Thе ministry of highеr еducation, sciеncе and innovations of thе rеpublic of uzbеkistan samarkand statе institutе of forеign languagеs coursе work thеmе: improving listening skill to pre-school and primary education students

CONCLUSION
In our work, we have considered the problem of teaching listening to a foreign language in elementary school. We have achieved the goal set for us, for which we have completed the following tasks:
• analyzed the literature on the research topic;
• considered the difficulties associated with learning listening.
• Reviewed the system of exercises provided in the training line of the "RainbowEnglish" methodological kit and aimed at developing listening skills for elementary school students.
• Analyzed the advantages and disadvantages of the audio material presented in the UMK.
Thus, in this paper, the main theoretical issues related to teaching listening were considered, as well as practical examples of teaching listening in the lower grades. Having studied all possible materials, the following conclusions can be drawn:
Currently, the system of exercises for the development of listening skills provided by the RainbowEnglish UMC includes training in this type of speech activity as a learning goal, and as a means of mastering other types of speech activity. The advantages of the system include:
• audio texts are rationally selected and completed fragments of sounding speech. They have semantic completeness, semantic structural integrity, compositional formality.
As for choosing the right audio texts, it can be concluded that they meet the criteria for selecting materials on listening for younger students:
• The length of the text for listening is no more than 1-2 minutes.The content of the text corresponds to the language level of elementary school students. The subject matter of the texts is selected in accordance with the age interests of the students.The speaker pronounces the text clearly, there are no external noises. Clear studied language models are presented.
The disadvantages are:
• exceeding the norm of the speed of reading the text by the speaker. But with the help of pauses in listening, you can minimize this problem.
• the texts provided by the developers of the "RainbowEnglish" EMC are read by Russian-speaking speakers, adults, while sometimes the voice of a peer is required. But thanks to the possibilities of the Internet, you can find, download and show children absolutely authentic material, since many texts are taken from original sources.
Listening is closely related to other types of speech activity, therefore, on the basis of its expanded application, it is possible to make foreign language teaching much more effective.
When teaching listening, we solve the tasks of developing speech, language, socio-cultural, compensatory, educational and cognitive competencies.
The analysis of phenomena that make it difficult to perceive speech by ear allows you to correctly select and grade the material used to teach understanding by ear, and serves as the basis for choosing in favor of applying a system of exercises aimed at teaching students to overcome the difficulties considered. To achieve the desired results in teaching listening, both special and non-special speech exercises, as well as language exercises, should be used.
The main means of teaching listening as a goal is audiotext and the skillful organization of work with it is designed to solve a number of important tasks of teaching foreign language comprehension by ear.
In addition, we have found that when learning listening at the initial stage, learning in games brings the greatest effect, because the game activates mental activity, allows you to make the learning process more attractive and interesting.
The work we have done confirms that listening should be present at each lesson, in a different presentation (teacher, audio recording, video, because it contributes to the formation of an understanding of speech by ear, and, consequently, forms a communicative competence.
Summing up the analysis of the methodology of teaching listening, it should be emphasized that listening in a foreign language is one of the skills that cannot be formed once and for all. It requires constant training with the use of ever-increasing complexity of the material and in conditions of increasing difficulty.
As a result of the study, the hypothesis proposed by us that the development of listening skills is possible, provided that during the training, students should develop auditory skills, probabilistic forecasting skills and an increase in memory when using a certain system of exercises, was confirmed.