New methods and games to learn and teach English

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Introduction

Uzbekistan is a country who is developing day by day not only in economy, but also in every sphere of industry. It is undeniable fact that Uzbekistan has already found its own role in the world as a flourishing country. It means that every “door” of other countries are open for us to get acquainted with other countries and their customs, traditions and so on. In fact, these opportunities have opened up an avenue for us to study abroad. The attempts of The first President of Uzbekistan I.A. Karimov played an essential role in education, particularly, teaching and learning English. The proof to it is the Decree of the first President of the Republic of Uzbekistan issued in December 2012 “On measures to further improve foreign language learning system”. It states that the system of teaching and learning foreign languages in the country is aimed at educating and training of the younger generation as progressively thinking people able to ensure the integration of the country into the world community, because better communication leads to free mobility and more direct relationship which in turn leads to better understanding and closer interaction. The teaching of English as a foreign language is now one of the most important educational subjects, at all institutions.

As our first President said: “ Today it's difficult to revalue the importance of knowing foreign languages for our country as our people see their great prosperous future in cooperation with foreign partners”[1;24].

Moreover, he repeteadly stated: “ The new generation, educated, free from all vestiges of the past young people today is the decisive driving force for democratization, liberalization, update, and sure progress of the country” [2;5]

The current President of the Republic of Uzbekistan, Sh.M.Mirziyoev signed a Decree "On measures for further development of the system of higher education." On April 20,2017. The document was adopted in order to radically improve the system of higher education, radically revise the content of training in accordance with the priorities of socio-economic development of the country, ensuring the necessary conditions for training of specialists with higher education, who would correspond international standards.

The aim of this course paper is to investigate and learn new methods and games to learn and teach English learners at:

· Communication

· Classroom

The theoretical value of the course paper is teaching English listening skill according to the methods and games. Moreover, give information to the learners about different ways of teaching and learning listening skills thereotically.

Practical value of the course paper is possibility of using those methods and various fun games while teaching pupils . The methods and games are very of the necessity for teachers in order to work with learners effectively. Another practical value of the course paper is to put the theory into practice.

The structure of the course paper, the course paper consists of Introduction, Main body, Conclusion and Bibliography . Introduction constitutes information about view of the theme, reveals the aim, duties, theoretical and practical value of the course paper. Main body consists of two chapters the first of which is the essence of teaching and learning listening skill, whereas the second is named as methods of teaching and learning listening skill. Conclusion combines the main and significant results of our investigation. Bibliography shows the list of literatures used in investigating about the course work.

Chapter I. The essence of teaching and learning listening skill

1.1 The listening skill is a branch of communicative competence teaching

Listening skills is a beneficially sensible approach for doing what is appropriate when it comes to communicating with other people. In today's society, listening has become a modern way of life since people are always listening to something, such as the television, the radio, or merely a conversation with family and friends. One of the outstanding scholars comments that “about 45 percent of our day are spent on listening” . However, the attention span for some people needs improvement, especially if they are easily distracted. Consistency should be a concept of listening and the only way to make this happen is by practice. In other words, people should be able to communicate their comprehension of what the other person is talking about. For example, if a friend, teacher, or speaker speaks about the need to improve various types of environmental issues in our society, the listener or receiver should be able to execute his/her listening skills by clarifying what was addressed by questioning and summarizing the speakers' theory. The following characterizations are based on listening skills: awareness, interpretation, and questioning. Although developing listening skills is a matter of choice, it is imperative everyone accomplish effective listening habits to avoid misunderstanding in all relationships.

The skill, according to the Merriam-Webster Online Dictionary, is a learned power of doing something competently: a developed aptitude or ability. The skill of listening is a skill that people believe everyone should have but most people lack. Many people do not realize that listening is not merely the act of hearing a sound but of paying close attention to what someone is saying and trying to understand the message that they are trying to relate to you. Most times people say they are listening when in all actuality they are merely hearing you but not even attempting to understand what is being spoken of. The advantages of being a good listener are vast. This skill can positively affect many parts of our everyday life and interaction with people. Nevertheless, it is a skilled that is overlooked in today's unmindful society. The reason I believe that listening is of such importance is because nowadays people have developed the mentality of “every man for himself.” People are not concerned about their fellows anymore. We are only concerned about our own issues and problems. Listening is a skill that is acquired throughout a lifetime. It is an important virtue when it comes to communication. People should be taught from childhood the importance of learning how to listen. If we realized how much we would benefit from being good listeners, it is believed that things would change. Lack of listening skills affects marriages, parents and children, teachers and students, employers and employees, foreign affairs, and the list goes on. If a husband and wife learned to sit down and listen attentively to each other, they could avoid many misunderstandings that oftentimes lead to disputes, separation and ultimately divorce. Lack of understanding between children and parents is a very frustrating situation. Parents find themselves unable to effectively and efficiently raise their children and provide guidance for them in situations that requires attention. If many teachers would strive at developing good listening skills there would be a decrease in the number of children that fall by the wayside unnoticed and never acquire a proper education.

1.2 Types of listening

Most people, most of the time, take listening for granted, it's something that just happens. It is only when you stop to think about listening and what it entails that you begin to realise that listening is in fact an important skill that needs to be nurtured and developed.

Generally, there are the two main types of listening - the foundations of all listening sub-types. They are:

a) discriminative listening

b) comprehensive listening

Discriminative listening is first developed at a very early age - perhaps even before birth, in the womb. This is the most basic form of listening and does not involve the understanding of the meaning of words or phrases but merely the different sounds that are produced. In early childhood, for example, a distinction is made between the sounds of the voices of the parents - the voice of the father sounds different to that of the mother. Discriminative listening develops through childhood and into adulthood. As we grow older and develop and gain more life experience, our ability to distinguish between different sounds is improved. Not only can we recognise different voices, but we also develop the ability to recognise subtle differences in the way that sounds are made - this is fundamental to ultimately understanding what these sounds mean. Differences include many subtleties, recognising foreign languages, distinguishing between regional accents and clues to the emotions and feelings of the speaker. Being able to distinguish the subtleties of sound made by somebody who is happy or sad, angry or stressed, for example, ultimately adds value to what is actually being said and, of course, does aid comprehension. When discriminative listening skills are combined with visual stimuli, the resulting ability to `listen' to body-language enables us to begin to understand the speaker more fully - for example recognising somebody is sad despite what they are saying or how they are saying it. Imagine yourself surrounded by people who are speaking a language that you cannot understand. Perhaps passing through an airport in another country. You can probably distinguish between different voices, male and female, young and old and also gain some understanding about what is going on around you based on the tone of voice, mannerisms and body language of the other people. You are not understanding what is being said but using discriminative listening to gain some level of comprehension of your surroundings.

Comprehensive listening involves understanding the message or messages that are being communicated. Like discriminative listening, comprehensive listening is fundamental to all listening sub-types. In order to be able use comprehensive listening and therefore gain understanding the listener first needs appropriate vocabulary and language skills. Using overly complicated language or technical jargon, therefore, can be a barrier to comprehensive listening. Comprehensive listening is further complicated by the fact that two different people listening to the same thing may understand the message in two different ways. This problem can be multiplied in a group setting, like a classroom or business meeting where numerous different meanings can be derived from what has been said. Comprehensive listening is complimented by sub-messages from non-verbal communication, such as the tone of voice, gestures and other body language. These non-verbal signals can greatly aid communication and comprehension but can also confuse and potentially lead to misunderstanding. In many listening situations it is vital to seek clarification and use skills such as reflection aid comprehension.

Discriminative and comprehensive listening are prerequisites for specific listening types. Besides these two general types of listening, many other specific listening types exist es well. They can be defined by the goal of the listening. The three main types of listening most common in interpersonal communication are:

a) informational listening (listening to learn)

b) critical listening (listening to evaluate and analyse)

c) therapeutic or empathetic listening (listening to understand feeling and emotion)

In reality you may have more than one goal for listening at any given time - for example, you may be listening to learn whilst also attempting to be empathetic.

Informational listening. Whenever you listen to learn something, you are engaged in informational listening. This is true in many day-to-day situations, in education and at work, when you listen to the news, watch a documentary, when a friend tells you a recipe or when you are talked-through a technical problem with a computer - there are many other examples of informational listening too. Although all types of listening are `active' - they require concentration and a conscious effort to understand. Informational listening is less active than many of the other types of listening. When we're listening to learn or be instructed we are taking in new information and facts, we are not criticising or analysing. Informational listening, esecially in formal settings like in work meetings or while in education, is often accompanied by note taking - a way of recording key information so that it can be reviewed later.

Critical Listening. We can be said to be engaged in critical listening when the goal is to evaluate or scrutinise what is being said. Critical listening is a much more active behaviour than informational listening and usually involves some sort of problem solving or decision making. Critical listening is akin to critical reading; both involve analysis of the information being received and alignment with what we already know or believe. Whereas informational listening may be mostly concerned with receiving facts and/or new information - critical listening is about analysing opinion and making a judgement. When the word `critical' is used to describe listening, reading or thinking it does not necessarily mean that you are claiming that the information you are listening to is somehow faulty or flawed. Rather, critical listening means engaging in what you are listening to by asking yourself questions such as, `what is the speaker trying to say?' or `what is the main argument being presented?', `how does what I'm hearing differ from my beliefs, knowledge or opinion?'. Critical listening is, therefore, fundamental to true learning. Many day-to-day decisions that we make are based on some form of `critical' analysis, whether it be critical listening, reading or thought. Our opinions, values and beliefs are based on our ability to process information and formulate our own feelings about the world around us as well as weigh up the pros and cons to make an informed decision. It is often important, when listening critically, to have an open-mind and not be biased by stereotypes or preconceived ideas. By doing this you will become a better listener and broaden your knowledge and perception of other people and your relationships.

Therapeutic or Empathic Listening. Empathic listening involves attempting to understand the feelings and emotions of the speaker - to put yourself into the speaker's shoes and share their thoughts. Empathy is a way of deeply connecting with another person and therapeutic or empathic listening can be particularly challenging. Empathy is not the same as sympathy, it involves more than being compassionate or feeling sorry for somebody else - it involves a deeper connection - a realisation and understanding of another person's point of view. Counsellors, therapists and some other professionals use therapeutic or empathic listening to understand and ultimately help their clients. This type of listening does not involve making judgements or offering advice but gently encouraging the speaker to explain and elaborate on their feelings and emotions. Skills such as clarification and reflection are often used to help avoid misunderstandings. We are all capable of empathic listening and may practise it with friends, family and colleagues. Showing empathy is a desirable trait in many interpersonal relationships - you may well feel more comfortable talking about your own feelings and emotions with a particular person. They are likely to be better at listening empathetically to you than others, this is often based on similar perspectives, experiences, beliefs and values - a good friend, your spouse, a parent or sibling for example.

Although usually less important or useful in interpersonal relationships there are other types of listening, these include:

a) appreciative listening which is listening for enjoyment. In appreciative listening, we seek certain information which will appreciate, for example that which helps meet our needs and goals. We use appreciative listening when we are listening to good music, poetry or maybe even the stirring words of a great leader.

b) rapport listening - when trying to build rapport with others we can engage in a type of listening that encourages the other person to trust and like us. A salesman, for example, may make an effort to listen carefully to what you are saying as a way to promote trust and potentially make a sale. This type of listening is common in situations of negotiation.

c) selective listening - this is a more negative type of listening, it implies that the listener is somehow biased to what they are hearing. Bias can be based on preconceived ideas or emotionally difficult communications. Selective listening is a sign of failing communication - you cannot hope to understand if you have filtered out some of the message and may reinforce or strengthen your bias for future communications.

d) sympathetic listening - we care about the other person and show this concern in the way we pay close attention and express our sorrow for their ills and happiness at their joys.

e) dialogic listening - the word 'dialogue' stems from the Greek words 'dia', meaning 'through' and 'logos' meaning 'words'. Thus dialogic listening mean learning through conversation and an engaged interchange of ideas and information in which we actively seek to learn more about the person and how they think. Dialogic listening is sometimes known as 'relational listening'.

f) relationship listening - sometimes the most important factor in listening is in order to develop or sustain a relationship. This is why lovers talk for hours and attend closely to what each other has to say when the same words from someone else would seem to be rather boring. Relationship listening is also important in areas such as negotiation and sales, where it is helpful if the other person likes you and trusts you.

Chapter II. Methods of teaching and learning listening skills.

teaching english communication skill

2.1 Ways and stages of developing listening skills

In the secondary schools listening process is a part of the active learning process to help students to acquire a certain level of listening skills.

Thus listening is a complex skill which deserves special attention. The teacher should realize what key task can be most important for students, in particular:

prediction skills;

scanning abilities for extracting specific information;

skimming abilities for getting the general idea;

abilities for extracting detailed information;

the ability to recognize function and discourse pattern;

The teacher needs instructional model that accounts not only for the core factors of how listeners process information (bottom-up, top-down, integration process) but also all the dimensions that may affect the way messages are perceived and processed.

Listening comprehension is developed by doing the necessary tasks shaped as a system or complex. From the first lesson of FLT in schools is paid attention to the development of listening skills.

It is necessary to point out that the grammatical and lexical material that is assimilated by learners in speaking and reading is also regarded to teaching listening. Teacher's speech is important for students listening skills development because it is a sample of the English language. Teacher should organize English classrooms in English.

Listening comprehension (LC) exercises are leading during the lesson. The goal of practical lesson is to get information in English. Content of speaking and listening/ reading materials is assimilated by listening.

LC as a means of teaching is used as 1) a way of introduction of the language material in oral form (in a talk, in speech patterns); 2) a means of developing well-set acoustic images of language phenomena (words) together with their meanings, which is ensured by multiple perception of the same material by the ear; 3) a means of acquiring pronunciation subskills because giving only instruction won't help learners to pronounce a sound other than their mother tongue if they don't hear how it is pronounced by a teacher or by the speaker; 4) a means of mastering can be technique of reading aloud

LC as the means of teaching allows multiple listening of one and the same speech material while LC as a communicative activity constitutes a skill of speech comprehension by ear at single (presented but once) perception (presentation).

Listening is an act of interpreting speech that one receives through ears. Hearing is an act of receiving the language through ears without interpretation. In real life we can hear somebody speak but actually do not listen to what is being said. Listening is a communicative skill to get the meaning from what we hear. People listen in order to remember what they hear verbally or for the sake of meaning retention. They listen in order to evaluate critically what they hear or to give supportive empathy. They can derive aesthetic pleasure from what they hear or to produce a listener's feedback. They can fulfill the instructions in the received text.

Listening to the spoken language involves hearing the sounds, recognizing words, understanding different accents, understanding intonation, coping with «noise» (external interference and indistinct pronunciation), recognizing sentences, predicting the meaning, understanding a whole discourse.

There are different ways of teaching LC in practice. One of them is teaching language materials firstly then language skills. Via this method all student should must study words and word phrases, sentences then students' attention is paid to content of the learned material. This method is considered as inefficient because it take much time.

The second way is developing integrative skills in listening, speaking, reading and writing. This method is more effective in teaching LC, because students have opportunity to practice I ( during writing, reading and speaking on the basis of the concrete language material (language units and texts). As resources for teaching listening technical tools such as radio, tape recorder, language laboratories, internet resources - audio, video can be used.

Perception and comprehension are difficult for learners because they should discriminate speech sounds quickly, retain them while hearing a word, a phrase, or a sentence and recognize this as a sense unit. Learners are very slow in grasping what they hear because they are conscious of the linguistic forms they perceive by the ear. These results in misunderstanding or a complete failure of understanding. When listening in the English classrooms the students should be very attentive and work hard in mastering listening skills.

Teaching students in listening skills is accompanied with difficulties for both teachers and students. They are unknown language, unintelligible manner of presentation, unfamiliar topic, lack of own experience, no visual clues, no expectation about the text. That's why it is necessary for teachers to:

raise students awareness about characteristics of spontaneous speech;

teach them how to construct from key words and use the context and their knowledge of English to help them understand the message;

develop students' awareness in formation of predictions;

organize intensive listening practice;

use visual support for the audio text (pictures, sketches), contextualizing the listening situation;

give a chance to listen audio text more than once to understand the main idea and get accustomed to the voices;

organize peer-evaluation before the class feedback.

The teachers should take into consideration the following three main factors which can ensure success in developing learners' skills in listening: (1) linguistic material for listening; (2) the content of the material suggested for listening comprehension; (3) conditions in which the material is presented.

If to organize LC of a text presented by a teacher or using audio texts the teacher must do:

1) organization of introductory talk with the aim to prepare learners for comprehension of a text by the ear;

2) preparation of students for listening with focus on the situation and encouraging students to predict (working at the title of a text; removing the language difficulties of the text (phonetic, lexical, grammatical);

direction to the primary comprehension of the text;

primary presentation of the audio text to the pupill with thfl help of visual supports (pictures, adequate to the content of the text) or verbal supports (key-words, word combinations, phrases),

check up understanding of the general content of the text. LC is a means of assessment of students' comprehension when they hear or read aloud a text. Properly used oral language ensures learner`s progress in language learning and, consequently, arouses their interest in the subject;

6)the second presentation of the text listening with task performance (listening for details, listening for the gist, listening for inferences).

7)organization of feedback. It can be organized within I) not deep understanding; 2) general understanding; 3) fully understanding; 4) understanding from critical point of view.

Systems of exercises for LC are divided into two: special and non- special exercises.

In non-special exercises LC - for example, at the beginning of the lesson learners should listen to the teacher's topic.

Special exercises divided into 2 groups: 1) preparatory exercises and 2) real LC exercises. The object of the preparatory exercises is acoustic signal. The aim of this type of exercises is preventing difficulties (remedy work).

We can refer phonetic exercises aimed at perception of separate words on the flow of speech by the year, separate comprehending phrases and understanding their rhythmic and intonation pattern, types of sentences.

The requirements to the speech exercises for teaching LC are as follows: they should provide proper drill in LC with the regard ol" its psychological and linguistic nature as a language activity (limited time of comprehension, tempo of speech), peculiarities of different language activities (dialogue, monologue); they should have educational character, i.e. they should help learners to overcome grammatical, lexical and structural difficulties of LC not in isolation, as it takes place in language exercises, but in connection with speech; they should provide the development of listening skills step by step in accordance with the level of learners' command of the target language, the character of the text etc.

Exercises in comprehension includes working on the language form, meaning and function (lexical, grammatical, phonetical material of an audio text).

Such exercises should provide intuitive comprehension of language material, which can be made possible if: a) well-set auditory images of language phenomena are created; b) long-term and short-term auditory memory are developed; c) inner speech in the target language is developed, but it has a broken character.

Aim of the preparatory exercises is to prevent or overcome linguistic and psychological difficulties before the presentation of an audiotext, so that the listener could concentrate his/her attention on comprehension of the content. For example: listen to a pair of words and say what sounds are the same in them; try to recognize a new word among the familiar ones (clap your hands...); name nouns which are most often used with the following adjective; define the function of a word (is it a verb, noun or adj.).

The aim of the speech exercises is to develop skills of comprehension of speech. Via this type of exercises we teach students to divide an audiotext into parts, to find the main idea of a text, to extract new information from the text. Speech exercises are differentiated according to the developing auditory subskills in a dialogue and a monologue.

2.2 Teaching and learning listening skill through music and movies

While there are many great tools which can help you teach English easier as well as increase the retention of the lessons, the best and most proven techniques by far is Learning English through Songs, games and even movies. Movies are a fun way of teaching English to a student and can really get them involved with the entire concept. There are so many movies out there that only come in English and are also very enjoyable to watch. They are really easy to come by as well as being available in a wide variety of possible formats depending on your region. Furthermore, you know how long the movie is so you are able to pick ones that the students will be able to watch the entire thing during one class. The students will learn listening skill a lot easier when you use movies as a teaching tool. Anyone can remember back when they were in school, those days when the English or grammar teacher would be in a good mood and upon arrival in the classroom that even projector was sitting in the classroom already which only meant one thing; “movie time”. When it is all said and done, you are in fact teaching the students listening skill without having to actually teach it. Just make sure that you pick a good enough movie that will entrance your students into wanting to see more and more movies. Then when you combine the movie with a game styled quiz, you can make sure that your students will retain vast amounts of the English language without even knowing that they did.

We all know the impact a song can have on us - we not only start murmuring it, we learn the song by heart after listening a couple of times. Music helps human beings not only remember but retain information for a longer time. You can learn anything easily at a higher speed if you have learned it through music. Music is a fun and exciting way for one to teach English as a second language. One of the biggest examples of this concept can be seen in some countries who have such a desire to learn English that the karaoke machine was born. There is not a single street corner you could go to in some countries where you will not hear the sounds of one signing in a karaoke machine.

Music and English teaching can be a great addition to the curriculum next to teaching English through games. The whole concept behind it is that music makes learning English more fun and when the student is having fun, they do not see it as learning which in turn results in some amazingly high retention rates. There is no point in having to constantly re-teach a student the same lesson over and over again when you use music as a teaching aide. If the student is having fun, it just makes the class more interesting and not only will you have fun as well, but your students will be thanking you for teaching them in this manner.

Teaching them by taking songs from the top hit lists, get the lyrics for the song, and when they first come in for class, pass the lyrics out in the form of a poem. Then you will want to tell them, “Class, today we will learn this entire poem!” Their eyes will get all crossed and the sweat will begin pouring down their foreheads and while they are mumbling the words to themselves and not paying attention, you will be pulling out the radio and playing the song in front of them. They will simply love you for teaching them in this manner and the first moment that they hear the song being played, all of their tensions will ease away into an oblivion. Before you know it the class will be over and they will be able to sing a vast majority of the song you have given them. So much in fact that they will most likely try to learn the rest of the song over the night which makes for a perfect “recital” quiz at the beginning of the next lesson.

If you decide to enhance your students' listening skill through music and movies, you have many options to start with. The internet is sprinkled with tutors ready to teach you English through their music and movie lessons. You can opt for exclusive CD's containing various English musicals and movies. Alternatively, there are books tied with music CD's and movies. You can start learning with the CD's as well as reading the books. These audio and video CD's contain different types of songs and movies for different levels of learners. Some of the CD's are available on the net (in the downloadable form) and include the other languages equivalent of the English vocabulary.

You can learn English and improve listening skill through songs and movies. Yes, that's true. Empowering listening skill through the musical and movie route can be great fun and make the learning very fast. As we all know, music and movies can change your mood. They have great effects on the listener and viewer.

2.3 Teaching and learning through games and activities

As we all know, games and activities play an essential role in teaching pupils different kinds of skills like listening, writing, logical thinking, to name but a few. Thus, majority instructors suggest that the efficiency of the pupils' learning process depends on how well the lessons are orginisez. Here I wand to put up with some activites for teachers to enhance pupils' listening skill.

Listen and draw a story

The teacher reads or makes up a story and as the students listen they draw the different scenes. You can help them by explaining which scene to draw. This can be done individually or in small groups on larger paper. This really helps you to see if the students are understanding and they will often ask questions if they don't understand (because they'll be so keen to draw the picture!)

Blindfold walk

This is really fun. Teach: go forward, go backwards, (3) steps, turn right / left. Then place a blindfold on a student and direct him/her around the room to eventually pick up a flashcard or object (e.g. “Go forward 3 steps, turn right, go forward 5 steps, now go backwards 2 steps, turn left, etc.). Finally, have students work in pairs - one blindfolded and one giving directions.

Listening with flashcards

Scatter a lot of flashcards that students have already leaned around the room and have the students sit on floor. Make up a story and incorporate all of the flashcard pictures … as you say the flashcard word the student nearest that card must touch it. For example, if students have learned lots of animal vocab the story could start “Once upon a time there was a farmer who had some cows (touch), sheep (touch) and pigs (touch). One day he was surprised to see lots of new animals on his farm. Next to the gate was a zebra (touch) and in the pond was a hippo (touch …) etc.

Secret Message

Make two teams and have each stand in a line (parallel with each other). Take two students from the front of each line outside the classroom and whisper a sentence to them (e.g. “Tonight it is going to rain and tomorrow it is going to be sunny”). Then the students come back and whisper the sentence to the next S, who in turn whispers it to the next, and so on down the line. The student at the end either writes the correct sentence on the board or says the sentence to the teacher (depending on the level of the class). Points are awarded: 2 points for a perfect sentence, 1 point for nearly perfect and a bonus point if the team finished first and got the sentence right. Then do it again with two new students.

Guess what it is

Put students into teams of 3 or 4. Then everyone sits and listens carefully to the teacher for a description of something or someone (e.g. “This is an animal which lives in Africa and Asia loves taking baths. It flaps its ears to keep cool. It has a really long nose” - answer: elephant). Then each team discusses what they think it is before giving an answer. You can give the description sentence by sentence, encouraging the students to guess each time, until one group wins. You can start off with easy clues and slow speech but then progressively choose more difficult words and speak more quickly so the students really have to concentrate.

Put in order

Put your students in teams and have them sit together. Give each group around 10 objects or picture flashcards - each team must have the same things. The teacher now says all the words for items in front of the students … the students listen but must not touch the objects. Finally, the teacher says “Put the objects in the correct order” and the teams have to put in order the objects in the order that the teacher said them. Make sure you write down the order as you say it or else you'll forget!

Listening dialogs

Before class, prepare some dialogs based on the lesson theme. Also, prepare some comprehension questions based on the dialogs. In class, have two students read the dialog and the other students have to listen and then answer the questions. In higher level classes, make groups and give each group 15-20 minutes to write a dialog and questions (questions on a large sheet of paper). Then each team reads their dialogs while the rest of the class answers the questions which have been taped to the blackboard.

Number / Word bingo

Playing bingo requires students to listen carefully. You can use either numbers or words that they have been learning. Creating the bingo sheets and words takes a bit of time but once done can be used with other classes, time and time again.

Conclusion

In conclusion, listening is a skill of critical significance in all aspects of our lives from maintaining our personal relationships, to getting our jobs done, to taking notes in class, to figuring out which bus to take to the airport. Regardless of how we're engaged with listening, it's important to understand that listening involves more than just hearing the words that are directed at us. Listening is an active process by which we make sense of, assess, and respond to what we hear.

Listening is the most significant part of communication as it is pivotal in providing a substantial and meaningful response. Especially in learning a language for communicative purpose, listening plays a vital role, as it helps the language learner to acquire pronunciation, word stress, vocabulary, and syntax and the comprehension of messages conveyed can be based solely on tone of voice, pitch and accent; and it is only possible when we listen. Without understanding input appropriately, learning simply cannot get any improvement. In addition, without listening skill, no communication can be achieved.

Also, every study conducted regarding the language skills acquisition has proved that when we communicate, we gain 45% of language competence from listening, 30% from speaking, 15% from reading and 10% from writing. With the highest percentage of involvement in the exchange of information in effective communication, listening has to be considered a language forerunner. Listening, unlike the other language skills, is felt comparatively much difficult by the learners, as it has all its interrelated subskills such as receiving, understanding, remembering, evaluating, and responding. But with the advent of communicative language-teaching and the focus on proficiency, the learning and teaching of listening started to receive more attention. However, listening is not yet fully integrated into the curriculum and needs to be given more attention in a language learning setting. Therefore, listening skill is crucial for both teachers and students who can give knowledge.

Generally speaking, if teachers are working with school attandees, they will be needed to make their pupils or students be enrolled in different kinds of games and activities so that the efficiency of learners' getting knowledge will be high. Of course, games and activities are the best tools to improve listening skills.

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