TheMinistry of Higher and secondary education of the Republic of Uzbekistan The pedagogical institute of shakhrisabz

The theme of the paper is creating pre-, while -, post-listening activity skills of all ages at schools. It is a practical teaching method that we teach the youth with these methods. The reason for learning this type of learning method depends very much on the purpose for learning. The use of intensive methods in the classroom is discussed, with the pupil benefiting from the creating to real listening skills being used in a real context.
The actuality of the work is to identify the importance of listening skills in language learning and teaching, it is essential for language teachers to help their pupils become effective learners by acquiring accepted listening skills.
The aim is to overview theoretical basis of teaching language and its development, to analyze the existent problems in teaching listening skills and find the ways out of this problem by creating a series of exercises that can be useful in classroom activities.
Thus, according to the set aim we are to solve the following tasks:

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  to determine the aim and nature of teaching listening skills;
  
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  to describe the method in teaching listening
  
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  material design, exercises, activities and games for teaching listening at school
  

The novelty of the course paper is reflected by different interactive teaching internet methods, schools’ programs and essential instructions for teaching pupils to use internet resources to improve assessing language skills.
The structure of the course paper consists of introduction, two chapters and conclusion which are followed by the bibliographic list of the literature used in the course of research.

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Chapter one
1.1 How can you improve your active listening skill?

In today’s high-tech culture, communication is more crucial than ever, but people are spending less and less time truly listening to one another. Genuine listening is becoming rarer, even though it is crucial for developing relationships, addressing problems, ensuring understanding, settling disagreements, and increasing accuracy.

When you listen well at work, you make fewer mistakes and waste less time. Good listening promotes the growth of resourceful, self-sufficient employees who can also solve problems in their personal lives. The ability to listen enriches all aspects of one’s life.
Listening is a skill that many of us take for granted. People frequently hear what is being said, but hearing is not the same as listening. To listen, we must make a conscious effort to not just hear but also absorb, digest, and understand what others are saying.
Of course, those with hearing loss or impairment may struggle with certain aspects of communication, so when we discuss listening skills, it’s important to remember that it’s a two-way process. Good communication skills mean considering the other person’s situation and needs. 
Listening not only improves your capacity to understand and communicate but can also make other people’s experience of conversing with you more pleasurable
Distractions are everywhere: television, radio, traffic noise, telephones, laptops, and more, making it difficult to listen with complete focus. Furthermore, when we do listen, we are prone to listening on autopilot, nodding and agreeing without truly understanding what is being said.
While the other person is speaking, we may interrupt, dominate the conversation, or plan our next words. If someone’s viewpoint differs from ours, we can be quick to judge them.
Self-interest maintains our own demands and thoughts in the forefront of our minds, pushing the speaker to the back of our minds. Prejudice, prior experiences, personal agendas, and negative self-talk can all lead to a self-centred mindset.
Communication might also be hampered by psychological barriers – such as making inaccurate assumptions, providing unsolicited counsel or analysis, denial, and feelings of fear, apathy, jealousy, or defensiveness.
What is active listening?
Active listening does not come easily to us, so we must make a conscious effort to practise it. It takes time to master and a lot of practice to become adept. Active listening is completely focusing on what is being said and absorbing it without bias, as opposed to simply glossing over the general message.
How can you improve your active listening skills?
1. Consider eye contact
Holding someone’s gaze can feel like hitting a moving target: someone’s talking to you, but you’re looking around the room, checking your phone, or staring at your screen. In many cases, the speaker may only have a small part of your attention. You don’t want to make the speaker have to ask you to look at them as if you were a child.
In most Western cultures, eye contact is a fundamental part of good communication – bear in mind, though, that in cultures such as Japan and Korea it can come across as forceful and rude. Similarly, some neurodiverse people may find persistent eye contact difficult. It’s important to understand your audience/speaker and their needs.
However, for many people, we communicate by looking each other in the eye. That’s not to suggest you can’t converse across a room; but if it goes on for too long, one of you will get up and move in order to hear the other properly.
Turn to face your conversation partner out of politeness. Remove all papers, books, phones, and other distracting items. Look at your partner, even if they aren’t looking at you. Shyness, uncertainty, embarrassment, guilt, or other feelings, as well as cultural taboos, can prohibit certain people from making eye contact in particular situations. You can forgive them – but for your part, stay attentive.
2. Be alert, but not intense
Now that you’ve made eye contact, relax into the conversation. You don’t have to fix your eyes on the other person; in fact, being too attentive or intense can unsettle the speaker. Although, again, some people may need this regular contact to follow the conversation. Overall, it’s useful to pay attention in a way that suits you.
You should try and consciously shut out background sounds and activities. Also, try not to focus too much on the speaker’s accent or mannerisms, as they might be distracting. Try not to allow your personal sentiments, beliefs, or biases to get in the way.
3. Pay attention to nonverbal signs, such as body language and tone
Nonverbal communication, excluding email, accounts for the majority of direct communication. We can get a lot of information about one another without needing to say anything. The sound and tone of someone’s voice, even over the phone, can convey almost as much about them as what they say.
An expression around the eyes, a twist of the mouth, or a raising of one’s shoulders can indicate enthusiasm, boredom, or disapproval when you’re face to face with someone. You can’t afford to disregard these cues. Remember that words only convey part of the message.
Again, it’s important to point out that body language can vary between cultures, and neurotypical people may find it easier to pick up on than some neurodiverse individuals. 
4. Make a mental image of what the speaker is saying
Allow your brain to create a mental image of the information you’re hearing. Your brain will do the work – whether it’s a mental picture or the organisation of ideas – if you stay focused and your senses are fully engaged. When listening for long periods of time, concentrate on and remember key words and phrases.
Don’t think about what you’re going to say when it’s your turn to listen; it’s too difficult to mentally rehearse while listening. Pay complete attention to what the other person is saying. Finally, remember what is being said, even if it seems dull or unimportant. Make a conscious effort to refocus your thoughts when they begin to wander.
5. Empathise with the speaker
Effective listening is based on empathy and emotional intelligence. You’re a good listener if you’re sad when the person you’re talking to displays sadness, glad when they express happiness, and fearful when they express their concerns. You can show this through your facial expressions and words.
To have empathy, you must put yourself in the other person’s shoes and allow yourself to feel what it’s like to be them at that moment. This is difficult to achieve and requires a great deal of effort and concentration. Regardless, it will enhance the quality of your interactions to no end.
6. Provide feedback
Reflect the speaker’s emotions to demonstrate that you understand their point of view. If the speaker’s emotions are masked or unclear, it’s occasionally important to repeat their message to ensure you’ve understood. Simply nod and demonstrate your understanding with appropriate facial gestures and well-timed noises of assent.
You need to show the speaker that you are following their train of thought rather than daydreaming while they are speaking to you. Always double-check your understanding of instructions in task situations, whether at work or at home.
7. Keep an open mind
Listen without casting judgement or mentally evaluating what the other person is saying. Feel free to be uncomfortable if what they say makes you uncomfortable, but don’t engage in internal discourse, such as formulating a riposte or comparing the speaker to others. As soon as you indulge in judgemental thinking, you’ve diminished your value as a listener.
Listen without jumping to conclusions. Keep in mind that the speaker is expressing their inner thoughts and feelings through words. You have no idea what those feelings and ideas are; the only way to learn is to listen

§ 1.2 Сreating pre-, while-, post- listening activities.

It is far beyond any doubt that listening practice is vital when laearning a language. Students now can be exposed to a wealth of activities which are available online and offline. However , listening activities must be designed in the way that they hook the learners engage them totally in the learning process.
In order to have a productive listening session teacher must conduct the listening by these stages:
1.Pre-listening- to prepare the learners for the listening activity, to set a context, familiarize them with the unknown vocabulary, arouse interest.
2. while- listening- this is the main task the teacher wants the learners to focus on to improve listening skills. It can be True/False statements, comprehension questions.
3. post-listening- its aim is to return the listening skills material into personalized use with the help of roleplays, personalized questions, simulations.
Pre-Listening
In the pre-listening stage, you are preparing the students to listen.
Ideally, you should already be familiar with the listening task. Before class, take a listen to the listening track and ponder these questions.
What is the situation?
How many people are speaking?
What different accents do you hear?
What is the topic?
Do you notice any language that students might find challenging (slang, colloquialisms, advanced level vocabulary)?
Also, before class begins, make sure the equipment is working properly. Test the CD or audio track. Also test the volume.
When you are in class, there are several things you need to do before you press play.
Set up the listening activity. Give students a simple preview of the listening text. You want to give them a little information, but not too much. Ideally, you should get your students thinking about what they hear. Give them just a tiny bit of information, such as the title, the topic, or a short sentence, and allow them to predict what they’re going to hear.
Ask them to preview the coursebook page or worksheet. If there is a worksheet or coursebook page that accompanies the listening track, give students time to look at the pictures, the tasks, the instructions, the questions. All this provides valuable information for the student. Remember: the students have (probably) not heard the listening track before, and they’re listening in a second language.
Steven Brown recommends that you “always set a pre-listening task”. He mentions two types of pre-listening tasks: bottom-up and top-down.
Bottom-up listening refers to focusing on grammar and vocabulary in order to understand the listening track, so a bottom-up pre-listening activity would be pre-teaching some vocabulary or grammar that is central to the listening text.
Top-down listening refers to using background knowledge (of the world or of text structure) to understand a listening text, so a top-down pre-listening activity would involve asking students to recall what they know about the topic of the listening track. For example, if your listening track takes place in a coffee shop, you can ask students what people say and do in a coffee shop or what things you usually see in a coffee shop. You can also ask students what they know about the type of listening text they’re about to listen to. For example, if it’s a video of a cook explaining how to make a dish, you can ask students to suggest what words might come up as the cook explains each step of the recipe (first, then, after that).
However, it’s important to keep the pre-listening stage fairly brief. McCaughey has noted that some teachers spend ten to fifteen minutes on a pre-listening task that is followed by a one-minute listening text. Choose one short task, and don’t let it drag on too long.
Finally, you should set up a while-listening task right before they listen. Explain the task briefly in English, and write it on the board, if necessary. Take a quick look around and make sure everyone is on the right page or the right side of the worksheet. Then. . . tap the play button and relax.

While-Listening

The while-listening stage is where students listen and do a task. Many coursebooks feature tasks, such as listening for gist, listening for main ideas, making inferences, and summarizing. Assigning a task can help students focus and develop important strategies for language learning.
Here’s a little more information about some common listening tasks.