**2. Stages of realization of Audiovisual technology**

In realization of audiovisual technology based on video information, it is necessary to distinguish the following stages [3, 8, 9].

*Previewing* – statement of the purpose of viewing, the formulation of tasks, and removal of lexical and grammatical difficulties. The formulation of the global purpose of work and a specific goal of viewing and statement of an educational problem – what exactly should be made by students during presentation of a video information and after it? At the stage preceding viewing, the entire system of goals that the teacher sets for students is usually formulated. Also at this stage, difficulties of various types are removed. Removal of lexical difficulties can be carried out by presenting a list of words to the video material, explaining the meaning and significance of the words, and giving examples of their use in speech and literature. Removing grammatical difficulties is realized by explaining grammatical rules with examples, performing grammatical exercises, and training grammatical structures. The removal of sociocultural difficulties is realized through regional studies comments, explanations of sociocultural differences between peoples, and examples of sociocultural topics [10–13].

*Presentation of video* – primary viewing, viewing repetition if necessary. The video information presentation can be carried out one or many times. It depends on the viewing purpose. The variety of video information viewing purposes allows to offer the following classification: illustrative viewing, fact-finding viewing, studying viewing, critical viewing, and search viewing.

Video demonstration can be done in various ways. For example, I.D. Salistra suggested displaying the material in the form of an extensive or fragmented exposition [14]. According to this scientist, if the goal is linguistic material, it is better to use fragmented exposition [4]. If the goal is to assimilate sociocultural material, it is more logical to use a comprehensive exposition. Fragmented exposure involves dividing the video into separate fragments. Expanded exposure means showing the entire video.

*Post-viewing* includes: (1) the control of understanding having the various purposes and the forms, (2) formation, development, and perfection of the foreign language communicative competence on the basis of lexical, grammatical, and cultural video information maintenances, and (3) total control. The post-viewing stage is the stage in which learning is implemented based on the video watched. It comes in various forms. After watching the video, work can be done on training and discussion of linguistic material, grammatical material, and sociocultural information. This stage necessarily contains a control block since it is necessary to understand which part of the video was understood by students and which part caused difficulties. This is realized through control, which can be carried out in various forms: oral, written, question and answer, frontal, individual, control of understanding of the content, plot, memorization of the main characters, and events [15]. It is this stage that is the most active in the formation and development of foreign language communicative competence.

The *actualization* stage in working with video is associated with the further development of foreign language communicative competence based on the use of acquired foreign language knowledge and skills. The actualization stage has no boundaries and lasts exactly as long as the student speaks a foreign language. Using the acquired knowledge and skills, the student updates the acquired competence, that is, constantly uses it in his future activities [16].
