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

2) While listening
Listeningforgist, or listening to understand the general content of the text, without focusing on specific details.
Listeningforspecificinformation, or listening to understand certain details of the text.
The most typical settings are tasks for this stage of working with text:
• listen to the text and insert the missing words in sentences
• listen to the text and tell which of the proposed phrases were used in it without any changes
• listen to the text and tell what definitions to the following words were found in it.
• finish the following sentences.
• listen to the text and say what it said about something.
• listen to the text and find the Russian/English equivalent of the words.
3) After listening
Post-listening. Reaction to the text.
– tasks for creative processing of perceived information;
– tasks for using the information received in communication and other activities
Examples of tasks for understanding control after listening:
• confirm or refute statements;
• choose illustrations for the text;
• organize the items of the plan;
• perform a multiple choice test (out of 3-4 statements, one is correct, the rest are distractors – distracting);
• perform a recovery test (students listen to the text twice. The second time the text is presented with omissions at pre-determined intervals. The task of the students is to write down the missing words in order.);
• perform an alternative test (yes – no, “+”, “–”);
• choose a text title from several suggested options;
• determine the number of semantic parts;
• depict what you have heard in the form of a drawing.

Children of primary school age are very fond of drawing and are happy to perform listening tasks where it is necessary to finish the drawing or color it in accordance with the sounding text.

Listening tasks are also varied due to games that require increased attention. Such games help students not only have fun, but also require them to listen carefully to the words of the speaker.
Games can help achieve the following listening goals:
1) teach students to understand the meaning of a single statement;
• listen and mark the phrase that the announcer does not say
2) teach to highlight the main thing in the flow of information;
• listen to the rhyme and finish it with question words
3) teach students to recognize individual speech patterns and combinations of words in the speech stream;
• listen to the phrases and mark the ones that the announcer says
4) develop students' auditory memory;
• listen and note what time the announcer calls
5) develop an auditory response.
• listen and execute the command
The simplest example of such a game is True or false. The teacher asks the children to listen carefully to what the announcer will say. If what he says is true, students clap once, if not, twice.
Since younger schoolchildren tend to be creative with all tasks and love to draw, such variants of games are offered.
• Color the drawing in the color that the announcer will name
• Connect the dots sequentially to make a drawing, and make a signature to it. Color the drawing.
• Listen to the names of objects and draw them.
So, the above tasks contribute to the development of listening skills. The learning process becomes more attractive and diverse. During the lesson, games allow you to switch from one type of activity to another. Auditory games take into account the psychological characteristics of children of primary school age. Games also have an educational value: they allow you to cultivate such qualities as the ability to work in a team, friendliness, attentiveness.
The above variety of listening tasks proves that the learning process can be very interesting and entertaining. Underestimation of listening leads to incorrect phonetic design of independent speech actions, to problems of composing speech utterances, to inability to listen to the interlocutor and actively participate in communication.

Conclusion on Chaptеr II

As already mentioned above, listening is the basis of communication, and the mastery of oral communication begins with it. Possession of such a type of speech activity as listening allows a person to understand what is being reported to him and respond adequately to what is said, helps to correctly state his answer to the opponent, which is the basis of dialogic speech. In this case, listening teaches the culture of speech: listen carefully to the interlocutor and always listen to the end, which is important not only when talking in a foreign language, but also when talking in your native language. Listening is the basis of language teaching, since in primary school mainly wordless translation is used, based on visual aids, when children use guesswork, which develops thinking and arouses interest. Also, listening is of paramount importance when studying sounds, since they perceive everything by ear and it is important that they clearly catch the sound, and with the support of the teacher, they can reproduce it. Here they should catch the difference between how the teacher pronounces and how they pronounce themselves, the teacher should demand from them the correct pronunciation of the sound as long as possible, as close as possible to the pronunciation of the teacher, correct immediately after the sound is played. Incorrect pronunciation leads to misunderstanding of the meaning of what is said. The role of listening in teaching a foreign language should not be underestimated. However, like the role of other types of speech activity, it is impossible to separate listening from speaking, writing, or reading. The communicative feature of listening as a type of speech activity has a dominant role at the first stage of learning a foreign language.
There are several reasons why an early age is preferable for studying a foreign language. A small child has a well-developed long-term memory. Everything he taught is remembered for a long time. The younger the child, the smaller his vocabulary in his native language. But at the same time, his speech needs are also less: a small child has fewer spheres of communication than an older one; he does not yet have to solve complex communicative tasks. So, mastering a foreign language, he does not feel such a huge gap between the possibilities in his native and foreign languages, and his sense of success will be brighter than that of older children. Indeed, as soon as a child learns to read in his native language, he learns this skill in a foreign language, gets access to additional sources of information. He does not realize that he is reading lightweight, adapted texts, because even in his native language, the texts being read are not so difficult.
All this allows us to fully appreciate the benefits of learning a foreign language in primary school. Since the listening process itself involves memorizing feasible texts by ear, which develops memory, the use of riddles and ‘confusions’ (develops attention), the ability to listen and understand what is heard (educates attentiveness to the interlocutor), and much more, then listening can be attributed to developmental learning.
Mastering listening makes it possible to realize educational, educational and developmental goals. It allows students to learn to listen attentively to the sounding speech, to form the ability to anticipate the semantic content of the utterance and thus educate not only the culture of listening in a foreign and native language, but also contributes to the formation of communicative competence.
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, messages from the students themselves), because it contributes to the formation of an understanding of speech by ear, and, consequently, forms a communicative competence.