很多学生都抱怨过听力的艰难，都有过听不懂内容，听懂了却记不住，记住了却写不出来的经历，然而，听力作为听说读写四大技能的一部分却很重要，没有好的听力，就无法在交流中听懂对方，也就无法正常交际。那么，听力要怎么进行教学呢，听力教学活动可分为几阶段呢？没错，就是以下三阶段！

一

Pre-listening activities

听前活动

Pre-listening activities aim to motivate students, to activate their prior knowledge, and to teach key words or key sentences to the students before listening begins.

总的来说，听前活动就是为了激发学生的积极性，为他们之后的正式听力活动做好准备。

听前活动主要有以下几类：

（1）Predicting

There are many different activities that can be used to encourage students to predict the content of what they are about to hear.

eg: ①If there is a picture with the listening passage, the students can be asked to predict what the passage will contain before they listen.

②let students read the listening comprehension questions before they listen.

推测就是鼓励学生预想可能听到的内容，比如说，听力文章附有图片的话，教师可让学生根据图片猜测或者让学生在听前阅读以下听力问题，发挥想象力。

eg: Students are first shown the picture below and asked to speculate about who the person is, where she's from, what she does, etc.

（2）Setting the scene

Teacher can help provide the background informationto activate learners' schema, students will be better prepared to understand what they hear.

eg: If the passage is about volcanic eruption, teachers can tell students some knowledege of volcanos beforeing listening and let students imagine what they will feel when seeing it.

介绍背景就是教师可以介绍听力内容的相关知识并营造一种与听力内容相似的真实语境。比如说听力是有关于火山爆发的话，教师可以告诉学生一些关于火山的知识并让学生想象如果自己看到火山爆发感受会如何？

（3）Listening for the gist

Ask students one or two questions that focus on the main idea or the tone or mood of the whole passageas it will be impossible for students to catch all the details

eg: Teacher can ask students "What the passage is mainly about?" before listening.

听要点就是教师要让学生有意识去专注于文章大意，比如，教师可以在听前问学生：“这篇文章主旨是什么？”学生在被问到这个问题之后在正式听力时就会有意识听文章大意。

（4）Listening for specific information

Sometimes we listen only for some specific informationand ignore the rest of the entire message. It is important to expose students to a variety of types of listening texts for a variety of purposesso that they will develop a variety of listening strategies to use for different situations.

eg: Ask students some detailed questions, such as "what color is the speaker's umbrella?"

上一个小点提到了要让学生学会关注文章大意，但是有时候主旨大意没有细节那么重要，所以老师也要教会学生听细节信息，比如说，听力内容是某些细节更重要的材料的话，老师可以在听前问学生一些细节问题，如”说话者雨伞的颜色是怎么样的？”等问题。

二

While-listening activities

听中活动

The while-listening stage is the most difficult for the teacher to control, because this is where students need to pay attention and process the information actively. However, if the teacher provides a reason, goal, or task for the learner, this can encourage and help the listener to focus.

听中阶段其实是最难控制的，因为这时候主要依靠学生自己的听力来获取信息，但是难控制不代表能控制，教师可以为学生提供一些目标和任务，这样学生听力就有了方向和关注点，可以帮助学生集中注意力。

以下为听中阶段可采用的任务类型：

（1）No specific responses无特定反应

It means not giving students any task th e first time they listento a passage. It can take the anxiety out of listening. this can work well with stories or with any kind of material that is intersting, humurous or dramtic.

无特定反应是指学生第一次听时老师不布置任务，无任务会减轻学生的焦虑，这尤其适合于一些故事或者较为有趣的材料。

（2） Listen and act 听并做出反应

It is based ot the Total Physical Response. Students learn language by listening and responding physicallyto command or directions.

eg: Teacher : “Stand up!"

Hearing it, students should really stand up.

这个听力任务是基于全身反应法，学生通过听指令并同时做出指令来学习语言。比如说老师说”站起来“，学生应该听从这个指令站起来。

（3）Listen and tick 听并划勾

If all the student need to do is tick items as they hear them, the task will be much easier.

eg:

（4） Listen and sequence 听并排序

Students can be asked to find out the order of thingsbased on what they hear.

eg:

（5）Listen and draw 听并绘画

This is similar to acting out physically, but in this type, the students are drawing pictures.

（6）Listen and fill 听并填空

Students can read along while they listen to something and fill in the blankswith the words that they hear.

（7）Listen and take notes 听并做笔记

Usually, it is done with a guide of a table with headings given.

eg:

三

Post-listening activities

听后活动

The post-listening stage is where the teacher can determine how well the students have understoood what they listened to. It is important to design the tasks well.

听后阶段是教师考查学生对听力材料理解程度的阶段，所以设计好任务也很重要。

（1） Multiple-choice questions 单项选择题

multiple-choice questions may prepare students to take multiple-choice tests, it does little to help them develop good listening habitsand strategies.

单项选择题是最典型的一项听后活动，它可以使学生适应考试题型，然而在帮助学生形成良好听力习惯方面上作用不大。

（2）Answering questions 回答问题

Open