我們要怎麼樣提高聽力

每個外語老師都會覺得聽力是最難教的課程之一。接下來，小編給大家準備了我們要怎麼樣提高聽力,歡迎大家參考與借鑑。

　　提高聽力

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.

每個外語老師都會覺得聽力是最難教的課程之一。這是因爲，好聽力不是一日練就的，它需要大量的實踐練習。不像語法教學有規律可循，說與寫作也有相應的練習供學生提高，而聽力卻不然，這令學生們感到很頭疼。並不是說就沒有好的途徑去提高聽力，只是難以對其進行量化而已。

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.

對學生們來說，練習聽力時遇到的最大的障礙之一就是他們經常精神溜號。聽着聽着，有的學生突然發覺自己聽不懂了。出現這種情況，許多學生是因爲走神了，或者正在腦子想着某個詞的意思。有些學生太不自信，認爲自己沒有聽力天賦，聽不懂英語口語。這也給他們自己造成了很多麻煩。

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.

幫助學生們提高聽力的關鍵是要讓他們相信，聽不懂是沒什麼的。態度上的轉變比什麼都重要。何況，一些學生的態度也比較容易轉變。我在教我的學生(資質各不相同)時發現，還有一點很重要，那就是要讓學生儘量多聽英語，但每次聽不要時間過長。

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.

我喜歡這樣類比：假如你想減肥。你打算去慢跑。第一天你出去跑了7英里。沒準兒你還真能跑7英里。但是，你很可能近期就不再出去跑了。健美教練提醒我們，我們一開始要小步跑，跑的距離不宜過長，並走着回來。這樣，你繼續慢跑並變得健康的可能性就會更大。

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.

對於練習聽力，學生們也需採用同樣的方法。要鼓勵他們去看個電影或者收聽英語廣播。但是，不要讓他們看一整部電影或者聽廣播聽上2個小時。他們需要常聽，但每次聽的時間不宜過長，以5到10分鐘爲宜。每週聽4、5次。就算他們什麼都聽不懂，5到10分鐘的時間也不會影響到他們什麼。但是，這種方法若想奏效，決不能讓學生們急於求成。如果多給些時間，大腦是可以創造奇蹟的。學生們一定要有耐心去等待。如果一個學生能堅持這種訓練方法2到3個月，那他的聽力肯定會有很大的提高。

　　擴展：巧講語言點二題

在中學英語教學中，把語言點(主要指某些重點詞彙和短語的用法)講清、 說透、並使學生能靈活準確地 使用，這是提高教學質量的關鍵之一。十幾年的教學實踐使我悟出了一個道理：要想真正地把語言點講清、說 透，不僅要使笨勁，還要注意使巧勁。本文擬談談自己的體會。

一、對比法。隨着知識的積累，學生們會見到許多形式相似，意義相近的短語，也不可避免地會產生一些 模糊認識。這時，教師應及時地把這些知識給學 生們進行比較，使學生們能夠看出和理解其差異，以便更準確 地掌握和運用這 些知識。

例如,對於a number of和the number of這組詞我們應該指出以下兩點;

1、它們所表達的意思不同：

a few of (1)a number of 幾個，一些 some;several amounting to (2)the number of 達到……的數目，總數爲 the total of 試比較：

I have a number of good friends.

我有幾個好朋友。

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

他不知道光顧這個展覽的總人數是多少。

2、他們在句中所起的作用不同：

(1)a number of往往做定語，句子的謂語應該與a number of後面的名詞一致。

(2)the number of可做主語，後面的謂語應該與the number一致，而不應該與of後面的名詞一致。因爲 ，"of+名詞"在這個結構中的作用是介詞 短語作定語，修飾the number。

試比較：

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

一些學生在那捉迷藏，(學生的)總數是十二人。

再如，對於used to和be used2 to這組詞，我們可從以下幾方面進行分析和比較：

1、意思不同：used to指"過去常常"，be used to指"習慣於"，"慣於"。

2、所用的時態不同：used to一般用過去時;be used to根據實際情況採 用多種適當的時態。

3、結構不同：a、"to"的含義不同。在used to結構中，to爲不定式符 號，後面跟動詞原形。在be use d to結構中，to爲介詞，後面接名詞或動名詞。b、疑問式和否定式的構成形式不同。be used to結構的否定式 往往在be 之後加not;否定結構則把be提置句首;used to結構的否定式可以是didn't usedto (do);也可以是 usedn't to (do);它的疑問式可以把used提置句首， 也可藉助did，構成Did… use to (do)…?這種疑問句式 。

爲了使其更清楚，我們還可以有意識地把這兩個短語放在同一句子裏。讓學生們去觀察、體會它們的用法 。

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

那位老太太(過去)住在鄉下，她很習慣那裏的環境。

(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.

我過去住在南方。可現在我住在北方，這裏的氣候我還不很習慣(或適應)。

二、歸納法。學生是通過學習課文和做練習來掌握語言點的。這種學習的零散性很有可能造成學生在運用 知識時的片面性。所以，我們很有必要在適當的 時候把一些零散的知識"穿串"，使其系統化、網絡化。這樣 才能幫助學生更 好地掌握和自如地運用學過的知識。

例如，在歸納總結make這個詞時，除了說明這個詞的主要用法和特點以外，還要注意歸納那些已經學過的 習慣短語。如：A:make a mistake犯錯誤，make a living謀生，make a speech講演，make a noise吵鬧，ma ke a decision 作出決定，make a call打電話，make an excuse找藉口，make a face扮扮鬼 臉，make a sent ence造句，make a promise許諾，make a fire生火， B:make fun of取笑，make peace講和，make friends with和……交朋友， make progress取得進步，mak e……out of從…製取， of (物理變化) be made 由……製成，be made up of由……組成。from(化學變化)

我們還可以寫出類似的句子幫助學生們記憶和複習：

(1)He made an excuse for his having made a mistake.他爲所犯的錯誤辨解。

(2)The naughty3 boy made a promise that he would never make anoise.那個淘氣的孩子保證說他以後再也不吵鬧了。

(3)The teacher asked us to makea sentencewith"make a sentence". 教師讓我們用"造句"這個詞組造個句子。

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