The Ministry of Higher and secondary education of the Republic of Uzbekistan The Uzbekistan state World Languages University

Practical value of the research – the practical significance of the work lies in the usage of recommended lesson plans and diversity of activities in the classes of elementary level learners and can be an extra material for teachers of practical English lessons.
The novelty of the research –properly-created lesson plans according to the level and different types of activities for teaching listening skill are defined as a novelty of the research work.
The structure of the course paper consists of introduction, two chapters, conclusion as well as glossary which are followed by the bibliographic list of the literature used in the course of research.


II. CHAPTER ONE
§ 1.1. Scientific and technical new modern words on the given topic
Speaking is considered to be one of by far the most pivotal skills to be created and improved as a means of productive interaction. Teaching English as a second language to beginners is brimming with hardships. What is more difficult is instructing the language to extremely young pupils whose acquisition of the first language is still slow. A seriously overwhelming errand is to empower them to utilize the language orally. Since the English language is taught just as a subject in school, involvement to the language for some kids is extremely limited. The low capability displayed by numerous students in secondary schools and at times at the tertiary level might be brought about by the low advancement of the language at the elementary school level. Speaking is the main expertise among the four language skills (listening, speaking, reading and writing) since individuals who realize a specific language are considered as speakers of the language.
The goal of teaching speaking is communicative efficiency. Learners should be able to make themselves understood, using their current proficiency to the fullest. They should try to avoid confusion in the message due to Faulty pronunciation, grammar, or Vocabulary, and to observe the social and cultural rules that apply in each communication situation. To this relation, it is worth voting to what Nunan believes, “which particularly dealing with teaching speaking. In his perception, to teach speaking can be defined as to teach the students to:
- Produce the English speech sound and sound patterns;
- Use words and sentences stress, intonation patterns, and the rhythm of the second language;
- Select the appropriate words and sentences according to the proper social setting, audience, situation and subject matter;
- Organize their thoughts in a meaningful and logical sequence;
- Use language as a mean of expressing values and judgement
- Use the language quickly and confidently with few unnatural pauses, which is called as fluency.”¹
To help the students in developing communicative efficiency in speaking, teachers can use a balanced activities approach which combines language input, structured output, and communicative output. First, language input comes in the form of teacher talk, listening activities, reading passages, and the language in which the students hear and read outside the class. It gives learners the material they need to begin producing language themselves. Language input may be content oriented or form oriented. Second, structured output focuses on correct form. In structured output, students may have options for responses, but all of the options require them to use the specific form or structure that the teacher has just introduced. Structured output is designed to make learners comfortable producing specific language items recently introduced, sometimes in combination with previously learned items. Instructors often use structured output exercises as a transition between the presentation stage and the practice stage of a lesson plan. Textbook exercises also often make good structured output practice activities. Third, communicative output, the learners' main purpose is to complete a task, such as obtaining information, developing a travel plan, or creating a video. To complete the task, they may use the language that the instructor has just presented, but they also may draw on any other vocabulary, grammar, and communication strategies that they know. In communicative output activities, the criterion of success is whether the learner gets the message across. Accuracy is not a consideration unless the lack of it interferes with the message.
Teaching speaking to young pupils is extremely remunerating since they are less-cognizant than older pupils. However, the instructors think that its troublesome since the students need to learn vocabularies, pronunciation, structure, function to say what they want. Moreover, puts forward two core values in teaching speaking youthful pupils:

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  “Meaning should come first: if kids don't comprehend the spoken language, they can't learn it;
  
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  To learn talking in certain situations, kids need both to take part in talk and to develop knowledge and skill for participation. It implies that the youthful learners ought to be engaged with a situation where they will practise talking with real individuals for real aims.”²
  

In this present advanced world, modern learners have to master good speaking skills, as they are the most important skills to prove themselves in every field. Advances in electronic and digital media, a high competition in colleges, universities and workplaces and changing career landscapes have made learners' speaking skills a compulsion. One of the most fundamental and essential factors of communication is conversation. It enables learners to share ideas, thoughts and opinions, and receive them from others in turn. On the surface level, conversation seems to be very simple, but effective conversations include a give-and-take exchange that consists of elements such as eye contact, body language, responding, paraphrasing and summarizing. Among all the four language skills, speaking seems intuitively the most important one and it is a crucial part of a foreign language or a second language teaching and learning. According to Chaney (1998, 13)³, “Speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols in a variety of contexts”. Despite the importance of speaking skills for many years, teaching of speaking skills has been ignored and has been given a least importance and the EFL/ESL teachers have been teaching speaking skills just like memorization of dialogues, repetition of drills and recite memorized textbook dialogues. Nevertheless, today’s modern society demands the importance of developing learners’ speaking skills as the learners can settle down well in their professional career. Improving speaking skills consume a lot of classroom practice, motivation to both speaking and various activities.
In a foreign language or a second language classroom, the learners should have some main important factors. They should clearly understand the content when speaking and they should have the ability to use effective oral communication skills. They also need a real-time exposure that is implemented by the teachers with a set of classroom activities developed in a dynamic interactive learning environment where both teachers and learners collaborate and cooperate with one another to create a comfortable, relaxed and safe atmosphere for a perfect productive talk in the classroom environment. The process of learning and applying speaking skills in English are very closely related. Since this technique enables the learners to connect them what they learn and what they apply while speaking in the classroom. To achieve this goal, the foreign language or second language teachers should develop their learners’ communicative competence through a diversity of classroom activities that include various styles and types of expressions, situational as well as contextualized expressions (Airport, Train Station, jargon, business English, etc.), acquainting students with the different language discourses, and the different accents and dialects of native speakers. It is the responsibility of a teacher to select and adopt the suitable activity and strategy, to meet the needs, goals and interests of the learners.
As stated by Harmer (2001, 271)⁴ in the Oral expression course, the most widely speaking activities should: “fall at or near the communicative end of the communication continuum”. The teacher should create interaction by exchanging information and expressing ideas with utmost care about the correct grammar (accuracy), adequate vocabulary, a good pronunciation as well as acceptable fluency to convey a meaningful speech that sounds like a native speakers’ own by following the classroom activities such as role-pays, simulation, talking circles, discussions, debates, role cards, information gap activities, storytelling-based activities and so on.