The ministry of higher and secondary special education of the republic of uzbekistan termiz state university the faculty of foreign philology the department of foreign language and literature course work theme

Talabaning kurs ishi bo’yicha to’plagan umumiy bali ________________
Rahbar: ____________________________ ________________(imzo)
Аʼzolar:____________________________ ______________(imzo)
_____________________________ ________________(imzo)
“_____” _______ 2023 yil

CONTENT
INTRODUCTION…………………………………………………………………4

CHAPTER ONE.SELECTING FRAMEWORK FOR LISTENING PLAN
1.1.A framework for planning a listening skills lesson……………………………6
1.2.Developing listening skills through listening strategies………………………11
CHAPTER TWO.DEVELOPING A FRAMEWORK FOR LISTENING PLAN
2.1.Developing a framework to Analyze web-based materials for teaching Listening skills…………………………………………………………………….21
2.2.The ways of a great lesson plan………………………………………………29
CONCLUSION…………………………………………………………………...34
REFERENCES……………………………………………………………………35


INTRODUCTION
In learning English, listening is considered as the essential skills among other skills (speaking, reading and writing), but it involves a complex process. As listening is known as the most frustrating ability that ESL or EFL learners can master for the very first time, a number of problems have emerged (Al-azzemy & Al-jamal, 2019; Aryanaa, Suhud & Apasari, 2018; Du, 2019; Emerick, 2018). Take an example; learners are unable to regulate the aural input speed, which leads them to hear the sounds correctly. In other cases, even though the learners accurately capture the sounds, they sometimes experience some comprehension problems because they lack adequate knowledge of vocabulary, colloquial language or even slang language Thus, learners need language input as much as possible.
In addition, reflecting the common textbook for listening, Murray and McPherson Demissie Hanbi highlight that the design of textbook activities is primarily a product-oriented approach (more focused on testing the word recognition and listening comprehension of learners) rather than a method-oriented approach (providing instruction to allow learners to have a more successful method of recognizing words and understanding). Students receive little support from the textbook to efficiently understand a successful listening technique. Consequently, teachers have a vital role in the teaching and learning cycle in a classroom in order to create more efficient learning process by offering more profound insights into the capacity of learners, teaching how to listen effectively and encouraging them to listen more effectively.
Regardless of those limitations, the only effort teachers can do to enhance their students’ listening skills is to incorporate the use of technology into the learning process . Computer-Assisted Language Learning (CALL) technology should be integrated in the course or task, in addition to promoting language learning principles, when it makes teaching and learning more effective, more efficient, or both . Effective means that students use the technology to learn the language better or faster than they would have used the resources that would ordinarily be available. Meanwhile, efficient means that with less time and energy, technology helps teachers and students achieve the learning objectives.