directly teaching the language (direct teaching video)

2.Speakers as an additional source for teaching the language.

.For training material of the first type is characteristic training directly from the screen the presenter demonstrates the patterns of structures. The role of the teacher is reduced to improving the skills and learning from the book for the teacher and auxiliary tools.

Video materials of the second type contain more cognitive information that shows how the language is used at different levels. These are usually unrelated episodes, which take into account the degree of complexity and speech functions.

From the point of view of methodology, the educational film is an audiovisual learning tool specially prepared in the methodical and directorial sense intended for creating natural situations of verbal communication and possessing a great power of emotional impact on students through the synthesis of the main types of visualization (visual, auditory, motor, imaginative, extralinguistic, etc. [17, p. 35]).

Authentic video materials offer a greater variety of language and speech samples, including various regional accents, common and special vocabulary idioms, etc. , and in the real context, how they are used by native speakers. They provide ample opportunities for mastering a foreign culture. At the same time, these video materials are mainly aimed at students with a good language preparation, since for beginners to learn the language they present significant difficulties related to the speed of speech, its individual typological characteristics, dialects, features, background noise, etc.

Authentic video materials have different methodological features. According to the genre — thematic focus, they can be divided into 3 groups [11, p. 64]

1. Entertainment programs (dramatic works of all kinds, shows, «music» videos, sports and entertainment programs, etc.)

2. Programs based on factual information (documentary videos, TV programs, etc.)

3. «Short programs» , duration from 10 seconds to 10-15 minutes (news, weather, sporting


results, advertisements, etc.)

Demonstration of a video related to any of the above categories is of great importance in the process of teaching foreign languages. While watching video materials, there is an auditory synthesis, simultaneous translation of sound and images, which promotes the development of listening skills and listening comprehension skills and stimulates verbal communication of learners, which takes the form of expressing one’s own opinion, attitude, finding arguments and proofs. Practice shows that the student remembers what he hears and sees five times better than what he hears.

To ensure that the process of teaching foreign languages with video materials was effective, systematic and rational use of video in the classroom is necessary. Also determine the location of the video tutorials in the training system and frequency of presentation. In foreign methodical literature, the use of video materials is recommended once a week or at least once every two weeks. The duration of the session using the visual is from 45 minutes to 1 hour. Preference is given to short duration video materials: from 30 seconds to 5-10 minutes, while it is believed that 4-5 minutes, video demonstrations can provide hard work for the group for an entire hour. This is due to such a specific feature of video materials, as the density and saturation of information. Due to this feature, it is more expedient to use a short section for intensive study, rather than a longer video episode — for an extensive one.

Successful use of video is guaranteed practically at all stages of the learning process of a foreign language [11, p. 63] for the presentation of language material in a real context.

1. to consolidate and train language material in various communication situations.

2. for the development of oral and verbal communication skills.

3. for teaching foreign culture and for revealing intercultural differences.

Video can be used to teach all kinds of speech activity, especially when learning to listen and speak, as well as in exercises for teaching aspects of the language.

Video helps to shape and improve hearing and pronunciation skills, both during the training film, where phonetic exercises are used, as well as watching any other video. While watching an authentic video, memorization of phonetic norms at a subconscious level occurs, and attention is also focused on the differences in the pronunciation norms of the English and American versions of the language, regional accents and dialects.

According to Leontief, phonetic exercises with the use of video include:

— demonstration of articulation samples with their subsequent reproduction; . -repeating individual words, sentences, dialogue replicas after the speaker using the «pause» button;

— viewing of video fragments with simultaneous selection in the text (underscore circled around the circle) of words with a given sound; repetition of these words in pauses after the carrier;


— a phonetic mini-lesson in the form of a game;

-the recording of the features of the trainees on the speaker of speech, analysis by the teacher with the purpose of showing how the peculiarities of articulation affect pronunciation; comparison of records made at the beginning and end of the training.

According to Leontieva, lexical exercises using video are oriented to the perception of lexical units in an adequate audiovisual context, which is facilitated by the use of such techniques as:

1. prediction of words, phrases that will be pronounced by characters of the video episode after a pause, their further actions, actions, as well as the appearance of the character, which the trainees should describe on the basis of the sound series, without seeing the ero on the screen;

2. recognition, identification (identification) in a video fragment of certain objects, phenomena, actions, color symbols, names of which are written on the board, including «distractions» .

3. correlation of matching, written on the board or on the card, with one or another character of the video sequence, a list of synonyms with keywords.

In teaching grammar, video makes it possible to show how grammar and speech depend on each other, how grammatical structures are used by native speakers.

Presentation of speech functions and their means of expression are carried out in an adequate context, in a variety of communication situations and are accompanied by the following exercises.

-repeating of different speech patterns, allowing to realize this function in pauses behind the announcer;

— selection of the proposed list of those language means of expression functions that occur in the video;

— The response is adequate to the situation presented in the video, using the «Stop Frame»: «What will / can say this character in this situation.»

Activation of grammatical material will occur in speaking after viewing the fragment. This can be commenting on the content of the film, supplementing situations (for example:

restoring a telephone conversation), articulating replicas, composing species questions to the content of a video or for interviewing the main character of the film or the director of the film.

With the help of the video, you can also develop reading skills, mainly, the process of working on a short or complete video script. For this purpose, the trainee is offered the following list of tasks:

-review before reviewing the video of the resume by its content, followed by filling in the 10

missing words and phrases with spaces;

-reading a brief summary of the content of the fragment and finding the part of it that is incorrect is not true;

— the previous demonstration of the feature film, a sequential reading of parts of his script with the aim of extracting basic information and preparing for the perception of the film;

With the development of reading skills, working with a video boils down to working on a full and concise script:

— reading before reviewing the summary of the content of the video fragment with the subsequent filling of spaces with missing words, phrases;

-Reading a brief summary of the content of the fragment and finding the part of it that is incorrect is not true;

-Previous demos of the artistic film sequential reading of parts of his script with the aim of extracting basic information and preparing for the perception of the film.

Video can be a good stimulus, both for oral and for written utterance. Taking into account the genre — thematic characteristics of the video materials, the following types of tasks can be offered to the trainees:

— writing an imaginary biography of one of the characters of the episode;

-epposition video episode in the form of a letter to a friend;

-creating a sports columnist based on viewing the news release and filling out the table:

-writing a brief video advertisement, reviewing a feature film;

— writing a short story based on 10 phrases / words, by the teacher, in order to predict the plot of the video episode;

Teaching foreign languages in the modern world has a communicative focus, so video is a unique tool for teaching speaking and speaking a language. Video allows you to teach foreign language communication, taking into account the various sociolinguistic factors presented with the help of visual information and in many respects determining the nature of speech utterances of communicants, namely: their social status, the nature of the relationship, the space-time conditions of communication, etc. The following exercises can be used to teach speaking : — viewing the video without sound and answering questions about where the interlocutors are, what the relationship between them is, differences in status;

— viewing the video segment of the students without sound and determining which of the two dialogues proposed on the card (official or unofficial) corresponds to it;

Video also plays a big role in developing the students’ skills of creative, unprepared


dialogical or monologic speech. The incentive for this are tasks for active viewing of video materials, focused primarily on the development of listening and listening comprehension skills. In the teaching of dialogical speech, exercises are used to:

-Restore the dialogue presented in the video episode, based on individual replicas received by each trainee; -Recovery of missed replicas of one of the characters;

-corresponding to each of 8-10 replicas received by trainees before viewing, with a certain character;

Exercises designed to teach monologic speech include:

-writing a story about what has already happened at a certain point in the video episode, which is interrupted by a «snapshot»; the assumption of what will happen next;

-recovery of the missing part of the video fragment (the beginning, the end or the culminating event in the middle of the episode;

-preparing the story in the name of one of the characters.) Agree that finding your favorite movie with English subtitles through the search engines, and even in a good search for the story on behalf of one from persian through systems, and even in good quality and without annoying advertising, this is a tedious business. Recently, the site english-films.com has proved quite good, and it contains a large number of movies all-inclusive The catalog includes both classical films and the latest novelties.An assortment of films is replenished daily.All films are in excellent quality and without annoying advertising.What is quite fine for learning English, and for a pleasant pastime.


1.2. Why learn English in films and serials effectively?

When watching favorite movies and sitcoms, you do not get tired as quickly as during the performance of grammar exercises. And if the film is really loved — the analysis of dialogues will not be a burden. Understanding foreign speech by ear is one of the main stages in the study of English. Viewing authentic materials — what could be more useful and entertaining? In serials and films, an omnic number of phrasal verbs and words from the vocabulary of an average American or an Englishman. In art works and grammar textbooks they are much less common. But their knowledge distinguishes a person for whom English is not native, from the native speaker. Watching foreign films and TV shows introduces the customs and traditions of Americans and Englishmen.

How to work with movies and serials without translation? When learning English through video there are many questions. Do I need to turn on subtitles? Is it necessary to disassemble the next series of soap opera or detective, or new phrases and words will be remembered by themselves?

Subtitles in TV shows and films in English. At once we shall discuss, that if you learned at school English, Russian subtitles are not necessary to you. They are necessary for people with zero knowledge to experience the characteristics of a foreign language. You can also watch films and series only with English subtitles. But already with the level of Intermediate try to disconnect them.

Refer to subtitles only during parsing.

*After watching a movie or series (preferably the next day), select a piece of video that you would like to disassemble.

*Write out unfamiliar words in context (for example, not suicide, a commit suicide). Also do with interesting phrases and unfamiliar grammatical constructions.

*Next write your examples with new lexical units. The analysis is finished only when there are no unfamiliar or incomprehensible phrases in the video for you.


2.1.Useful tips for learning English through films.

As soon as we start learning English, we are immediately told: «Watch movies! Only then will you be able to learn the language. «We honestly start watching the movie and in a few minutes realize that we do not understand anything, turn off the video and make sure that we will never watch movies in English. Is this situation familiar to you?

Actually, you can and should watch movies. And in order for the result, we need to set a specific goal of viewing. To tighten the tongue is not a goal, more precisely, it can be a goal unless, if you have a Level — Proficiency. Set achievable goals: fill up the vocabulary, improve listening skills, improve pronunciation, learn phrases from conversational speech and stuff. In this article, we will deal with several specific purposes: for what levels they are suitable, and what films are recommended to look at.

Start over . Do you need to watch movies if you are a language? Yes need . Watching a video at the Beginner level comes down to two goals:

1. Add vocabulary.

2. Get an idea of the «sounding» of English.

To fill up the vocabulary, you need to select a small video, no more than 10 minutes, which are educational or promotional. In such videos, you can quite hear a few words and remember them. A successful combination of video with grammar, perfectly understandable at the initial level, is the old English cartoon Muzzy in Gondoland. Itcan be watched in small «portions». Vocabulary and grammar grow from simple to complex. The best educational cartoon in English, in my opinion, has not yet been invented.

To get an idea of the English intonation, you can watch (or listen) anything, but pay attention — without understanding. After viewing, you should try to repeat the phrase intanationally, using just a set of sounds. Understanding the content on this tap is not so important. This practice will allow you already from the very beginning to master the

English intonation, the cat is quite different from the intonation of Russian speech.

If you have the Elementary level, you can watch the video with the same goals as the Beginner, but at this level, two more goals are added:

1. Undertake the structure of sentences and the use of times.

2. To work on the most frequent errors (in vocabulary, grammar and pronunciation).

Both goals are achievable through viewing the Extra series. Actors speak and slowly, the main character constantly gets into funny situations because of confusing the meaning of words or incorrectly pronouncing them. You can well fill up the vocabulary,tighten grammar and pronunciation. I recommend .Also you can watch Disney cartoons (Alladin, The Jungle Book) or just children’s multi-movie films, for example Peppa Pig.


If you have the level of Pre — Intermediate, you can go to simple movies and serials. Goals remain the same. However, if you are watching a film, do not try to understand each word, try to understand the general meaning and record at least 10 new phrases from the film or TV series. Viewing without recording and repetition will not give practically no result. It is best to start with those films, look at Russian and know well what they are talking about. Here you can safely take almost all Hollywood movies, such as The Holiday, or watch the good old series ALF.

If you have the Intermediate level, add two new goals:

1. Develop the listening skills;

2. Learn spoken English.

To improve the perception of speech by ear, it is useful to apply the Ben Franklin exercise to small pieces of video. To understand what the meaning of the exercise is, I recommend that you watch the next video.

If you have a level of Upper — Intermediate and higher, here you can choose virtually any movies and TV shows. It is important to remember what the purpose of viewing is; and not just watch, but work with the film. Starting from these levels, you can arrange a discussion of films in English. You do not need to sign up for conversation clubs. It is enough to gather several friends with the same level of English, watch a movie, compose questions for discussion and select a few complex words or phrases (preferably with translation and transcription) that your friends will get acquainted with prior to viewing. Your home club is ready!

It’s best to watch movies with English subtitles, so if you do not hear a word, you can see it in the text version and translate it, if this word was first encountered. It is very convenient to watch movies on the site of ororo.tv, because there are not only collected serials and films with subtitles, but also there is a special function: if you put a word on the word, the translation will appear immediately. You can watch any TV series for free, but not more than one hour a day. Also there is a limit on the number of translated words. In general, for

training one hour a day is quite enough, but if you want to watch more episodes or have the

opportunity to watch movies, you can purchase a paid account. I have been using this site for a long time and I use a free account, as after two series the broadcast is turned off, and this insures you from «sitting out» with your favorite series until the very morning.The site has all the famous serials in English, and the video quality is very good Try to start watching the video in English from this site.

I would also like to bring a table that contains recommendations for viewing films and series on levels. Determine your level choose a series or film on the interests and forward, conquer the English peaks!


1.3. Using video when learning.

The possibilities of using video for beginners are somewhat limited due to the small volume of their vocabulary and grammar knowledge. However, the use of video from time to time pleasantly diversifies the occupation, brings into it an element of real life, even on a screen, and also gradually, accustoms to work with video materials, and not just stare at the screen. Practice shows that video multipli- cations are particularly effective at the initial stage of teaching a foreign language. Their use makes it possible to develop the speech activity of schoolchildren, as well as to increase the speech activity of instruction. Animation makes it possible to easily penetrate into the essence of real things and phenomena and in a simple visual form informationally to the students. It is methodologically important that the interest in cartoons does not weaken with multiple viewing. This helps to maintain attention to repeatedly presented and ensures the effectiveness of perception.

The undoubted merits of animated videos are the educational material of them:

1) authenticity;

2) informative usability;

3) concentration of linguistic resources;

4) emotional impact on the trainees, etc.

The effectiveness of using video films depends on the rational organization of classes.

1. Learning objectives.

One of the training tasks that can be solved with the help of video is the repetition of vocabulary and the expansion of vocabulary. To do this, any passage from 30 seconds to 1 minute, in which the subjects are represented, is suitable for the topic. actions or characteristics according to the corresponding, it is desirable that the passage be accompanied by music or English-language text. If it is not possible to obtain such a video, write down a passage with the text in your native language, removing the sound.

Depending on the size of the training group, you divide it into subgroups or pairs, each of which receives its task. Tasks do not have to be different, they can be duplicated for some groups or pairs. Students watch an excerpt showing different animals (professions, colors, people performing different actions). Then they discuss in groups (pairs) what they saw. If necessary, they can use the dictionary or seek help from the teacher. For example: name in English the first animal you saw; Tell me what the giraffe is doing; Who by profession is the person you saw on the street; what green objects did you see on the screen, etc. Then the students answer questions. At the same time, the teacher warns that they will look at the passage again and will have to check how well the group has completed its task.

Then you look at the passage a second time and check the correctness of the answers. Video


can also be used to introduce new lexical units or a new lexicon theme. Instead of using a translation or picture for introducing animal names, you can simply show them in the zoo or at will, which will make a much more vivid impression and will contribute to better memorization.

As in this case, and for the job «describe the picture» you can use the function «pause» (freeze -frame), which students had the opportunity to see all the details on the screen. [p. 40-42. ] Another task that can be solved with the help of a video project or through the display of animated materials at this stage is the task of teaching an understanding of the speech by ear, which many teachers, for various reasons, do not set themselves for at all. It should be noted that the use of video to teach listening has its positive and negative sides.

On the one hand, the video recording, in comparison with the audio recording, is more vital — you not only hear, but also see the speakers, their facial expressions and gestures, and also get information about the broad context of what is happening — the scene, the age of participants. On the other hand, all these factors distract the listener from the actual speech, and he can get carried away with looking at the picture, instead of concentrating on listening. Therefore, especially at the initial stage, the students must receive a clearly formulated task before they are to be viewed, on the basis of which they must concentrate.

2.Video taxes (5-15 minutes)

These exercises, in addition to listening, include the development of reading skills. And the teacher chooses an excerpt from the film 1-2 minutes long, which consists of clearly pronounced remarks, simple in form and content. Writes each replica on a separate card, marking which character it belongs to. It breaks the class into several groups and each group gives a complete set of cards containing a dialog. The group should look at the passage without looking at the cards, and then put the replicas in the order they met in the record. After that, you should look at the passage again, checking the correctness of the order of the replicas. If necessary, pause. Students in the group are trained in reading the dialogue.


CHAPTER II . Features of working with video in the process of teaching English.

In the modern world it is necessary to keep pace with the times. Therefore, the modern lesson should be progressive, interesting, cognitive and creative, and for this you need a creative approach, the ability to use TCO and knowledge of innovative technologies. Interest and motivation for the language studied is twisted from the technologies and methods that the teacher uses in the lesson. Highly effective creative implementers of various forms of development of education and training, to our view, is the use of video in the lessons of alien ulcers. This way and allows in an exciting creative form of the view, is the use of video in foreign language lessons. Such a way of organizing educational activity allows in a fascinating creative form to solve productively all the tasks of the lesson in the exercise of teaching, communicative, cognitive activity.

For the teacher, the use of video materials opens an unlimited field of activity for organizing work on a wide variety of topics, on activities of different levels of learning, with children of different ages.

2.1. Stages of work with video materials and their tasks. One of the main tasks of teaching English is the development of speaking skills, so the main goal in teaching English using video is the teaching of oral written language. Demonstration of any video material the Methodists are divided into stages.

Thus, Yu.A. Komarova considers the functioning of video fragments in the educational process as the functioning of supports, designed to contribute to the formation of specific skills. It determines their functions in accordance with the stages of working on them in the lessons;

1-st stage: video fragment — a sustained support;

2-nd stage: video fragment — semantic support ;

3-rd stage : video fragment, stimulus .

Taking into account the functions of video fragments at each stage, Yu.A. Komarova distinguishes the ability to construct a monologic statement as follows.

Stage 1: the ability to express your thoughts in a monologue form with the support of WF-1.

2-nd stage: the ability to deploy an utterance strategy — a monologue based on the WF-2.

The third stage: the ability to speak in the form of a monologue with support for WF — 3. Komarova and EG Azimov proposed a complex of consistently more complicated controls, providing a variational basis: on a sound track, on a video track, on an audio and video track simultaneously. To use only the sound track, the following tasks were proposed [р. 19-21].

-Listen, imagine what is happening on the screen:


-See, tell me, what can you tell about this character, how do you imagine him? look, compare.

For the presentation of silent video, the following tasks are possible:

-View and tell those who have not seen; look and sound:

1 st stage: preparatory. At this stage, exercises are carried out to listen to the dialogues that will be heard in the film (without the picture); lists of questions on content are made.

2 nd stage: interactive exercises in the group before the film demonstration: -brainstorming: -developing the full scenario;

-Description of the title of the film.

Stage 3: viewing the movie without sound: — the description of individual film frames — a freeze frame. — the anticipation of the content of the following scene;

Stage 4: viewing the film with sound;

-mark the words in the suggested list that students «see» and «hear»;

-make questions for communication, discussions on the content of the film;

-to recreate the text and content of the video fragment in the group work;

Stage 5: Exercises after watching a video film:

Distribute the exercises in the logical sequence of events in the film:

— Answer orally or in writing to the questions:

answer orally or in writing to the questions: -to work on the text with the missed words;

-Create your video:

Based on the traditional division of the process of working with the video on the stages and from the proposed A. Komarova and J. Vehage, in our opinion, can be divided into four main stages:

1. Preparatory or pre-demonstration stage (pre-viewing);

— Film perception or demonstration (while viewing);

-Control the understanding of the main content or post-demonstration stage (post) after-viewing);

-Development of language skills and oral speech skills or creative stage; At each stage there are a number of tasks, the fulfillment of which determines the process efficiency of the entire audiovisual process:


Pre-demonstration stage.

The objectives of the stage are:

1. motivate students, adjust them to perform tasks, making active participants;

2. remove possible difficulties in reading the text and prepare for the successful completion of the assignment:

At this stage, there is a removal of language difficulties and difficulties in understanding the content of the video. Possible introduction of proper names, which can cause difficulties when watching a video, explaining the events or conditions in which the action takes place:

The teacher can briefly convey the main plot of the video, focusing on the issues that need to be revealed at the after-care stage.

Video review can be used to complete a series of lessons on a topic or problem. Students in advance receive a task to study a particular material, which logically prepares them to watch the video. Preliminary reading of texts and discussion of problems on the same topic (in native and in foreign languages) also contribute to an increase in motivation during viewing, provided that the video story opens new perspectives for the vision of this topic, contains an element of novelty and unpredictability.

Demonstration stage.

The goal of the stage: To ensure the further development of language, speech or socio-cultural competence of students, taking into account their real opportunities for speaking in another language.

Demonstration of the film must be accompanied by active educational activity of the spectators-trained.

At this stage, tasks are used to search, isolate, fix, transform certain language material: vocabulary, grammar, phonetics. In this case, not so much the formulation of the task, how much the content of the exercise provides one or another degree of efficiency and justifiability of the task. Trainees can also make notes to the text of the film, which will be needed when performing tasks at the last demonstration stage.

The last stage of the demonstration.

The goal of the stage is to use the original video material as a basis and support for the development of productive skills in oral or written speech.

At this stage, the effectiveness of using the landmarks suggested at the pre-demonstration stage of the film’s perception and the language and speech tools used in the film is checked. Adherence to the sequence of video presentation and the correct formulation of the task contribute to the effectiveness of using video in the process of teaching English.


2.2. Practical application of video materials in the English lesson.

The use of video is a unique means of teaching English at all stages of language learning in a secondary school. The effectiveness of the use of video materials in English language lessons has been proved by us in practice. Among the work I conducted a survey for students of the 10th grade to determine and understand the importance of learning English.

What is important for you to learn English?

Understanding of importance Desire to learn Process of studying Good memory Thinking logically

Why do you think the most effective way to learn English

Reading text poems, stories Learn by heart words with dictionary Movies and film Grammatical Audio-lingual


I made an approximate table in which this table will help students choose a series or films depending on their level of knowledge. At the Beginner level, I stopped at a special video training, because using a video with a translation the learner quickly covers the pronunciation of the lesson, of course they get acquainted with new words. Also, students with advanced level of advance can watch any films and soap operas. Of course, there will be new words but they will not be understandable. I advise watching the following films and series on levels:


Elementary Pre-Intermediate Intermediate Upper-Intermediate

-Living English

-The Men Called

Flinstone (м\ф)

-Casper The Friendly Ghost (м\ф)

-The Jungle Book- Peppa Pig (м\ф)

-ALF Indecent Proposal

-My Big Fat Greek Wedding


-The Holiday

-The Lion King


-Miracle on 34th Street

-Harry Potter and the Chamber of streets

-Forrest Gump


-House MD


-Doctor Who

-pirates of the Caribbean

When studying the theme «The Time Machine» video tour «Ancient Egypt» Tutankhamun and the world of the pharaohs. Video clip logically connected with the topic of the lesson, has become a «time machine», which has created a proper atmosphere. Before watching the video, the following setting was given: «Watch the video and tell me if you would like to visit Egypt?» After watching, an exercise was proposed that contained the correct and false sentences (Exercise 2 , page 31 of the «Magic Tour» textbook.) The video tour «Ancient Egypt» is a small video fragment (7min) containing facts from the history of the pyramids, a description of the ancient Sphinx monument, and cognitive information about Tutankhamun and the Egyptians. with a simple acquaintance The video tour of Ancient Rome was used to familiarize with the history of Ancient Rome.The video tour includes information on the legend of the creation of the city of Rome and a review of the main attractions of the city. On the pre-demonstration stage it was suggested to recall the history of ancient Rome, and during the search find the answer to the question : «By whom and when was Rome founded?» (Who was Rome founded by and when?). At the last demonstration stage the following task was proposed. Correlate the sentences with the pictures and put them in the right order, using the information from the video tour «Ancient Rome» (Exercise 1, pages 34-35 of the textbook «Magic Tour.» The video tour «Ancient Rome» lasts 8 minutes, contains the legend of Romulus and Remus , a review of the city and its use of the grammatical structures of The Past Simple Passive, summarizing the lesson on «Historical facts and inventions» was presented as a video quiz using the videos «7 wonders of Ancient World» and «7 wonders of New World».



1. It can be noted that the introduction of video in the process of teaching languages helps solve many problems. Video serves as a strong incentive to learn to expand their knowledge on unfamiliar authentic material. When the trainees realize that they are able to understand a foreign language in an authentic language, they have increased self-esteem and motivation to learn the subject.

2. The use of video in English lessons allows students to develop a language conjecture and broaden their horizons. They have an opportunity to learn about the history, traditions, customs of the people of the country of the studied language. When working on a video fragment, all four types of communicative activity are involved: listening, speaking, reading and writing. The main focus is on listening, the most difficult aspect in learning a foreign language. Video support makes the learning process more effective.

3. Also the use of video materials in lessons increases the activity of students. In the work with video, students receive a huge amount of various information, which is very helpful in the subsequent work at the after-care stage, therefore, video support creates conditions for the independent work of trainees.

4. It is important to note that the use of video is a very important technique for improving the quality of knowledge of trainees and encourages them to apply their knowledge in practice.


List of sources used.

1. Yu.A. Komarova Materials of the Internet in English lessons / E.G.Azimov // Foreign languages in school. -2001. — №6- [p.19-21 ]

2. O.I.Barmenkova. Video employment in the system of teaching foreign speech / OI Barmenkova // Foreign languages in school. -1999. -№3 –[p.20-25]

3. Yu.IVerisokin. Video films as a means of motivating schoolchildren when learning foreign languages / Y.Verisokin //Foreign languages in school. -2003. — №5-[p. 31-35]

4. I.V. Ganzhara. On the experience of using new educational technologies in teaching a foreign language in a video class / IV Ganjara / Foreign languages in the RSUH. — 2005. -Access mode : http: //www.rsuh.ru/article.html?id=3614#21 – Access date : 29.04.2010

5. A. Yu. Gorkyov. On some of the most important conditions for the effectiveness of TCO/ A.Yu.Gorkyov//Foreign languages in school. — 1984. -№4-[ p. 44-48]

6. O. Egorov. Communal Function of the Training Session/ O.Egorov// Teacher. — 2001 — . -№1. –[p. 52-54.]

7. N.V.Elukhina. The role of discourse in intercultural communication and the method of forming discursive competence/ N.V.Elukhina // — Foreign languages in school. — 2002. -№3. – [p. 9-13.]

8 E. Ilchenko. Use of video recording in English lessons / E.Ilchenko // First of September, English. — 2003. — №9- [p.7-10.]

9. T.P .Leontief. Experience and prospects of using video in teaching foreign languages. Non-traditional methods of teaching foreign languages in the university: materials of Rep. conference. – Minsk, 1995. –[p. 61-74.]

10. G.I .Mamukina. Creation of a multimedia project in English in high school/ G.I.Mamukina // Foreign languages in school. -2001. -№4.- [p. 40-42]

11. R.P. Millrud, I.R.Maksimova. Modern conceptual principles of communicative learning a foreign language / R.P. Millrud, I.R.Maksimova. // Foreign languages in school. -2000. -№4 – [p. 19-14]

12. J. Vejage. Use of video films for teaching foreign to high school/ M. I. Myatova. // Foreign languages in school. -2006. –№ 4. – [p. 31-39]

14. M.Yu. Novikova. DVD as a learning tool for listening/ M.Yu. Novikova.//Foreign languages in school. -2007.-№1- [p.18-21.]


15. Websites:










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