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

Techniques and methods of teaching listening at various stages of working with text.
The choice of audio text is important for effective listening training. There are a number of requirements for listening texts: educational value, interesting plot, informative value, significance and reliability of the facts presented, compliance with the age level of the student's development and specific learning goals at different stages, authenticity of the text. The authors of the EMC "RainbowEnglish" propose to divide the work on the text into three stages [19,60]
1) Before listening
Pre-listening -to establish the situation, the topic that will be discussed - to give an idea of what will be discussed.
-ask students to formulate their own goals for listening to this information, if necessary, to help students in setting the right goal
Pre-listening
-introduce new words - unfamiliar words should not interfere with the perception of speech. Taking into account the requirements of the State, of course, this should be done using a non-translatable way of semanticizing a word, so that the student can guess the meaning on his own.
-activate vocabulary on the topic
-update knowledge on the topic - What do you know about ...? Where are they...? What is it?
-to arouse interest in the topic - perhaps by touching on the topic of the future dried material on personal experience.
-to predict the content - an attempt to guess from the title, topic, illustrations what can be discussed, how events can develop.
The preliminary instruction creates a motivational and organizational attitude, mobilizes for active work. It includes the formulation of the task, explains the ways of its implementation, orients in difficulties, sometimes indicates the forms of verification of understanding. The degree of motivation of the listeners depends on the primary attitude, and, consequently, the percentage of assimilation of the content. In addition to strengthening motivation and formulating an attitude for initial listening, the teacher should remove possible difficulties. The motivational attitude shows students what to pay attention to, what difficulties will arise and how to organize their work in connection with them.