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【摘要】听力的提高是当训练量的积累达到一定时而产生质的提高的过程。农村高中也要根据各个学校的实际设计训练方案，讲究对策，形成策略，并在实际操作过程中针对所出现的问题作出调整，逐步提高学生的英语听力能力。
【关键词】听力 测试 实践
【中图分类号】G633.41 【文献标识码】A 【文章编号】2095-3089（2013）02-0134-02
一、建立必要的高中英语课堂听力教学常规
英语的“听、说、读、写、译”五大基本技能是相辅相成的，按课堂教学要求，教学重点是通过课文的整体教学，培养学生的阅读理解能力、口笔头运用语言的能力。从“听”入手进入实质性教学，无疑是进行听力教学最为普遍且行之有效的训练手段。
我认为听力教学训练活动可采用下列五种训练活动：
1.模仿性训练
英语届老前辈许国璋老先生有过一句话：把语音学好了，就会尝到甜头。让学生听录音进行规范性模仿，掌握单词发音、多音节词、重点音节、英国英语和美国英语在发音上的区别。
2.指导性训练
让学生听课文录音带，在听音的过程中完成对课文整体的初步理解。
3.理解性训练
用英语解释生词是英语课堂教学的一项基本原则。
4.细节性训练
课文中的重点句式、难点，可录音播放，指导学生深入进行听力训练。
5.记忆性训练
识记、熟悉课文材料，反复跟读可以印象深。
二、合理实施英语听力课堂教学的步骤与方法
跟英语阅读课堂教学一样，听力课堂教学也分为三个步骤，即：
pre？鄄listening stage，while？鄄listening stage 和post？鄄listening三个阶段。
1.pre？鄄listening stage
即听力的“预备”“热身”阶段，首先要向学生介绍将听材料的背景知识，生词、词组及重点句式（可板书在黑板上），使学生有初步了解，然后给出听力問题，并且鼓励学生大胆预测即听材料的话题与内容。
2.while？鄄listening
学生带着这些听力问题进入训练状态，要求学生认真听，抓住材料中的关键词，并适时选出听力问题的答案，如有必要可再试听一次，以核实答案。
3.post？鄄listening
⑴老师对学生检查，核对（check）听力问题答案。
⑵向学生发录音稿，让学生对着录音稿再听一次，加深理解。
⑶做一些必要听后练习（包括说、写等）。
三、听力教学措施多元化，激发学生学习积极性
1.听力材料应紧扣教材
A）听力材料应紧扣日常自我保护意识与急救常识。
B）根据听力材料口头作文。
2.因人因材精心设计测试题
常见的检测题多为填空补缺、选择，能从不同角度检测听力教学效果，多层次满足学生视觉、心理要求，增加听力教学和训练的趣味性，也可以根据学生英语程度的差异，试题设计难易搭配，分别满足不同层次学生的需求，各得其所。
根据Module 5 Unit 2 The Environment—Project Protecting the Yangtze River结合英语写作练笔的听力教学设计：
听力材料（一）
People have homes， people live in different kinds of homes. Animals have different homes， too. Some animals live in holes under the ground. Snakes belong to the animal of this kind. Some birds live in holes in trees while some birds build their homes high the mountains. Horses and cows live in the homes that farmers build for them. But cats and dogs live right in farmers？蒺 homes. The zoos are homes to many animals. In some research centrers for nature and wildlife in China， you will see very important animals. Scientists are doing research work there.
听力材料（二）
Module 5 Unit 2 The Environment
As China is one of the countries with the richest bilogical resources in the world， she has made a powerful plan to bring more endangered wild animals and plants under effective protection. Within the next 10 years， 15 new projects are expected to begin all over China to bring more than one？鄄third of the country？蒺s endangered wild animals and 45 per cent of its uncommon plants under protection， the state Forestry officer said yesterday. The projects are specially made to protect the endangered wildlife like the panda， the tiger， the Tibetan antelope， the golden monkey， the elephant， Tibetan gazelle， etc.
“The plan is to save China？蒺s key endangered wild animals and plants？蒺 the officer said.
⑴What has China done according to the passage？ ____.
A. China has drawn a new map
B. China has built a big zoo for wild animals
C. China has made a great plan to protect wildlife
⑵What percentage of endangered wild animals will be brought under protection？ ____.
A.15% B.45% C.33.3%
根据听到的内容，完成下列句子。
⑴We human beings could not survive without all the plants and animals around us.
⑵Protecting state？鄄protected wild animals is a hard work and a long？鄄term task.
3.让学生参与听力教学实践
在听力教学过程中，老师是主导，学生是主体，但老师的主导在于充分调动学生的学习积极性上，在学习方法的指导和提高听力能力的技巧上。让学生参与听力教学不失为一种重要的举措。例如可让语音语调较好的学生朗读听力材料，尤其是在情景合作中，在老师的指导下分角色绘声绘色的朗读，录音播放等，都会使学生有浓厚的兴趣积极参与。让学生参与听力教学实践，对参加录音的同学及全体学生的鼓舞远远大于其他别的说教，也符合学生的心理特征。
四、阅读训练能带动学生的听力训练
如：听力材料
Earthquakes happen without warning. So it？蒺s important to know what to do when an earthquake is happening.
Do NOT go outside. You could get injured from falling glass or parts of buildings. If you are outside， stay away from buildings and power lines.
Stay under a desk， table， or other strong furniture. Hold on to it. Or stay in a corner of the building. Cover your face and head with your arms and over your mouth with a towel or clothing. Stay inside until shaking stops and it is safe to go outside.
Keep away from windows， pictures or advertisements on the wall or the building， and anything else that could fall and hurt you. Most people get injured by falling things during an earthquake， not by the shaking itself.
Also keep away from a fire. You could fall down and burn yourself on the fire.
If you are driving when an earthquake happens， stop the car if it？蒺s safe. Stay inside your car until the earthquake stops， and don？蒺t drive near bridges. Try not to stop by power lines or trees. These could fall and hurt you.
首先要求同学们阅读此材料回答问题，再进行听力训练。
1.If you are outside during an earthquake， what should you do？
2.By what do most people get injured during an earthquake？
3.Where should you be if you are driving when an earthquake happens？
五、在听力教学和训练中对“听力”的再认识
在英语学习中，听和寫都是运用语言的一种技能。听懂别人的话包括能抓住对方要表达的大意，这是听的实质。在现实生活中，课堂笔记、开会记要点，就有从“听”到“写”的过程。把“听”与“写”结合起来，又成了一种手段。从质量上来说，从“听”到“写”不是简单的笔头作业重复，而是接受一个完整信息的较高要求和深化。在听力训练的同时，动动笔、练口语是有好处的。因为英语的“听、说、读、写、译”五大基本技能是一个相互联系的整体，它们相辅相成，相互联系而又相互影响，中学英语教学就是要培养学生英语全能，使其具有综合能力。
总之，听力训练是一项长期的教学要求，听力能力的提高也绝非一朝一夕之功，也并非课文教材加一些辅助材料就能解决的。但不断摸索听力教学规律，扎扎实实在时间、措施和训练上得到保证，就能使学生一步一个脚印地进步，基本上能够达到教学大纲和素质教育对高中生听力教学的要求。同时鼓励学生在课余时间给自己创造一个“疯狂英语”的环境，那么一定能在未来学考和高考英语听力中取得好成绩。
References：
1.Gu Yueguo 2001 Practical Project Design， Foreign Languages Teaching and Research Press
2.Gu Yueguo 2001 English Language Teaching Methodology Foreign Language Teaching and Research Press
3.Wang Jiakun 1999 How to Teach Listening and Speaking Lessons to Adult students——Literature Study on Foreign Language
4.Liu Shaolong 1992 A case study of listening Models and strategies——Effects of Background knowledge——EIT in China 1992
5.Wu Daocun 1991 English Experts on English Teaching
【关键词】听力 测试 实践
【中图分类号】G633.41 【文献标识码】A 【文章编号】2095-3089（2013）02-0134-02
一、建立必要的高中英语课堂听力教学常规
英语的“听、说、读、写、译”五大基本技能是相辅相成的，按课堂教学要求，教学重点是通过课文的整体教学，培养学生的阅读理解能力、口笔头运用语言的能力。从“听”入手进入实质性教学，无疑是进行听力教学最为普遍且行之有效的训练手段。
我认为听力教学训练活动可采用下列五种训练活动：
1.模仿性训练
英语届老前辈许国璋老先生有过一句话：把语音学好了，就会尝到甜头。让学生听录音进行规范性模仿，掌握单词发音、多音节词、重点音节、英国英语和美国英语在发音上的区别。
2.指导性训练
让学生听课文录音带，在听音的过程中完成对课文整体的初步理解。
3.理解性训练
用英语解释生词是英语课堂教学的一项基本原则。
4.细节性训练
课文中的重点句式、难点，可录音播放，指导学生深入进行听力训练。
5.记忆性训练
识记、熟悉课文材料，反复跟读可以印象深。
二、合理实施英语听力课堂教学的步骤与方法
跟英语阅读课堂教学一样，听力课堂教学也分为三个步骤，即：
pre？鄄listening stage，while？鄄listening stage 和post？鄄listening三个阶段。
1.pre？鄄listening stage
即听力的“预备”“热身”阶段，首先要向学生介绍将听材料的背景知识，生词、词组及重点句式（可板书在黑板上），使学生有初步了解，然后给出听力問题，并且鼓励学生大胆预测即听材料的话题与内容。
2.while？鄄listening
学生带着这些听力问题进入训练状态，要求学生认真听，抓住材料中的关键词，并适时选出听力问题的答案，如有必要可再试听一次，以核实答案。
3.post？鄄listening
⑴老师对学生检查，核对（check）听力问题答案。
⑵向学生发录音稿，让学生对着录音稿再听一次，加深理解。
⑶做一些必要听后练习（包括说、写等）。
三、听力教学措施多元化，激发学生学习积极性
1.听力材料应紧扣教材
A）听力材料应紧扣日常自我保护意识与急救常识。
B）根据听力材料口头作文。
2.因人因材精心设计测试题
常见的检测题多为填空补缺、选择，能从不同角度检测听力教学效果，多层次满足学生视觉、心理要求，增加听力教学和训练的趣味性，也可以根据学生英语程度的差异，试题设计难易搭配，分别满足不同层次学生的需求，各得其所。
根据Module 5 Unit 2 The Environment—Project Protecting the Yangtze River结合英语写作练笔的听力教学设计：
听力材料（一）
People have homes， people live in different kinds of homes. Animals have different homes， too. Some animals live in holes under the ground. Snakes belong to the animal of this kind. Some birds live in holes in trees while some birds build their homes high the mountains. Horses and cows live in the homes that farmers build for them. But cats and dogs live right in farmers？蒺 homes. The zoos are homes to many animals. In some research centrers for nature and wildlife in China， you will see very important animals. Scientists are doing research work there.
听力材料（二）
Module 5 Unit 2 The Environment
As China is one of the countries with the richest bilogical resources in the world， she has made a powerful plan to bring more endangered wild animals and plants under effective protection. Within the next 10 years， 15 new projects are expected to begin all over China to bring more than one？鄄third of the country？蒺s endangered wild animals and 45 per cent of its uncommon plants under protection， the state Forestry officer said yesterday. The projects are specially made to protect the endangered wildlife like the panda， the tiger， the Tibetan antelope， the golden monkey， the elephant， Tibetan gazelle， etc.
“The plan is to save China？蒺s key endangered wild animals and plants？蒺 the officer said.
⑴What has China done according to the passage？ ____.
A. China has drawn a new map
B. China has built a big zoo for wild animals
C. China has made a great plan to protect wildlife
⑵What percentage of endangered wild animals will be brought under protection？ ____.
A.15% B.45% C.33.3%
根据听到的内容，完成下列句子。
⑴We human beings could not survive without all the plants and animals around us.
⑵Protecting state？鄄protected wild animals is a hard work and a long？鄄term task.
3.让学生参与听力教学实践
在听力教学过程中，老师是主导，学生是主体，但老师的主导在于充分调动学生的学习积极性上，在学习方法的指导和提高听力能力的技巧上。让学生参与听力教学不失为一种重要的举措。例如可让语音语调较好的学生朗读听力材料，尤其是在情景合作中，在老师的指导下分角色绘声绘色的朗读，录音播放等，都会使学生有浓厚的兴趣积极参与。让学生参与听力教学实践，对参加录音的同学及全体学生的鼓舞远远大于其他别的说教，也符合学生的心理特征。
四、阅读训练能带动学生的听力训练
如：听力材料
Earthquakes happen without warning. So it？蒺s important to know what to do when an earthquake is happening.
Do NOT go outside. You could get injured from falling glass or parts of buildings. If you are outside， stay away from buildings and power lines.
Stay under a desk， table， or other strong furniture. Hold on to it. Or stay in a corner of the building. Cover your face and head with your arms and over your mouth with a towel or clothing. Stay inside until shaking stops and it is safe to go outside.
Keep away from windows， pictures or advertisements on the wall or the building， and anything else that could fall and hurt you. Most people get injured by falling things during an earthquake， not by the shaking itself.
Also keep away from a fire. You could fall down and burn yourself on the fire.
If you are driving when an earthquake happens， stop the car if it？蒺s safe. Stay inside your car until the earthquake stops， and don？蒺t drive near bridges. Try not to stop by power lines or trees. These could fall and hurt you.
首先要求同学们阅读此材料回答问题，再进行听力训练。
1.If you are outside during an earthquake， what should you do？
2.By what do most people get injured during an earthquake？
3.Where should you be if you are driving when an earthquake happens？
五、在听力教学和训练中对“听力”的再认识
在英语学习中，听和寫都是运用语言的一种技能。听懂别人的话包括能抓住对方要表达的大意，这是听的实质。在现实生活中，课堂笔记、开会记要点，就有从“听”到“写”的过程。把“听”与“写”结合起来，又成了一种手段。从质量上来说，从“听”到“写”不是简单的笔头作业重复，而是接受一个完整信息的较高要求和深化。在听力训练的同时，动动笔、练口语是有好处的。因为英语的“听、说、读、写、译”五大基本技能是一个相互联系的整体，它们相辅相成，相互联系而又相互影响，中学英语教学就是要培养学生英语全能，使其具有综合能力。
总之，听力训练是一项长期的教学要求，听力能力的提高也绝非一朝一夕之功，也并非课文教材加一些辅助材料就能解决的。但不断摸索听力教学规律，扎扎实实在时间、措施和训练上得到保证，就能使学生一步一个脚印地进步，基本上能够达到教学大纲和素质教育对高中生听力教学的要求。同时鼓励学生在课余时间给自己创造一个“疯狂英语”的环境，那么一定能在未来学考和高考英语听力中取得好成绩。
References：
1.Gu Yueguo 2001 Practical Project Design， Foreign Languages Teaching and Research Press
2.Gu Yueguo 2001 English Language Teaching Methodology Foreign Language Teaching and Research Press
3.Wang Jiakun 1999 How to Teach Listening and Speaking Lessons to Adult students——Literature Study on Foreign Language
4.Liu Shaolong 1992 A case study of listening Models and strategies——Effects of Background knowledge——EIT in China 1992
5.Wu Daocun 1991 English Experts on English Teaching