1. Teaching listening comprehension as a part of educational process at school

Conclusion
Having made our work we come to conclusion, the term "auding" became basic for this coursework. Auding is the process of hearing, recognizing, and interpreting spoken language. It should take a very important part in the very beginning of learning foreign language.
It is now widely accepted that oral communication plays a vital role in second language teaching for it provides an exposure to language which is a fundamental requirement for the learner. Progress in listening guarantees a basis for development of other language skills. Spoken language provides a means of interaction where participation is a significant component of the listening program.
The lesson theme should be presented in the form of the text, game, and various pictures or with the help of video lessons. The aim of listening activities is to achieve students' desire to learn to listen to speech and understand the hearing, and to make them feel their capabilities, their progress. Listening is the basis of communication; it begins with the mastery of oral communication. We presented the classification of listening activities which has become basic for the present course paper showing a considerable variety of listening activities we have explored some of the many ways to help students acquire the confidence to use their skills for self-expression in language situations. Different activities and procedures provide the development of the listening for communicative tasks and for extracting general or certain specific points in the discourse.
Listening possession allows a person to understand what he is told and respond what has been said, helps to explain his answer to an opponent, which is the basis of speech. Some ways of avoiding mistakes and some up-to-date techniques while developing listening skills have been pointed out. Thus we can say that the given aims were achieved. A technique in modern time is developing rapidly, and the teachers have more opportunities to use various kinds of technical training present course paper is an attempt to systematize teaching listening comprehension strategies and techniques, to reveal the most frequent difficulties with listening from students’ points of view and to model a lesson taking into account these details that auding or listening and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Pupils can easily and naturally do this in their own language and they cannot do this in a foreign language when they start learning the language. Pupils are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. This results in misunderstanding or a complete failure of understanding. When auding a foreign language pupils should be very attentive and think hard. They should strain their memory and will power to keep the sequence of sounds they hear and to decode it. Not all the pupils can cope with the difficulties entailed. The teacher should help them by making this work easier and more interesting. Speech is a process of communication by means of language. Oral exercises are quite indispensable to developing speech. However, they only prepare pupils for speaking and cannot be considered to be “speech” as some teachers are apt to think and who are often satisfied with oral exercises which pupils perform following the model; they seldom use stimuli for developing pupils' auding and speaking in the target language.
In conclusion it should be said that prepared and unprepared speech must be developed simultaneously from the very beginning. The relationship between prepared and unprepared speech should very depending on the stage of learning the language. In the junior stage prepared speech takes the lead, while in the senior stage unprepared speech should prevail.