Ургенчского филиала Ташкентского университета

52
«Молодой учёный» . № 29.3 (133.3)  . Декабрь 2016 г.
in the classroom. First of all, worked through the phonetic 
side of the language, subsequently, students use it in con-
versation with the teacher and in their own dialogues. Pref-
erably, before viewing the video briefly to revise the learnt 
vocabulary. It is known that careful preparatory work pro-
vides an immediate understanding of the content of the 
video.
The preview stage is divided in the initial view (for a Gen-
eral understanding of the plot, the content of the film) and de-
tailed view (aimed at formation of skills of listening, reading).
The first time you view the students express their views 
and assessment of what they saw, comment on the issues 
raised in the film.
Secondary (detailed view) it is important to take into ac-
count the time criterion, so it is recommended to view the 
movie in small snippets to remove the possible difficulties 
and a better understanding of the sociocultural component of 
foreign language film [3].
The main objective of the final phase — the results of the 
review, analysis and discussion, the organization of role-
playing in groups with the use of the examined material. At 
this stage also offers different exercises such as: debate, dis-
cussion, exchange of opinions, development of various cre-
ative projects for students (writing reviews, critical articles), 
etc.
Thus, the role-play consists of three stages: preparatory, 
where a role-playing and verbal behavior of the participants, 
the actual game action, in which communicative tasks are 
solved, and the phase of reflection. In this context, a table of 
self-assessment can serve as reference points for reflection. 
An important role in understanding how to study effectively, 
with the greatest success, becoming the so-called metacog-
nitive processes of students, allowing them to transcend their 
own teachings and look at it «from outside».
It is obvious that the language portfolio increases the mo-
tivation of students; their responsibility for results of educa-
tional process contributes to the development of a conscious 
relationship to the learning outcomes. The use of the lan-
guage portfolio helps to concretize the objectives of foreign 
language teaching, helps, based on the self-esteem of the 
student, his motivation and needs to adjust the content of 
training, to find an individual approach to students.
Literature:
1. Abashina N. M. Portfolio, or the European language portfolio // a Collection: Foreign languages in economic 
universities, 2004, № 3.
2. F. Cuny, A.-M. Johnson. «Portfolio» d’après Méthode de français «Belleville», CLE International, 2004. Pp.135–137.
3. Video BBC — Language — Ma France: Shopping, 2007.