Students should know how to say web addresses correctly, they should be aware of the special vocabulary necessary for working on the computer and searching the global net. Unless our students are from the Computer Science, Information Technology or Telecommunication Departments, we should introduce the so-called ‘Internet jargon’ and ‘computer-related jargon’. All the above-mention deactivates demand good functional language competence. While viewing, click on the pause and ask students to predict an answer, then they can check if their assumptions were correct. Furthermore, if you ask students to think of some questions they would like to ask a representative of the company or a well-known scientist or businessperson, it will arise their interest or curiosity at least. Interviews can be used as a source of information leading to a further discussion or a written assignment. While listening to a fragment of a lecture, it is reasonable to train learners to take notes. After that they will be asked to find more information on the Internet (it is better to limit their choice and provide a list of the web sources), read, prepare a report, and exchange opinions or have a discussion. Students can watch some advertisements and presentations on the specific product or service. One of the options is the following: watch the clip in the mute regime and give the necessary explanation, but it is not very easy, and only some of the students are able to do it. In this case, it is advisable to work with online dictionaries, encyclopedias. As an additional task, students can draw a scheme or illustration of the process, or describe it in the written form. They can be offered to watch different videos, further they are to present their colleagues what they have watched and learnt. One of the possible activities is taking notes and making reports. While viewing presentations, descriptions of the processes, tutorials, students can work on their owner in small groups. Some follow up activities can be offered as well: reading additional texts on the issues under discussion, writing essays, articles or reports. On the output stage, it is advisable to control grammatical, lexical, and phonological accuracy. After watching and analyzing the listening/watching comprehension tasks students can read some additional texts on the issues under discussion, exchange opinions in groups and present reports based on the watched sequence, write an essay, article or report. Before watching it is reasonable to introduce some terms, notions, words with the specific meaning, it would be considered as input. As for pre-viewing and post-viewing stages, some sets of assignments should be worked out to develop productive and receptive skills. Students can fill in the omitted words or information into the pattern text, answer the questions, and take notes. Various activities can be offered on the while-viewing stage: getting the gist, detailed comprehension, partial comprehension, etc. It is supposed to comprise at least three stages: While planning to use the short video sequences exposing the special topics and lexis in the classroom, it is essential to think over a relevant structure of the class.
The most common types of the comprehension tasks are the following: answering questions, note taking, sentence completion, ordering, and multiple-choice questions. Silent watching is useful for some activities. Types of input discourse are diverse: monologue (presentation, explanation, description, instruction, narration, lecture, etc.), dialogue (interview, conversation, discussion, etc.), polylogue (interview, conversation, discussion, etc.). Viewing tasks can focus on comprehending the gist and main points as well as comprehending the specific information and sub-points. The video classes’ procedure can be various and flexible the digital format of video clips make them convenient for home assignment. What is more, pronunciation, grammatical sub-skills vocabulary can be promoted as well. Moreover, the authentic resources and opportunities to see a language in the realistic settings can give a chance to our students to be close to areal life situation. Visual elements make it easier to comprehend and decode the message of the oral speech. Largely, work with the video resources focuses on listening skills development, and it has some obvious advantages over using the audio-versions. In order to improve the students’ critical thinking by integrated skills we practiced using video materials in ESP classes.
We can use language to convey our messages or to express our ideas through oral, written, or signal languages. We can’t communicate each other without language, because it is one of the communication tools used by people in general. Language is very important in our life, because it is always used in our daily activity to communicate with the others.