Subject: course work theme: The role of games in teaching listening for A2 learners scientific supervisor: head of chair: student: Farxotov Sh. J. Group: 337 content

THE MINISTRY OF HIGHER EDUCATION. SCIENCE AND INNOVATIONS OF THE REPUBLIC OF UZBEKISTAN
SAMARKAND STATE INSTITUTE OF FOREIGN LANGUAGES FACULTY OF ENGLISH PHYLOLOGY AND TRANSLATION STUDIES DEPARTMENT OF LANGUAGE AND TRANSLATION




SUBJECT:


COURSE WORK


THEME: The role of games in teaching listening for A2 learners
SCIENTIFIC SUPERVISOR:
HEAD OF CHAIR:
STUDENT: Farxotov Sh. J.
GROUP: 337


CONTENT

INTRODUCTION	3
CHAPTER I. The importance of listening skills in methodological research	6
1.1 Methodological research	6
1.2 Theoretical background of listening skill	10
1.3 The nature of the listening process	12
CHAPTER II. Games for teaching listening skills in English lessons
2.1 The role of games during listening practices	19
2.2 Songs through games and young learners	20
2.3 A lesson plan of games that help to boost knowledge of young learners	22
CHAPTER III. Teaching listening skills through videos	24
3.1 Significance of the study	24
3.2 Games and videos for young learners	25
3.3 The role of video and criteria for selecting video for young learners	26
CONCLUSION	33
LIST OF USED LITERATURE	35

INTRODUCTION


Relevance of the work: The teaching of listening has attracted a greater level of interest in recent years than it did in the past. Now, university entrance exams, exit exams, and other examinations often include a listening component, acknowledging that listening
skills are a core component of second-language proficiency, and also reflecting the
assumption that if listening isn’t tested, teachers won’t teach it.
Later views of listening drew on the field of cognitive psychology, which introduced the notions of bottom-up and top-down processing and brought attention to the role of prior knowledge and schema in comprehension.
To understand the nature of listening processes, we need to consider some of the characteristics of spoken discourse and the special problems they pose for listeners. Spoken discourse has very different characteristics from written discourse, and these differences can add a number of dimensions to our understanding of how we process speech. For example, spoken discourse is usually instantaneous. The listener must process it “online” and there is often no chance to listen to it again