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

Focus Questions
Discover the answers to these questions as you listen to the story.
1. What are the names of the two characters in the story?
2. What do each of the characters do for work?
3. When does the story take place?
4. How did the two people in the story meet?
5. What is the story about?
6. Why doesn’t the female character folk dance any more?
7. How did each character feel towards each other at the beginning of the story.
8. How do they feel toward each other at the end of the story.
9. Why did the main activity of the story take place?

One More Date (Complete Song Lyric)

by Sherrie Taylor
Last night I met the man of my dreams
I hope he's all he seems
We talked, we laughed and then we touched
To me it meant so much.
One more date, one last night.
Could this be my Mr. Right?
We toasted the night and danced till dawn
It feels so right to ever be wrong.
Together we embraced this special time
Together we loved as if the first time.
One more date, one last night.
Could this be my Mr. Right?
By morning’s light we walked away
It looks so different by the light of day.
He spoke of love and took my hand.
Is this the one or just a one night stand?
One more date, one last night.
The always illusive Mr. Right.

One More Date (Song Lyric – Exercise Sheet)

After listening to the song, fill in blanks with the missing words.
Last night I met the man of my ______________
I ____________ he's all he seems
We talked, we ______________ and then we touched
To me it meant so _____________.
One more ____________, one last night.
Could this be my Mr. ______________?
We toasted the night and danced till ______________
It feels so _______________ to ever be wrong.
Together we embraced this _______________ time
________________ we loved as if the first time.
One more date, one last ________________.
_______________ this be my Mr. Right?
By morning’s _____________ we walked away
It looks so different by the light of ____________.
He spoke of _____________ and took my hand.
Is this the one or just a one night ______________?
One more date, one ____________ night.
The _____________ illusive Mr. Right.

Recognizing Contractions

Exercise 1.
You will hear either sentence (a) or (b). Underline the full word from the sentence you hear.
Example You hear: a. They’d ask a good question. will would
b. They’ll ask a good question.
Now Listen.
1. a. They’ll ask a good question. will would
b. They’d ask a good question.
2. a. I said I’d do the work. will would
b. I said I’ll do the work.
3. a. Who’ll do the work? will did
b. Who’d do the work?
4. a. Where’ll Ann find one? will did
b. Where’d Ann find one?
5. a. Do you think they’d like it? will would
b. Do you think they’ll like it?

Exercise 2. You will hear a sentence. It will be read twice. Write the missing words.

Example You hear: Do you think there’s any left?
You write: Do you think ____ there’s ____ any left?
(or)
Do you think ____ there is ____ any left?
1. _________________________ ___________ be going.
2. ____________________________________ my jacket.
3. I think _____________________________ go tomorrow.
4. ___________________________________ go together.
5. She ________________________________ park there.
6. ______________________________ be home by then?
Recognizing Contractions (Teacher’s Version)
Exercise 1. You will hear either sentence (a) or (b). Underline the full word from the sentence you hear.
Example You hear: a. They’d ask a good question. will would
b. They’ll ask a good question.
Now Listen.
1. a. They’ll ask a good question. will would
b. They’d ask a good question.
2. a. I said I’d do the work. will would
b. I said I’ll do the work.
3. a. Who’ll do the work? will did
b. Who’d do the work?
4. a. Where’ll Ann find one? will did
b. Where’d Ann find one?
5. a. Do you think they’d like it? will would
b. Do you think they’ll like it?
Exercise 2.
You will hear a sentence. It will be read twice. Write the missing words.
Example You hear: Do you think there’s any left?
You write: Do you think ____ there’s ____ any left?
(or)
Do you think ____ there is ____ any left?
1. __________ I’d (or I had) better___________ be going.
2. __________That’s (or that is)____________ my jacket.
3. I think __________I’ll (or I will)_________ go tomorrow.
4. __________We’ll (or We will)___________ go together.
5. She _______shouldn’t (or should not)______ park there.
6. __________Won’t (or Will you not)__ be home by then?
Modals Exercises
Exercise 1.
Underline the word that best fits the missing word. For help, look at the examples in the chart. Example:
might must You haven’t eaten all day. You ______ be hungry.
1. should may I _______ have to work late tonight.
2. can might It’s late. She _______ already be in bed.
3. should would I ________ like to go to the party.
4. should would You _________ brush your teeth before going to bed.
5. might had better We have nothing to eat for dinner. We ______ stop at the store
. Exercise 2. Choose the sentence that is closest in meaning.
Example:
1. We must leave.
a. We should leave.
b. We have to leave.
c. We may leave.

2. Would you close the door please?

a. Should you close the door?
b. Must you close the door?
c. Could you close the door?
3. You ought to see a doctor.
a. You have to see a doctor
b. You might see a doctor
c. It’s a good idea for you to see a doctor.
4. You should be nice to your sister.
a. You could be nice to your sister.
b. You had better be nice to your sister.
c. You ought to be nice to your sister.






















The Telephone Game can be played around the dinner table or anytime when at least 3 members of your family are present.
Start with single words if your child is very young and slowly move up to phrases, then entire sentences as they become more competent at listening.
Make up a word or sentence and whisper it into your child’s ear, who must whisper it to the next family member, who continues passing the message around the table. The last person to hear the message says it out loud.
This usually ends in laughter as the phrases often change and the message is broken. In time, your child will be able to listen to detail better and convey accurate messages.
Vary the sentences by using alliterations (e.g. my tiny teddy is talking) and rhyming sentences (e.g. do you have a blue shoe?).
Also, change the order of who-whispers-to-who and allow your child to make up messages as well.

The Musical Statues game is another favourite that kids love.

All you need is some music and a space to dance. Play the music and stop it every now and again. You and your child must both freeze as soon as the music stops.
You will see the difference over time as your child refines their listening skills. Initially, it may take a while for your child to realize the music has paused and to stop dancing.

Conclusion

Thus, pre-listening, while-listening, and post-listening exercises could help EFL learners to improve their listening skills. The fact that learners who got pre, while, and post-listening instruction performed much higher on the posttest implied that the experiment was helpful in encouraging learners to grasp the listening text. Furthermore, through the educational intervention, learners adapted the examples given during the experiment period to real-life circumstances. In summary, while the duration and breadth of this study were restricted, the findings clearly showed that pre-listening, while-listening, and post-listening activities expedite accomplishment and had a beneficial influence on some crucial aspects such as motivation and joy of the class. The students' responses to the interview questions demonstrated their enthusiasm for the before, during, and postlistening exercises that improved their listening comprehension. They also expressed gratitude for the activities that made learning simpler for them by allowing them to listen to the material and take notes. According to the interview questions, the activities enhanced group collaboration and assisted students in expanding their networks. Several options for further research are open in light of the current study's findings: The current study may serve as a foundation for future research to see whether the same results are produced when pre-listening, while-listening, and post-listening studies are conducted in connection to other areas of listening comprehension. Given that this study is conducted with two groups of female graduate students from a private engineering college, it is proposed that comparable studies with mixed-gender subjects can be duplicated to examine the effects of topic, memory, and text length on listening comprehension. Language teachers and syllabus writers are expected to incorporate a variety of prelistening, while-listening, and post-listening activities, as well as shift the emphasis of listening lessons from testing listening to teaching listening, to assist language learners in improving their listening performance .

Glossary

TERM	DEFINITION