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

CONCLUSION
We learned that listening isn’t a passive activity. We must do many things to process information that we are receiving. We must know the nature of listening, both in real language use and in language classroom and focus on the process of listening rather than on the result of listening.
Nowadays people live in a world that, due to the economic, social, political and cultural phenomena, moves forward very rapidly. For this, human beings need to be increasingly prepared, updated and ready to face the challenges of a world in state of nonstop evolution and constant development; therefore, it is necessary to know, to interpret and to interact reciprocally with the phenomena and the changes that surround society, but to be able to interpret these changes, it is necessary to break some barriers, the barrier of language in this case; The fact is, to not have access to knowledge of a second language renders it almost impossible to be prepared for these changes.
In order to learn any language, it is necessary to enhance the four linguistic skills (listening, speaking, reading, writing,) each of them develops differently and requires different strategies to be learnt. The aim of our course paper is to find out all appropriate sources of internet, theoretical justification, development and experimental check of a technique of teaching listening to a foreign language by means internet technology for developing listening skills of students at academic lyceum. In the introduction, the actuality of the research work is represents the analysis of online tools and the usage of new internet technologies in the field of education on the demand of listening skills, search new approaches to establish those methods. The need for effective methods of teaching listening to English academic lyceum by means of new online technologies also defines an actuality of our course paper. Therefore, it obvious above mentioned, our research is written to find out main principles of using online techniques in teaching listening at academic lyceum.
Since, primary school pupils receive input in English, it is relevant for English teachers, to keep in mind different strategies such as dictations, songs, pronunciation connected to flash cards and role plays among others which developed listening abilities and also we had to take into account how those exercises should be applied in relation to the pupils realities and needs.
In Uzbekistan for young EFL learners, sometimes it is difficult to interact and to understand the spoken English language, because they do not have a good input in terms of vocabulary, authentic material and listening background in the target language. Being specific, in the case of primary school, it was very useful to use games in the learning process, because these children grew up in an environment with a lack of confidence; we noticed that children looked each other and ask questions about the activity because they did not have self-reliance.
When children encounter ineffective listening in early life, and base their own listening on the patterns they have been exposed to, it is difficult for those patterns to be changed latter, for that reason it is very important to start with children the listening process.
The games in the classes, besides giving the kids enjoyment, pupils were learning the way to use the language in the manner they could understand easily, and they can begin their process of learning the target language without feeling frustrated or discouraged for not being able to understand what is being said.
It was common to see the lack of the cooperation among the pupils when they were participating in a contest or a listening activity; for them the most important thing was to win, due to the fact that they were interested in the price they were going to receive at the end of the game. The objective that the pupils had was to take part of the exercise, but independently, keeping in mind that for them was better to obtain the prize individually in order not to divide it. At first they seemed to be interested only in the reward, but then, when the teacher decided not to use that strategy again, it was observed that the children did not care much about it and just continue participating actively.