english language teaching techniques for secondary school students

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developing listening skills of secondary senior students ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages philology and language teaching (english) field of study prepared by: pardayeva donoxon checked by: ……………………… samarkand - 2023 contents introduction …………………………………………………………...….. 3 chapter i formation of listening ………………………………. 6 i.1. listening in pedagogical studies ……………………… 6 i.2. what causes difficulties in listening? ………..……. 11 i.3. different types of listening ……………………………. 18 chapter ii boosing secondary school students’ listening skills …………………………………………………………. 24 ii.1. creating real-life listening in the classroom. 24 ii.2. essential techniques and activities to improve listening for secondary school students …………… 34 conclusion ………………………………………………………………… 45 bibliography ………………………………………………………….….. 47 introduction nowadays, english is not only worth to know, but also it is really worth knowing language. understanding modern english is so essential. english is the main language of international business and academic conferences and the …

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taught only the bases of the english language. they are not prepared to the british life, and houses. most students want to understand what people are saying in english on television or radio, face-to-face, in theaters or cinemas, or cds, or other recorded media. anything we can do to make this easier will be beneficial to them. this is especially important because the way people speak is often significantly different from the way they write. listening is also beneficial for our students' pronunciation, as the more they hear and understand spoken english, the more they learn about appropriate pitch and intonation, stress and the sounds of individual words. listening texts are good models of pronunciation, in other words, the more students listen, the better they become not only at understanding speech, but also at speaking. in fact, we must remember that successful oral communication depends not only on the ability …

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ound the world. the urgency of the problem is related to the need to develop students' listening skills, because it is of great importance for the practical use of english at any level, we know that many people cannot speak english fluently and correctly. we should say that the demands of the modern program are high and in many cases listening skills are not as important as grammar or reading in practical teaching. as a result, students often cannot understand native speakers and therefore express their wishes, requests, suggestions, and therefore the problem is how to achieve good results in practical english teaching. here we face the difficult problem of how to find more effective ways to teach listening. the object of my research is to teach a practical course to the students in secondary schools. the aim of my term paper is to develop methodical methods of teaching listening. …

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ional establishments. structurally the presented term work consists of: introduction, two chapters, conclusion, and bibliography. bibliography includes 25 items. chapter i formation of listening i.1. listening in pedagogical studies three men were on a train in england. as they approached what appeared to be wemberly station, one of the travelers said, "is this wemberly?" "no," replied a second passenger, "it's thursday" .where up on the third person remarked, "oh, i am too; let's have a drink!" the importance of listening in language learning cannot be overstated. through reception, we incorporate linguistic information, without which we cannot form language. in classrooms, students always listen more than they speak. listening competence is universally "bigger" than speaking competence. is it any wonder, then, that in recent years, language teachers have been paying special attention to listening comprehension? listening comprehension has not always drawn the attention of educators to die extent that it now …

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ended a significant "silent period" during which learners were allowed the security of listening without being forced to go through the anxiety of speaking before they were "ready" to do so. such approaches were an outgrowth of a variety of research studies that showed evidence of the importance of input in second language acquisition. stephen krashen (1985), for example, borrowing insights from first language acquisition, stressed the significance of comprehensible input or the aural reception of language that is just a little beyond the learner’s present ability. about the same time, researchers were also stressing the crucial importance of whatever mental processes were brought to bear on the learner's converting input into intake, or that which is actually stored in a learner's competence. in other words, you can be "exposed" to great quantities of input, but what сcounts is the linguistic information that you ultimately glean from that exposure through …

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developing listening skills of secondary senior students ministry of higher and secondary special education of the republic of uzbekistan samarkand state institute of foreign languages philology and language teaching (english) field of study prepared by: pardayeva donoxon checked by: ……………………… samarkand - 2023 contents introduction …………………………………………………………...….. 3 chapter i formation of listening ………………………………. 6 i.1. listening in pedagogical studies ……………………… 6 i.2. what causes difficulties in listening? ………..……. 11 i.3. different types of listening ……………………………. 18 chapter ii boosing secondary school students’ listening skills …………………………………………………………. 24 ii.1. creating real-life listening in the classroom. 24 ii.2. essential techniques and activities to improve listening for secondary school ...

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