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

CHAPTER II PRACTICAL PECULIARITIES OF TEACHING LISTENING FOR ELEMENTARY LEVEL PUPILS
2.1. DIRECTIONS TO METHODOLOGY OF TEACHING LISTENING SKILLS FOR ELEMENTARY LEVEL LEARNERS
Effective, modern methods of teaching listening skills encompass everything from interactive exercises to multimedia resources. Listening skills are best learned through simple, engaging activities that focus more on the learning process than on the final product. Whether you are working with a large group of students or a small one, you can use any of the following examples to develop your own methods for teaching students how to listen well.
Interpersonal Activities
One effective and nonthreatening way for students to develop stronger listening skills is through interpersonal activities, such as mock interviews and storytelling. Assign the students to small groups of two or three, and then give them a particular listening activity to accomplish. For example, you may have one student interview another for a job with a company or for an article in a newspaper. Even a storytelling activity, such as one that answers the question “What was your favorite movie from last year?” can give students the opportunity to ask one another questions and then to practice active listening skills
Instructional Tips
Whatever method you use for teaching listening, keep a few key instructional tips in mind that will help both you and your students navigate the learning process. One, keep your expectations simple, as even the most experienced listener would be unable to completely and accurately recall the entirety of a message. Two, keep your directions accessible and build in opportunities for students not only to ask clarifying questions, but also to make mistakes. Three, help students navigate their communication anxiety by developing activities appropriate to their skill and confidence level, and then strengthen their confidence by celebrating the ways in which they do improve, no matter how small.
The modern effective methods of teaching listening skills include everything from interactive exercise to multimedia resources. Listening skills can best learn or improved through simple and engaging activities that focus more on the learning process instead of the final product. It doesn’t matter you are working with small or large groups of students, you can use any of the following technique to develop your own methods for teaching students how to listen well. Interpersonal activities The non-threatening and effective way for students to develop stronger listening skills can be done by interpersonal activities such as mock interviews and storytelling. Students are assigned to small groups of two or three they are given by a particular listening activity to complete. For instance, you may have an interview with a student for a job with a company or for an article in a newspaper. Even a storytelling activity can give students the opportunity to ask one other question and then practice active listening skills. Group activities Large group activities also give the opportunity to the student to help through a helpful method for teaching listening skills to students. You can also begin with a simple group activity. For the first activity, students are divided into the groups of five or more and instruct them to learn one interest or hobby of at least two other group members. It is necessary to encourage students to ask clarifying questions during the activity and you may allow them to takes notes because it is helpful. While, as time passes and their skills grow, you should limit students to only write notes after the completion of the first activity. The second part of the activity is to allow students sit in a large circle and then have each individual student to share their name and their interest hobby of the group member that they met. This second part of the activity leads to additional listening exercises. Audio segments You can also teach listening skills to the students through audio segments such as radio programs, instructional lectures, online podcasts, and other audio messages. It is necessary to deploy interactive listening programs in class with students and then instruct them to repeat the exercise on their own. First of all, instruct students to prepare for listening by imagining anything they want to learn from the content of the audio segment. It’s on you to choose shorter or longer audio segments and you can also choose more challenging or more accessible material for this type of exercise. Video segments The other most helpful resource for teaching listening skills is video segments that include short sketches, documentary films, dramatic or comedic material, news programs, and interview segments. As in the audio segment, you can select the portion and length of audio you can also do it in a video segment based on the skill level of your students. First, watch the segment without any sound and discuss it together with the student. Encourage your student what they think will be the content of the segment. This will improve their listening and thinking power. Whatever method you use for teaching listening, keep a few key instructional tips in mind that will help both you and your students navigate the learning process. One, keep your expectations simple, as even the most experienced listener would be unable to completely and accurately recall the entirety of a message. Two, keep your directions accessible and build in opportunities for students not only to ask clarifying questions, but also to make mistakes. Three, help students navigate their communication anxiety by developing activities appropriate to their skill and confidence level, and then strengthen their confidence by celebrating the ways in which they do improve, no matter how small. Many students often encounter trouble in listening to foreign people even though they are doing well in the English classroom. Some students complain to teachers that, although they can understand what ALTs (Assistant Language Teachers)’ are saying because they speak slowly and clearly, they cannot understand what native English speakers are saying in real life.⁶ What materials should to be used for listening practice? First, the materials for listening practice should be authentic. Then, they have to be authentic educational. Authentic materials are the materials taken from original sources, which are characterized by naturalness of lexical filling and grammatical forms, by situational adequacy of the used language material. They illustrate cases of authentic word usage that can be used when training in a foreign language. Educational authentic materials are the materials, which are specially developed taking into account all parameters of authentic educational process and criteria of authenticity and intended for the solution of specific educational objectives. What requirements have to be imposed to authentic materials? Material for training listening has to conform the following requirements:
1. Compliance to age features of students and to their speech experience in native and foreign languages.
2. Contents of information, it should be new and interesting to students.
3. Representation of different forms of the speech.
4. Existence of excess elements of information.
5. Naturalness of the situation presented in it, characters and circumstances.
6. Ability of material to cause a reciprocal emotional response.
7. Existence of educational value is desirable.
It is necessary to highlight that training in a natural, modern foreign language is possible only on condition of use of the materials taken from life of native speakers or made taking into account features of their culture and mentality according to the accepted and used speech norms. Use of the similar authentic and educational and authentic materials representing the natural speech work created in the methodical purposes will allow to carry out training listening with bigger efficiency, to imitate immersion in the natural speech environment at lessons of a foreign language. A lot of listening is experienced from recorded extracts — on CD, tape or via MP3 players of some kind. Frequently this is commercially produced, either as part of a coursebook or as supplementary material. But there is no reason why teachers should not record their own listening materials, using themselves or their friends or colleagues. With modern recording technology available through a range of media, it is quite possible to produce recordings of reasonable quality. We can download a huge amount of extremely useful listening material from the Internet, too, provided that we are not breaking any rules of copyright. Recorded extracts are quite distinct from live listening, the name given to real-life face-to-face encounters in the classroom. To some extent all teacher talk is live listening, but in particular the term live listening is used to refer to situations in which the teacher brings visitors into the class or, if this is not possible, role-plays different characters for the students to talk and listen to. The main advantage of live listening over recorded extracts is that the students can interact with the speaker on the basis of what they are saying, making the whole listening experience far more dynamic and exciting.⁷