我们要怎么样提高听力

　　每个外语老师都会觉得听力是最难教的课程之一。接下来，小编给大家准备了我们要怎么样提高听力,欢迎大家参考与借鉴。

　　提高听力

　　Teaching listening skills is one of the most difficult tasks for any ESL teacher. This is because successful listening skills are acquired over time and with lots of practice. It's frustrating for students because there are no rules as in grammar teaching. Speaking and writing also have very specific exercises that can lead to improved skills. This is not to say that there are not ways of improving listening skills, however they are difficult to quantify.

　　每个外语老师都会觉得听力是最难教的课程之一。这是因为，好听力不是一日练就的，它需要大量的实践练习。不像语法教学有规律可循，说与写作也有相应的练习供学生提高，而听力却不然，这令学生们感到很头疼。并不是说就没有好的途径去提高听力，只是难以对其进行量化而已。

　　One of the largest inhibitors for students is often mental block. While listening, a student suddenly decides that he or she doesn't understand what is being said. At this point, many students just tune out or get caught up in an internal dialogue trying translate a specific word. Some students convince themselves that they are not able to understand spoken English well and create problems for themselves.

　　对学生们来说，练习听力时遇到的最大的障碍之一就是他们经常精神溜号。听着听着，有的学生突然发觉自己听不懂了。出现这种情况，许多学生是因为走神了，或者正在脑子想着某个词的意思。有些学生太不自信，认为自己没有听力天赋，听不懂英语口语。这也给他们自己造成了很多麻烦。

　　They key to helping students improve their listening skills is to convince them that not understanding is OK. This is more of an attitude adjustment than anything else, and it is easier for some students to accept than others. Another important point that I try to teach my students (with differing amounts of success) is that they need to listen to English as often as possible, but for short periods of time.

　　帮助学生们提高听力的关键是要让他们相信，听不懂是没什么的。态度上的转变比什么都重要。何况，一些学生的态度也比较容易转变。我在教我的学生(资质各不相同)时发现，还有一点很重要，那就是要让学生尽量多听英语，但每次听不要时间过长。

　　I like to use this analogy: Imagine you want to get in shape. You decide to begin jogging. The very first day you go out and jog seven miles. If you are lucky, you might even be able to jog the seven miles. However, chances are good that you will not soon go out jogging again. Fitness trainers have taught us that we must begin with little steps. Begin jogging short distances and walk some as well, over time you can build up the distance. Using this approach, you'll be much more likely to continue jogging and get fit.

　　我喜欢这样类比：假如你想减肥。你打算去慢跑。第一天你出去跑了7英里。没准儿你还真能跑7英里。但是，你很可能近期就不再出去跑了。健美教练提醒我们，我们一开始要小步跑，跑的距离不宜过长，并走着回来。这样，你继续慢跑并变得健康的可能性就会更大。

　　Students need to apply the same approach to listening skills. Encourage them to get a film, or listen to an English radio station, but not to watch an entire film or listen for two hours. Students should often listen, but they should listen for short periods - five to ten minutes. This should happen four or five times a week. Even if they don't understand anything, five to ten minutes is a minor investement. However, for this strategy to work, students must not expect improved understanding too quickly. The brain is capable of amazing things if given time, students must have the patience to wait for results. If a student continues this exercise over two to three months their listening comprehension skills will greatly improve.

　　对于练习听力，学生们也需采用同样的方法。要鼓励他们去看个电影或者收听英语广播。但是，不要让他们看一整部电影或者听广播听上2个小时。他们需要常听，但每次听的时间不宜过长，以5到10分钟为宜。每周听4、5次。就算他们什么都听不懂，5到10分钟的时间也不会影响到他们什么。但是，这种方法若想奏效，决不能让学生们急于求成。如果多给些时间，大脑是可以创造奇迹的。学生们一定要有耐心去等待。如果一个学生能坚持这种训练方法2到3个月，那他的听力肯定会有很大的提高。

　　扩展：巧讲语言点二题

　　在中学英语教学中，把语言点(主要指某些重点词汇和短语的用法)讲清、 说透、并使学生能灵活准确地 使用，这是提高教学质量的关键之一。十几年的教学实践使我悟出了一个道理：要想真正地把语言点讲清、说 透，不仅要使笨劲，还要注意使巧劲。本文拟谈谈自己的体会。

　　一、对比法。随着知识的积累，学生们会见到许多形式相似，意义相近的短语，也不可避免地会产生一些 模糊认识。这时，教师应及时地把这些知识给学 生们进行比较，使学生们能够看出和理解其差异，以便更准确 地掌握和运用这 些知识。

　　例如,对于a number of和the number of这组词我们应该指出以下两点;

　　1、它们所表达的意思不同：

　　a few of (1)a number of 几个，一些 some;several amounting to (2)the number of 达到……的数目，总数为 the total of 试比较：

　　I have a number of good friends.

　　我有几个好朋友。

　　He didn't know the number of the people attending1 the exhibition.

　　他不知道光顾这个展览的总人数是多少。

　　2、他们在句中所起的作用不同：

　　(1)a number of往往做定语，句子的谓语应该与a number of后面的名词一致。

　　(2)the number of可做主语，后面的谓语应该与the number一致，而不应该与of后面的名词一致。因为 ，"of+名词"在这个结构中的作用是介词 短语作定语，修饰the number。

　　试比较：

　　A number of pupils are playing hide and seek,the number of whomis twelve.

　　一些学生在那捉迷藏，(学生的)总数是十二人。

　　再如，对于used to和be used2 to这组词，我们可从以下几方面进行分析和比较：

　　1、意思不同：used to指"过去常常"，be used to指"习惯于"，"惯于"。

　　2、所用的时态不同：used to一般用过去时;be used to根据实际情况采 用多种适当的时态。

　　3、结构不同：a、"to"的含义不同。在used to结构中，to为不定式符 号，后面跟动词原形。在be use d to结构中，to为介词，后面接名词或动名词。b、疑问式和否定式的构成形式不同。be used to结构的否定式 往往在be 之后加not;否定结构则把be提置句首;used to结构的否定式可以是didn't usedto (do);也可以是 usedn't to (do);它的疑问式可以把used提置句首， 也可借助did，构成Did… use to (do)…?这种疑问句式 。

　　为了使其更清楚，我们还可以有意识地把这两个短语放在同一句子里。让学生们去观察、体会它们的用法 。

　　例如：(1)The old woman used to live in the countryside whosesurrounding was quite used to her。

　　那位老太太(过去)住在乡下，她很习惯那里的环境。

　　(2)I used to live in the south.I'm living in the north now and I haven't been/got used to the chimate here.

　　我过去住在南方。可现在我住在北方，这里的气候我还不很习惯(或适应)。

　　二、归纳法。学生是通过学习课文和做练习来掌握语言点的。这种学习的零散性很有可能造成学生在运用 知识时的片面性。所以，我们很有必要在适当的 时候把一些零散的知识"穿串"，使其系统化、网络化。这样 才能帮助学生更 好地掌握和自如地运用学过的知识。

　　例如，在归纳总结make这个词时，除了说明这个词的主要用法和特点以外，还要注意归纳那些已经学过的 习惯短语。如：A:make a mistake犯错误，make a living谋生，make a speech讲演，make a noise吵闹，ma ke a decision 作出决定，make a call打电话，make an excuse找借口，make a face扮扮鬼 脸，make a sent ence造句，make a promise许诺，make a fire生火， B:make fun of取笑，make peace讲和，make friends with和……交朋友， make progress取得进步，mak e……out of从…制取， of (物理变化) be made 由……制成，be made up of由……组成。from(化学变化)

　　我们还可以写出类似的句子帮助学生们记忆和复习：

　　(1)He made an excuse for his having made a mistake.他为所犯的错误辨解。

　　(2)The naughty3 boy made a promise that he would never make anoise.那个淘气的孩子保证说他以后再也不吵闹了。

　　(3)The teacher asked us to makea sentencewith"make a sentence". 教师让我们用"造句"这个词组造个句子。

　　(4)They made peace by making friends with each other.他们以交朋友的方式和解了。