我們要怎么樣提高聽(tīng)力

　　每個(gè)外語(yǔ)老師都會(huì)覺(jué)得聽(tīng)力是最難教的課程之一。接下來(lái)，小編給大家準(zhǔn)備了我們要怎么樣提高聽(tīng)力,歡迎大家參考與借鑒。

　　提高聽(tīng)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(gè)外語(yǔ)老師都會(huì)覺(jué)得聽(tīng)力是最難教的課程之一。這是因?yàn)?，好?tīng)力不是一日練就的，它需要大量的實(shí)踐練習(xí)。不像語(yǔ)法教學(xué)有規(guī)律可循，說(shuō)與寫(xiě)作也有相應(yīng)的練習(xí)供學(xué)生提高，而聽(tīng)力卻不然，這令學(xué)生們感到很頭疼。并不是說(shuō)就沒(méi)有好的途徑去提高聽(tīng)力，只是難以對(duì)其進(jìn)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(duì)學(xué)生們來(lái)說(shuō)，練習(xí)聽(tīng)力時(shí)遇到的最大的障礙之一就是他們經(jīng)常精神溜號(hào)。聽(tīng)著聽(tīng)著，有的學(xué)生突然發(fā)覺(jué)自己聽(tīng)不懂了。出現(xiàn)這種情況，許多學(xué)生是因?yàn)樽呱窳耍蛘哒谀X子想著某個(gè)詞的意思。有些學(xué)生太不自信，認(rèn)為自己沒(méi)有聽(tīng)力天賦，聽(tīng)不懂英語(yǔ)口語(yǔ)。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(xué)生們提高聽(tīng)力的關(guān)鍵是要讓他們相信，聽(tīng)不懂是沒(méi)什么的。態(tài)度上的轉(zhuǎn)變比什么都重要。何況，一些學(xué)生的態(tài)度也比較容易轉(zhuǎn)變。我在教我的學(xué)生(資質(zhì)各不相同)時(shí)發(fā)現(xiàn)，還有一點(diǎn)很重要，那就是要讓學(xué)生盡量多聽(tīng)英語(yǔ)，但每次聽(tīng)不要時(shí)間過(guò)長(zhǎng)。

　　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(lèi)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(méi)準(zhǔn)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(kāi)始要小步跑，跑的距離不宜過(guò)長(zhǎng)，并走著回來(lái)。這樣，你繼續(xù)慢跑并變得健康的可能性就會(huì)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(duì)于練習(xí)聽(tīng)力，學(xué)生們也需采用同樣的方法。要鼓勵(lì)他們?nèi)タ磦€(gè)電影或者收聽(tīng)英語(yǔ)廣播。但是，不要讓他們看一整部電影或者聽(tīng)廣播聽(tīng)上2個(gè)小時(shí)。他們需要常聽(tīng)，但每次聽(tīng)的時(shí)間不宜過(guò)長(zhǎng)，以5到10分鐘為宜。每周聽(tīng)4、5次。就算他們什么都聽(tīng)不懂，5到10分鐘的時(shí)間也不會(huì)影響到他們什么。但是，這種方法若想奏效，決不能讓學(xué)生們急于求成。如果多給些時(shí)間，大腦是可以創(chuàng)造奇跡的。學(xué)生們一定要有耐心去等待。如果一個(gè)學(xué)生能堅(jiān)持這種訓(xùn)練方法2到3個(gè)月，那他的聽(tīng)力肯定會(huì)有很大的提高。

　　擴(kuò)展：巧講語(yǔ)言點(diǎn)二題

　　在中學(xué)英語(yǔ)教學(xué)中，把語(yǔ)言點(diǎn)(主要指某些重點(diǎn)詞匯和短語(yǔ)的用法)講清、 說(shuō)透、并使學(xué)生能靈活準(zhǔn)確地 使用，這是提高教學(xué)質(zhì)量的關(guān)鍵之一。十幾年的教學(xué)實(shí)踐使我悟出了一個(gè)道理：要想真正地把語(yǔ)言點(diǎn)講清、說(shuō) 透，不僅要使笨勁，還要注意使巧勁。本文擬談?wù)勛约旱捏w會(huì)。

　　一、對(duì)比法。隨著知識(shí)的積累，學(xué)生們會(huì)見(jiàn)到許多形式相似，意義相近的短語(yǔ)，也不可避免地會(huì)產(chǎn)生一些 模糊認(rèn)識(shí)。這時(shí)，教師應(yīng)及時(shí)地把這些知識(shí)給學(xué) 生們進(jìn)行比較，使學(xué)生們能夠看出和理解其差異，以便更準(zhǔn)確 地掌握和運(yùn)用這 些知識(shí)。

　　例如,對(duì)于a number of和the number of這組詞我們應(yīng)該指出以下兩點(diǎn);

　　1、它們所表達(dá)的意思不同：

　　a few of (1)a number of 幾個(gè)，一些 some;several amounting to (2)the number of 達(dá)到……的數(shù)目，總數(shù)為 the total of 試比較：

　　I have a number of good friends.

　　我有幾個(gè)好朋友。

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

　　他不知道光顧這個(gè)展覽的總?cè)藬?shù)是多少。

　　2、他們?cè)诰渲兴鸬淖饔貌煌?/p>

　　(1)a number of往往做定語(yǔ)，句子的謂語(yǔ)應(yīng)該與a number of后面的名詞一致。

　　(2)the number of可做主語(yǔ)，后面的謂語(yǔ)應(yīng)該與the number一致，而不應(yīng)該與of后面的名詞一致。因?yàn)?，"of+名詞"在這個(gè)結(jié)構(gòu)中的作用是介詞 短語(yǔ)作定語(yǔ)，修飾the number。

　　試比較：

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

　　一些學(xué)生在那捉迷藏，(學(xué)生的)總數(shù)是十二人。

　　再如，對(duì)于used to和be used2 to這組詞，我們可從以下幾方面進(jìn)行分析和比較：

　　1、意思不同：used to指"過(guò)去常常"，be used to指"習(xí)慣于"，"慣于"。

　　2、所用的時(shí)態(tài)不同：used to一般用過(guò)去時(shí);be used to根據(jù)實(shí)際情況采 用多種適當(dāng)?shù)臅r(shí)態(tài)。

　　3、結(jié)構(gòu)不同：a、"to"的含義不同。在used to結(jié)構(gòu)中，to為不定式符 號(hào)，后面跟動(dòng)詞原形。在be use d to結(jié)構(gòu)中，to為介詞，后面接名詞或動(dòng)名詞。b、疑問(wèn)式和否定式的構(gòu)成形式不同。be used to結(jié)構(gòu)的否定式 往往在be 之后加not;否定結(jié)構(gòu)則把be提置句首;used to結(jié)構(gòu)的否定式可以是didn't usedto (do);也可以是 usedn't to (do);它的疑問(wèn)式可以把used提置句首， 也可借助did，構(gòu)成Did… use to (do)…?這種疑問(wèn)句式 。

　　為了使其更清楚，我們還可以有意識(shí)地把這兩個(gè)短語(yǔ)放在同一句子里。讓學(xué)生們?nèi)ビ^察、體會(huì)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(guò)去)住在鄉(xiāng)下，她很習(xí)慣那里的環(huán)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(guò)去住在南方?？涩F(xiàn)在我住在北方，這里的氣候我還不很習(xí)慣(或適應(yīng))。

　　二、歸納法。學(xué)生是通過(guò)學(xué)習(xí)課文和做練習(xí)來(lái)掌握語(yǔ)言點(diǎn)的。這種學(xué)習(xí)的零散性很有可能造成學(xué)生在運(yùn)用 知識(shí)時(shí)的片面性。所以，我們很有必要在適當(dāng)?shù)?時(shí)候把一些零散的知識(shí)"穿串"，使其系統(tǒng)化、網(wǎng)絡(luò)化。這樣 才能幫助學(xué)生更 好地掌握和自如地運(yùn)用學(xué)過(guò)的知識(shí)。

　　例如，在歸納總結(jié)make這個(gè)詞時(shí)，除了說(shuō)明這個(gè)詞的主要用法和特點(diǎn)以外，還要注意歸納那些已經(jīng)學(xué)過(guò)的 習(xí)慣短語(yǔ)。如：A:make a mistake犯錯(cuò)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(huà)，make an excuse找借口，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(jìn)步，mak e……out of從…制取， of (物理變化) be made 由……制成，be made up of由……組成。from(化學(xué)變化)

　　我們還可以寫(xiě)出類(lèi)似的句子幫助學(xué)生們記憶和復(fù)習(xí)：

　　(1)He made an excuse for his having made a mistake.他為所犯的錯(cuò)誤辨解。

　　(2)The naughty3 boy made a promise that he would never make anoise.那個(gè)淘氣的孩子保證說(shuō)他以后再也不吵鬧了。

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

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