CONTENTS

INTRODUCTION 3
I. THEORETICAL ASPECTS OF USE AUTHENTIC VIDEO MATERIALS IN
TEACHING A FOREIGN LANGUAGE
1.1 Features of motivation of high school students................................................. 5
1.2 The problem of motivation to learn a foreign language.................................... 7
II. PRACTICAL SIGNIFICANCE OF THE APPLICATION AUTHENTIC
VIDEO MATERIALS
2.1 Theoretical foundations of the use of authentic video materials in the process of
teaching a foreign language.................................................................................... 10
2.2 Activities in the English lesson with the use of authentic video materials...... 13
CONCLUSION.......................................................................................................22
REFERENCES.......................................................................................................23
APPENDIX............................................................................................................25

INTRODUCTION
 The aim of education should teach us rather how to think, than what to think - rather to
improve our minds, so as to enable us to think for ourselves, than to load the memory
with thoughts of other men. 
Bill Beattie

Teachers always have to put a lot of effort into maintaining the level of motivation
of students. Each student comes to class with their own level of motivation. But the
behavior of the teacher and the style of teaching, the structure of the course, the nature of
tasks and informal communication with students - all this has a great impact on the
motivation of students. You may have heard the saying, "my students are unmotivated!".
The good news is that there is a lot we can do to change that.

Some teachers suggest that the digital revolution is to blame for the decrease in the
level of motivation of students. They believe that high-speed video games have taken the
place of reading at home, as a result of which students have become less restrained and
less motivated to acquire knowledge. Nevertheless, we believe that the lack of modern
technologies in the educational process is to blame for everything. Yes, indeed, students
play high-speed video games at home, but they also search for information on the
Internet and remain socially active through digital technologies. This pastime also
includes reading. We adults also live in a digital world. And due to the rapid growth of
technology over the past 10 years, methodologists, researchers and teachers themselves
should be deeply interested in moving the boundaries of digital technologies within the
framework of lessons in order to keep up with the modern changing world. One of the
ways to use modern technologies in the classroom in order to increase the level of
motivation can be watching authentic videos.

The actuality of this course work – The modern world is already impossible to
imagine without modern technologies. Informatization penetrates into all spheres of our
life, having a significant impact on its quality. Similarly, the field of education cannot
continue to exist separately from the latest trends in technology development.
The need to use information and communication technologies is assumed by the
state educational standard of basic general education, as evidenced by the following
provisions of the document:
- as one of the meta-subject results, the task of forming and developing students'
competence in the use of information and communication technologies is set;
- for the implementation of the basic educational program of general education,
information and methodological conditions should be provided by a modern information
and educational environment.
The aim of this course work – theoretical justification and practical

3
 study of the effectiveness of using authentic video materials in order to increase
motivation to learn English. To achieve this goal is created the following objectives:
- to consider the features of using authentic video materials in English language
teaching;
- analyze the content and basic principles of the selection of authentic video
materials at the middle stage of English language teaching;
- to reveal the goals and content of increasing motivation at the middle stage of
English language learning;
- analyze the educational and methodological complex in English for the presence of
exercises aimed at increasing motivation
- develop a system of exercises for working with authentic video materials at the
middle stage of English language teaching;
The object of the study: the process of increasing motivation to learn English using
authentic video materials.
Subject of research: authentic video materials as a means of teaching in English
lessons at the middle stage.
The methods of research:
- study of normative documents defining the educational policy of the Republic of
Kazakhstan in the field of teaching foreign languages in the basic secondary school;
- study and analysis of scientific pedagogical and methodological literature on the
research topic;
- analysis of the educational and methodological complex used in the educational
process in the basic secondary school;
- study and generalization of the experience of using video materials in the
educational process in a foreign language;
- modeling of the learning process.
Scientific novelty of a research is that on the basis of the analysis of work, on
problem is given theoretical justification of a practical opportunity and pedagogical
expediency of using ICT - technologies for increase motivation to learn English using
authentic video materials is given.
The theoretical value - the results of the study of the problem are systematized
using of video materials in teaching foreign languages, the properties of video materials
that provide increased motivation of students when teaching a foreign language are
highlighted, the criteria for the selection of video materials are presented.
The practical value of this research is the developed set of exercises can be used in
the practice of teaching foreign languages in the basic secondary school.
The structure of the research is the following: Introduction, Main part, Practical
part, Conclusion, the list of Bibliography and Appendix.

4
 I. THEORETICAL ASPECTS OF USE AUTHENTIC VIDEO MATERIALS
IN TEACHING A FOREIGN LANGUAGE

I.1 Features of motivation of high school students

Motivation is of particular importance in achieving success in educational activities.

This question is very relevant, especially in a practical application. Currently, scientists
continue to study the influence of motivation on the effectiveness of educational
activities. For example, A.M. Matyushkin noted that cognitive motivation is associated
with a productive creative type of personality activity in educational activities. [1, p. 45]
When studying the dependence of the effectiveness of educational activity on
motivation, scientists consider motive and motivation from different positions.
Let's consider the features of motive, motivation, motivation, their correlation and
influence on educational activity.
The analysis of the approaches of scientists to the concept of "motive" makes it
possible to identify its essential features.
The motive is considered as an incentive to activity; a conscious urge to a certain
action, the source of the action, its inner strength; the mechanism of internal formation of
the way of action, which, manifested externally, gives an objective result; what answers
the question "why?"; an urge directed at a specific object; a "node" in which the needs of
the subject, relevant at the moment, and the possibilities of their implementation
contained in the situation converge; the object of satisfaction of the need, intention,
personality property, state, formulation, satisfaction; the internal predisposition of a
person to be interested in positive stimuli and strive for them, and to avoid negative
stimuli, while the satisfaction of the stimulus is the goal of the motive.
Let's consider some features of motives that should be distinguished by their depth,
stability, duration. For example, the motive of self-affirmation it often becomes a stable
trait of a person's character and even worldview. The motives of anger and resentment
are fleeting, and they can be overcome by their own efforts or with the help of other
people. Motives are changeable and reversible. The main types of motives are presented
below.
Motive I is the general orientation of the personality, i.e. rather vague motives in
the abstract (to be successful in academic activities, to go to university, to get a
prestigious job, etc.). This motive has its own reasons (needs, interests), but does not yet
lead to a specific goal. It can be considered not fully formed (perhaps not even a motive,
but
a system of values).
Motive II is the concretization of the mentioned interests and intentions and the
identification of one or two or more motives for future behavior that are not yet tied to
either the goal or the current situation.
Motive III An actual problem appears (mostly based on the life situation that has
arisen), and the motive begins to concentrate. The situation should be resolved, some
5
thoughtful actions should be taken. To do this, you need to formulate the object of
actions and the goal. The motive of future behavior - the connection of a need (interest)
with a goal - takes on clearer outlines.
Motive IV plays a crucial role already in the implementation of the plan to achieve
the goal. The path to the goal cannot be unmotivated. The goal determines the nature of
the person's actions and expresses his interests, otherwise it would be meaningless.
Motive V is active during the performance of the action. In most cases, it
coincides with motive IV, but it may differ from it, since circumstances sometimes arise
during the commission of an action that the individual did not foresee.
Motive VI. The goal set by the individual has been achieved or not. In both cases,
it is necessary to think about further actions. And they must be motivated, otherwise a
situation of uncertainty, fear, confusion develops, and the actions of the subject will
become unpredictable. [2, p. 67-69]
It can be concluded that motives are ambiguous, they develop, change, become
more complicated or simplified. It should be noted that there are as many motives in the
life of students as there are types of "individual — learning process" relationships. The
motives are individual, and each subject has its own hierarchy. What determines it has
not been studied enough. Human behavior is motivated by the highest motives in the
hierarchy of values inherent in this person, especially if this motivation is most closely
related to the prospect of achieving the goal. At the same time, the degree of
achievability of the goal, its attractiveness, the strength of the hindering circumstances
and the idea of refusing to achieve the goal and this motive in general are weighed and
can compete with each other. The motive remains effective until the goal is achieved or
its unattainability is revealed. The motive may temporarily give way to other motives,
and then resume under appropriate conditions.
Next, consider the concept of "motivation". There is also no unambiguous
definition of the concept of motivation.
V.N. Kudryavtsev notes that motivation is a set of motives that arise, change and
are realized in the process of behavior. He emphasizes that motivation is not only
reflected in the consciousness of the subject, but is also predicted by him when he weighs
various options for his actions and their consequences [3, p. 78].
S.R. Nemov understands motivation as a set of psychological reasons that explain
human behavior, its beginning, orientation and activity. [4, p. 23]
V.D. Filippov considers motivation as a process of motive formation.
Motivation as a process involves several stages:
1) actualization of motivation (motive III);
2) goal formation, choice of action and formation of intention;
3) realization of intention;
4) post-realization. [5, p 56]
From the analysis of the literature reviewed, it follows that the concepts of motive
and motivation include ideas about the needs, interests, goals, intentions, aspirations,
motives that a person has, about external factors that make him behave in a certain way,
about managing activities in the process of its implementation.

6
 However, as S.R. Nemov points out, the concept of "motivation" is broader than
the concept of "motive". Based on the above definitions, it follows that the motive is one
of the types of motivations of motivation or is an important component of it.
When comparing the terms "motive" and "motivation", it is necessary to note the
differences between them. Motivation explains the purposefulness of the action, the
organization and stability of the holistic activity aimed at achieving a certain goal. In
contrast to motivation, a motive is something that belongs to the subject of behavior
itself, is its stable personal property that encourages certain actions from within.

1.2 The problem of motivation to learn a foreign language

Teaching a foreign language in secondary educational institutions provides for the

formation of the necessary speech skills, i.e., students must have not only linguistic
information: knowledge of words, phrases, phrases, phonetic and grammatical
information, but also practical skills of oral and written speech.
Currently, the problem of using authentic materials in the process of teaching a foreign
language in secondary school is widely discussed. What is meant by methodologists in
the concept of "authentic materials".
The word "authentic" means "authentic, coming from the original source". [6, p.
23]
The concept of "authenticity" has entered the methodology of teaching a foreign
language with the spread of a communicative approach in order to
bring the learning process as close as possible to natural communication in a foreign
language.
Russian methodologists understand by authentic materials such materials that
"native speakers create for native speakers, i.e. original texts created for real conditions".
[7]
N.V. Baryshnikov believes that authentic materials are original materials created
"by a native speaker for native speakers."
K.S. Krichevskaya defines authentic materials as "authentic literary, folklore,
visual, musical works, objects of real reality" [8, p.90]
G.I. Voronina calls authentic materials borrowed from the communicative practice
of native speakers. [9, p. 23-25]
Foreign researchers understand by authentic materials that are created for native
speakers, the so-called "real texts".
Some modern researchers interpret authentic materials as "verbal fragments of real
communication of native speakers not intended for language teaching".
According to O.S. Bobrikova, most authentic video materials (documentaries,
feature films, educational films with country-specific content, informational TV shows,
interviews, commercials, video clips, etc.) are intended for residents of the country of the
language being studied and are unsuitable in their original form for educational purposes.
The task of the teacher is to prepare didactic material for working with videos or their
individual fragments in foreign language classes.

7
 We agree with O. S. Bobrikova's opinion and believe that working with authentic
video materials in a foreign language lesson in high school involves the teacher's
preliminary preparation of didactic material for all stages of working with a video
fragment. Authentic video materials may contain complex language structures that may
cause difficulties for students. The task of the teacher is to facilitate the perception of
authentic material through specially designed exercises. [10, p. 226-232]
E. V. Nosonovich introduces such a concept as "methodically authentic materials"
and refers to them materials that are created for educational purposes and are as close as
possible to natural samples. According to the researcher, these "texts arise in the
environment of foreign-language educational interaction and correspond to the norms
and tasks of natural communication, as well as methodological requirements and
characteristics of students" [11, p. 11-16]
Motivation, as the name suggests, is what ‘moves’ us. It is the reason we do
anything at all. For teachers, a lack of motivation has long been one of the most
frustrating obstacles to student learning. While the concept of motivation may intuitively
seem fairly simple, a rich research literature has developed as researchers have defined
this concept in a number of ways. Social scientists and psychologists have approached
the problem of motivation from a variety of different angles, and education researchers
have adapted many of these ideas into the school context. While there is a great deal of
overlap between motivation theories, researchers differ in their identification of the
underlying belief systems leading to motivational variation. Some theorists emphasize
belief in oneself and one’s competency, others prioritize goal orientation, and a third
group argues that the difficulty of the task shapes individual motivation. This resource
will provide an introduction to various theories of motivation, explain the importance of
motivation for learning, and outline several practical strategies that teachers can use to
support and promote student motivation.
A common distinction made in the literature is between extrinsic and intrinsic
forms of motivation. Intrinsic motivation is the act of doing an activity purely for the joy
of doing it, and it is frankly very rare in school and work contexts. Extrinsic motivation,
or the use of external rewards or punishments to encourage student work completion, is
generally painted in education as the enemy of good instruction. This is true to a certain
extent because, as learning is comparable to exploration, the use of rewards or
punishments tends to outline a boundary around how much a student should explore.
However, there are actually many different forms of extrinsic motivation, and not
all are equally likely to lead students down a path of apathy and dissociation from the joy
of learning. For example, one extrinsically motivated student may work hard in school
because they fear failure and the anger of their parents. Another may study hard because
they see the value of the content in helping them work toward their dream of becoming a
doctor. Neither student in these examples is intrinsically motivated – their goals lie
outside the simple enjoyment of the activity. However, the second student is likely to be
more independent and self-guided in their learning because they recognise the value of
these extrinsic rewards. This form of motivation is much more sustainable because it
does not require constant threats or prizes from teachers or parents. There is also some
research to suggest that extrinsic motivation can lead to intrinsic motivation, in the sense
8
that students may embark on a task for reasons associated with extrinsic motivation but
become intrinsically motivated through the process of engaging with the task and
learning to value it. [12, p. 301-312]
The problem of educational motivation is relevant both in domestic and foreign
psychology. The problem of formation of features of educational motivation of senior
schoolchildren and adolescents in our time acquires a special role. It is in educational
motivation that the main points of interaction between an individual and society are
highlighted in a specific way, in which the educational process acquires a dominant role.
First of all, our interest in this problem is due to the fact that modern researchers
consider the process of forming the motivational sphere of a child as a key moment in the
development of personality. In the transitional, critical stages of development, new
motives, new value orientations, new needs and interests appear, and on their basis,
personality traits characteristic of the previous stage are also rebuilt.
We can talk about the formation of a stable conscious motivation for teaching
when a person understood the need for purposeful training of the younger generation and
started such training as a deliberately created activity.
Adolescence and high school age, although chronologically close, are
characterized by significant differences in personality development at these stages of
development.

9
II. PRACTICAL SIGNIFICANCE OF THE APPLICATION AUTHENTIC VIDEO
MATERIALS
2.1 Theoretical foundations of the use of authentic video materials in the process of
teaching a foreign language

In the context of modern global trends towards globalization and interethnic

cooperation, English has acquired the status of an international language. It is the main
language of economics, politics, sports, education, art, tourism and science. A modern
person is obliged to own it, at least at a basic level, in order to successfully navigate in a
new multicultural world. These circumstances dictate the need to form new goals of
teaching a foreign language, namely: communicative and socio-cultural development of
the student's personality, preparing him for intercultural communication; teaching
students the technology of learning foreign languages, developing their self-educational
potential to meet personal interests in various spheres of communication and fields of
knowledge; teaching the culture of office work in a foreign language. The task of the
teacher is to activate the cognitive activity of the student in the process of teaching
foreign languages, to provide conditions for practical language acquisition. But the
implementation of these goals and objectives is problematic outside the cultural and
linguistic context of the country of the language being studied. Therefore, authentic video
materials containing both original linguistic information and a variety of cultural
information make it possible to simulate communicative situations in the classroom as
close as possible to real ones, which allows the most effective way to form the necessary
skills and abilities of students.
A large number of both domestic and foreign scientists have been studying the
problem of using authentic video materials in foreign language lessons. The theoretical
basis of this study was the work of Zimnaya I.A., Klimova G.S. and Svetova
E.A.,Tomalin B. The main research methods used were: analysis of pedagogical,
methodological and specialized literature; method of description, analytical
generalization and classification. [13, p. 219]
Video materials are technical teaching tools aimed at ensuring the transmission of
information, as well as receiving feedback in the process of its perception and
assimilation by students in order to further develop certain skills and abilities in the
classroom. One of the main criteria for selecting video materials used in English
language teaching is authenticity. This concept has entered the methodology of teaching
foreign languages together with the spread of a communicative approach focused on the
maximum approximation of the educational process to the conditions of natural
communication.
Thus, authentic materials are materials from original sources, characterized by the
naturalness of grammatical forms and lexical content, situational adequacy of the
language means used.
The relevance of using authentic video materials in the process of teaching a
foreign language is due to their functionality, focus on practical use in real life
conditions. With their help, it becomes possible to artificially create natural conditions in
the classroom language environment, which is one of the main factors for the successful
10
acquisition of language skills and abilities. It should also be noted that the inclusion of
video materials in a traditional lesson makes it more diverse and interesting, which, in
turn, contributes to the expansion of the general outlook of students, enriching their
vocabulary and deepening cultural knowledge. The created effect of participation in the
daily life of the country of the language being studied makes it possible to provide
conditions for teaching a natural, living language, significantly increasing the motivation
of students in the classroom. Besides all of the above, the use of this didactic means
guarantees a higher degree of assimilation of the material studied by students due to the
impact on various types of memory, such as visual, auditory, emotional and motor.
Therefore, video materials make it possible to effectively train the perception of oral
speech in a cultural context and translate the studied material from short-term memory
into long-term memory. There are several approaches to classifying video materials
based on various criteria.
Based on the genre-thematic orientation, authentic video materials can be divided
into 3 groups:
1) entertainment programs (dramatic works, talk shows, sports TV programs);
2) programs based on the transmission of factual information (documentary video, TV
discussions);
3) short programs (shorties), lasting from 10 seconds to 15 minutes (news, weather
forecast, results of sports competitions, advertisements, etc.). [14]
Depending on the purpose of creation, the following types of video materials are
distinguished:
1) intended for teaching a foreign language (video courses and other educational films);
2) authentic, native-oriented (feature films, live broadcasts of TV programs, etc.).
Authentic video materials differ in many variations of the language, including
regional accents, common and special vocabulary, idioms in a real context, which
provides ample opportunities in the field of studying foreign language culture. However,
for the perception and understanding of these videos, students need a good language
training.
The use of video materials in the classroom plays an essential role in teaching a
foreign language, creating favorable conditions for the development of auditory skills, as
well as stimulating oral-speech communication of students.
The process of teaching a language at school especially needs to ensure the
visibility of didactic material. In order to interest schoolchildren, to diversify the
educational process in educational organizations, teachers use various modern
information technologies, use audiovisual means to transform abstract language into a
living means of communication, make the lesson active and interesting. [15, p.331-334]
There are a number of situations in the learning process when a video can be
especially useful:
- representation of the finished language context;
- demonstration of the communicative side of language through the study of non-
verbal means of communication;
- training of listening skills in a natural context;
- modeling of speech communication situations;
11
 - improving the skills of description and retelling;
- vocabulary enrichment;
- stimulating communication or discussion.
The organization of foreign language lessons with the involvement of video
materials requires compliance with certain criteria for the selection of didactic material:
- the language used must be modern and meet the requirements and norms of the
literary language;
- the presence of natural pauses between statements;
- the text should not be overloaded with verbal and non-verbal means of
communication unknown to students. [16, p.84-90]
The lesson using authentic video materials includes the following steps:
1) Pre-demonstration stage:
At this stage, a preliminary discussion is organized, during which vocabulary close
to the subject of the film is repeated, students' interest in the topic is stimulated. It is
possible to use creative types of work that provide students with the opportunity to
predict the content of the video, suggest its name, simulate problematic situations related
to the topic under discussion.
2) Demonstration stage:
It includes checking the assumptions of students expressed before viewing and
tasks aimed at searching, isolating, fixing, transforming a certain language material in the
process of re-viewing the video in segments or in whole. Working with individual
passages contributes to the formation of elements of communicative culture and the
development of basic skills of text decryption.
3) The post-demonstration stage:
At this stage, the original video material is used as a basis for the development of
productive skills in oral or written speech, the effectiveness of using the guidelines
proposed at the first stage in the process of watching the video is checked. [17, p.99-103]
The use of video materials at different levels of education has a number of specific
features. At the level of basic general education, the formation of a basic level of
language proficiency is being completed, which means that students can already quickly
build phrases and navigate simple texts. Therefore, in addition to exercises, where the
soundtrack plays the main role, it becomes possible to attract video materials aimed at
familiarizing with the socio-cultural phenomena of the countries of the language being
studied. Films of various subjects aimed at familiarizing with culturally significant
objects and monuments, personalities of prominent figures of the country, as well as
excerpts from feature films and documentaries useful in terms of interpretation of various
types of non-verbal communication are suitable for this task. [18, p.118]
The requirements for proficiency in a foreign language at the level of secondary
general education presupposes a serious selection of didactic video materials. It is
necessary to take into account a number of factors, such as the language training of
students, the relevance of the issues raised in the videos, as well as the possibility of
using their content for subsequent discussion. These can be both feature films and TV
series, the action of which takes place in the country of the language being studied, and
educational TV movies. Special attention should be paid to the analysis of the speech and
12
non-speech behavior of speakers, depending on the situation: how communication
partners address each other in situations of official/informal communication, request
information, formulate requests, say hello, say goodbye, start and end a conversation. In
general, working with authentic video materials during an English lesson at this level is
characterized by the use of forecasting, the construction of an internal monologue, the
compilation of reviews, the organization of debates, etc.
Especially important for the level of learning is the presentation of English not
only as part of the educational process, but also as a means of communication in real life.
Authentic video materials can be effectively used in teaching various types of
speech activity, as well as for the purpose of developing certain language skills of
students.
Firstly, audiovisual means help to form and improve hearing-speaking skills, so
how, while watching, students memorize phonetic norms on a subconscious level, and
also concentrate on the pronunciation norms of the English language, regional accents
and dialects.
Secondly, the visual part helps the development of lexical skills both at the stage of
introducing new lexical units and when repeating previously studied ones. Watching a
video clip, the student hears the word, understands in what context it is used and what it
means, considers possible ways of interacting with it.
Thirdly, the use of video clips in English lessons contributes to the development of
speaking skills. Thanks to systematic immersion in the language environment, the
student perceives the speech of native speakers visually and by ear, adopting certain
lexical units into his active vocabulary and subconsciously reproducing heard speech
constructions. There is also an involuntary copying of intonations, tones and accents of
speakers. In addition, the improvement of speaking skills is facilitated by the
performance of various oral tasks for fixing at the post-viewing stage of working with
video clips. [19, p.384]
Summing up, it should be noted that watching authentic video materials in English
lessons gives students the opportunity to establish a correspondence between visual and
sound images in the context of certain situations. Therefore, the use of this didactic tool
ensures the integration of knowledge, skills and abilities acquired in the classroom into
real life. Taking into account the fact that the successful development of language skills
requires a mechanism that encourages the visual and auditory centers of the student to
act, affecting the process of assimilation and memorization of information, we can say
that the video materials fully meet these requirements.

2.2 Video resources as a factor of personal development

The age of technology is the age of new information discoveries. Nowadays, a

person can develop as a person in different ways. If for someone this is a book method,
then for another his life experience teaches him life. I would like to note that different
methodological methods are also used in teaching children to improve the effectiveness
of their lesson. One of the methods is the format of a new generation of authentic video
13
materials. There are a lot of interesting videos on the Internet that can entertain and at the
same time teach aspects of the English language. As we know, teachers still use
textbooks in their studies, which can bore students with long texts on the pages. To
increase the effectiveness of the lesson, the use of interactive materials, or rather video
materials, helps to increase the motivation of students to learn a foreign language. While
learning English, the teacher interacts with students, to whom he transmits various
information. The student quickly learns this information and can actively participate in it.
If we talk about video materials, then it is the teacher who is responsible for making sure
that watching the video brings improvements from the educational part. The world is
developing, it does not stand in one place, technologies, methods and people are growing
with it. Therefore, I would like to mention important resources that help develop
students' motivation to learn English through videos. Some resources have instructions
and recommendations that will help researchers use videos to study.

1. E-learning for Kids

The E-learning for kids website appeared in 2004 and
since then has been offering free English video tutorials for
children 5-12 years old. It is designed more for English-
speaking schoolchildren, and not for foreign children.
However, in the “Language Arts” section there are many
simple and clear videos that will teach students the alphabet,
individual English words, etc.

2. Video Zone: British Council’s LearnEnglish Kids

The British Council website has a special page for
children Video Zone with videos, songs, fairy tales and
exercises. The video has text transcripts, vocabulary games
and fun tasks, and there is also an opportunity to see the
correct answers and test yourself.
The videos were shot specifically for children, but
adults may also like this type of study. Don't forget that this is
a British website, so the pronunciation and spelling are also
British (for example, “colour”, not “color”).

3. English Club
English Club is a free resource for learning English,
which has existed since 1997. The site has videos, games,
blogs and many other useful learning resources. According to
statistics, the site is used by residents from all over the world
who study English as a foreign language.
English Club mainly uses the British version of English,
although in many lessons students can study the American
version. The creators of the English Club promise to warn
users about all cases of discrepancy between the British and American language norms.
14
 3. FluentU
FluentU's mission is to help those who learn English to go
beyond the boundaries of traditional teaching methods. New
words are best remembered when the learning material evokes a
lively response from students. On the site you can find a huge
number of videos related to a variety of genres that teach you to
understand natural English – the kind that people speak in real
life.
FluentU has a variety of videos with subtitles, from trailers
to music videos, as well as assignments for them and tests to
check how well your students remember the material they have passed.
It should be taken into account that FluentU is suitable for users of any age and
level of English proficiency. Nevertheless, this resource is especially useful for older
users, as well as those who already speak English at a sufficient level to learn from
unadapted videos in English.
There are a lot of videos on the site on a variety of topics. In order not to get too
sprayed, we recommend that you immediately go to the “Learning English Videos”
section, where videos dedicated to learning English are posted.

4. Fun English Games

There are a lot of free videos for learning
English on the Fun English Games website.
There is everything: videos on individual topics
(for example, food, animals), grammar lessons
or just funny entertainment videos in English.
The video has subtitles that help you understand the text that sounds from the
screen. There are also games and exercises on the site that you can use to support
watching videos, and a special section for children.

5. YouTube
The most widespread video resource on the Internet is
YouTube. Even the youngest children know that they will find
many different videos on the topic on this site. If you type the
words “ESL videos” in the search bar on YouTube, you will be
pleasantly shocked by the result, because they are limitless.
Many English teachers post their lessons here entirely and
completely free of charge, and each teacher has his own approach
and method. Teachers should watch several different videos to understand which ones
they like best.
The selection of educational English videos on YouTube is huge, even too much.
Therefore, it is possible to note several channels with interactive videos from which
teachers can start their searches. [21]

15
 - Learn English by Cartoon (English by pictures). With the help of colorful
pictures and captions, literally everything is explained, from everyday
situations to individual categories of words (work, food, etc.).
- Learn English Conversation (Learn English dialogues). Each video contains
a small and not very complex dialogue, as well as exercises for it. First,
students listen, and then try to use what they have learned in speech.
- Daily English Conversation (Daily English dialogues). Not to be confused
with the previous channel. A free channel where English grammar and
various colloquialisms are explained.

2.3 The use of authentic video materials for developing language skills

2.2 Activities in the English lesson with the use of authentic video materials

The purpose of this section is to develop a set of exercises aimed at increasing

the motivation of students in English lessons with the help of videos.
The set of exercises developed by us is implemented at 4 stages of working with
the video.
The film "The Jungle Book" was used to develop the exercises. This choice was
made due to the popularity of this film among teenagers. This American film is an
adaptation of the work of the same name by R. Kipling.
As part of this work, we have developed a set of exercises for viewing individual
episodes of the film and the film in full.

Set of exercises №1 for a fragment of the movie "The jungle book" (00.00 –
05.10)
I. Introductory stage

1. Watch the episode without sound and try to guess what is happening (from the
beginning to 2.20). Answer the questions:
-Who is the boy?
-Why is he running?
-Where does he live? Why does he live in the jungle?
-What is the jungle?
2. Try to remember the main heroes of the film.
3. Read the title of the film. What do you think this film is about?
4. Match the words with their definitions and translate them into Russian. Make
up word combinations with the following words

16
 1. branch a) a part of a tree which grows out from the trunk
or from a bough

2. upwind b) against the direction of the wind

3. a wolf pack c) a group of wild animals, especially wolves,

living and hunting together

4. to keep up with d) learn about or be aware of current events or

developments

5. a vine e) is a plant that grows up or over things,

especially one which produces grapes.

6. A creeper f) any plant that grows along the ground, around

another plant, or up a wall by means of
extending stems or branches

7. to girdle g) surround; encircle

8. to abandon h) give up completely

9. to entrust i) assign the responsibility for doing something to

(someone)
10. just and noble j) If you say that someone is a noble person, you
admire and respect them because they are unselfish
and morally good.

II. Cognitive-communicative
5. Watch the video and say what it is about. / Watch the video and say if you
would like to be in jungle and why?
6. Watch the video again and fill in
The Speaker: Many strange tales are told of this jungle. But none so strange... as the
tale of the cub we call mowgli.
Bagheera:You must be the very worst wolf I've ever seen.
Mowgli: Yeah, but if that didn't break, I would've made it.
Bagheera: Crossing................... , breaking from your numbers. If you can't
learn to run with the....................One of these days, you'll be someone's dinner.
Mowgli: How'd we do?
17
Bagheera: Not mowgli, again. He's never gonna make the council.
Wolves: Let's go! Race you to the top!

Mowgli: It was higher ground.

Bagheera: Wolves don't hide in trees.

Mowgli: I can't them, bagheera. I tried. I just picked the wrong tree.
Bagheera: It was a dead tree.

Mowgli: How was I supposed to know it was dead?

Bagheera: It had a fig . Any tree by is either
dead or close to it. These are things a wolf must know.
Mowgli: Yeah. But if the branch didn't break, i would've made it.
Bagheera: I realise you weren't born a wolf... But couldn't you at least act like one?
Bagheera: When I found him... Many years ago... He was just an infant, abandoned
in the woods. If he was going to survive... I knew he needed a people. A people to
protect him. That's why I him to the wolves. Akela was a leader. He allowed
Mowgli to dwell among them, all those years. The trouble was, wolves grew so fast...
And Mowgli... Let's just say he liked to take his time.
7. Check the words and their grammar forms with your classmates.
III. Analytical stage
8. Read the statements about the video and say if they are True (T) or False (F).
a. Mowgli ran away from the tiger.
b. Bagheera wanted to eat Mowgli.
c. Bahgeera is the panther who found the baby.
d. When Bagheera found Mowgli, he was 10 years old.
e. Wolves called him “brother”.
f. Bagheera wanted to protect Mowgli and entrusted him to the tigers.
g. Mowgli wanted to learn running with the wolves pack.
9. Listen to the wolves’ law and fill in the words from the box. Make up your own
translation of the law and compare it with the Russian version.
the jungle the sky prosper breaks the creeper runneth the pack (2)

18
 "This is the law of .
"As old and as true as .
"The wolf that keeps it will .
"But the wolf that it will die.
"Like that girdles the tree trunk.
"The law over and back.
"For the strength of is the wolf.
"And the strength of the wolf is ."

10. In your opinion, what is the message of the law?

11. Make up a short story about Mowgli.
IV. Autonomous-practical stage

12. Imagine that you went to the jungle alone. There are no people there, no food,
and no house. What are you going to do?
13. Look at the proverb “If it's meant to be, it will be”. What is the Russian
equivalent of the proverb? What does it mean? Make up a situation when you can say
this statement.
14. In groups draw an instruction “How to survive in the jungle”. Present it to your
class.

Set of exercises № 2 for a fragment of the movie "The jungle book" (05.20 -
12.45)
19
1. Look at the pictures below and try to guess what the video is going to be
about.

20
2. What can you see in the picture? Why are there so many animals? What
are they doing? How can we call this occurrence? What does “the
water truce” mean? How does it relate to the specifics of the jungle
climate?

3. Match the words with their definitions and translate them into Russian. Make
up word combinations with the following words

1. Water truce a) by the Law of the Jungle it is death to

kill at the drinking-places when once it
has been declared.
2. Mohwa b) an East Indian sapotaceous tree, whose
timber is used for wagon wheels, and the
flowers for food and in preparing an
intoxicating drink.
3. To forbid c) to refuse to allow something

4. Side-by-side d) close together and facing the same way.

5. A man-cub e) a young man

6. Behave yourself! f) to be polite and not make a situation

difficult.
7. A peacock g) a male peafowl, which has very
long tail feathers with eye-like
markings that can be erected and
fanned out in display
8. Odor h) a distinctive smell, especially an
unpleasant one
9. To adopt i) legally take (another's child) and bring
it up as one's own
10. To make threat j) the possibility of trouble, danger, or ruin

21
 II. Cognitive-communicative

4. Watch the video and say what it is about. / Watch the video and say if you see
something strange and why?
5. Watch the video again and fill in the gaps:

Akela: Mowgli, behind me. Don't leave my side.

Shere Khan: So many smells to catch up on. But, um... I can't help but notice...
There's this strange today. What is it, this scent that I'm on? I almost...
I almost think it was some kind of man-cub.
Akela: Mowgli belongs to my pack, Shere Khan.
Shere Khan: Mowgli? They've given it a name. When was it we came man
into the jungle?
Akela: He's just a cub.
Shere Khan: Does my face not remind you of what a grown man can do? Shift your
hunting ground for a few years and everyone forgets how the law works. Well, let me
remind you. A becomes man and man is !
Raksha: What do you know about law?
Akela: Raksha.

III. Analytical stage

6. Read the statements about the video and say if they are True (T) or False (F).
a) The water truce began when it was raining in the jungle.
b) It was the wettest season and all the trees flowered.
c) Ikky saw the peace rock first.
d) During the Water Truce the hunting on the riverbank was allowed.
e) By law of the jungle drinking comes before eating.
f) Shere Khan loved Mowgli and took care of him.
g) By law of the jungle a man is forbidden in the jungle.
h) Sheer Khan went away forever.
22
7. Work in groups. One group is Akela’s pack. They protect Mowgli. The second
group is for Shere Khan. Make up a list of arguments and answer the question:
“Why should Mowgli be in the jungle or go away?”

8. In your opinion, what is the message of the episode? Did you like it? Why/Why
not?

9. Answer the questions.

IV. Autonomous-practical stage

10. Work in groups. Imagine that you are in the jungle during the wet season (the
dry season). Describe and draw the flora and fauna of the jungle during this period.

Thus, in this paragraph we presented a set of exercises based on video materials

for the formation of students' speaking skills.
This set of exercises also contributes to the achievement by students of
metasubject results of mastering the basic educational program of basic general
education. For example, to exercise control and give self-assessment of their activities
in the process of achieving results; to be able to build logical reasoning, inference
(inductive, deductive and by analogy) and draw conclusions; to be able to create, apply
and transform models and schemes for solving educational and cognitive tasks; to be
able to organize educational cooperation and joint activities with teachers and peers;
work individually and in a group.
The effectiveness of working with authentic video materials in foreign language
classes will depend entirely on the skill of the teacher. A teacher should competently
organize work with a video fragment, using the necessary forms and techniques,
teaching children to analyze and summarize facts, to comprehend the information
received while reading.
First, the teacher should organize work on predicting the nature, topic of the
video material and the main content.
After the students have made a forecast, you need to offer them a video clip. In
the event that the forecast was erroneous, then when watching the entire video clip,
children will be able to correct their assumptions about its topic, nature and content.
Then the teacher needs to organize the work of searching for basic information in
the video. Students should comprehend all the information received and formulate the
main idea of the video.
In conclusion, students should summarize the information received and formulate
the main idea of the video, as well as express their personal opinion about the problems
23
highlighted in it.
Working with authentic video material includes certain stages. The first stage of
work on the video is the preview stage. At this stage, a smooth entry into the subject of
the video fragment is provided. The preview stage also includes work on removing
lexical and grammatical difficulties.
After the stage of preliminary preparation, the stage of viewing the video fragment
follows - the viewing stage. At this stage, students are offered a step-by-step or full
viewing of the video fragment, during which the understanding of what they have
viewed is monitored.
The final stage of working with authentic video material is the post-screening
stage. At this stage, the teacher monitors the understanding of the content of the video.
Students can be asked to transmit the content of the video in Russian or a foreign
language based on the scheme. The children can be offered creative tasks: to prepare a
conversation or a message on the viewed video, to prepare questions for a discussion on
the topic of the film, etc. [20, p. 321]
Some researchers also distinguish a creative-personal or creative stage of working
with authentic video material.
The work also suggests a system of exercises when working with authentic video
materials at the interrogation, viewing, post-viewing and creative stages.

24
 Conclusion

This work was devoted to the study of the use of authentic video materials as a
means of increasing motivation at the middle stage of English language teaching. The
aim of the work was set and achieved, which consisted in the theoretical justification and
practical study of the effectiveness of using authentic video materials in English lessons,
by solving the following tasks: the features of using authentic video materials in English
language teaching are considered; the content and basic principles of the selection of
authentic video materials at the middle stage of English language teaching are analyzed;
a system of exercises for working with authentic video materials at the middle stage of
English language teaching is developed; diagnostics of the effectiveness of the developed
technology is carried out and the results are formulated.
Thus, we come to the conclusion that the use of authentic video materials has a
positive impact on the process of teaching English at school, contributing to a significant
increase in the cognitive interest of students and their overall level of language skills.
The involvement of authentic video materials during the organization of the educational
process is an effective means of improving the quality of education due to the brightness,
expressiveness and information saturation of visual-auditory images that recreate
communication situations and introduce students to the country of the language being
studied.

25
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%D0%B3%D0%BB%D0%B8%D0%B9%D1%81%D0%BA%D0%BE
%D0%B3%D0%BE-%D0%BF%D0%BE-
%D0%B2%D0%B8%D0%B4%D0%B5%D0%BE-2/
APPENDIX A

The Speaker: Many strange tales are told of this jungle. But none so
strange... as the tale of the cub we call mowgli.
Bagheera:You must be the very worst wolf I've ever seen.
Mowgli: Yeah, but if that didn't break, I would've made it.
Bagheera: Crossing................... , breaking from your numbers. If
you can't learn to run with the....One of these days, you'll be someone's
dinner.
Mowgli: How'd we do?
Bagheera: Not mowgli, again. He's never gonna make the council.
Wolves: Let's go! Race you to the top!

Mowgli: It was higher ground.

Bagheera: Wolves don't hide in trees.

Mowgli: I can't them, bagheera. I tried. I just picked the

wrong tree.
Bagheera: It was a dead tree.

Mowgli: How was I supposed to know it was dead?

Bagheera: It had a fig . Any tree by is
either dead or close to it. These are things a wolf must know.
Mowgli: Yeah. But if the branch didn't break, i would've made it.
Bagheera: I realise you weren't born a wolf... But couldn't you at least act like
one?
Bagheera: When I found him... Many years ago... He was just an infant,
abandoned in the woods. If he was going to survive... I knew he needed a
people. A people to protect him. That's why I him to the wolves. Akela was
a leader. He allowed Mowgli to dwell among them, all those years. The
trouble was, wolves grew so fast... And Mowgli... Let's just say he liked to
take his time.

APPENDIX B

Akela: Mowgli, behind me. Don't leave my side.

Shere Khan: So many smells to catch up on. But, um... I can't help but
notice... There's this strange today. What is it, this scent that I'm on? I
almost... I almost think it was some kind of man-cub.
Akela: Mowgli belongs to my pack, Shere Khan.
Shere Khan: Mowgli? They've given it a name. When was it we came
the jungle?
Akela: He's just a cub.
Shere Khan: Does my face not remind you of what a grown man can do?
Shift your hunting ground for a few years and everyone forgets how the law
works. Well, let me remind you. A becomes man and
man is !
Raksha: What do you know about law?
Akela: Raksha.