Education of the republic of uzbekistan denou entrepreneurship and pedagogy the faculty of philology

THE MINISTRY OF HIGHER AND SECONDARY SPECIAL
EDUCATION OF THE REPUBLIC OF UZBEKISTAN
DENOU ENTREPRENEURSHIP AND PEDAGOGY
THE FACULTY OF PHILOLOGY
THE DEPARTMENT OF FOREIGN LANGUAGE TEACHING METHODOLOGY

COURSE WORK
THEME: Teaching listening on the topic: Environmental issues (climate change pollution the Aral sea crisis) For the intermediate level pupils
Scientific supervisor: ____________________
Group: 309
Student: NORMURODOV BAXTIYOR
Denou – 2023

CONTENT:
INTRODUCTION…………………………………………………………….….3
CHAPTER I

1. 
   DEFINITION OF LISTENING ………………………….………..……..5
   
2. 
   MOST COMMON DIFFICULTIES IN LISTENING.………………….8
   
3. 
   TEACHING CURRENT ENVIRONMENTAL ISSUES………………..15
   
4. 
   THE PROCESS OF LISTENING COMPREHENSION ……..………..18
   
5. 
   STRATEGIES OF LISTENING COMPREHENSION………………….26
   

CHAPTER II
2.1 Lesson plan + handouts……………………………………………………33
2.2 Exercises, activities, games…………………………………………………37
CONCLUSION……………………………………………………..….………..40
GLOOSSARY........................................................................................................42
REFERENCES………………………………………………………….............46
INTRODUCTION
Listening plays an important role in communication as it is said to account for 40-50% of the total time spent in communication. Speaking, 25-30%; Reading, 11-16%; about 9% (Mendelsohn, 1994). Teaching listening has long been the focus of ``the English aspect neglected and poorly taught in many EFL programs'' (Mendelsohn, 1994, p. 9), but now listening is an integral part of the EFL classroom and SLA research. Listening involves an active process of deciphering and constructing meaning from verbal and non-verbal messages (Nunan, 1998). Therefore, the passive ability label applied to listening is a misnomer. This misunderstanding may ostensibly be due to the fact that learners sit quietly in the language lab, listening to recorded dialogue and writing down answers to some questions related to verbal stimuli. It is therefore clear that listening is not as "passive" as claimed, as it requires a series of complex processes on the part of the learner.
There are two overarching cognitive processes. Bottom-up (data-driven) and top-down (concept-driven). Bottom-up processing involves constructing meaning in a linear mode from the smallest unit of speech to the largest unit (Nunan, 1998). So learners try to understand spoken language by deciphering sequences of sounds to form words. Word associations are then linked to phrases that form sentences. These sentences form a complete text, the meaning of which is constructed by the listener. In addition to grammatical relationships, phonemes across segments such as stress, rhythm, and intonation also contribute significantly to this data-driven process (van Duzer, 1997). Learners can practice this process, for example, through activities such as distinguishing between two sounds or distinguishing between rising and falling intonations. Top-down processing, on the other hand, refers to using a schema or knowledge structure in the mind to interpret meaning as intended by the speaker (Nunan, 1998). This view emphasizes the importance of background knowledge that learners already have in order to understand the information they are hearing. In hearing, prior knowledge facilitates attempts to grasp incoming information by associating familiar information with new information, and significant deficiencies in such knowledge lead to specific can interfere with your efforts to understand the utterances of Therefore, it is important that learners are comfortable with doing this. It's usually done by extracting the nitty-gritty of the interactions you're listening to. As such, it emphasizes the importance of students' communication skills, as communicative approaches are increasingly being used in the EFL context. Due to the growing need for her listening skills among her EFL learners of English, teaching listening has received considerable attention. Unfortunately, listening instruction in English classes is still neglected. As universities pay more attention to English grammar, reading comprehension, and vocabulary, EFL learners face serious English listening problems. EFL English learners have limited listening skills. Learners' listening comprehension differs because hearing is influenced by decisive factors. The most important elements to emphasize are: The importance of listening, research into listening theory, and application of state-of-the-art listening methods. Many English courses use the method of grammar translation for teaching. This method has proven inadequate for efficient manufacturing requirements