The ministry of higher and secondary special education of the republic of uzbekistan termiz state university course work theme: different types of activities

partners;
– listen to the filmstrip, retell the talk of the characters.
2. Exercises for teaching the perception of dialogic speech when participating in a dialogue, for example:
– listen to the recorded questions. Give the detailed answers in the pause led out for this purpose;
– listen to the dialog’s (polylog’s) beginning, continue it in the pair work;
Working with audio text involves a clear sequence of actions of the teacher and students: preliminary instruction and preliminary task; the process of perception of audio text; tasks that control understanding.
Let's give a classification of speech exercises with audio text:
1.Exercises before listening to the text. The purpose of these exercises is to prepare students to listen to the audio text, introduce them to the text topic, update their existing knowledge and experience, create a motive for the upcoming work, remove all kinds of difficulties.
2. Exercises in the process of listening to the text. While listening to the audio text, students should understand what its meaning and the communicative intention of the speaker is, keep in mind the information that they learned from the text and give it an assessment.
3. Exercises after listening to the text. The task of post-text tasks is to involve students in dynamic creative activities, ways to control the understanding and effective communication process. These are exercises of a textual nature (right-wrong, yes – no answers to questions, drawing up a plan, retelling, completing the text, conversation, discussion, evaluation of the characters, their actions and the text itself
Learning to listen is a fairly relevant process of teaching English, since speech communication is impossible without listening. The concept of listening involves the process of perceiving and understanding spoken speech by ear. The communicative feature of listening as a type of speech activity plays a major role in the first stage of learning English. In addition, today, listening can also be attributed to developmental learning. This is due to the fact that the very process of listening to speech involves memorizing various types of texts, which improves memory and develops horizons; the use of metaphorical expressions that trains attention, and, finally, the ability to listen and understand what is heard, which brings up attentiveness to the interlocutor. Thus, all of the above allows you to fully appreciate the benefits of learning listening skills in English lessons in primary school.¹
According to the researcher A. Bigich, listening is an understanding of the oral speech perceived by ear. In fact, as an independent type of speech activity, it is important in human life. In the methodology of teaching a foreign language, listening was considered a passive type of speech activity. Only through research American scientists J. Asher and S. Krashen, whose ideas formed the basis of popular modern methods of learning foreign languages (understanding – achievement – before reproduction // comprehension – before – production), listening has become an active type of speech activity. When teaching students to listen, we are faced with the problem of forming the skills of this type of speech activity. In the methodological literature, there are many attempts to create systems of appropriate exercises. In theory, they seem appropriate, especially if listening is considered in isolation from learning other types of speech. However, in practice, these exercises are not widely used. Therefore, the function of preparatory listening exercises, including and on the formation of appropriate skills, largely takes over the teaching of speaking. Listening with an understanding of the main content involves, first of all, the student's understanding of the topic and the essential details of the audio text. To do this, it is enough for the student to understand 75% of his information, provided that the remaining 25% does not contain key information that is essential for understanding the entire content of the audio text. This type of listening involves the formation of the student's skills to predict the content of the audio text by its title, to guess the meaning of unfamiliar lexical units, to ignore individual lexical units that do not interfere with the understanding of the main content, to determine the semantic parts of the text and connections between them and the like. Listening for the purpose of finding the necessary information or information that interests, involves the understanding of the student of specific information that may be set by the teacher or related to the interests of the student. The student should quickly find the necessary information and concentrate on it, trying to understand the information in full or its main content (depending on the communicative attitude). This type of listening involves the formation of the student’s skills of orientation in the logical and semantic structure of the audio text, finding and choosing new or given information, combining the information received from several audio sources into a logical whole according to specific tasks. The accuracy of understanding the audio text in this type of listening is determined by the correct answer of the student to the teacher’s question about whether the student is interested in such information, which part of the audio text was the most informative, whether there are new facts in the audio text for the student.²