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segments/target__Target_Episode_30.50_34.79.mp4
|
e o bem... Boots! Boots! Mas eu...
|
Teacher
|
Communicative Modalities
|
Nonverbal; Paraverbal
|
[Expert A]: The teacher addressed the students with an informal question before the lesson to engage them by prompting a response. || [Expert B]: Before the lesson begins, the teacher asks an informal question, aiming to engage students through personal contact.
|
[Expert A]: Context before: the teacher started the lesson, and students were slightly tense. Context after: students showed an emotional reaction by responding to the teacher’s question about their state. Pedagogical meaning: this effectively engages students in the learning process and stimulates interest. || [Expert B]: Context before: students had just started the lesson and felt slight tension. After: they became lively and responded enthusiastically. Pedagogical meaning: this approach lowers barriers and involves students in the learning process.
|
|
segments/target__Target_Episode_54.81_57.61.mp4
|
Who is your aunt? Who wants?
|
Teacher
|
Communicative Modalities
|
Nonverbal
|
[Expert A]: The teacher explains to students how to respond if they want to answer a question—by raising their hand—and demonstrates this herself. || [Expert B]: The teacher demonstrates how to properly signal a desire to answer—by raising a hand.
|
[Expert A]: Context before: students were listening to a prepared task. Reaction after: students paid attention to the task and started offering answers. Pedagogical meaning: students became engaged and focused more closely on the presented task. || [Expert B]: Context before: students were listening to instructions for the task. After: they became actively involved. Pedagogical meaning: visual demonstration of rules increases engagement and clarity of expectations.
|
|
segments/target__Target_Episode_394.80_422.96.mp4
|
Hands. Translate this. You know this word. Eye, glass. Ear, ear, ear, ear. Mask, rod. Neck, shea. Shoulder, clitio. Arm, translate this. Hand, translate this. Finger, palets.
|
Teacher
|
Communicative Modalities
|
Verbal; Nonverbal; Paraverbal
|
[Expert A]: The teacher introduces new vocabulary to the children, pointing to corresponding images on the board. Her intonation is encouraging, prompting repetition, with a high pitch. She also verbally invites students to repeat the words after her. || [Expert B]: The teacher introduces new vocabulary, accompanying words with gestures and pointing to images, while encouraging students to repeat after her with energetic intonation.
|
[Expert A]: Context before: students listened silently to new material. Result after: students became engaged in joint activity, focused their attention on the board and the teacher, and repeated the new vocabulary. Pedagogical meaning: the teacher involved students in collaborative work and encouraged memorization through varied forms of repetition. || [Expert B]: Context before: students were passively receiving the material. After: they actively joined in repetition. Pedagogical meaning: multimodal support (word + gesture + intonation) enhances memorization and engagement.
|
|
segments/target__Target_Episode_726.44_731.32.mp4
|
or worse just try to do it on top of it, yeah?
|
Student
|
Communicative Modalities
|
Verbal; Paraverbal
|
[Expert A]: The teacher asks the class whether anyone wants to solve the task. Her intonation rises, and she emphasizes the phrase "try to do it" with her voice, encouraging student participation. || [Expert B]: The teacher invites students to solve the task, emphasizing the phrase 'try to do it' with rising intonation and energetic delivery.
|
[Expert A]: Context before: students finished solving one problem and moved to a new one. Reaction after: a student accepted the teacher’s invitation and went to the board to solve the task. Pedagogical meaning: the teacher used an open question and encouraging intonation to attract and involve the student in the task. || [Expert B]: Context before: the class moved on to a new task. After: one student came to the board. Pedagogical meaning: encouraging intonation and an open-ended question motivate participation.
|
|
segments/target__Target_Episode_846.44_872.72.mp4
|
На каждую команду даю листочек, заданием, фильм для герц. Поживите поближе, смесь другу. Так, команда, которая первая за полм песни с точек.
|
Teacher
|
Communicative Modalities
|
Paraverbal
|
[Expert A]: The teacher explains the rules of a group game to the children. Her intonation is rising, key action points are emphasized, and her voice is energetic and cheerful. She speaks loudly to maintain attention. || [Expert B]: The teacher explains the rules of a group game using energetic, rising intonation and clear speech rhythm.
|
[Expert A]: Context before: students sat relaxed after completing a task. Reaction after: students formed groups for collaborative work, looked at the task sheet, and discussed without asking questions about the rules. Pedagogical meaning: the teacher effectively conveyed the material using voice, tone, and intonation, making unfamiliar rules easy to understand. || [Expert B]: Context before: students were resting after a task. After: they quickly formed groups and started working. Pedagogical meaning: paralinguistic features (tone, pace, volume) make instructions clear and motivating.
|
|
segments/target__Target_Episode_1016.00_1021.88.mp4
|
Все молодцы, справедливо. Ура, с этим заданием. Так.
|
Group of students
|
Communicative Modalities
|
Verbal
|
[Expert A]: Students correctly solved the tasks presented by the teacher, and she praised them, saying they all did a great job. || [Expert B]: After successfully completing the task, the teacher praised the entire class for excellent work.
|
[Expert A]: Context before: students correctly solved a task and explained their solution to the teacher. Reaction after: smiles and satisfaction from the praise, as effort had been invested. Pedagogical meaning: praise motivates students and gives them satisfaction from solving tasks. || [Expert B]: Context before: students presented their solution to the teacher. After: they looked satisfied. Pedagogical meaning: verbal praise reinforces a sense of competence and motivation.
|
|
segments/target__Target_Episode_1043.48_1079.36.mp4
|
show me your neck okay well uh show me your nose uh huh show me your knee show me your foot uh huh okay uh show me your finger show me your hand hand
|
Teacher
|
Communicative Modalities
|
Nonverbal
|
[Expert A]: The teacher involved the children in a physical game related to new vocabulary: she points to one body part while naming another. Students must show the named body part. || [Expert B]: The teacher initiates a physical game: she names one body part but points to another—the children must show the named part.
|
[Expert A]: Context before: students were seated at their places. Reaction after: students became cheerful and actively moved during the physical game after more sedentary activity. Pedagogical meaning: students reinforced their knowledge through a game connected to newly learned material. || [Expert B]: Context before: students were sitting quietly. After: they became lively and actively participated. Pedagogical meaning: the game-based format reinforces vocabulary through movement and emotions.
|
|
segments/target__Target_Episode_1195.76_1203.68.mp4
|
Вы все прекрасно сегодня справились. Сегодня все задания мне было приятнее с вами поработать.
|
Group of students
|
Communicative Modalities
|
Verbal; Paraverbal
|
[Expert A]: The teacher gives students feedback and praises them, saying they did wonderfully on the tasks. Her tone is rising, her voice is warm and gentle. || [Expert B]: The teacher summarizes and warmly praises the class for excellent work with an approving tone.
|
[Expert A]: Context before: students sat quietly, awaiting the end of class. Reaction after: students smiled at the teacher’s words; they also seemed to enjoy working with her. Pedagogical meaning: the teacher positively motivates students through praise and builds rapport. || [Expert B]: Context before: the lesson is ending. After: students smile and appear satisfied. Pedagogical meaning: positive closing feedback creates a sense of success and closure.
|
|
segments/target__Target_Episode_49.72_57.08.mp4
|
and to get the topic of the lesson. If you want to answer, just raise your hand. Who wants?
|
Teacher
|
Pedagogical Actions
|
Asks an open-ended question
|
[Expert A]: The teacher invites students to guess the lesson topic and offers a volunteer to answer. || [Expert B]: The teacher invites students to guess the lesson topic and asks one of them to respond.
|
[Expert A]: Context BEFORE: Students hadn’t yet engaged in the lesson. Reaction AFTER: one boy suggested a topic. Pedagogical meaning: the question is asked in English, prompting students to immerse themselves in the subject even before any direct task is given. || [Expert B]: Context BEFORE: Students had not yet engaged in the lesson. Reaction AFTER: One boy suggested his version of the topic. Pedagogical meaning: The question, asked in English before formal tasks, immerses students into the subject and activates their attention.
|
|
segments/target__Target_Episode_285.40_306.52.mp4
|
I want you to look at these pictures and play the short dialogues. For example, at this picture we can see a Tamiya, Tamiya Zhivot. One person asks the question, what's the matter? The partner should answer the question. My Tamiya hurts.
|
Teacher
|
Pedagogical Actions
|
Provides clarification/explanation; Organizes group work
|
[Expert A]: The teacher gives an assignment, explains how to complete it, checks that students understand the task, and then asks them to divide into groups. || [Expert B]: The teacher explains the task, clarifies the conditions, and asks students to form groups to complete it.
|
[Expert A]: Context BEFORE: Students watched a video aimed at reinforcing new vocabulary. Result AFTER: Students completed the task almost without errors. Pedagogical meaning: detailed explanation helps students grasp new topics quickly. || [Expert B]: Context BEFORE: Students watched a video to reinforce new vocabulary. Result AFTER: Students completed the task almost without errors. Pedagogical meaning: Clear and detailed explanation helps students quickly understand and apply the new topic.
|
|
segments/target__Target_Episode_382.64_444.92.mp4
|
You can repeat the word after me and translate. Are you ready? Yes. Okay, well. Teeth. Zoom in. Teeth. Zoom in. Head. Translate this. You know the word? No. Eye. Glass. Eye. Glass. Ear. Ear. Ear. Ear. Ear. Ear. Ear. Ear. Ear. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder.
|
Teacher
|
Pedagogical Actions
|
Asks an open-ended question; Provides clarification/explanation
|
[Expert A]: The teacher invites the class to repeat new words and their translations after her, and to independently translate previously learned words. || [Expert B]: The teacher asks the class to repeat new words with translations in chorus, while translating previously learned words independently.
|
[Expert A]: Context BEFORE: Students had previously studied new vocabulary. Result AFTER: Students repeated new words after the teacher and independently recalled older ones. Pedagogical meaning: students better retained prior material while simultaneously learning new content. || [Expert B]: Context BEFORE: Students had previously studied new words. Result AFTER: Students repeated new words after the teacher and independently recalled older ones. Pedagogical meaning: Students better retained previously learned material while simultaneously acquiring new content.
|
|
segments/target__Target_Episode_434.00_436.76.mp4
|
Okay, Sasha, we're done. And...
|
Student
|
Pedagogical Actions
|
Evaluates response (praise)
|
[Expert A]: A student gives a correct answer to a question that hasn’t been covered yet, and the teacher praises her, responding with an approving "uh-huh" and rising intonation. || [Expert B]: A student gives the correct answer to a question that hasn't been covered yet, and the teacher praises her, responding with an approving "uh-huh" and rising intonation.
|
[Expert A]: Context BEFORE: students were doing a group task. Result AFTER: the student felt pleased that her knowledge was acknowledged. Pedagogical effect: praise serves as positive motivation, creates a comfortable and safe learning environment, and increases engagement. || [Expert B]: Context BEFORE: students were doing a group task. Result AFTER: the student was pleased that her knowledge was acknowledged. Pedagogical effect: praise serves as positive motivation, creates a comfortable and safe learning environment, and increases engagement.
|
|
segments/target__Target_Episode_535.32_543.44.mp4
|
с вами задача – сентянить части тела с картинкой.
|
Teacher
|
Pedagogical Actions
|
Provides clarification/explanation; Organizes group work
|
[Expert A]: The teacher gives students a review task on previously studied vocabulary; it’s interactive, and she asks a student to come to the board to answer. || [Expert B]: The teacher gives students a review task on previously studied vocabulary; it’s interactive, and she asks a student to come to the board to answer.
|
[Expert A]: Context BEFORE: students were studying new words and listening to teacher instructions. Result AFTER: a student came to the board to complete the task. Pedagogical effect: review aids retention, and calling a student to the board increases engagement and encourages thoughtful, high-quality responses. || [Expert B]: Context BEFORE: students were studying new words and listening to teacher instructions. Result AFTER: a student came to the board to complete the task. Pedagogical effect: review aids retention, and calling a student to the board increases engagement and encourages thoughtful, high-quality responses.
|
|
segments/target__Target_Episode_616.92_641.52.mp4
|
Student
|
Pedagogical Actions
|
Provides clarification/explanation; Evaluates response (constructive criticism)
|
[Expert A]: The teacher asks the class if they agree with the student's answer at the board; another student corrects it, and the teacher explains the mistake. || [Expert B]: The teacher asks the class whether they agree with the student's answer at the board; another student corrects it, and the teacher explains the mistake.
|
[Expert A]: Context BEFORE: a student was working at the board but made an error. Result AFTER: the class collectively reached the correct solution, and the student understood her mistake. Pedagogical effect: involving others in checking the board response keeps the whole class engaged and prevents attention from drifting; feedback is delivered gently without negative reaction to the error, helping the student stay confident. || [Expert B]: Context BEFORE: a student was working at the board but made an error. Result AFTER: the class collectively reached the correct solution, and the student understood her mistake. Pedagogical effect: involving others in checking the board response keeps the whole class engaged and prevents attention from drifting; feedback is delivered gently without negative reaction to the error, helping the student stay confident.
|
||
segments/target__Target_Episode_843.92_871.72.mp4
|
Работаем в команду. По прошлом разделиться на три человека может быть так можно и остаться. Я думаю, да. На каждую команду даю листок. Заданем Филдегерс. Поживите поближе с листья в руку. А та помада, которая первая за полм песни-сток.
|
Teacher
|
Pedagogical Actions
|
Organizes group work
|
[Expert A]: The teacher suggests that students form teams and compete in the speed of completing the given task. || [Expert B]: The teacher suggests that students form teams and compete in the speed of completing the given task.
|
[Expert A]: Context BEFORE: students answered individually at the board. Result AFTER: students became interested in the group task, discussed solutions together, and were engaged. Pedagogical effect: team competition increases student interest, enables knowledge sharing during collaboration, and varied activity formats enhance knowledge retention. || [Expert B]: Context BEFORE: students answered individually at the board. Result AFTER: students became interested in the group task, discussed solutions together, and were engaged. Pedagogical effect: team competition increases student interest, enables knowledge sharing during collaboration, and varied activity formats enhance knowledge retention.
|
|
segments/target__Target_Episode_1017.76_1022.04.mp4
|
Ура, с этим заданием.
|
Group of students
|
Pedagogical Actions
|
Evaluates response (praise)
|
[Expert A]: Students provided answers to previously assigned group tasks, and the teacher praised them for their excellent work. || [Expert B]: Students provided answers to previously assigned group tasks, and the teacher praised them for their excellent work.
|
[Expert A]: Context BEFORE: students completed group tasks and answered assigned questions. Result AFTER: students were pleased with their successful performance. Pedagogical effect: recognizing good work encourages continued effort, creates a comfortable and safe atmosphere, and motivates students. || [Expert B]: Context BEFORE: students completed group tasks and answered assigned questions. Result AFTER: students were pleased with their successful performance. Pedagogical effect: recognizing good work encourages continued effort, creates a comfortable and safe atmosphere, and motivates students.
|
|
segments/target__Target_Episode_1029.24_1046.72.mp4
|
Позвать ее, возможно, не эту часть тела, которую я не называю. А вы должны показать в программе часть тела. То есть, стендаплес. В программе называется show me. Например, show me your neck.
|
Teacher
|
Pedagogical Actions
|
Provides clarification/explanation; Organizes group work
|
[Expert A]: The teacher gives students an interactive task requiring them to apply newly acquired knowledge: students must show the body part named by the teacher in English, not the one she points to herself. || [Expert B]: The teacher gives students an interactive task requiring them to apply newly acquired knowledge: students must show the body part named by the teacher in English, not the one she points to herself.
|
[Expert A]: Context BEFORE: during the lesson, students learned English names for body parts and had just completed a group task. Result AFTER: students enjoyed the activity and found it engaging. Pedagogical effect: this exercise prevents automatic responses, forcing students to think and apply, repeat, and systematize their knowledge. || [Expert B]: Context BEFORE: During the lesson, students learned English names for body parts and had just completed a group task. Result AFTER: students enjoyed the activity and found it engaging. Pedagogical effect: this exercise prevents automatic responses, forcing students to think and apply, repeat, and systematize their knowledge.
|
|
segments/target__Target_Episode_1163.80_1214.84.mp4
|
Hi, everything. I like your lesson. Thank you. I can name all the parts of the body. I can translate all the parts of the body. Don't thank you very much. Надеюсь, как-то подучат слова, но вы все прекрасно сегодня справились. Сегодня все задания мне было приятнее с вами поработать. Надеюсь, вам право. Все понравилось. И надеюсь, вы без труда теперь можете называть все части тела на английском языке и не путаться. Have a good day.
|
Group of students
|
Pedagogical Actions
|
Evaluates response (praise); Other
|
[Expert A]: The teacher invites students to self-assess their work, reflect on the lesson, and praises them for their effort and good performance. || [Expert B]: The teacher invites students to self-assess their work, reflect on the lesson, and praises them for their effort and good performance.
|
[Expert A]: Context BEFORE: the lesson covered new English vocabulary and included many tasks. Result AFTER: students assimilated new knowledge and reflected on their work. Pedagogical effect: praise and summarizing help students feel the volume of work completed, stimulate further effort, and reveal mistakes for future orientation. || [Expert B]: Context BEFORE: The lesson covered new English vocabulary and included many tasks. Result AFTER: students assimilated new knowledge and reflected on their work. Pedagogical effect: praise and summarizing help students feel the volume of work completed, stimulate further effort, and reveal mistakes for future orientation.
|
|
segments/target__Target_Episode_30.50_34.79.mp4
|
e o bem... Boots! Boots! Mas eu...
|
Teacher
|
Communicative Modalities
|
Nonverbal; Paraverbal
|
[Expert A]: The teacher addressed the students with an informal question before the lesson to engage them by prompting a response. || [Expert B]: Before the lesson begins, the teacher asks an informal question, aiming to engage students through personal contact.
|
[Expert A]: Context before: the teacher started the lesson, and students were slightly tense. Context after: students showed an emotional reaction by responding to the teacher’s question about their state. Pedagogical meaning: this effectively engages students in the learning process and stimulates interest. || [Expert B]: Context before: students had just started the lesson and felt slight tension. After: they became lively and responded enthusiastically. Pedagogical meaning: this approach lowers barriers and involves students in the learning process.
|
|
segments/target__Target_Episode_54.81_57.61.mp4
|
Who is your aunt? Who wants?
|
Teacher
|
Communicative Modalities
|
Nonverbal
|
[Expert A]: The teacher explains to students how to respond if they want to answer a question—by raising their hand—and demonstrates this herself. || [Expert B]: The teacher demonstrates how to properly signal a desire to answer—by raising a hand.
|
[Expert A]: Context before: students were listening to a prepared task. Reaction after: students paid attention to the task and started offering answers. Pedagogical meaning: students became engaged and focused more closely on the presented task. || [Expert B]: Context before: students were listening to instructions for the task. After: they became actively involved. Pedagogical meaning: visual demonstration of rules increases engagement and clarity of expectations.
|
|
segments/target__Target_Episode_394.80_422.96.mp4
|
Hands. Translate this. You know this word. Eye, glass. Ear, ear, ear, ear. Mask, rod. Neck, shea. Shoulder, clitio. Arm, translate this. Hand, translate this. Finger, palets.
|
Teacher
|
Communicative Modalities
|
Verbal; Nonverbal; Paraverbal
|
[Expert A]: The teacher introduces new vocabulary to the children, pointing to corresponding images on the board. Her intonation is encouraging, prompting repetition, with a high pitch. She also verbally invites students to repeat the words after her. || [Expert B]: The teacher introduces new vocabulary, accompanying words with gestures and pointing to images, while encouraging students to repeat after her with energetic intonation.
|
[Expert A]: Context before: students listened silently to new material. Result after: students became engaged in joint activity, focused their attention on the board and the teacher, and repeated the new vocabulary. Pedagogical meaning: the teacher involved students in collaborative work and encouraged memorization through varied forms of repetition. || [Expert B]: Context before: students were passively receiving the material. After: they actively joined in repetition. Pedagogical meaning: multimodal support (word + gesture + intonation) enhances memorization and engagement.
|
|
segments/target__Target_Episode_726.44_731.32.mp4
|
or worse just try to do it on top of it, yeah?
|
Student
|
Communicative Modalities
|
Verbal; Paraverbal
|
[Expert A]: The teacher asks the class whether anyone wants to solve the task. Her intonation rises, and she emphasizes the phrase "try to do it" with her voice, encouraging student participation. || [Expert B]: The teacher invites students to solve the task, emphasizing the phrase 'try to do it' with rising intonation and energetic delivery.
|
[Expert A]: Context before: students finished solving one problem and moved to a new one. Reaction after: a student accepted the teacher’s invitation and went to the board to solve the task. Pedagogical meaning: the teacher used an open question and encouraging intonation to attract and involve the student in the task. || [Expert B]: Context before: the class moved on to a new task. After: one student came to the board. Pedagogical meaning: encouraging intonation and an open-ended question motivate participation.
|
|
segments/target__Target_Episode_846.44_872.72.mp4
|
На каждую команду даю листочек, заданием, фильм для герц. Поживите поближе, смесь другу. Так, команда, которая первая за полм песни с точек.
|
Teacher
|
Communicative Modalities
|
Paraverbal
|
[Expert A]: The teacher explains the rules of a group game to the children. Her intonation is rising, key action points are emphasized, and her voice is energetic and cheerful. She speaks loudly to maintain attention. || [Expert B]: The teacher explains the rules of a group game using energetic, rising intonation and clear speech rhythm.
|
[Expert A]: Context before: students sat relaxed after completing a task. Reaction after: students formed groups for collaborative work, looked at the task sheet, and discussed without asking questions about the rules. Pedagogical meaning: the teacher effectively conveyed the material using voice, tone, and intonation, making unfamiliar rules easy to understand. || [Expert B]: Context before: students were resting after a task. After: they quickly formed groups and started working. Pedagogical meaning: paralinguistic features (tone, pace, volume) make instructions clear and motivating.
|
|
segments/target__Target_Episode_1016.00_1021.88.mp4
|
Все молодцы, справедливо. Ура, с этим заданием. Так.
|
Group of students
|
Communicative Modalities
|
Verbal
|
[Expert A]: Students correctly solved the tasks presented by the teacher, and she praised them, saying they all did a great job. || [Expert B]: After successfully completing the task, the teacher praised the entire class for excellent work.
|
[Expert A]: Context before: students correctly solved a task and explained their solution to the teacher. Reaction after: smiles and satisfaction from the praise, as effort had been invested. Pedagogical meaning: praise motivates students and gives them satisfaction from solving tasks. || [Expert B]: Context before: students presented their solution to the teacher. After: they looked satisfied. Pedagogical meaning: verbal praise reinforces a sense of competence and motivation.
|
|
segments/target__Target_Episode_1043.48_1079.36.mp4
|
show me your neck okay well uh show me your nose uh huh show me your knee show me your foot uh huh okay uh show me your finger show me your hand hand
|
Teacher
|
Communicative Modalities
|
Nonverbal
|
[Expert A]: The teacher involved the children in a physical game related to new vocabulary: she points to one body part while naming another. Students must show the named body part. || [Expert B]: The teacher initiates a physical game: she names one body part but points to another—the children must show the named part.
|
[Expert A]: Context before: students were seated at their places. Reaction after: students became cheerful and actively moved during the physical game after more sedentary activity. Pedagogical meaning: students reinforced their knowledge through a game connected to newly learned material. || [Expert B]: Context before: students were sitting quietly. After: they became lively and actively participated. Pedagogical meaning: the game-based format reinforces vocabulary through movement and emotions.
|
|
segments/target__Target_Episode_1195.76_1203.68.mp4
|
Вы все прекрасно сегодня справились. Сегодня все задания мне было приятнее с вами поработать.
|
Group of students
|
Communicative Modalities
|
Verbal; Paraverbal
|
[Expert A]: The teacher gives students feedback and praises them, saying they did wonderfully on the tasks. Her tone is rising, her voice is warm and gentle. || [Expert B]: The teacher summarizes and warmly praises the class for excellent work with an approving tone.
|
[Expert A]: Context before: students sat quietly, awaiting the end of class. Reaction after: students smiled at the teacher’s words; they also seemed to enjoy working with her. Pedagogical meaning: the teacher positively motivates students through praise and builds rapport. || [Expert B]: Context before: the lesson is ending. After: students smile and appear satisfied. Pedagogical meaning: positive closing feedback creates a sense of success and closure.
|
|
segments/target__Target_Episode_49.72_57.08.mp4
|
and to get the topic of the lesson. If you want to answer, just raise your hand. Who wants?
|
Teacher
|
Pedagogical Actions
|
Asks an open-ended question
|
[Expert A]: The teacher invites students to guess the lesson topic and offers a volunteer to answer. || [Expert B]: The teacher invites students to guess the lesson topic and asks one of them to respond.
|
[Expert A]: Context BEFORE: Students hadn’t yet engaged in the lesson. Reaction AFTER: one boy suggested a topic. Pedagogical meaning: the question is asked in English, prompting students to immerse themselves in the subject even before any direct task is given. || [Expert B]: Context BEFORE: Students had not yet engaged in the lesson. Reaction AFTER: One boy suggested his version of the topic. Pedagogical meaning: The question, asked in English before formal tasks, immerses students into the subject and activates their attention.
|
|
segments/target__Target_Episode_285.40_306.52.mp4
|
I want you to look at these pictures and play the short dialogues. For example, at this picture we can see a Tamiya, Tamiya Zhivot. One person asks the question, what's the matter? The partner should answer the question. My Tamiya hurts.
|
Teacher
|
Pedagogical Actions
|
Provides clarification/explanation; Organizes group work
|
[Expert A]: The teacher gives an assignment, explains how to complete it, checks that students understand the task, and then asks them to divide into groups. || [Expert B]: The teacher explains the task, clarifies the conditions, and asks students to form groups to complete it.
|
[Expert A]: Context BEFORE: Students watched a video aimed at reinforcing new vocabulary. Result AFTER: Students completed the task almost without errors. Pedagogical meaning: detailed explanation helps students grasp new topics quickly. || [Expert B]: Context BEFORE: Students watched a video to reinforce new vocabulary. Result AFTER: Students completed the task almost without errors. Pedagogical meaning: Clear and detailed explanation helps students quickly understand and apply the new topic.
|
|
segments/target__Target_Episode_382.64_444.92.mp4
|
You can repeat the word after me and translate. Are you ready? Yes. Okay, well. Teeth. Zoom in. Teeth. Zoom in. Head. Translate this. You know the word? No. Eye. Glass. Eye. Glass. Ear. Ear. Ear. Ear. Ear. Ear. Ear. Ear. Ear. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder.
|
Teacher
|
Pedagogical Actions
|
Asks an open-ended question; Provides clarification/explanation
|
[Expert A]: The teacher invites the class to repeat new words and their translations after her, and to independently translate previously learned words. || [Expert B]: The teacher asks the class to repeat new words with translations in chorus, while translating previously learned words independently.
|
[Expert A]: Context BEFORE: Students had previously studied new vocabulary. Result AFTER: Students repeated new words after the teacher and independently recalled older ones. Pedagogical meaning: students better retained prior material while simultaneously learning new content. || [Expert B]: Context BEFORE: Students had previously studied new words. Result AFTER: Students repeated new words after the teacher and independently recalled older ones. Pedagogical meaning: Students better retained previously learned material while simultaneously acquiring new content.
|
|
segments/target__Target_Episode_434.00_436.76.mp4
|
Okay, Sasha, we're done. And...
|
Student
|
Pedagogical Actions
|
Evaluates response (praise)
|
[Expert A]: A student gives a correct answer to a question that hasn’t been covered yet, and the teacher praises her, responding with an approving "uh-huh" and rising intonation. || [Expert B]: A student gives the correct answer to a question that hasn't been covered yet, and the teacher praises her, responding with an approving "uh-huh" and rising intonation.
|
[Expert A]: Context BEFORE: students were doing a group task. Result AFTER: the student felt pleased that her knowledge was acknowledged. Pedagogical effect: praise serves as positive motivation, creates a comfortable and safe learning environment, and increases engagement. || [Expert B]: Context BEFORE: students were doing a group task. Result AFTER: the student was pleased that her knowledge was acknowledged. Pedagogical effect: praise serves as positive motivation, creates a comfortable and safe learning environment, and increases engagement.
|
|
segments/target__Target_Episode_535.32_543.44.mp4
|
с вами задача – сентянить части тела с картинкой.
|
Teacher
|
Pedagogical Actions
|
Provides clarification/explanation; Organizes group work
|
[Expert A]: The teacher gives students a review task on previously studied vocabulary; it’s interactive, and she asks a student to come to the board to answer. || [Expert B]: The teacher gives students a review task on previously studied vocabulary; it’s interactive, and she asks a student to come to the board to answer.
|
[Expert A]: Context BEFORE: students were studying new words and listening to teacher instructions. Result AFTER: a student came to the board to complete the task. Pedagogical effect: review aids retention, and calling a student to the board increases engagement and encourages thoughtful, high-quality responses. || [Expert B]: Context BEFORE: students were studying new words and listening to teacher instructions. Result AFTER: a student came to the board to complete the task. Pedagogical effect: review aids retention, and calling a student to the board increases engagement and encourages thoughtful, high-quality responses.
|
|
segments/target__Target_Episode_616.92_641.52.mp4
|
Student
|
Pedagogical Actions
|
Provides clarification/explanation; Evaluates response (constructive criticism)
|
[Expert A]: The teacher asks the class if they agree with the student's answer at the board; another student corrects it, and the teacher explains the mistake. || [Expert B]: The teacher asks the class whether they agree with the student's answer at the board; another student corrects it, and the teacher explains the mistake.
|
[Expert A]: Context BEFORE: a student was working at the board but made an error. Result AFTER: the class collectively reached the correct solution, and the student understood her mistake. Pedagogical effect: involving others in checking the board response keeps the whole class engaged and prevents attention from drifting; feedback is delivered gently without negative reaction to the error, helping the student stay confident. || [Expert B]: Context BEFORE: a student was working at the board but made an error. Result AFTER: the class collectively reached the correct solution, and the student understood her mistake. Pedagogical effect: involving others in checking the board response keeps the whole class engaged and prevents attention from drifting; feedback is delivered gently without negative reaction to the error, helping the student stay confident.
|
||
segments/target__Target_Episode_843.92_871.72.mp4
|
Работаем в команду. По прошлом разделиться на три человека может быть так можно и остаться. Я думаю, да. На каждую команду даю листок. Заданем Филдегерс. Поживите поближе с листья в руку. А та помада, которая первая за полм песни-сток.
|
Teacher
|
Pedagogical Actions
|
Organizes group work
|
[Expert A]: The teacher suggests that students form teams and compete in the speed of completing the given task. || [Expert B]: The teacher suggests that students form teams and compete in the speed of completing the given task.
|
[Expert A]: Context BEFORE: students answered individually at the board. Result AFTER: students became interested in the group task, discussed solutions together, and were engaged. Pedagogical effect: team competition increases student interest, enables knowledge sharing during collaboration, and varied activity formats enhance knowledge retention. || [Expert B]: Context BEFORE: students answered individually at the board. Result AFTER: students became interested in the group task, discussed solutions together, and were engaged. Pedagogical effect: team competition increases student interest, enables knowledge sharing during collaboration, and varied activity formats enhance knowledge retention.
|
|
segments/target__Target_Episode_1017.76_1022.04.mp4
|
Ура, с этим заданием.
|
Group of students
|
Pedagogical Actions
|
Evaluates response (praise)
|
[Expert A]: Students provided answers to previously assigned group tasks, and the teacher praised them for their excellent work. || [Expert B]: Students provided answers to previously assigned group tasks, and the teacher praised them for their excellent work.
|
[Expert A]: Context BEFORE: students completed group tasks and answered assigned questions. Result AFTER: students were pleased with their successful performance. Pedagogical effect: recognizing good work encourages continued effort, creates a comfortable and safe atmosphere, and motivates students. || [Expert B]: Context BEFORE: students completed group tasks and answered assigned questions. Result AFTER: students were pleased with their successful performance. Pedagogical effect: recognizing good work encourages continued effort, creates a comfortable and safe atmosphere, and motivates students.
|
|
segments/target__Target_Episode_1029.24_1046.72.mp4
|
Позвать ее, возможно, не эту часть тела, которую я не называю. А вы должны показать в программе часть тела. То есть, стендаплес. В программе называется show me. Например, show me your neck.
|
Teacher
|
Pedagogical Actions
|
Provides clarification/explanation; Organizes group work
|
[Expert A]: The teacher gives students an interactive task requiring them to apply newly acquired knowledge: students must show the body part named by the teacher in English, not the one she points to herself. || [Expert B]: The teacher gives students an interactive task requiring them to apply newly acquired knowledge: students must show the body part named by the teacher in English, not the one she points to herself.
|
[Expert A]: Context BEFORE: during the lesson, students learned English names for body parts and had just completed a group task. Result AFTER: students enjoyed the activity and found it engaging. Pedagogical effect: this exercise prevents automatic responses, forcing students to think and apply, repeat, and systematize their knowledge. || [Expert B]: Context BEFORE: During the lesson, students learned English names for body parts and had just completed a group task. Result AFTER: students enjoyed the activity and found it engaging. Pedagogical effect: this exercise prevents automatic responses, forcing students to think and apply, repeat, and systematize their knowledge.
|
|
segments/target__Target_Episode_1163.80_1214.84.mp4
|
Hi, everything. I like your lesson. Thank you. I can name all the parts of the body. I can translate all the parts of the body. Don't thank you very much. Надеюсь, как-то подучат слова, но вы все прекрасно сегодня справились. Сегодня все задания мне было приятнее с вами поработать. Надеюсь, вам право. Все понравилось. И надеюсь, вы без труда теперь можете называть все части тела на английском языке и не путаться. Have a good day.
|
Group of students
|
Pedagogical Actions
|
Evaluates response (praise); Other
|
[Expert A]: The teacher invites students to self-assess their work, reflect on the lesson, and praises them for their effort and good performance. || [Expert B]: The teacher invites students to self-assess their work, reflect on the lesson, and praises them for their effort and good performance.
|
[Expert A]: Context BEFORE: the lesson covered new English vocabulary and included many tasks. Result AFTER: students assimilated new knowledge and reflected on their work. Pedagogical effect: praise and summarizing help students feel the volume of work completed, stimulate further effort, and reveal mistakes for future orientation. || [Expert B]: Context BEFORE: The lesson covered new English vocabulary and included many tasks. Result AFTER: students assimilated new knowledge and reflected on their work. Pedagogical effect: praise and summarizing help students feel the volume of work completed, stimulate further effort, and reveal mistakes for future orientation.
|
|
segments/target__Target_Episode_30.50_34.79.mp4
|
e o bem... Boots! Boots! Mas eu...
|
Teacher
|
Communicative Modalities
|
Nonverbal; Paraverbal
|
[Expert A]: The teacher addressed the students with an informal question before the lesson to engage them by prompting a response. || [Expert B]: Before the lesson begins, the teacher asks an informal question, aiming to engage students through personal contact.
|
[Expert A]: Context before: the teacher started the lesson, and students were slightly tense. Context after: students showed an emotional reaction by responding to the teacher’s question about their state. Pedagogical meaning: this effectively engages students in the learning process and stimulates interest. || [Expert B]: Context before: students had just started the lesson and felt slight tension. After: they became lively and responded enthusiastically. Pedagogical meaning: this approach lowers barriers and involves students in the learning process.
|
|
segments/target__Target_Episode_54.81_57.61.mp4
|
Who is your aunt? Who wants?
|
Teacher
|
Communicative Modalities
|
Nonverbal
|
[Expert A]: The teacher explains to students how to respond if they want to answer a question—by raising their hand—and demonstrates this herself. || [Expert B]: The teacher demonstrates how to properly signal a desire to answer—by raising a hand.
|
[Expert A]: Context before: students were listening to a prepared task. Reaction after: students paid attention to the task and started offering answers. Pedagogical meaning: students became engaged and focused more closely on the presented task. || [Expert B]: Context before: students were listening to instructions for the task. After: they became actively involved. Pedagogical meaning: visual demonstration of rules increases engagement and clarity of expectations.
|
|
segments/target__Target_Episode_394.80_422.96.mp4
|
Hands. Translate this. You know this word. Eye, glass. Ear, ear, ear, ear. Mask, rod. Neck, shea. Shoulder, clitio. Arm, translate this. Hand, translate this. Finger, palets.
|
Teacher
|
Communicative Modalities
|
Verbal; Nonverbal; Paraverbal
|
[Expert A]: The teacher introduces new vocabulary to the children, pointing to corresponding images on the board. Her intonation is encouraging, prompting repetition, with a high pitch. She also verbally invites students to repeat the words after her. || [Expert B]: The teacher introduces new vocabulary, accompanying words with gestures and pointing to images, while encouraging students to repeat after her with energetic intonation.
|
[Expert A]: Context before: students listened silently to new material. Result after: students became engaged in joint activity, focused their attention on the board and the teacher, and repeated the new vocabulary. Pedagogical meaning: the teacher involved students in collaborative work and encouraged memorization through varied forms of repetition. || [Expert B]: Context before: students were passively receiving the material. After: they actively joined in repetition. Pedagogical meaning: multimodal support (word + gesture + intonation) enhances memorization and engagement.
|
|
segments/target__Target_Episode_726.44_731.32.mp4
|
or worse just try to do it on top of it, yeah?
|
Student
|
Communicative Modalities
|
Verbal; Paraverbal
|
[Expert A]: The teacher asks the class whether anyone wants to solve the task. Her intonation rises, and she emphasizes the phrase "try to do it" with her voice, encouraging student participation. || [Expert B]: The teacher invites students to solve the task, emphasizing the phrase 'try to do it' with rising intonation and energetic delivery.
|
[Expert A]: Context before: students finished solving one problem and moved to a new one. Reaction after: a student accepted the teacher’s invitation and went to the board to solve the task. Pedagogical meaning: the teacher used an open question and encouraging intonation to attract and involve the student in the task. || [Expert B]: Context before: the class moved on to a new task. After: one student came to the board. Pedagogical meaning: encouraging intonation and an open-ended question motivate participation.
|
|
segments/target__Target_Episode_846.44_872.72.mp4
|
На каждую команду даю листочек, заданием, фильм для герц. Поживите поближе, смесь другу. Так, команда, которая первая за полм песни с точек.
|
Teacher
|
Communicative Modalities
|
Paraverbal
|
[Expert A]: The teacher explains the rules of a group game to the children. Her intonation is rising, key action points are emphasized, and her voice is energetic and cheerful. She speaks loudly to maintain attention. || [Expert B]: The teacher explains the rules of a group game using energetic, rising intonation and clear speech rhythm.
|
[Expert A]: Context before: students sat relaxed after completing a task. Reaction after: students formed groups for collaborative work, looked at the task sheet, and discussed without asking questions about the rules. Pedagogical meaning: the teacher effectively conveyed the material using voice, tone, and intonation, making unfamiliar rules easy to understand. || [Expert B]: Context before: students were resting after a task. After: they quickly formed groups and started working. Pedagogical meaning: paralinguistic features (tone, pace, volume) make instructions clear and motivating.
|
|
segments/target__Target_Episode_1016.00_1021.88.mp4
|
Все молодцы, справедливо. Ура, с этим заданием. Так.
|
Group of students
|
Communicative Modalities
|
Verbal
|
[Expert A]: Students correctly solved the tasks presented by the teacher, and she praised them, saying they all did a great job. || [Expert B]: After successfully completing the task, the teacher praised the entire class for excellent work.
|
[Expert A]: Context before: students correctly solved a task and explained their solution to the teacher. Reaction after: smiles and satisfaction from the praise, as effort had been invested. Pedagogical meaning: praise motivates students and gives them satisfaction from solving tasks. || [Expert B]: Context before: students presented their solution to the teacher. After: they looked satisfied. Pedagogical meaning: verbal praise reinforces a sense of competence and motivation.
|
|
segments/target__Target_Episode_1043.48_1079.36.mp4
|
show me your neck okay well uh show me your nose uh huh show me your knee show me your foot uh huh okay uh show me your finger show me your hand hand
|
Teacher
|
Communicative Modalities
|
Nonverbal
|
[Expert A]: The teacher involved the children in a physical game related to new vocabulary: she points to one body part while naming another. Students must show the named body part. || [Expert B]: The teacher initiates a physical game: she names one body part but points to another—the children must show the named part.
|
[Expert A]: Context before: students were seated at their places. Reaction after: students became cheerful and actively moved during the physical game after more sedentary activity. Pedagogical meaning: students reinforced their knowledge through a game connected to newly learned material. || [Expert B]: Context before: students were sitting quietly. After: they became lively and actively participated. Pedagogical meaning: the game-based format reinforces vocabulary through movement and emotions.
|
|
segments/target__Target_Episode_1195.76_1203.68.mp4
|
Вы все прекрасно сегодня справились. Сегодня все задания мне было приятнее с вами поработать.
|
Group of students
|
Communicative Modalities
|
Verbal; Paraverbal
|
[Expert A]: The teacher gives students feedback and praises them, saying they did wonderfully on the tasks. Her tone is rising, her voice is warm and gentle. || [Expert B]: The teacher summarizes and warmly praises the class for excellent work with an approving tone.
|
[Expert A]: Context before: students sat quietly, awaiting the end of class. Reaction after: students smiled at the teacher’s words; they also seemed to enjoy working with her. Pedagogical meaning: the teacher positively motivates students through praise and builds rapport. || [Expert B]: Context before: the lesson is ending. After: students smile and appear satisfied. Pedagogical meaning: positive closing feedback creates a sense of success and closure.
|
|
segments/target__Target_Episode_49.72_57.08.mp4
|
and to get the topic of the lesson. If you want to answer, just raise your hand. Who wants?
|
Teacher
|
Pedagogical Actions
|
Asks an open-ended question
|
[Expert A]: The teacher invites students to guess the lesson topic and offers a volunteer to answer. || [Expert B]: The teacher invites students to guess the lesson topic and asks one of them to respond.
|
[Expert A]: Context BEFORE: Students hadn’t yet engaged in the lesson. Reaction AFTER: one boy suggested a topic. Pedagogical meaning: the question is asked in English, prompting students to immerse themselves in the subject even before any direct task is given. || [Expert B]: Context BEFORE: Students had not yet engaged in the lesson. Reaction AFTER: One boy suggested his version of the topic. Pedagogical meaning: The question, asked in English before formal tasks, immerses students into the subject and activates their attention.
|
|
segments/target__Target_Episode_285.40_306.52.mp4
|
I want you to look at these pictures and play the short dialogues. For example, at this picture we can see a Tamiya, Tamiya Zhivot. One person asks the question, what's the matter? The partner should answer the question. My Tamiya hurts.
|
Teacher
|
Pedagogical Actions
|
Provides clarification/explanation; Organizes group work
|
[Expert A]: The teacher gives an assignment, explains how to complete it, checks that students understand the task, and then asks them to divide into groups. || [Expert B]: The teacher explains the task, clarifies the conditions, and asks students to form groups to complete it.
|
[Expert A]: Context BEFORE: Students watched a video aimed at reinforcing new vocabulary. Result AFTER: Students completed the task almost without errors. Pedagogical meaning: detailed explanation helps students grasp new topics quickly. || [Expert B]: Context BEFORE: Students watched a video to reinforce new vocabulary. Result AFTER: Students completed the task almost without errors. Pedagogical meaning: Clear and detailed explanation helps students quickly understand and apply the new topic.
|
|
segments/target__Target_Episode_382.64_444.92.mp4
|
You can repeat the word after me and translate. Are you ready? Yes. Okay, well. Teeth. Zoom in. Teeth. Zoom in. Head. Translate this. You know the word? No. Eye. Glass. Eye. Glass. Ear. Ear. Ear. Ear. Ear. Ear. Ear. Ear. Ear. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder. Shoulder.
|
Teacher
|
Pedagogical Actions
|
Asks an open-ended question; Provides clarification/explanation
|
[Expert A]: The teacher invites the class to repeat new words and their translations after her, and to independently translate previously learned words. || [Expert B]: The teacher asks the class to repeat new words with translations in chorus, while translating previously learned words independently.
|
[Expert A]: Context BEFORE: Students had previously studied new vocabulary. Result AFTER: Students repeated new words after the teacher and independently recalled older ones. Pedagogical meaning: students better retained prior material while simultaneously learning new content. || [Expert B]: Context BEFORE: Students had previously studied new words. Result AFTER: Students repeated new words after the teacher and independently recalled older ones. Pedagogical meaning: Students better retained previously learned material while simultaneously acquiring new content.
|
|
segments/target__Target_Episode_434.00_436.76.mp4
|
Okay, Sasha, we're done. And...
|
Student
|
Pedagogical Actions
|
Evaluates response (praise)
|
[Expert A]: A student gives a correct answer to a question that hasn’t been covered yet, and the teacher praises her, responding with an approving "uh-huh" and rising intonation. || [Expert B]: A student gives the correct answer to a question that hasn't been covered yet, and the teacher praises her, responding with an approving "uh-huh" and rising intonation.
|
[Expert A]: Context BEFORE: students were doing a group task. Result AFTER: the student felt pleased that her knowledge was acknowledged. Pedagogical effect: praise serves as positive motivation, creates a comfortable and safe learning environment, and increases engagement. || [Expert B]: Context BEFORE: students were doing a group task. Result AFTER: the student was pleased that her knowledge was acknowledged. Pedagogical effect: praise serves as positive motivation, creates a comfortable and safe learning environment, and increases engagement.
|
|
segments/target__Target_Episode_535.32_543.44.mp4
|
с вами задача – сентянить части тела с картинкой.
|
Teacher
|
Pedagogical Actions
|
Provides clarification/explanation; Organizes group work
|
[Expert A]: The teacher gives students a review task on previously studied vocabulary; it’s interactive, and she asks a student to come to the board to answer. || [Expert B]: The teacher gives students a review task on previously studied vocabulary; it’s interactive, and she asks a student to come to the board to answer.
|
[Expert A]: Context BEFORE: students were studying new words and listening to teacher instructions. Result AFTER: a student came to the board to complete the task. Pedagogical effect: review aids retention, and calling a student to the board increases engagement and encourages thoughtful, high-quality responses. || [Expert B]: Context BEFORE: students were studying new words and listening to teacher instructions. Result AFTER: a student came to the board to complete the task. Pedagogical effect: review aids retention, and calling a student to the board increases engagement and encourages thoughtful, high-quality responses.
|
|
segments/target__Target_Episode_616.92_641.52.mp4
|
Student
|
Pedagogical Actions
|
Provides clarification/explanation; Evaluates response (constructive criticism)
|
[Expert A]: The teacher asks the class if they agree with the student's answer at the board; another student corrects it, and the teacher explains the mistake. || [Expert B]: The teacher asks the class whether they agree with the student's answer at the board; another student corrects it, and the teacher explains the mistake.
|
[Expert A]: Context BEFORE: a student was working at the board but made an error. Result AFTER: the class collectively reached the correct solution, and the student understood her mistake. Pedagogical effect: involving others in checking the board response keeps the whole class engaged and prevents attention from drifting; feedback is delivered gently without negative reaction to the error, helping the student stay confident. || [Expert B]: Context BEFORE: a student was working at the board but made an error. Result AFTER: the class collectively reached the correct solution, and the student understood her mistake. Pedagogical effect: involving others in checking the board response keeps the whole class engaged and prevents attention from drifting; feedback is delivered gently without negative reaction to the error, helping the student stay confident.
|
||
segments/target__Target_Episode_843.92_871.72.mp4
|
Работаем в команду. По прошлом разделиться на три человека может быть так можно и остаться. Я думаю, да. На каждую команду даю листок. Заданем Филдегерс. Поживите поближе с листья в руку. А та помада, которая первая за полм песни-сток.
|
Teacher
|
Pedagogical Actions
|
Organizes group work
|
[Expert A]: The teacher suggests that students form teams and compete in the speed of completing the given task. || [Expert B]: The teacher suggests that students form teams and compete in the speed of completing the given task.
|
[Expert A]: Context BEFORE: students answered individually at the board. Result AFTER: students became interested in the group task, discussed solutions together, and were engaged. Pedagogical effect: team competition increases student interest, enables knowledge sharing during collaboration, and varied activity formats enhance knowledge retention. || [Expert B]: Context BEFORE: students answered individually at the board. Result AFTER: students became interested in the group task, discussed solutions together, and were engaged. Pedagogical effect: team competition increases student interest, enables knowledge sharing during collaboration, and varied activity formats enhance knowledge retention.
|
|
segments/target__Target_Episode_1017.76_1022.04.mp4
|
Ура, с этим заданием.
|
Group of students
|
Pedagogical Actions
|
Evaluates response (praise)
|
[Expert A]: Students provided answers to previously assigned group tasks, and the teacher praised them for their excellent work. || [Expert B]: Students provided answers to previously assigned group tasks, and the teacher praised them for their excellent work.
|
[Expert A]: Context BEFORE: students completed group tasks and answered assigned questions. Result AFTER: students were pleased with their successful performance. Pedagogical effect: recognizing good work encourages continued effort, creates a comfortable and safe atmosphere, and motivates students. || [Expert B]: Context BEFORE: students completed group tasks and answered assigned questions. Result AFTER: students were pleased with their successful performance. Pedagogical effect: recognizing good work encourages continued effort, creates a comfortable and safe atmosphere, and motivates students.
|
|
segments/target__Target_Episode_1029.24_1046.72.mp4
|
Позвать ее, возможно, не эту часть тела, которую я не называю. А вы должны показать в программе часть тела. То есть, стендаплес. В программе называется show me. Например, show me your neck.
|
Teacher
|
Pedagogical Actions
|
Provides clarification/explanation; Organizes group work
|
[Expert A]: The teacher gives students an interactive task requiring them to apply newly acquired knowledge: students must show the body part named by the teacher in English, not the one she points to herself. || [Expert B]: The teacher gives students an interactive task requiring them to apply newly acquired knowledge: students must show the body part named by the teacher in English, not the one she points to herself.
|
[Expert A]: Context BEFORE: during the lesson, students learned English names for body parts and had just completed a group task. Result AFTER: students enjoyed the activity and found it engaging. Pedagogical effect: this exercise prevents automatic responses, forcing students to think and apply, repeat, and systematize their knowledge. || [Expert B]: Context BEFORE: During the lesson, students learned English names for body parts and had just completed a group task. Result AFTER: students enjoyed the activity and found it engaging. Pedagogical effect: this exercise prevents automatic responses, forcing students to think and apply, repeat, and systematize their knowledge.
|
|
segments/target__Target_Episode_1163.80_1214.84.mp4
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Hi, everything. I like your lesson. Thank you. I can name all the parts of the body. I can translate all the parts of the body. Don't thank you very much. Надеюсь, как-то подучат слова, но вы все прекрасно сегодня справились. Сегодня все задания мне было приятнее с вами поработать. Надеюсь, вам право. Все понравилось. И надеюсь, вы без труда теперь можете называть все части тела на английском языке и не путаться. Have a good day.
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Group of students
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Pedagogical Actions
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Evaluates response (praise); Other
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[Expert A]: The teacher invites students to self-assess their work, reflect on the lesson, and praises them for their effort and good performance. || [Expert B]: The teacher invites students to self-assess their work, reflect on the lesson, and praises them for their effort and good performance.
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[Expert A]: Context BEFORE: the lesson covered new English vocabulary and included many tasks. Result AFTER: students assimilated new knowledge and reflected on their work. Pedagogical effect: praise and summarizing help students feel the volume of work completed, stimulate further effort, and reveal mistakes for future orientation. || [Expert B]: Context BEFORE: The lesson covered new English vocabulary and included many tasks. Result AFTER: students assimilated new knowledge and reflected on their work. Pedagogical effect: praise and summarizing help students feel the volume of work completed, stimulate further effort, and reveal mistakes for future orientation.
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Video Dataset - consensus-task01-video
Dataset Description
This dataset contains video frames extracted from annotated video segments, along with annotations, transcriptions, and corresponding video clips.
Dataset Structure
frames/— extracted frames (first frame from each segment)segments/— video clips for each annotation intervalannotations/— original JSON annotationtranscriptions/— transcription files (full_transcription.txt+ per segment)dataset.csv— mapping between frames, video clips, transcriptions, and metadata (subject, category, subcategory, action_description, context_and_comments)
Dataset Statistics
- Frames: 54
- Segments: 18
- Unique Labels: 1
Dataset Features
- image: Extracted video frame (JPEG) - first frame from each segment
- video_segment: Path to the corresponding video clip file
- transcription: Text transcription of the audio segment
- subject: Subject of the action (e.g., "Учитель", "Группа учеников")
- category: Category of the action (e.g., "Педагогические действия", "Коммуникативные модальности")
- subcategory: Subcategory (may contain multiple values separated by ";")
- action_description: Description of the action
- context_and_comments: Context and additional comments
Usage
This dataset can be loaded using the Hugging Face datasets library:
from datasets import load_dataset
dataset = load_dataset("your-org/video-dataset-consensus-task01-video")
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