The subject of the study is the use of video content in teaching dialogic speech in the process of teaching German as a second foreign language in the framework of the federal state standard of basic general education. The authors consider the possibilities and peculiarities of using authentic video materials in teaching a second foreign language, justify the importance of teaching dialogic speech, based on the requirements of the FSES LLC in relation to the content of the second foreign language learning outcomes. A brief description of video content based on authentic videos selected and adapted for teaching students is presented. The necessity of using such materials when teaching a second foreign language is discussed in detail, their advantages associated with the fact that the video segment allows immersion into the natural language environment accelerates the process of forming language skills, also authentic speech of native speakers is a support for the formation of correct pronunciation is discussed. It is also important that the perception of the emotional content of the video contributes to the emergence of an emotional response in students, the formation of a personal attitude to the situation, and as a consequence, increasing interest in learning a second foreign language and a desire to improve in it. The necessity of relying on students’ existing linguistic experience in mastering dialogic speech of the second German language is emphasized. The article describes the experimental teaching carried out in 9 forms. The author analyzes the methods of teaching dialogic speech on the basis of semi-authentic video content which is based on the students’ previous linguistic experience of learning English as a first foreign language, presents the results of experimental teaching and proves its effectiveness.