How to Improve English Listening Training in the Revision Stage of the Secondary School Exam

The listening test is an important part of the middle school exam,

and it is also the weak point of many students.

To get a better score in the listening test,

in addition to strengthening

the usual listening training,

the improvement of listening test-taking skills is not to be ignored.

But the cultivation of listening ability is not an overnight thing,

it is

a kind of ability that is gradually formed and cultivated over a long period of time. It not only requires teachers to have good listening skills, but also to understand the students'

"

heart

"

,

from

the actual starting point, carefully designed lesson plans, and a long-term cycle of gradual mobilization of students to cultivate their own English listening skills. The first is to make sure that the students are motivated to develop their own listening and speaking skills.

I.

Factors Constraining Students' Listening Ability

1.

Lack of Basic Knowledge of Phonetics and the Effectiveness of the Solution

Firstly, the students are weak in recognizing sounds, and they are not clear about phonological phenomena, such as weak reading, continuous reading, weak reading of vowels, assimilation of consonants, and loss of bursting. Secondly, due to the fact that many

many rural students do not pay enough attention to English, there is a serious phenomenon of

"

dumb

"

English, most of the students have not mastered the phonological rules, and reading aloud

and reciting of words and texts is both laborious and ineffective.

Additionally,

the standard of the teacher's own pronunciation also directly affects the development of students' listening ability in the classroom,

because many Chinese

students' real effective time to develop listening ability is in the classroom, if the teacher's pronunciation is not standardized, there are too many mistakes, and the speed of the speech is too slow, it will all result in the

efficiency of the classroom is low, or even ineffective. and even ineffective.

The first and foremost thing to effectively solve the students' speech barrier is for teachers to correct their own pronunciation. Teachers should carefully prepare their lessons, repeatedly follow the tape and read aloud,

find their own mistakes in pronunciation and make notes in their books

Teachers should watch more English TV programs and listen to English radio, and if they have the conditions, they can download some listening materials from the Internet

and listen to them often. In the long run, the sense of language will be gradually restored and cultivated, and the latest vocabulary will be understood, especially the American

pronunciation will have a better understanding and mastery. Secondly, teachers should help students correct their pronunciation. First of all, students should understand the most basic rules of pronunciation, such as phonemes read aloud

, correctly distinguish factors, pay attention to clusters, pauses, elevation and sentence stress, and familiarize themselves with the phenomena of legato, weak reading, and incomplete bursting. Again, it is necessary to listen more and more

imitation, to try to listen to authentic English and American pronunciation, and to be more familiar with the American sound, because in the new target textbook and the listening test of the middle school exam basically American

sound is the main one. When teachers choose listening materials, they must start from the actual situation, from shallow to deep, from easy to difficult. First listen to the words, single sentence, then listen to the dialog, and then listen to

short articles. Through such hierarchical and systematic training, we can gradually develop students' ability to receive information through language.

2.

Vocabulary Barriers and the Effectiveness of Their Solution

The vocabulary required for listening is called auditory vocabulary,

which is different from the comprehension vocabulary of reading and the reuse vocabulary of writing.

Generally speaking,

these are words that

people have heard many times, said many times, and written many times, but sometimes they can't make out which word a word is even after hearing it a few times, but as soon as they write the word, it dawns on them

right away.

How to cross the vocabulary barrier is one of the main problems in students' listening training. First of all, the usual study should have a solid grasp of the vocabulary learned, to achieve a comprehensive grasp of sound,

shape,

meaning,

so that the vocabulary learned and the vocabulary in the listening material to unify,

to avoid the phenomenon of listening to a familiar, but can not think of the exact meaning of this phenomenon.

Secondly, draw on the reading strategy of guessing the meaning of words. Concentrate on a sentence, listen to it, then determine the lexical nature of the word, withholding its precise meaning

and then infer the meaning of the word from the context. It's quite possible that while listening to what follows, a raw word encountered earlier will suddenly make sense, or the word will simply be

irrelevant and have no effect on the understanding of the whole text.

In addition, cross-cultural teaching should be strengthened, focusing on the history and geography of English-speaking countries, customs, traditions, lifestyles, literature and art, behavioral norms

paradigms, values and so on. Teachers should gradually expand the content and scope of cultural knowledge according to students' age characteristics and cognitive abilities. At the beginning stage, students should be given a rough understanding of the cultures of English-speaking countries and the similarities and differences between Chinese and foreign cultures.

The cultural awareness of English-speaking countries involved in teaching,

should guide students to make comparisons in relation to their lives.

In the higher stage of English learning, it is necessary to help students to broaden their cultural awareness by expanding the scope of their exposure to foreign cultures, so that they can enhance their understanding of culture. In the higher stages of English learning, we should help students expand their horizons by expanding their exposure to foreign cultures, so that they can improve their sensitivity and ability to recognize cultural

differences and similarities, and then improve their cultural communication skills.

II.

Misconceptions and Countermeasures of Traditional Listening Teaching

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1.

Traditional Mode

In the traditional mode of listening teaching, often the teacher plays the recording, and then the teacher plays the tape. In the traditional mode of listening teaching, teachers often play recordings, students listen to them and do comprehension exercises, and then slow down the speed of speech and pause to proofread the answers.

There are two drawbacks to this approach: first, students don't have the opportunity to practice listening and speaking at the same time

Second, the listening comprehension questions only test students' memory and don't allow students to practice

How to listen, nor do they have the ability to listen to the exercise, which seriously affects the cultivation of students' listening skills.

Listening has its own characteristics that are different from those of other classes: for everyone, the speed of the tape is the same. It is different from speaking, even if some

students don't understand,

the content of the tape will not stop there.

It's also different from reading,

where we can't stop to think about what came before,

or stop to look at pictures.

Of course, we can listen to the tape over and over again, but the speaker's rate of speech is unchangeable.

2.

Effective ways to overcome the traditional model

(1)

Hearing and listening together. Speaking is listening at the same time, students should be allowed to speak more and more, carry out listening activities and communicate in English. In this way, it can strengthen the mutual communication between teachers

students, and also cultivate the sense of English language, as well as improve the language response ability at the same time.

(2)

Combination of intensive and extensive listening. Intensive listening is to teach students the method of listening, while extensive listening is to train students' familiarity with the flow of speech through a large number of listening practices on a wider range of topics

To improve their ability to respond to the discourse quickly. Therefore, the two must be combined in listening training.

(3)

Forming effective listening strategies.

A

Training students' prediction ability. The titles, illustrations, and even the questions and options of the listening materials can give students

hints so that their thinking can be directed in this direction while listening.

B

Training the ability to capture important information and seize key words, so that students can receive information in a purposeful and selective

way.

When listening to dialogues,

students are required to pay attention to the answer sentences,

because most of the dialogues are expressed in the form of answers by the latter speaker. When listening to short texts, students are asked to pay attention to the opening and closing sentences.

C

C

To develop students' ability to speculate and guess. In the process of listening training, students

often get nervous when they hear a word,

or they can't be coherent with a certain part of the context because of a momentary difficulty in understanding,

so much so that it affects the overall comprehension,

can't

capture the central point of the whole text.

So,

training students to make guesses using the coherent meaning of the context and grammatical structure is one of the most important skills to improve listening ability

.

Third, the weakness of the test-taking skills and the effectiveness of the solution

In the listening test of the CEE,

the questions designed for listening are varied,

but in general they can be divided into two major aspects.

One is to test the examinee's ability to examine

questions,

including the ability to read questions and the ability to read diagrams.

These questions often require students to be able to grasp some information in advance from the questions and drawings,

so that they can listen to the

materials with a sense of focus,

and comprehend the material more quickly and effectively.

The second is to test the candidate's ability to grasp context.

Most of the questions in the exam

are designed to meet this need,

These questions often come with a lot of distracting information,

Students who are weaker,

will often grab the information above and ignore the information below,

or grab the information below and miss the information above,

which will be the hardest for students who want to get to the numerical questions,

The questions will be the hardest for students to get to the numerical questions. topics are the most difficult. This requires students to have a high speed of speech,

a good sense of language and mental ability.

How to effectively develop students' ability to examine questions and grasp the context as well as good mental quality,

The author has the following suggestions

.

1.

Listening lessons should be as rich and varied as possible

Listening teaching lessons should not have only a single listening

--

doing

---.

Checking the answers to such a form,

but should be reasonable use of multimedia means,

to do the combination of visual

listening. In this way, not only can help students understand the text, but also can make students have a sense of immersion, attract students' attention, increase interest in learning,

so that the classroom atmosphere is active, the content of the lively and interesting. In a few minutes before and after class, teachers can play some simple, lively, melodious English

songs, and with the help of body language or picture form, to help students understand the meaning of the lyrics. Such as

THE SOUND OF MUSIC, JINGLE BELL

and other English

language songs, students like to listen to, happy to sing. In addition, you can also use the Internet, so that students can choose some of their favorite content to listen to.

2.

The key to listening lies in the design of the topic, and it should be taught according to the students' abilities

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Generally there are three kinds of strategies for English listening training,

One is listening for the purpose of grasping the overall meaning,

which should be designed according to the following principles:

Guiding students to do a good job of pre-listening

measuring activities

Helping students to focus on the key words and phrases in the process of listening

Guiding students to overcome the obstacles that appear in the process of listening based on the clues provided

and to make effective guesses, associations and judgments. The second is listening for specific information, which is designed to develop the ability to listen for specific information,

especially the ability to select information from material whose language level is slightly above their actual level.

The design principles of these exercises are as follows:

Guiding students to make predictions not only about the content but also about the structure of the material they are listening to

Clearly defining the task and purpose of the students' listening as well as their roles in the listening activity

Providing students with clues for overcoming obstacles and capturing information. The third is intensive listening for what is being learned, which is a strategy used for further

learning of grammar, vocabulary and pronunciation after the above two strategies. The training principles are as follows: let students focus on the language points that affect their listening comprehension

Guide students to learn new words, phrases, and sentences on the basis of their comprehension

Teach students to use a variety of pronunciation rules, e.g., alliteration, loss of blasts, etc.

3.

3.

Distribute listening difficulties and use objects to inspire

Students in the listening training of English short texts or longer dialogues,

can take the approach of distributing teaching difficulties,

based on the content of the short texts,

design some simple

questions,

to help students understand the short texts questions and the content of the dialogues.

Teachers can also make appropriate use of graphic,

intuitive objects,

to help inspire students' image thinking,

so that they can better understand the English meaning.