Authentic audio and video materials as a
means of developing the sociocultural
competence of students at primary
school
DONE BY: AINURA
The
relevance of
the work
• is caused by linguistic and cultural reasons, since authentic
materials carry additional information about the country of the
language being studied, reveal what is connected with the
traditions and customs of the people, with its mentality and
behavioral norms.
The aim of
the work
• is to study strategies and technologies for working with
authentic audio and video materials, as well as their use in the
English class as a way of developing sociocultural
competence.
Objectives
• to consider the features of the formation of socio-cultural
competence of students in secondary school;
• to describe authentic materials as a means of developing the
socio-cultural competence of students in secondary schools;
• to develop a set of exercises to work with an authentic audio
and video materials for the formation of socio-cultural
competence;
• to test the developed exercises when working with an
authentic audio and video materials to form sociocultural
competence in English classes.
The socio-cultural competence (SCC) is an essential component of communicative competence. In
terms of the internationalization of all aspects of social life the importance of SCC for socialization of
modern students and their preparation for intercultural communication at the level is very significant.
The content of SCC
a) language (authentic
vocabulary)
1) socio-cultural
knowledge
The content of SCC
2) skills and abilities of
speech and non speech
behavior
b) knowledge of certain
facts of national culture
(national realities,
etiquette, folklore
elements in its small
form)
Authentic materials are print, video, and audio materials students encounter in their daily
lives, such as change-of-address forms, job applications, menus, voice mail messages, radio
programs, and videos. Authentic materials are not created specifically to be used in the
classroom, but they make excellent learning tools for students precisely because they are
authentic.
Unit: What’s this?
Episode: What’s this?
https://www.youtube.com/watch?v=bg86IRmRmjU&list=PLta2xEUsvl-ua1eEk9XnDW1ajvBpZ1f1&index=14
1. Brainstorming
2. Watch a cartoon and tick () or cross () things
A window ____
A pen ____
A book ____
A pencil ____
3. Work in pairs. Open your bag. Ask and answer
A ruler ____
A ball ____
A rubber ____
A notebook ____
Unit: Where’s a ball?
Episode: Where’s a ball?
https://www.youtube.com/watch?v=RF9YP6jwQdM&list=PLta2xE-Usvl-ua1eEk9XnDW1ajvBpZ1f1&index=21
1. What is «hide and seek»?
Do you like to play this game?
hide and seek – жасырынбақ
2. Where can we hide?
between - арасында
behind - артында
next to - жанында
3. Complete the text with prepositions
4. Look at the picture again and
complete the sentences.
Where is the frisbee? – It’s ________
Where is the book? – It’s ________
Where is the ball? – It’s ________
Unit: I like monkeys!
I like monkeys!
https://www.youtube.com/watch?v=6_bxwvQFCP0&index=5&list=PLta2xE-Usvl-ua1eEk9XnDW1ajvBpZ1f1
Where are the children?
Do you like to go to the Zoo?
What is your favourite animal?
3. Circle the animals you like. Underline the
animals you don’t like.
Tiger
Monkey
Elephant
Lion
Snake
Zebra
Giraffe
Panda
2. Watch a cartoon and write «T» - true or «F» - false.
They see a panda in the Zoo. ___
They see a snake in the Zoo. ___
They see a tiger in the Zoo. ___
They see a lion in the Zoo. ___
They see an elephant in the Zoo. ___
Parrot
Goat
4. Draw and write about the animals you like and you don’t like.
I like _______________________
I __________________________
I don’t like __________________
I don’t ______________________
I __________________________
Unit: Are these his trousers?
Are these his trousers?
https://www.youtube.com/watch?v=rudyXzlUhyc&index=28&list=PLta2xE-Usvl-ua1eEk9XnDW1ajvBpZ1f1
1. Repeat the song all together.
Every day,
I put on my socks,
I put on my socks,
Every day.
Every day,
I put on my socks,
I put on my shoes,
Every day.
Every day,
I put on my socks,
I put on my shoes,
I put on my coat,
Every day.
Every day,
I put on my socks,
I put on my shoes,
I put on my coat,
I put on my hat,
Every day.
2. Circle the odd-one-out. Write
3. Watch a cartoon and complete the sentences
‘s
Jenny
socks
‘s
blouse
•It’s ______’s dress.
•It’s father __ shirt.
•It’s Jenny __ skirt.
•These are Tony’s _______.
•It’s Jenny’s_______.
Histogram comparative analysis of the results of primary and control listening, %
100%
90%
80%
70%
60%
primary
50%
control
40%
30%
20%
10%
0%
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Conclusion
Based on the research we have done, a great potential of teaching
English based on authentic feature films has been identified, which is
realized through the visibility of video materials, their relevance to reality,
the creation of speech situations based on video materials that are closest
to the real, aesthetic function of cinema.
The effectiveness of the methodology was tested in the course of
experimental work on the basis of secondary school. The results of the
experiment revealed high levels of reading skill development among the
students of the experimental group, against the background of the average
indicators of the students of the control group who were engaged in a
different method.
As a result of the study, it was found that the pedagogical potential of
the methodology of teaching English based on authentic materials can be
realized through an educational and methodological complex,
supplemented by feature films and other authentic video materials, forms
of working with them, tasks for each video sequence.
THANK YOU FOR YOUR ATTENTION!