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Abstract
This article provides a scientific analysis of the methodology for using YouTube and authentic video materials in teaching English grammar. The article details the educational features of authentic video materials, the stages and effective methods of integrating them into the lesson process. It also presents criteria for selecting video materials for 9th and 10th grade students, a three-stage (pre-viewing, while-viewing, post-viewing) working model, and strategies for presenting grammatical structures in authentic contexts. Experimental results confirmed that the correct use of video materials simultaneously improves students' grammatical literacy and communicative competence.
References
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