Andijon davlat chet tillar instituti

4. Listen & guess
Topic: Appearance Function: describing people Aims: Developing listening skills for selecting relevant information Learning new vocabulary and phrases to describe people through semi-authentic listening (different accents are featured in the text)
Activity: Listen to six people describing 6 other people they met in different situations Ignore irrelevant information. Focus on their appearance and match the description you hear to the face in the pictures
Pre-taught vocabulary: Beard, moustache, freckles. Other new items are taught in context through visual/aural input
Follow-up activity: Play ‘Guess who?’ game – one learner at a time describes a person from class/school/local town or celebrities. Other learners guess who they are
5. Listen & tell
Topic: Positions Function: describing places Aims: Developing listening skills and predict key information using visual and aural clues Learning basic prepositions of place and describing places
Activity: Watch the video. Listen to the conversation. Tell where Hero was/is now
Pre-taught vocabulary: None New items are taught in context through visual/aural input
Follow-up activity: Play ‘Treasure hunt’ – Teacher hides small cuddly toys or nice kids’ stuff in the classroom/school and sends learners on a treasure hunt. Learners in groups ask the teacher for clues. Good listeners usually win
Listening is one of the key language skills for YLs’ language development. The YL listening classroom needs to relate listening tasks and materials to YLs’ experiences in real life and help develop strategies to decode messages effectively. In order to teach listening (not testing or practising) effectively, teachers should re-think what they do in the classroom and make choices: use authentic materials as input, design motivating tasks not comprehension questions, make use of textual and contextual resources, make listening purposeful and fun 
Young learners have a natural musical taste. Krashen (1981) stated: «The most striking features of songs that enhance language perception include their rhythmic and repetitive nature and the joy that the association between melody and content brings to educational activity. Children are well aware of the rhythm, and they have not yet experienced the anxiety that can accompany the study of the second language ".
Listening:
Scott and Itreberg offer useful information in the book Teaching English for Children (1990) that provides effective guidance for the teaching of English young students. In their opinion, before learning to read, listening is an ability that children acquire in the first place. Visual backup through facial expression, through movement, through pantomime and through the image, etc. Helps learners understand what they hear. Also it is worth remembering that as soon as something was said, it disappears. The advantage of reading is that rereading is possible, and repeated reading can clarify the situation. But this may not be possible in the case of listening. Therefore, it is important to clearly say things and repeat them while the children are listening.
Children have a very short period of attention, which increases with age. Eight to ten years old usually have more attention and they sit still for longer periods of time. Therefore, it is important not to overload children when they are working on listening tasks.
Listen and do activities:
Communication is two ways, and it can be easily understood by looking at the student, whether they received a massage or not. In most classrooms, language is a type of «listen and do» activity, so teachers should use this from the moment they start their homework, giving this instruction.
Move:
Actions such as moving allow teachers to find out if children can understand instructions by listening to them or not. Classroom vocabulary, the word movement, counting, writing, etc. You can do it using actions. Children like role-playing; they can play the role of «instructor», which will improve the conversation.